This silver wine cup belonged to Pilgrim leader and Mayflower passenger William Bradford, who gov
Grade Range: 5-8
Resource Type(s): Reviewed Websites, Primary Sources, Lessons & Activities
Duration: 90 minutes
Date Posted: 10/12/2016
In this inquiry, students investigate one of the best-known stories in American history—the interaction between the Pilgrims and the Wampanoags that included the first Thanksgiving. The compelling question “Why did the Pilgrim–Wampanoag friendship go so wrong?” focuses on how the relationship between Native Americans and European settlers deteriorated over time. The Pilgrims’ initial contact with the Wampanoags in the winter of 1621 was not the first time Europeans and Native Americans met, but the interactions that followed have become a central part of the narrative of American history. As they complete this inquiry, students learn more about the history of colonial and Native American relations by responding to the compelling question with an argument about how the interactions between the Pilgrims and the Wampanoags changed over time.
United States History Standards (Grades 5-12)
Historical Thinking Standards (Grades 5-12)
Common Core State Standards (Grades K-12)
CCSS.ELA-Literacy.CCRA.W.2 (Text Types and Purposes): Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4 (Production and Distribution of Writing): Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.8 (Research to Build and Present Knowledge): Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 (Research to Build and Present Knowledge): Draw evidence from literary or informational texts to support analysis, reflection, and research.
Common Core State Standards (Grades 6-8)
CCSS.ELA-Literacy.RH.6-8.2 (Key Ideas and Details): Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.6 (Craft and Structure): Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-Literacy.RH.6-8.9 (Integration of Knowledge and Ideas): Analyze the relationship between a primary and secondary source on the same topic.
College, Career, and Civic Life (C3) Framework for Social Studies State Standards (Grades 6-8)
D2.His.4.6-8. (History): Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.12.6-8. (History): Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.
D3.3.6-8. (Developing Claims and Using Evidence): Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D3.4.6-8. (Developing Claims and Using Evidence): Develop claims and counterclaims while pointing out the strengths and limitations of both.
D4.2.6-8. (Communicating and Critiquing Conclusions): Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.