Introduction
Imagine that you were asked to give brief description of the Pilgrims and their journey to the New World in 1620. This explanation should include discussing important map and regional facts about the geography and historical events that the Pilgrims encountered. These investigations should arrange indepth knowledge about Pilgrims, their journey, and surroundings in the New Land to a group of classmates or school friends. Would you be able to present a short verifiable discussion? Will you converse with them identifiable and inspiring specifics from your Social Studies course surveys and explorations?
Task
Pilgrims set sail from England on the Mayflower in September 1620. They
became the original settlers of Plymouth Colony, and made a permanent community of Europeans in New England
The term pilgrim or describe the original settlers that left England and arrived in Plymouth seeking religious freedom in 1620.
Students will use this seminar to convey to me the answer of the following inquiries:
(1) What was the cultural background of the Pilgrims before their arrival into Plymouth.
(2) How was the living conditions in the New world different than in England?
(2) Explain how these themes impact the Pilgrims’ lives? Was they better or worse?
(3) Read, Collaborate, and answer questions on at least one instructional activity about the Pilgrims based on the geography of the New World, circumstances regarding living conditions, and social conventions with the natives of Plymouth.
This awarenes regarding Pilgrims provide a learning scope through Historical people, places and events that shaped America. This knowledge is significant in that it help
learners understand diverse social interactions and conventions that allow learners to respect the personal rights and liberalities of all mankind throughout the world.
After the seminar students will
(4) Provide an adequate summarization on the qualities of Pilgrims
(5) List important factors from the Pilgrims’ Journey to the New World that lead up to the settlement of Plymouth, communications with the natives, and the establishment of America.
(6) Read, Collaborate, and answer questions on at least one instructional activity based on a review of the Pilgrims’ venture to Plymouth in 1620. Describe means of travel, world locations, human activity with the environment, and living conditions.
The importance of religious freedom to the Pilgrims is described as a both a human and social liberty or right of individuals. It explains why the Pilgrims left England to seeks out a place for this kind of freedom.
When the seminar ends students will:
(7) How does the Pilgrims’ desire for self-governing religious freedoms versus the mandatory nationalistic European religious restrictions impact their citizenship to Europe?
(8) Differentiate significant circumstances that influence relocating citizenship and changing religious attitudes about diverse places around the world.
(9) Read, collaborate, and answer questions on at least one instructional activity based
The following are web links to assist students during these learning activities
while clarifying the essential aspects of the Pilgrims Journey in 1620.
www.history.com/topics/pilgrims
https://www.teachervision.com/discovery/american-colonies/785.html
www.history.com/topics/plymouth
www.socialstudiesforkids.com/wwww/us/plymouthdef.htm
http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm
www.livescience.com/38595-jamestown-history.html
Process
Here are your 3 activities and they are to be completed in 3 days!
Day 1:
Welcome to American History!
Student and teacher review text material on Pilgrims. Today you will divided up into different groups. Each group will be assigned the following discussion questions to research collaboratively.
Who were the Pilgrims?
Where did they come from?
Why did they leave their country? What was the specific reason for wanting to leave?
How did these reasons influence their decision to eventually relocate from one region to another?
Once you are divided up into groups then you will use the internet to find out information. They will prepare a brief presentation on the evidences they found. Student group will act out one event and use role play on pilgrims and their characteristics. Make sure students find and have photos of pilgrims from internet to go along with presentation and re-enactments. They should compile research notes in social studies journals.
Students must perform student created worksheet on the Pilgrims.
Day 2:
Welcome to World History!
Student and teacher continue to review text material on Pilgrims and the Mayflower. Today you will divided up into different groups. Each group will be assigned the following discussion questions to research collaboratively
What was the Mayflower?
How did it help the Pilgrims?
How many Pilgrims was on the Mayflower?
How long was the Pilgrims on the Mayflower?
After learners are divided up into groups then they will use computers to locate further information. They will prepare a brief presentation on any evidences found. Student group will act out one event and use role play about the construction of this ship and the diverse responsibilities that pilgrims had on the Mayflower. The research should reveal any special features and characteristics about the Mayflower. Make sure students find and have photos of the Mayflower from internet to go along with presentation and re-enactments. Students perform student created worksheet on the Pilgrims. They should compile research notes in social studies journals.
Day 3:
Welcome to World Geography!
Student and teacher continue to review text material on Pilgrims and the Plymouth Colony. Today you will divided up into different groups. Each group will be assigned the following discussion questions to research collaboratively
When did the Mayflower arrive at Plymouth?
What did the Pilgrims think of Plymouth?
When did the Pilgrims see or meet the natives at Plymouth.
What was the travel and living conditions like in Plymouth?
How long did it take the Pilgrims to get settled into Plymouth?
How long did it take the Pilgrims to become successful farmers in the New Land?
How well did crops grow?
How warm was the summers or cold was the winters in Plymouth?
How did these weather conditions impact the Pilgrims?
Students should also briefly collaborate create a timeline of events regarding the following years.
1620 – 1630
1630-1640
1640-1650
1650-1660
1660-1670
1670-1680
1680-1690
Once students are divided up into groups then you will use the internet to find out who was the king of England, major events between 1620 -1690. They should also document Pilgrim travels and movements, interactions with natives , and make sure to compile research notes in social studies journals. After group has found and answered all of these topic queries they will, as a group, prepare a presentation of your findings.
Student will be graded based on 3 criterions: 1) the content of research found, 2) how well they work in their groups, and 3) the written and thought organization of their social studies journals.
Evaluation
Rubric
1 (C)
Learners have signed have signed their worksheet, it is somewhat complete and is decipherable
Pupils writing are legible and there are various data on the page
Novice have responded to all inquiries specified on worksheet
2(B)
Students are imaginative the composition appears suitable and is understandable, intelligible.
Schoolchild is especially imaginative and part of the assignment is intriguing pupils solved all enquiries
granted and assigned them in the appropriate spaces
3(A)
Schoolchildren have proceeded through the task and it is adequately printed
Learners were exceptionally resourceful and conscientious
Beginners resolved all queries and transferred them in the approved spaces.
Conclusion
Once all assignments concerning the Pilgrims are complete students can re-evaluate their responses to inquiries and provide the correct answers before submitting final work to the instructor. It is extremely important that all revisions and corrections are done. This ensures that the assignment is free from spelling and punctuations errors and that all questions have been answered. This kind of review ensures that all directions are fulfilled throughout the worksheet. Students should check that the spelling of their name and the appropriate date appear on the document. Keep in mind that the Pilgrims left England to obtain religious freedom. The Mayflower was the ship that brought the Pilgrims to the New Land. The Pilgrims sailed from Europe to Plymouth. Submit all of your work when all tasks are complete.
Credits
This session was generated by Denise Smith. GCU EED 570
Teacher Page
Hi everyone,
Thank you for reviewing my web quest. This tutorial is intended for grades 6-8. The specific objective is to equip with pupils with basic knowledge about the Pilgrims of 1620. Students learn how to effective collaborate with peers, providing answers on
assignments, and it instructs pupils on suitable strategies on how to discern and execute precise guidelines for research information on Pilgrims. These procedures also
arrange for me effective method to track pupil understanding of learning obligation. It offers self-governing assessment. Teachers can design their own web quest by authorizing a complimentary account from a reliable website and have your pupils study your seminar, to trace their understanding and learning strengths. Learners may get in touch with me for any difficulties or concerns. You are welcome to view any other web quests for additional perspectives and data also. Denise Smith
The following web links clarify the aspects of the Pilgrims Journey in 1620.
www.history.com/topics/pilgrims
https://www.teachervision.com/discovery/american-colonies/785.html
www.history.com/topics/plymouth
www.socialstudiesforkids.com/wwww/us/plymouthdef.htm
http://www.scholastic.com/scholastic_thanksgiving/voyage/journey.htm
www.livescience.com/38595-jamestown-history.html