Introduction
What if YOU had been a passenger on the Mayflower...
Can you imagine traveling on the Mayflower?
It couldn't have been very easy, especially for a child. Let's explore this....
This WebQuest is about YOUR "Point of View":
*In the first part of this assignment, you will create an account of the Journey of the Mayflower. It will be from the Point of View of a child, a child like yourself.
*In the second part of this assignment, you will create an account of the Journey of the Mayflower. You will "tell the story" of yourself from the Point of View that you are now an older Pilgrim who wants to share "history" for the next generation to pass down and learn about.
Task
Your task:
POINT OF VIEW OF A CHILD:
First, you really are wanting to know where you are going! Explore some of the links provided to see your destination. How many miles will you be traveling? How long do you think this will take to sail to your new home? What should you take with you?
1st Task: Create a "character" in which you will portray. You will write about your answers to these question from the Point of View of yourself as this character, a Pilgrim child. Please include a map, your supplies, your feelings, and what you anticipate the trip to be like for you. Use Power Point or Google Slides to made this presentation. Create slides in your presentation.
2nd Task: Find out all about the ship, the Mayflower. Draw pictures and diagrams of what you think your quarters will be like. Write a descriptive account of what your think this "trip" will be like for you and your family. Create slides in your presentation for this task.
3rd Task: The trip lasts for 66 days, and the conditions have become very difficult for you and your family. You have seen a lot. You have heard a lot. You have felt a lot. You have smelled a lot! You have tasted a lot. Please write about your senses and how the trip has been for you. You are almost there. Create slides in your presentation for this task.
4th Task: The crew reports that they see land ahead. It is your new home. What has this trip meant to you? To the people that you have traveled with? Did this journey end up being anything like you thought it would be? Describe your point of view as you are arriving at your new home in your Power Point Presentation.
5th Task: You will be presenting your Power Point Presentation to your classmates. Create a character for this
POINT OF VIEW OF A SURVIVOR OF THE MAYFLOWER VOYAGE:
You have lived a long life. You endured a lot of hardships along the way, especially when you were a child. You survived the Mayflower Voyage. You survived the building and establishing of Plymouth Plantation. You grew up, had a family, and you feel it is time to share your "history" with others. You want your story to be remembered.
1st Task: Reflect back on yourself as the child who was taken from his home, traveled by boat for 66 days, and found so many challenges thereafter with your family, the community, and survival. Make lists and notes of your memories. Use the Point of View that you are a "survivor" and you know that your own children and their children will be the only ones to share this story. History is important to share! Give an account of your memories in a creative way using Power Point or Google Slides.
2nd Task: Now, write the "story" of your history. You will be presenting this to the class. Remember to be "in character".
3rd Task: As the character that has endured so much, write at least 2 summarizing paragraphs explaining WHY this journey was important for the future. What lessons were taught? What types of "pioneering" did this group of people make that set an example for others? Why is freedom important for everyone? You will be using this document as the final part of your presentation.
*Use the provided form "Notes" that is located in the "process" portion of this WebQuest to guide your research as needed.
Process
Now you are ready to compile your information:
THE PROCESS:
Let's try to imagine...
THE FIRST POINT OF VIEW:
What if YOU were one of the children on the Mayflower in 1620? Imagine it: you live in England, you are about 10 years old, and your family is part of a Religious group called "Separatists". Their mission is to win back "Religious Freedom". The Group has decided to leave England and go to a new "home" where they will worship God in the way they wish.
Currently, the King of England has decided that the people of England must worship God in only one way: the way in which he says.
Your family has helped you to understand that they have chosen to learve England to seek a "New World"--a home where they can worship God in the way in which they choose. Why did this situation happen? because they King of England mandated that all people under his rule were to worship God in accordance with the Church of England. This obviously has enormous impact on your life as well as your entire future. It has impact on your entire family and their future. This is obviously very important to your family, but you are only a child! What is going to happen to you? Whare are your going? What does this mean for you?
The plan will be for you and your family to board a sailing ship called the Mayflower. It is nearing the end of summer, and it is time to go. Most of the Separatists will be joining the group on this ship. You have been told to only bring a few important belongings.
This is very difficult for any of us in the modern times to imagine.
THE SECOND POINT OF VIEW:
You are now older and have endured a lot of hardships as a Pilgrim. Your life has been full: you survived they Mayflower journey as a child, you were one of the first Pilgrims to establish the Plymouth Colony, and you have raised your own family. Your children are grown now, and they have their own families. Now you are thinking that it is time to share your "story", or your "history" . You are going to reflect on your life and you are going to express to others WHY the Pilgrim's search for freedoms was so very important to everyone.
RESOURCES
Use the links that are provided for your "background information".
1. watch this video first to get an idea of what it would have been like for a child to be on the Mayflower in 1620.
https://www.youtube.com/watch?v=xLcko89cjQc
2. This ia a link to Life on the Mayflower
http://www.eyewitnesstohistory.com/mayflower.htm
3. Read an account of an actual Pilgrim girl's impressions, observations and feelings as she was aboard the Mayflower:
copy and paste the link into your browser:
http://www.scholastic.com/scholastic_thanksgiving/letters/Mayflower_let…
ATLANTIC OCEAN
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6. listen to a song about the journey of the Mayflower:https://www.youtube.com/watch?v=v7QjAezCNhc
7.http://www.ducksters.com/history/colonial_america/mayflower.php
After studying these resources, use the provided form to make your "notes" about facts regarding all of the elements you will need to include in your presentation.
This is the link to the form. If you would like to print the form, use this link: copy and paste to browser.
https://docs.google.com/document/d/1Y9EMk1xncxaUXqLBFT4FT9dyZ5kMMR
6Fi7gUB5PI3f0/edit
(This is the information that you will compile:)
Facts about your group, the Separatists:
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Facts about the course of the journey:
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Facts about the Mayflower:
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Supplies to be taken with you:
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Things you experienced on the Mayflower:
I saw:
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I heard:
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I smelled:
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I tasted:
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I felt:
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What it was like to see land:
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Other notes:
“What if you were on the Mayflower in 1620…” NOTES: Point of view of the older adult Pilgrim
Remembering how it felt to be a child on the Mayflower:
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Details that were amazing to you that you survived on the Mayflower Journey:
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Looking back, why was this journey so important to tell for “history’s sake”:
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What things in life that you experienced made the hardship worth it all?
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Why is it important to have freedoms?
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Would you do it all again?
Evaluation
EVALUATION OF STUDENT'S WORK
4= Advanced (demonstrates superior performance)
3=Proficiency (demonstrates thorough work)
2=Nearing proficiency (progress being made)
1=Novice (difficulty completing tasks)
Quality of Work: The student shows that he/she put much time and effort into thoughtful work. The student uses complete sentences, grammatical correctness, and has researched the topic in order to give accurate analysis of the time, the historical relevence, and the history thereafter the journey of the Mayflower.
Creativity: The student shows that he/she took great interest in design, imagination, and descrioptions in this Point of View presentation.
Completion of Power Point Presentation: The student shows that he/she uses resources to enhance his/her presentation. The student shows mastery in the tools of the Power Point/Google slides assignment.
Completion of Presentation to class: The student shows that he/she understands that his/her "character" has many facets. The student tries to develop the character's thoughts, feelings, and experiences. The student presents the material to the class in an interesting and organized way.
Time Management: The student shows that he/she has taken the time needed for completion. The student's presentation both with the written (Power Point) and the oral (class presentation), reflects a good amount of effort.
Point of View: The student shows that he deeply tried to put himself in the place of a child on the Mayflower with his thoroughness and completion of the "form" and its questions.
Shows knowledge of subject matter: The student shows that he studied the material given (suggested websites, images, YouTube videos, and maps).
Conclusion
Conclusion:
What was it like to travel on the Mayflower as a child?
Why was it important that you did?
**Please complete your presentation with a brief paragraph in which you address these questions.
Now you should have a better understanding of who the Pilgrims were and why they came to America. Reflect back on what you've learned. How different was a Pilgrims child's life than your own life today? Do you think that you would like to live as the Pilgrims did long ago? Like so many people who "went before us" in history, the Pilgrims showed is the rewards for being courageous. Without individuals who are willing to "fight for a cause", our country would not understand many of the freedoms that we enjoy today
Freedom is not free! Sacrifices must be made by others, like the Pilgrims, so that we live in a country where we are free to worship God as we wish
Thank you, Pilgrims, for enduring hardships!
If you'd like to find out more information on your own, you can click the links below.
Credits
CREDITS:
Author Biography:
Carol Bullock-I am an Upper Elementary Montessori teacher in Billings, Montana.
Permission is granted for using this WebQuest for educatonal purposes as long as credit is given for original authorship and creatorship.
This WebQuest was created by Quest Garden. I used the "Travel Account" template via www.createwebquest.com.
Images:
www.familytree.com/we-content/uploads/2015/11/beer-mayflower.gif
www.lookandlearn.com/blog/1598/the-mayflower-sights/land
https://bjws.blogspot.com/2016_01_24archive.html
http://google.com/search?tbs=sbi:AMhZ2iun5MbZPNKKBnLsiqC46z3Lou3JR4-Rjh…
Blog.hmns.org/2015/11/the-first-thanksgiving-the-wanpanoag-perspective/
www.stufffromthelab.wordpress.com
Teacher Page
If You had been a Passenger on the Mayflower...by Carol Bullock
This Webquest is intended for children 4th-6th grade
Montana State Standards for this WebQuest:
COMMON CORE LITERACY STANDARDS FOR SOCIAL STUDIES READING (Informational) RI.KI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.KI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.KI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
RI.CS.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.CS.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
WRITING
WR.TT.1a Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. WR.TT.1b Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Provide reasons that are supported by facts and details.
WR.TT.1c Write opinion pieces on topics or texts, supporting a point of view with reasons and information: Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
WR.TT.1d Write opinion pieces on topics or texts, supporting a point of view with reasons and information.RI.CS.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.IK.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.IK.8 Explain how an author uses reasons and evidence to support particular points in a text. RI.IK.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.RR.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
WR.TT.2a Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
WR.TT.2b Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
WR.TT.2c Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
WR.TT.2d Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Use precise language and domain-specific vocabulary to inform about or explain the topic.
WR.TT.2e Write informative/explanatory texts to examine a topic and convey ideas and information clearly: Provide a concluding statement or section related to the information or explanation presented.
WR.TT.3a Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
WR.TT.3b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
WR.TT.3c Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Use a variety of transitional words and phrases to manage the sequence of events.
WR.TT.3d Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences: Use concrete words and phrases and sensory details to convey experiences and events precisely.
Montana Standards for this Webquest:
WRITING
CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCRA.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing
CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research
RESEARCH, evidence and point of view
:Research to Build and Present Knowledge
WHST.6-8.7 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8 8. Gather relevant information from multiple oral, print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9 9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing
WHST.6-8.10 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline
Social studies
Content Standard 4—Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
Content Standard 5—Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.
Content Standard 6—Students demonstrate an understanding of the impact of human interaction and cultural diversity on societies
Teacher's PROCESS of creating this WebQuest:
I used the template from the website createwebquest.com called "The journey I researched_________"