This task assumes student prior knowledge of the following:
- geography of the Northeastern coast of the United States
- the settling of Jamestown, and problems and successes of this colony
- knowledge of “Separatists” and their reasons for leaving Europe
- the idea that these colonists were governed by England
- the Mayflower voyage
In general, the activities in the Student Booklet are self-explanatory.
Notes on specific activities are as follows:
Introduction
Show the students a picture or transparency of the Mayflower. Read through the introduction with the students. Discuss the context and information, culminating with the question, Why might the Pilgrims be glad they reached America? List student responses on chart paper or on the board.
Activity 1
Divide students into pairs before starting this activity.
Step A.
Hold a class discussion to identify the main purposes of the document. Have students record the purposes in their Student Booklets. Possible responses include:
- They have the right to govern themselves.
- They will elect leaders.
- They will pass their own laws.
- They will obey their laws and other decisions.
Steps B & C.
Have students work in pairs. You may wish to review the differences between commas and semicolons found on the list of signers.
Step D.
Distribute the list of signers, found in the Student Booklet, to each pair of students. Students will note differences in spellings between the two lists. They should understand that spelling irregularities frequently occur in English language primary source documents dated before spelling became standardized by the wide-spread availability of dictionaries. Help them conclude that the second list has updated the English spelling of some names.
Activity 2 Randomly distribute two identical role trade cards to each pair of students, along with trade description cards. Note that trade description cards for farmer, soldier, pastor, shopkeeper and adventurer are not provided. It is assumed that students have a general understanding of these trades.
Activity 3
Step B.
Have students use their role trade cards as name tags by attaching them to their clothing with tape. Arrange the chairs into a circle for the meeting. A script for use in conducting the meeting is found in the teacher’s resources. You may wish to paraphrase William Brewster's opening remarks yourself, or give the script to one of the students who is role playing a Separatist.
Activity 4
Step B.
Set up a signing table with pen and a reproduction of The Mayflower Compact.
It is suggested the compact be enlarged and duplicated on parchment paper.
Activity 5 Students work individually to complete this activity.
Bibliography
- Bradford, William, Of Plymouth Colony, New York, Alfred A Knopf, 1970.
- “Colonial Craftsmen,”
Cobblestone, June 1990.
- Fritz, Jean, Who's that Stepping on Plymouth Rock? New York, Coward and McCannon, Inc., 1975.
- Kallen, Stuart, Building a Nation, Newcomers to America 1400's - 1600's, Minneapolis, MN, Abdo and
Daughters, 1990.
- McGovern, Ann, If you lived in Colonial Times, New York, Scholastic Inc., 1964.
- __________, If You Sailed on the Mayflower, New York, Scholastic Inc., 1969.
- Richards, Norman, The Story of the Mayflower Compact, Chicago, Children's Press, 1967.
- “What We Know About the Mayflower,” Glenview, IL, Scott, Foresman and Company, 1965.
- Ziner, Feenie, The Pilgrims and Plymouth Colony, New York, American Heritage Publishing Co., Inc., 1961.
|
Rationale
You may want to focus on particular activities to evaluate student progress on a certain indicator and outcome. For the
purposes of this exemplar task, sample scoring tools are provided for Activities 4A and 5B.
Activity 4A.
Individually, you must now decide whether or not to sign The Mayflower Compact.
Think about what the document says, the discussion you and your fellow passengers have just had, your reasons for
traveling to America, and your most important reason for coming to America. Below, tell what decision you have made and
support it with at least two reasons.
This activity addresses the MSPAP Outcomes #5 Skills and Processes, and #7 Understandings and Attitudes.
The responses are gauged on a 0 - 2 scoring tool.
Scoring Tool: This response indicates the student's ability to make and analyze personal decisions and reflect on
the results, and demonstrates an understanding of and commitment to the rule of law.
2: This response includes all of the following characteristics:
- written in the role of the passenger assigned in Activity 2
- positive or negative decision about signing
- feasible reasons for signing based on the meeting's discussion, reasons for traveling to America, and/or most
important reason for coming to America stated in Activity 3A.
1: This response includes the characteristics listed above, but with only one reason stated
0: All other responses.
Sample Response:
I will sign The Mayflower Compact because I would have a better chance of surviving in a group with our laws and leaders,
and we can help each other have enough food. My trade is a doctor so I want to be in a group to help save the sick people.
Activity 5B.
How did The Mayflower Compact help the people of the Plymouth Colony? Support your answer with evidence from this task.
This question addresses Outcome #1, Political Systems. The responses are gauged on a 0 - 1 scoring tool.
Scoring Tool: This response indicates the student's ability to determine the importance of The Mayflower Compact.
1: This response includes one example of the positive effect The Mayflower Compact had on the Plymouth Colony.
0: All other responses.
Sample Response:
I think the Mayflower Compact helped the people of the Plymouth Colony by giving them a way to have laws and elect leaders.
|
