LESSON

PLAN
Date: Class: 2B Unit: Colonization

LESSON TOPIC: Pilgrims & The Mayflower

STANDARD: U.S. I Standard 2.2:
Students will compare and contrast the economic, political, and social patterns
evident in the development of the 13 English colonies.

U.S. I Standard 2.3:

Students will use primary sources as evidence to contrast the daily life and
contexts of individuals of various classes and conditions in and near the English
colonies, such as gentry, planters, women, indentured servants, African slaves,
landowners, and American Indians.

U.S. I Standard 2.4:

Students will explain historic and modern regional differences that had their
origins in the colonial period, such as the institution of slavery; patterns of life
in urban and rural areas; differences between the French continental interior,
Spanish southwest, and English northeast; and the location of manufacturing
centers.
OBJECTIVES:
Essential Question: Why did the Pilgrims migrate to America?

Students will be able to:

• Explain the reason the Pilgrims migrated to the Americas
• Describe the importance of the Mayflower Compact and how it
is part of the social contract necessary in a democracy
• Know effective skills in reading a primary source document

DO-NOW:
(BELL WORK) New Seating Chart
(10 minutes)
MINI-LESSON:
S – Speaker
(15 Minutes)
O - Occasion
A - Audience
P - Purpose
S - Subject
Tone

Display funny notes – Read aloud – Discuss who is speaking? Who is the note
intended? What is the context/ occasion? Subject? Purpose? Tone?

Explain that even simple notes, pictures, ads, etc. are means of
communication. Historians uses these types of sources all the time.
LESSON PLAN
Date: Class: 2B Unit: Colonization
Review Primary v.s. Secondary sources.

Read aloud to class. Have students follow along with highlighter and take note
of important words and phrases (especially ones that might help us answer the
SOAPSTONE questions). Review and define confusing vocabulary.

Complete Mayflower Compact SOAPSTone Worksheet as a class.

MAIN
ACTIVITY: Mayflower Passenger Activity
(30 minutes)
Divide students into 6 groups (4-5/group)

Distribute Packets. Packets include readings of an individual passenger, what

daily life was like onboard the Mayflower including diet, possessions and
interaction amongst the passengers (includes some primary sources)

Explain to students there are steps on the worksheet and to follow each step
carefully. Student

(Walk around room and facilitate group work)

CLOSING:
Have each group share 3 facts about their passenger and show off their
(10 Minutes)
historical heads

ASSESSMENT:
SOAPSTone Worksheet (summary question), Historical Heads, & Group
worksheet

LANGUAGE
OBJECTIVES: Separatist: One who has separated themselves from the Church of England

and seeks to build a completely new church.
Pilgrim: Those who traveled on the Mayflower that were separatists.
Stranger: Those on the Mayflower that were not separatists.

MATERIALS:
• The Mayflower Compact Worksheet
• Mayflower Passenger Packet with historical head and group worksheet