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It Takes All Kinds of Pilgrims
Teaching with Primary Sources
Illinois State University
Sharon Warren
Washington Elementary
Summer 2011
Teaching with Primary Sources
Illinois State University
Library of Congress, Prints and Photographs Division,
World's Transportation Commission Photograph Collection,
[reproduction number, e.g., LC-USZ62-78838].
Thanksgiving means different things to different cultures. It also looks different to someone that immigrated to the United States from another country.
Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· read aloud as a class the story Molly’s Pilgrim by Barbara Cohen
· identify reasons different groups came to the United States
· learn about the Jewish celebration of Thanksgiving
· understand that the United States is made up of many different types of Pilgrims
Recommended time frame / 3 weeks
Grade level / 3rd grade
Curriculum fit / Language Arts, Social Studies
Materials / · copy of the book Molly’s Pilgrim by Barbara Cohen for each student
· comprehension questions
· vocabulary list
Illinois State Learning Standards:
Language Arts:
GOAL 1: Read with understanding and fluency
· 1.A Apply word analysis and vocabulary skills to comprehend selections.
· 1.A.2b. Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses.
· 1.C. Comprehend a broad range of reading materials.
· 1.C.2b. make and support inferences and form interpretations about main themes and topics
GOAL 2: Read and understand literature representative of various societies, eras, and ideas.
GOAL 3: Writing: Write to communicate for a variety of purposes.
· 3.A. Use correct grammar, spelling, punctuation, capitalization and structure.
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Procedures Back to Navigation Bar
· Students will go over vocabulary for first reading section of book.
· Words will be divided between students so that each student has 1-2 words.
· After locating word in the dictionary, student will share their definition with other students.
· Class will take turns reading first section of book out loud as a class.
· Teachers will present a mini-lesson on what it means to write in a complete sentence. Will work on comprehension question #1 together. Students will complete questions for first section of book.
· This format will continue as we proceed through the book.
· Prior to each section of book being presented to students and in conjunction with vocabulary words, primary sources will be shown and discussed.
Evaluation Back to Navigation Bar
· Comprehension questions will be evaluated by teacher for responses in complete sentences and with correct information as the answer.
Primary Resources from the Library of Congress
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Primary Source / Citation / Description / URL/ Western History/Genealogy Department, Denver Public Library / Russian Cossacks / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00105603))
/ Western History/Genealogy Department, Denver Public Library / Russian Cossack in uniform / http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+00105534))
/ Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, e.g., LC-USF35-1326] / Interior of Jewish Synagogue / http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8c03818))
/ DN-0069732, Chicago Daily News negatives collection, Chicago History Museum / Russian Jewish immigrant family arrives in United States, 1918 / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n069732))
/ Library of Congress, Prints and Photographs Division, reproduction number, LC-USZ62-51301 DLC / Capital of Jewish America was New York City, Lower East Side / http://memory.loc.gov/cgi-bin/query/r?ammem/pan:@field(NUMBER+@band(pan+6a12044))
/ Library of Congress, Prints and Photographs Division, Detroit Publishing Company Collection / Outside of New York City tenement / http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a18585))
/ Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, LC-USF34-009114-C DLC / View from back window of tenement apartment / http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8b29537))
/ Courtesy of the Special Collections Department, University of Iowa Libraries / Traditional Pilgrim girls / http://memory.loc.gov/cgi-bin/query/r?ammem/tccc:@field(DOCID+@lit(tccc005777))
/ Library of Congress, Prints and Photographs Division, World's Transportation Commission Photograph Collection, Digital ID: wtc 4a03342 / Jewish girls in traditional clothing
Three Goldi children / http://memory.loc.gov/cgi-bin/query/r?ammem/wtc:@field(NUMBER+@band(wtc+4a03342))
Handouts
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Molly’s Pilgrim
by Barbara Cohen
Part 1: Vocabulary
1. admire______
______
2. terrible______
______
3. burst ______
______
4. Yiddish______
______
5. tenement______
______
6. Cossacks______
______
7. synagogue______
______
8. Jewish______
______
9. ignorant ______
______
10. snorted______
______
11. embroider______
______
12. murmur______
______
13. taunted______
______
14. magnificent______
______
15. headdress______
______
16. hooted______
______
Teaching with Primary Sources
Illinois State University
Part 2-Comprehension-Please write in complete sentences.
1. What student teases Molly every day at school? ______
______
2. Why does Molly not cry in front of the other girls? ______
______
3. Who does Molly cry in front of? Why? ______
4. Why do you think Miss Stickley doesn’t make the children stop teasing Molly?
______
5. Where did Molly live when her family first came to America? ______
______
6. Before the family moved to America where did they live? ______
______
7. Why does Molly not want her mother to go to the school? ______
______
8. Why does Molly not know what the word Thanksgiving means? ______
______
9. What homework assignment does Miss Stickley give to the class? ______
______
10. Why does Molly not make her own Pilgrim doll? ______
______
11. How did Molly feel about the doll Mama had made for her? ______
______
12. Why did Mama make the doll to look like her? ______
______
13. What did the other children do when they first saw Molly’s doll?
______
______
14. Where did the Pilgrim’s idea for Thanksgiving come from? ______
______
15. What did Miss Stickley do with Molly’s doll? ______
______
16. At the end of the story how does Molly feel about being a “Pilgrim”?
______
______