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First Thanksgiving Feast

published on: 2/28/2003

Contributing Teacher(s): Stephanie Gentsch,

Subject Area: Fine Arts/Performing Arts/Art, Social Studies/U.S. History, Integrated Curriculum/Interdisciplinary,

Grade Range: Upper Elementary (4-5)

Materials Needed:

• 12" x 18" newsprint paper
• 12" x 18" white drawing paper
• Pencil
• Glue with a little India ink added
• Oil pastels
• Paper towels(some years I use black construction paper and plain white glue).

Objective:

1. The learner will, within a small group, research the first Thanksgiving feast and give an oral report.
2. The learner will draw a cornucopia filled with fruits and vegetables that are well shaped and overlapping to show depth.
3. The learner will shade the cornucopia filled with fruits and vegetables with oil pastels.
4. The learner will demonstrate control of glue and oil pastels.
5. The learner will work well with members of their group.
6. The learner will use appropriate descriptive vocabulary and give constructive advice during the critique.

Essential Question:

Instructional Strategy:

Process Standards: Goal 1.9 identify, analyze and compare the institutions, traditions and art forms of past and present societies
Goal 2.5 perform or produce works in the fine and practical arts
Goal 4.6 identify tasks that require a coordinated effort and work with others to complete those tasks

Content Standards: FA4, FA5, SS6,

G.L.E.:

Time Allowance: varies

Technological Resources:

Extensions:

Integration:

Differentiation:

Assessment:

Description: Students research the first Thanksgiving feast:

1. Facts and myths.
2. What the menu consisted of.
3. The origin of the cornucopia.

Comments:

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Classroom Component:

In this lesson students research the first Thanksgiving feast: facts and myths, what the menu consisted of, and the origin of the cornucopia. They will create a cornucopia with glue and oil pastels. Then end the unit with eating "Ancient New England Standing Dish of Pompions," which is like pumpkin pie but has no crust.

Lesson Introduction:

It is thought that the cornucopia is the broken horn off the God of the River Acheloos. The God of the River Acheloos in west central Greece, is usually shown as a bull with a man's horned head. Herakles wrestled with him to win his bride, Deianeira. The horn was broken off during the struggle. See example of Athenian clay vase, about 475-425 BC in Musee du Louvre, Paris. The first Thanksgiving feast—facts and myths, manners and menus can be researched at www.plimoth.org. The Plimoth Plantation is a living history museum of 17th Century Plymouth and it is a very helpful resource. (Note: Plimoth is spelled with an i for the Web site).

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Directions:

Part One

1. Work in small groups to find out what types of food are grown and harvested locally.
2. How are they raised?
3. Picked?
4. Transported to market?
5. Find out about the origins of Thanksgiving or other fall harvest festivals in your area.
6. What myths surround the holiday?
7. Prepare reports to share information orally with classmates.

Part Two

1. Students sketch cornucopias filled with fruits and vegetables on newsprint. (Make sure fruits and vegetables are overlapping so they look realistic, not placed on top of one another like they are "floating").
2. Redraw cornucopia on drawing paper and outline with glue.
3. Set aside to dry. (This is when students give some of the reports).
4. When glue is dry, use oil pastels to shade the fruits and vegetables.
5. Layer the colors and blend them by rubbing with a finger and/or a paper towel.
6. Make sure that the fruits and vegetables have a light (highlight), medium, and dark shading.
7. Include shadows as needed.

Part Three

1. Critique Time!
2. We hang up our drawings.
3. Each student picks out three they think did a good job and three that they would give advice to. (Before the first time I have a critique I discuss with the class the difference between constructive and destructive criticism, and if they would want someone to say something mean about their artwork. So far I've not had any problems).
4. Each student points out the three they think did a good job and tells what exactly is well done about them.
5. Then they point out the three they think need advice and they tell how that person could improve their artwork.
6. After the critique students have a chance to make any improvements.

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Part Four

1. Share with the class the "Bill of Fare for a 17th Century harvest feast" from the Plymouth Plantation.
2. Discuss the types of food compared to today.
3. Note differences in vocabulary (such as "fishmonger").
4. According to custom, dishes were placed on the table and guests served and carved for themselves.
5. Since forks were unknown in English households,eating utensils were limited to a personal knife, a spoon and a large napkin.
6. The napkin was used not only to clean one's mouth and fingers, but also to pick up hot morsels of food, or to hold a roast for carving.
7. Guests took the food they wished from each serving dish and ate it immediately, or they placed portions on their own trenchers.
8. Trenchers (wooden plates) were frequently shared with a "trencher mate."
9. To conclude this unit I serve "Ancient New England Standing Dish of Pompions."
10. The students help prepare it by working in groups and we cook in a large turkey roaster.
11. While it is cooking more reports are given.

8 cups peeled diced pumpkin	2 Tbs. vinegar
1/4 cup water	1/3 cup brown sugar
2 Tbs. butter	1/4 tsp. cinnamon
salt to taste

This "standing" or standard dish, although spiced like a modern pumpkin pie, is not served in a crust.

1. Put 2 cups of peeled diced pumpkin and 14 cups of water into a pot and cook gently over a low heat until they sink down.
2. Keep adding more pumpkin until you have used all 8 cups.
3. When cooked, the pumpkin will be tender and have kept much of its form, resembling stewed apples.
4. Do not add more water.
5. Remove from the heat and add butter, vinegar, brown sugar and spices.
6. Stir gently and serve.
7. Be sure to allow plenty of time to cook this dish, for it needs to be done very slowly.

Adaptations: Students with sight or motor skill impairment need to make only large, simple fruits and vegetables. (Pumpkins, squash, apples, etc. No grapes or nuts). Then use a buddy (or the teacher) to help with glue. When the glue is dry the glued outline is raised which will give these students boundaries to shade within.

Resources:

• Plimoth PlantationTM at: www.plimoth.org
• An American Thanksgiving by Fran Morley
• Giving Thanks: A Native American Good Morning Message by Jake Swamp
• Nickommoh: A Thanksgiving Celebration by Jackie French Killer

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Scoring Guide - First Thanksgiving

Criteria	1	2	3	4	5	Comments
Research was accurate and well delivered in oral report.
Cornucopia and fruits and vegetables are well shaped and they are overlapping to show depth.
Shaded as to indicate 3-D form.
Craftsmanship—control of glue and oil pastels.
Worked well with the group—helped others if they needed it, helped get out and clean up materials.
Critique—Used appropriate descriptive vocabulary and gave good advice.
Total	_____	_____	_____	_____	_____

Score: Total times three.

Grade Scale

90-81	Hazaa!
80-72	Way to go Pilgrim!
71-63	You're feeling a little seasick!
62-54	Hold on to the railing—you're sliding overboard!
Under 53	You've fallen overboard and have been eaten by sharks!

 

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