ELA  /  3rd Grade  /  Unit 2: Rediscovering Thanksgiving: Fact vs. Fiction

Rediscovering Thanksgiving: Fact vs. Fiction

Students learn about the Pilgrims and the first Massachusetts colonies, including why the Pilgrims came to the New World, their relationship with the Native peoples, and the truth behind the first Thanksgiving.

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ELA

Unit 2

3rd Grade

Unit Summary

This unit challenges students to view history with a critical lens and to notice how there is always more than one side to a story. The unit begins with the Mayflower and helps students develop an understanding of why so many colonists decided to leave England and travel to the "New World." Students will explore the hardships faced by the colonists, both on the ship and once they arrived in the "New World," and how the colonists persevered and relied on the geography and environment to meet their needs. Students will then learn about the Wampanoag, the people who were on the land before the Pilgrims arrived. They will learn about what the Wampanoag value, how they viewed the Pilgrims, and how the arrival of explorers and settlers negatively influenced their tribe in the past and continues to impact the present. Then, students will be encouraged to analyze what really happened at the first Thanksgiving and whose story is being told. Students will realize that the traditional story of the first Thanksgiving contains many myths that don't accurately reflect the Wampanoag and what really happened in 1621. 

Students think about the ways in which events are connected. When learning about historical events and reading historical texts, students explore how they can use chronology to explain the connection between events. Students review how to use cause-and-effect to explain what happened with particular events and why. Students read texts on similar topics that include multiple perspectives of a historical event, allowing students to compare and contrast texts and critically analyze the perspectives that are present in each text. 

When discussing the text, students continue to work on elaborating and supporting their own ideas, using examples and evidence to justify their own thinking. Doing so sets students up for success with discourse in later units when students are pushed to engage with the thinking of others. 

Students continue to build their fluency with writing daily in response to the text and crafting sentences that show a nuanced understanding of content. In the second half of the unit, students write informational paragraphs, including a topic sentence and supporting reasons and facts. The unit culminates with students researching, drafting, and illustrating their own informational books to teach others the truth about Thanksgiving.

Please Note: In May 2025, this unit and its lesson plans received a round of enhancements. Two texts have been added to the unit: This Land by Ashley Fairbanks and Bridget George (ISBN: 978-0593651445, Teacher Copy) and Keepunumuk: Weeâchumun's Thanksgiving Story by Danielle Greendeer, Anthony Perry, and Alexis Bunten (ISBN: 978-1623542900, Teacher Copy). The text Squanto's Journey by Joseph Bruchac has been removed from the unit. Writing projects throughout the unit have been adjusted. This unit is now 32 instructional days (previously 26 days). Teachers should pay close attention as they intellectually prepare to account for the updated pacing, sequencing, and content.

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Texts and Materials

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Core Materials

Supporting Materials

Text Selection Rationale
All Course Materials

Assessment

The following assessments accompany Unit 2.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.

Fluency Assessment

The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. Find guidance for using this assessment and supporting reading fluency in Teacher Tools.

Unit Prep

Intellectual Prep

Unit Launch

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

  • Why did the Pilgrims leave England? What challenges did they face when they reached the "New World"? 
  • Who were the first people to live in present-day New England? How were their lives and communities impacted by the Europeans? 
  • Which parts of the Thanksgiving story are true? Which parts are myths? 
  • Why is it important to look at history from multiple perspectives? 

Reading Focus Areas

  • Events in historical texts are often described chronologically (in the order they happen). Readers use chronology to explain the connection between events.

  • To describe key events in a historical text, readers need to think about what happened and why.

  • Comparing and contrasting details from multiple texts on the same topic helps readers understand multiple perspectives of a historical event.

Writing Focus Areas

Informational Writing

  • Introduce a topic using a topic sentence.

  • Develop the topic with reasons, facts, and details.

  • Organize information using a cause-and-effect or chronological text structure.

  • Conduct short research projects to build knowledge.

  • Take notes and sort evidence into categories.

  • Include illustrations and text features to aid in comprehension.

Speaking and Listening Focus Areas

  • Elaborate to support ideas. Provide evidence or examples to justify and defend a point clearly.

  • Use specific vocabulary. Use vocabulary that is specific to the subject and task to clarify and share their thoughts.

Vocabulary

Text-based

Indigenousaccurateallybustlingcolonizationcolonycustomepidemicestablishfearsomegriminfluentialmotivemourningpleasantpledgesacredstenchtemperthieverytreatywaryweary

Root/Affix

-ance-al-ful-some-tion

To see all the vocabulary for Unit 2, view our 3rd Grade Vocabulary Glossary.

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting All Students Teacher Tool.

Lesson Map

7
Lesson
Writing
Overview

Write a paragraph that teaches others about the effect of the arrival of European settlers to North America. 

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Single Paragraph Outline Sample Response (G3, U2)
  • Cause and Effect T-Chart (G3, U2)
  • Linking Words Practice Handout (G3, U2, L7)
  • Informational Writing Rubric (G3)
  • Single Point Informational Writing Rubric 1 (G3, U2)
  • Editing Checklist 1 (G3, U2)
Day 1 - Brainstorming

Plan a cause-and-effect paragraph that describes the conditions on the Mayflower.

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Single Paragraph Outline Sample Response (G3, U2)
  • Cause and Effect T-Chart (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 2 - Drafting

Draft a cause-and-effect paragraph that describes the conditions on the Mayflower.

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Single Paragraph Outline Sample Response (G3, U2)
  • Linking Words Practice Handout (G3, U2, L7)
  • Single Point Informational Writing Rubric 1 (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

11
Lesson
Writing
Overview

Write a paragraph that teaches others about the effect of the arrival of European settlers to North America. 

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Single Paragraph Outline Sample Response (G3, U2)
  • Cause and Effect T-Chart Sample Response (G3, U2, L11)
  • Linking Words Practice Handout (G3, U2, L7)
  • Informational Writing Rubric (G3)
  • Single Point Informational Writing Rubric 1 (G3, U2)
  • Editing Checklist 1 (G3, U2)
Day 1 - Planning & Drafting

Draft a cause-and-effect paragraph with important facts and details to describe the challenges and rewards of being in the "New World." 

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Cause and Effect T-Chart Sample Response (G3, U2, L11) — (Completed)
  • Informational Writing Rubric (G3)
  • Single Point Informational Writing Rubric 1 (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

15
Lesson
Writing
Overview

Write a paragraph explaining the impact of the arrival of European settlers in North America.

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Single Paragraph Outline Sample Response (G3, U2)
  • Cause and Effect T-Chart (G3, U2)
  • Linking Words Practice Handout (G3, U2, L7)
  • Mixed-Up Sentences Practice Handout (G3, U2, L15)
  • Informational Writing Rubric (G3)
  • Single Point Informational Writing Rubric 1 (G3, U2)
  • Editing Checklist 1 (G3, U2)
Day 1 - Planning & Drafting

Draft a cause-and-effect paragraph that explains how the arrival of English settlers affected the Wampanoag. 

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Single Point Informational Writing Rubric 1 (G3, U2)
  • Cause and Effect T-Chart (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 2 - Revision & Editing

Develop and clarify writing by rearranging ideas to ensure a logical progression. 

Materials
  • Pilgrims
  • Mixed-Up Sentences Practice Handout (G3, U2, L15)
  • Informational Writing Rubric (G3)
  • Single Point Informational Writing Rubric 1 (G3, U2)
  • Editing Checklist 1 (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

26
Lesson
Writing
Overview

Research, draft, illustrate, and create an informational book to teach the events of the history that would become the "First" Thanksgiving.

Materials
  • All unit texts
  • Single Paragraph Outline — Blank
  • Research Note-Taking Graphic Organizer (G3, U2, L26)
  • Linking Words Practice Handout (G3, U2, L26)
  • The Real Story of Thanksgiving Sample Response (G3, U2, L26)
  • Informational Writing Rubric (G3)
  • Single Point Informational Writing Rubric 2 (G3, U2)
  • Editing Checklist 2 (G3, U2)
Day 1 - Researching

Investigate a research question on the topic of the first Thanksgiving.

Materials
  • All unit texts
  • Research Note-Taking Graphic Organizer (G3, U2, L26) — (Printable)
  • Research Note-Taking Graphic Organizer Sample Response (G3, U2, L26)
  • Informational Writing Rubric (G3)
  • The Real Story of Thanksgiving Sample Response (G3, U2, L26)

Standards

W.3.2W.3.2.bW.3.6W.3.7W.3.8

Day 2 - Planning

Plan an informational paragraph about the true story of the first Thanksgiving that introduces a topic, includes related details, and provides a concluding statement.

Materials
  • All unit texts
  • Colored markers — For color-coding notes
  • Single Paragraph Outline
  • Single Paragraph Outline Sample Response (G3, U2, L26)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 3 - Drafting

Plan an informational paragraph about the true story of the first Thanksgiving that introduces a topic, includes related details, and provides a concluding statement.

Materials
  • All unit texts
  • Single Paragraph Outline — Completed
  • Single Paragraph Outline Sample Response (G3, U2, L26)
  • Single Point Informational Writing Rubric 2 (G3, U2)

Standards

W.3.2W.3.2.bW.3.7W.3.8

Day 4 - Revision & Editing

Develop and clarify writing by rearranging ideas to ensure a logical progression.

Materials
  • All unit texts
  • Linking Words Practice Handout (G3, U2, L26)
  • Single Point Informational Writing Rubric 2 (G3, U2)
  • Editing Checklist 2 (G3, U2)

Standards

W.3.2W.3.2.cW.3.7W.3.8

Day 5 - Publishing

Publish an informational book on the first Thanksgiving. 

Materials
  • All unit texts
  • Single Point Informational Writing Rubric 2 (G3, U2)
  • Single Paragraph Outline — Completed
  • Single Paragraph Outline Sample Response (G3, U2, L26)
  • The Real Story of Thanksgiving Sample Response (G3, U2, L26)
  • Digital Book Template (G3, U2, L26)

Standards

W.3.2W.3.6W.3.7W.3.8

Common Core Standards

Core Standards

L.3.1
L.3.1.a
L.3.1.d
L.3.1.e
L.3.1.f
L.3.1.h
L.3.1.i
L.3.2
L.3.2.a
RI.3.3
RI.3.6
RI.3.9
SL.3.1
SL.3.1.a
SL.3.1.d
SL.3.6
W.3.2
W.3.2.a
W.3.2.b
W.3.2.c
W.3.2.d
W.3.7
W.3.8

Supporting Standards

L.3.2.e
L.3.2.f
L.3.2.g
L.3.4
L.3.4.b
L.3.6
RF.3.3
RF.3.4
RI.3.1
RI.3.4
RI.3.5
RI.3.7
RI.3.10
SL.3.4
SL.3.5
W.3.4
W.3.5
W.3.6
W.3.10

Read Next

Rediscovering Thanksgiving: Fact vs. Fiction
Lesson 1
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