IDM Blueprint
Compelling Question: The “First Thanksgiving”: How Can We Tell a Better Story?
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Standards D1.5.3-5 Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.
D4.1.3-5. Construct arguments using claims and evidence from multiple sources.CCSS.ELA-LITERACY.W.3.1/W5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons (and information).
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Staging the Question Watch a short video about the meaning and impact of national stories. Discuss what national stories students have heard before and whether/how those stories may exaggerate, mislead, or lack clear details.
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Supporting Question One Supporting Question Two Supporting Question Three Supporting Question Four How has the story been told and why does it need to change? What do we need to know about where the story takes place? What do we need to know about the key players and the challenges they faced? What else is missing from the story? Formative Performance Task Examine and compare diverse sources and multiple perspectives to draw conclusions about how the story of the “First Thanksgiving” has been told and why it needs to change. Annotate key details about the Wampanoag and their homelands. Use evidence to infer how understanding the setting/circumstances prior to 1620 changes the “First Thanksgiving” story. Identify and compare Wampanoag and English individuals and the challenges they faced in building relationships with each other. Use evidence to infer how differences among the Wampanoag and the English may have impacted the outcome. Make an evidence-based claim by summarizing how key events of conflict and survival change the story of the “First Thanksgiving” and contribute to a better understanding of our shared history and of Wampanoag communities today. Featured Sources Source Set One:
Public HistorySource Set One:
The Wampanoag and Neighboring NationsSource Set One:
Early EncountersSource Set One:
Treaty and Harvest CelebrationSource Set Two:
Children’s BooksSource Set Two:
Wampanoag LifewaysSource Set Two:
Arrival of English SettlersSource Set Two:
Expanding Colonies and Growing TensionSource Set Three:
Wampanoag PerspectivesSource Set Three:
Wampanoag SocietySource Set Three:
Building RelationshipsSource Set Three:
Conflict, Survival, and OutcomesSource Set Four:
Threats to RelationshipsSupporting Question One Supporting Question Two How has the story been told and why does it need to change? What do we need to know about where the story takes place? Formative Performance Task Examine and compare diverse sources and multiple perspectives to draw conclusions about how the story of the “First Thanksgiving” has been told and why it needs to change. Annotate key details about the Wampanoag and their homelands. Use evidence to infer how understanding the setting/circumstances prior to 1620 changes the “First Thanksgiving” story. Featured Sources Source Set One:
Public HistorySource Set One:
The Wampanoag and Neighboring NationsSource Set Two:
Children’s BooksSource Set Two:
Wampanoag LifewaysSource Set Three:
Wampanoag PerspectivesSource Set Three:
Wampanoag SocietySupporting Question Three Supporting Question Four What do we need to know about the key players and the challenges they faced? What else is missing from the story? Formative Performance Task Identify and compare Wampanoag and English individuals and the challenges they faced in building relationships with each other. Use evidence to infer how differences among the Wampanoag and the English may have impacted the outcome. Make an evidence-based claim by summarizing how key events of conflict and survival change the story of the “First Thanksgiving” and contribute to a better understanding of our shared history and of Wampanoag communities today. Featured Sources Source Set One:
Early EncountersSource Set One:
Treaty and Harvest CelebrationSource Set Two:
Arrival of English SettlersSource Set Two:
Expanding Colonies and Growing TensionSource Set Three:
Building RelationshipsSource Set Three:
Conflict, Survival, and OutcomesSource Set Four:
Threats to RelationshipsSupporting Question One How has the story been told and why does it need to change? Formative Performance Task Examine and compare diverse sources and multiple perspectives to draw conclusions about how the story of the “First Thanksgiving” has been told and why it needs to change. Featured Sources Source Set One:
Public HistorySource Set Two:
Children’s BooksSource Set Three:
Wampanoag PerspectivesSupporting Question Two What do we need to know about where the story takes place? Formative Performance Task Annotate key details about the Wampanoag and their homelands. Use evidence to infer how understanding the setting/circumstances prior to 1620 changes the “First Thanksgiving” story. Featured Sources Source Set One:
The Wampanoag and Neighboring NationsSource Set Two:
Wampanoag LifewaysSource Set Three:
Wampanoag SocietySupporting Question Three What do we need to know about the key players and the challenges they faced? Formative Performance Task Identify and compare Wampanoag and English individuals and the challenges they faced in building relationships with each other. Use evidence to infer how differences among the Wampanoag and the English may have impacted the outcome. Featured Sources Source Set One:
Early EncountersSource Set Two:
Arrival of English SettlersSource Set Three:
Building RelationshipsSource Set Four:
Threats to RelationshipsSupporting Question Four What else is missing from the story? Formative Performance Task Make an evidence-based claim by summarizing how key events of conflict and survival change the story of the “First Thanksgiving” and contribute to a better understanding of our shared history and of Wampanoag communities today. Featured Sources Source Set One:
Treaty and Harvest CelebrationSource Set Two:
Expanding Colonies and Growing TensionSource Set Three:
Conflict, Survival, and Outcomes
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Summative Performance Task Argument: Use the storyboard planner to construct an argument (e.g., graphic, paragraph, or essay) using claims and evidence from multiple sources about how to tell a better story about the “First Thanksgiving.” Extension: Explore the timeline to learn more about events before, during, and after the period examined in the inquiry (1600–1660).
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Contemporary Connection and Taking Informed Action Understand: Recognize the importance of Cranberry Day and other harvest traditions for Wampanoag communities today. Assess: Evaluate how learning about Cranberry Day helps to tell a better story about the “First Thanksgiving.” Act: Prepare and share a presentation for students/teachers/administrators about how telling a more complete story of the “First Thanksgiving” might change how they typically showcase/celebrate/teach this history. Students have an option to create an informed action plan 
on a related topic.