2. recognize that parents had daily jobs to provide for their families and the settlement.

3. understand ways in which community life and traditions at Plimoth were unique.

2. Tell the children that you will be reading two books about a day in the life of a Pilgrim girl and a Pilgrim boy. Read Sarah Morton's Day: Day in the Life of a Pilgrim Girl , by Kate Waters. As it is being read discuss the clothing, utensils, furniture, etc., with the children. After the story, have them list things they feel are important to add to the chart begun earlier in the lesson. It may be necessary to have the children break up into groups and be assigned to a certain classification. As a class, the children should list the chores Sarah Morton had to do in a day.

It is also important for the children to note the jobs Sarah's mother had to do to provide for her family.

3. Since the children have read about a life of a Pilgrim girl, Sarah Morton, have them discuss what they think might be the responsibilities of a Pilgrim boy. Then read Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy , by Kate Waters. As a class have them list the chores Samuel Eaton had to do in a day. Compare this list to the one made about Sarah Morton. Can they make some generalizations about the information listed? Also, have the children discuss the jobs men of Plimoth had to do for their families and community.

4. Have the children think about a day in the life of a Pilgrim child. From the list have them draw what part of the child's day would be their favorite if they were Sarah or Samuel. Have them complete this sentence and share it with the class: "My favorite part of my day at Plimoth is . . ."

5. Have the children make a class picture book of their day and Sarah's or Samuel's day. They should divide a page in half and draw a daily job they do and draw a job Sarah or Samuel had to do. The may want to expand the book to include jobs of adult men and women at Plimoth and now.

2. Have the children pretend they are a Plimoth child who is sending a letter back to a friend in England telling about life at Plimoth or about their friends the Indians, who have helped them.

3. Have parents and children bring in utensils used by early colonists such as cooking pots, a butter churn, pewter, etc., to make a mini-classroom museum. Have the class organize the materials and discuss how they could share these artifacts with other classes. Children should be involved in writing the invitations, scheduling the visitations, and presenting the material to the visitors.

Behrens, June and Pauline Brower. Pilgrims Plantation . (Chicago: Childrens Press, 1977) (ISBN 0516087363).

Dalgliesh, Alice. The Thanksgiving Story . (New York: Scholastic, Inc., 1954) (ISBN 0590438921).

Hayward, Linda. The First Thanksgiving . (New York: Random House, 1990) (ISBN 067980218).

Kessel, Joyce and Lisa Donze. Squanto and the First Thanksgiving . (Minneapolis, MN: Carolrhoda Book, 1983) (ISBN 0876141998).

Kroll, Steven. Oh, What a Thanksgiving . (New York: Scholastic, Inc., 1988) (ISBN 0590448749).

Roquitte, Ruth. A Day of Thanksgiving . (Minneapolis, MN: Dillion Press, Inc., 1981) (ISBN 0875181953).

Waters, Kate. Samuel Eaton's Day: A Day in the Life of a Pilgrim Boy . (New York: Scholastic, Inc., 1993) (ISBN 059046311x).

Waters, Kate. Sarah Morton's Day: A Day in the Life of a Pilgrim Girl . (New York: Scholastic, Inc., 1989) (ISBN 0590426359).

Weisgard, Leonard. The Plymouth Thanksgiving . (New York: Doubleday, 1967) (ISBN 0385167541).