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Myths, Truths, and Uncertainties Surrounding the Thanksgiving Story

Myths, Truths, and Uncertainties Surrounding the Thanksgiving Story . Lauri Carideo Gabrielle Ehlers Brianna Scott Tamara Stovall. INTRODUCTION . Introduction. Social Studies Curriculum omits controversy Thanksgiving story Presented with myths Lacks truths Uncertainties remain

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Myths, Truths, and Uncertainties Surrounding the Thanksgiving Story

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  1. Myths, Truths, and Uncertainties Surrounding the Thanksgiving Story LauriCarideo Gabrielle Ehlers Brianna Scott Tamara Stovall

  2. INTRODUCTION

  3. Introduction • Social Studies Curriculum omits controversy • Thanksgiving story • Presented with myths • Lacks truths • Uncertainties remain • Accurate teaching of Thanksgiving • Should allow students to explore different accounts, exhort myths, understand truths, internalize the Holiday, and relate it to their personal experiences

  4. NYS Social Studies Standards • Standard 1: History of the United States and New York • Standard 5: Civics, Citizenship, and Government (New York State Education Department, 2009)

  5. Theoretical Framework • Constructivist Theory • children actively create their knowledge of the world based on their experiences • History is socially and culturally constructed, not found • Critical Multicultural Theory • Using educational institutions as agents of positive social change • Curricula should not only include diverse points of view, but they should discuss cultural interactions; oppressed groups shouldn’t be framed as spectators, but as agents; and the true power relationships between groups of people in the population should be openly discussed (Lightfoot, Cole & Cole, 2009; Kilpatrick, 1918; as cited in Schultz, 2001; Dewey, 1916; as cited in Schultz, 2001; Wills, 2001)

  6. Content Knowledge

  7. A typical Thanksgiving Narrative… The Pilgrims sailed from Europe on the Mayflower to escape religious persecution and settled at Plymouth Rock. To rejoice their survival in “The New World,” they celebrated the first Thanksgiving in 1621. A local Indian named Squanto befriended the Pilgrims and introduced them to local Indian tribes. The Pilgrims invited the Indians to celebrate the first Thanksgiving. The Pilgrims and Indians feasted on turkey, potatoes, berries, cranberry sauce, pumpkin pie, and popcorn. They became great friends.

  8. Mayflower Passengers Myths • Not all Pilgrims Truths • Many ordinary folk, English Separatists, and other colonists Uncertainties • Plymoth colonists used religious justifications for their poor treatment of the Indians

  9. Squanto Myths • Formed instant and positive relationship with Europeans Truths • Captured by an Englishman, sold into slavery in Spain, eventually escaped • Most of his tribe killed from an epidemic brought to his village by the Europeans • Translated for the settlers and taught them how to farm Uncertainties • Motives • Cause of death

  10. The ‘First’ Thanksgiving Myths • 1621 was the ‘first Thanksgiving’ • The menu consisted of modern day Thanksgiving food Truths • Both groups celebrated many Thanksgivings prior to 1621 • There was a feast in 1621 Uncertainties • How the Indians and Europeans came together for the feast

  11. Relationship Between Indians & Europeans Myths • The Indians and Europeans became great friends Truths • Things quickly went downhill after 1621 • Epidemic • Competition for resources • Pequot War & King Philip’s War (Bates, 2011; “Pequot,” 2012; “King Philip’s War”, 2012)

  12. Teaching Narrative

  13. Thanksgiving Lesson Plan • Lesson is part of Unit on Myths • Lesson Rationale • Standards and Social Studies Skills • Objective • Context • Lesson Flow • Differentiation • Assessments • Field Trips (optional) • Field Trip info to Plimoth Plantation (approx. 4 ½ hours from NYC) • Virtual Field Trip

  14. Lesson Flow

  15. Differentiation • Flexible grouping • Read aloud & preview text • Scribes, audio recording devices, laptop, PPT • Audio, visual documents • Organize and plan for movement around the room

  16. Pyramid Planning

  17. Assessment • In class students share their new Thanksgiving narratives. In the follow-up they discuss their family narratives. • Students discuss the evidence they used to construct their narratives. • Evaluate the history writing process and think of ways to improve it overtime

  18. References Bates, S. (2011). The real story of thanksgiving. Retrieved from http://www.manataka.org/page269.html Dewey, J. (2001). “Democracy and education: an introduction to the philosophy of education.” In F. Schultz (Ed.) S.O.U.R.C.E.S. notable selections in education (3rd ed.) (pp. 39-44). Guileford: McGraw Hill/Dushkin. Kilpatrick, W. H. (2001). “The project method.” In F. Schultz (Ed.) S.O.U.R.C.E.S. notable selections in education (3rd ed.) (pp. 45-52). Guileford: McGraw Hill/Dushkin. King Philip's War. (2012). The History Channel website. Retrieved from http://www.history.com/topics/king-philips-war Lightfoot, C., Cole, M., & Cole, S. (2009). The development of children (6th ed.). New York: Worth Publishers. New York State Education Department. (2009, April 28). Learning standards and core curriculum. Retrieved from http://www.p12.nysed.gov/ciai/socst/ssrg.html Pequot. (2012). The History Channel website. Retrieved from http://www.history.com/topics/pequot.Wills, J. S. (2001). Missing in interaction: Diversity, narrative, and critical multicultural social studies. Theory and Research in Social Education, 29(1), pp. 43-64.

  19. Questions?

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