myths, truths, and uncertainties surrounding the thanksgiving story
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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 - PowerPoint PPT PresentationTRANSCRIPT
Myths, Truths, and Uncertainties Surrounding the
Thanksgiving Story
Lauri CarideoGabrielle Ehlers
Brianna Scott Tamara Stovall
INTRODUCTION
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
(Loewen, 2007; Wills, J. S. 2001)
“If textbooks allowed for controversy, they could show students which claims rest on strong evidence,
which on softer ground” (Loewen, 2007, p. 39).
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)
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)
(Lightfoot, Cole & Cole, 2009; Kilpatrick, 1918; as cited in Schultz, 2001; Dewey, 1916; as cited in Schultz, 2001; Wills, 2001)
Content Knowledge
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.
Mayflower Passengers
Myths• All passengers were Pilgrims Truths• Many ordinary folk, English Separatists, and
other colonistsUncertainties • Plymouth colonists used religious justifications
for their poor treatment of the Indians
(Dow & Slapin, 2004; M.M. Bruchac, correspondence, Fall 2004 ).
SquantoMyths• Formed instant and positive relationship with EuropeansTruths• 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• Squanto was present for the 1621 feast• Cause of death (Gudzune, 2008; Knoji, 2012; Loewen, 2007)
The ‘First Thanksgiving’Myths• 1621 was the ‘first Thanksgiving’• The menu consisted of modern day Thanksgiving foodTruths• Both groups celebrated many Thanksgivings prior to
1621• There was a feast in 1621Uncertainties • How the Indians and Europeans came together for the
feast(Dow & Slapin, 2004; Foldvary, 2004; Peter, 2011; Wampanoag Celebrations)
Relationship Between Indians & Europeans
Myths• The Indians and Europeans became great friendsTruths• 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)
Teaching Narrative
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 hour
s from NYC)– Virtual Field Trip
Lesson Flow
• Activate Prior Knowledge
• Problem
Hypothesis
• Analysis• Cooperative
learning• Differentiate
process
Research• Synthesis• Application• Differentiate
product
Conclusion
• Reflection• Practice
Assessment
Differentiation
• Flexible grouping• Read aloud & preview text• Scribes, audio recording devices, laptop, PPT• Audio, visual documents• Organize and plan for movement around the
room
Pyramid Planning
• Thanksgiving is a myth.• The key players are Puritans,
Separatists and Pilgrims have different values.
• Pilgrims and Native American motives.
• Definitions of the following vocabulary: Pilgrims, Separatists, Puritans, Mayflower myth, fact, and perspective
All
• understand why the oral history of Thanksgiving has been altered or accepted
Most
• hypothesize what the real story of Thanksgiving is and defend their perspective with data based evidence.
Some
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
ReferencesBates, 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.Dow, J., & Slapin, B. (2004). Deconstructing the myths of “the first Thanksgiving.” Multicultural Review, 13(3), 44-53.
Foldvary, F. (2004, November 22). Thanksgiving day: The true story. The Progress Report. Retrieved from
http://www.landandfreedom.org/news/112204.htm
Gudzune, J.R. (2008, November 27). The story of Thanksgiving – Squanto and the Wampanoag. Retrieved from
http://suite101.com/article/the-story-of-thanksgiving-a80951 Knoji. (2012). Squanto and the first Thanksgiving. Retrieved from
http://thanksgiving.knoji.com/squanto-and-the-first-thanksgiving/
Kilpatrick, W. H. (2001). “The project method.” In F. Schultz (Ed.) S.O.U.R.C.E.S. notable elections 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
Knoji. (2012). Squanto and the first Thanksgiving. Retrieved fromhttp://thanksgiving.knoji.com/squanto-and-the-first-thanksgiving/
References (Continued)Lightfoot, C., Cole, M., & Cole, S. (2009). The development of children (6th ed.). New York: Worth Publishers.Loewen, J.W. (2007). Lies my teacher told me: Everything your American history textbook got
wrong. New York: Simon & Schuster.
New York State Education Department. (2009, April 28). Learning standards and core curriculum. Retrieved
from http://www.p12.nysed.gov/ciai/socst/ssrg.html
Peter, M. (2011). When was the first Thanksgiving? New England Folklore Blog. Retrieved 10:15, June 11, 2012,
from http://newenglandfolklore.blogspot.com/2011/11/when-was-first-thanksgiving.html
Pequot. (2012). The History Channel website. Retrieved from
http://www.history.com/topics/pequot.
Wampanoag Celebrations. (n.d.). Wampanoag Tribe of Gay Head website. Retrieved from
http://www.wampanoagtribe.net/pages/wampanoag_education/celebrations?textPage=1.
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.
Questions?