myths, truths, and uncertainties surrounding the thanksgiving story

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

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)

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• Not all PilgrimsTruths• Many ordinary folk, English Separatists, and

other colonistsUncertainties • Plymoth colonists used religious justifications

for their poor treatment of the Indians

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• Cause of death

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

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.

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.

Questions?