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 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 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 Pilgrims Truths Many ordinary folk, English Separatists, and other colonists Uncertainties Plymoth colonists used religious justifications for their poor treatment of the Indians

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

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

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)

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 hours from NYC) Field Trip info to Plimoth Plantation (approx. 4 ½ hours from NYC) – Virtual Field Trip 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

References Bates, S. (2011). The real story of thanksgiving. Retrieved from 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 (3 rd ed.) (pp ). 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 (3 rd ed.) (pp ). Guileford: McGraw Hill/Dushkin. King Philip's War. (2012). The History Channel website. Retrieved from 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 Pequot. (2012). The History Channel website. Retrieved from Wills, J. S. (2001). Missing in interaction: Diversity, narrative, and critical multicultural social studies. Theory and Research in Social Education, 29(1), pp

Questions?