First Graders' Inquiry into the Myths and History of Colonists and Wampanoags at Plimoth

Autor/in	Bickford, John H.
Titel	First Graders' Inquiry into the Myths and History of Colonists and Wampanoags at Plimoth
Quelle	In: Social Studies, 112 (2021) 2, S.63-75 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2020.1821346
Schlagwörter	Grade 1; Elementary School Students; Teaching Methods; History Instruction; Inquiry; Scaffolding (Teaching Technique); Primary Sources; Writing (Composition); Thinking Skills; Classroom Communication; Dialogs (Language); Verbal Communication; Folk Culture; Social Studies; United States History; Land Settlement; Misconceptions; Cues; Reading Materials; American Indians; Massachusetts + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Primärquelle; Schreibübung; Denkfähigkeit; Klassengespräch; Dialog; Dialogs; Dialogue; Dialogues; Gemeinschaftskunde; Siedlungsraum; Missverständnis; Stichwort; American Indian; Indianer; Master-Studiengang
Abstract	First graders engaged in an extended historical inquiry. Close readings of secondary and primary sources evoked rich class discussion. Scaffolding directed students' scrutiny of secondary sources for historical gaps; they ably detected source and intent within the primary sources. Students articulated newly constructed understandings through diverse forms of text-based writing. Students' verbal contributions were far more robust than written communications. They demonstrated criticality and historical thinking quite substantively during classroom discussions, small-group dialogue, or one-on-one interactions, such as when asked to clarify their written statements. Students also engaged in an age-appropriate adaptation of informed action. Limitations included lack of time available for extended inquiries and students' inexperience, which are expected considering the age group. Teachers and research can gain rich, nuanced understandings from close examinations of classroom-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01