ERIC Number: EJ1285235
Record Type: Journal
Publication Date: 2021
Abstractor: As Provided
First Graders' Inquiry into the Myths and History of Colonists and Wampanoags at Plimoth
Bickford, John H.
Social Studies, v112 n2 p63-75 2021
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Authoring Institution: N/A
Identifiers - Location: Massachusetts