{"content":{"sharePage":{"page":0,"digests":[{"id":"46713494","dateCreated":"1321849833","smartDate":"Nov 20, 2011","userCreated":{"username":"mb3267","url":"https:\/\/www.wikispaces.com\/user\/view\/mb3267","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/46713494"},"dateDigested":1532760555,"startDate":null,"sharedType":"discussion","title":"Thanksgiving!","description":"Hey guys,
\nSo as we are reading chapter 3, I couldn't really recall how I learned about or what I know about the "first Thanksgiving." I was surprised that Loewen talks about the different plagues that broke out and how they are never mentioned in textbooks. I honestly just remember coloring in pictures of the "first thanksgiving" with the Native Americans and pilgrims in top hats and white collars eating turkey and corn. How would we introduce Thanksgiving in an elementary school classroom? I personally have a hard time explaining what Thanksgiving is, especially since I now know the truth. My niece from Poland actually asked me to tell her about Thanksgiving because she is writing an article about what I tell her. I feel awful because I gave into the "stereotypical" Thanksgiving story. However, I need to think about how to introduce the truth and not sugar coat it.","replyPages":[{"page":0,"digests":[{"id":"46714786","body":"Here's the question!:
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\nLowewen uses the word "mythic" to describe falsehoods taught to us about history. In the classroom, how can we target these "mythic" ideas that our students may have learned and how do we confront the truth without discounting their prior knowledge on the subject?","dateCreated":"1321852892","smartDate":"Nov 20, 2011","userCreated":{"username":"Zoeirene90","url":"https:\/\/www.wikispaces.com\/user\/view\/Zoeirene90","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1316988746\/Zoeirene90-lg.jpg"}},{"id":"46714828","body":"I agree, Martyna! In my elementary school, we made pilgrim hats and place mats out of construction paper, and talked about how the pilgrims and the Native Americans shared a meal and gave thanks. Later on, closer to middle school or maybe even high school, we finally discussed the diseases that spread to the Native Americans during this time as a result.
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\nI would say that an introduction to the first Thanksgiving should be handled a similar way to lessons on Christopher Columbus. I think it is important to tell the whole truth, both the common story and the story that you don't always hear about, the side of the story that Loewen discusses in chapter 3. I also think it is very important to instill empathy in the children for the Native Americans, and, if possible, for the pilgrims as well. This will come from teaching the whole story from the perspectives of both groups involved.
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\nReader's Theater could be a good way to tackle this lesson. Teaching the children both sides of the story, reading a book which portrays accuracy, and then having students act out the history from an unbiased point of view could really illustrate important points and stir empathy from different perspectives.
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\nThe students could also write corresponding letters to each other, some as Native Americans and some as pilgrims, discussing true events from the perspective of different members from each group.","dateCreated":"1321852987","smartDate":"Nov 20, 2011","userCreated":{"username":"jenny427","url":"https:\/\/www.wikispaces.com\/user\/view\/jenny427","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"46715158","body":"Zoe:
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\nIt is very interesting how Loewen uses the word "mythic" to describe these falsehoods. I think that one way to target "mythic" ideas would be to begin every lesson with a group session on the rug which serves to activate their prior knowledge on whatever topic is being learned. The teacher could keep a list on chart paper of all the ideas mentioned during this activation of prior knowledge. After the class has said all that there is to say in regards to their prior knowledge, the teacher will then go through the list and place a red check next to anything that is correct. She will then explain that not every idea has a check next to it, and then discuss with the students why that is. She can even introduce the concept of "mythic ideas", saying that sometimes in the subject of history, events that happened in the past may be told to us incorrectly and we have to relearn them as we get older. This will hopefully serve to acknowledge that they are most likely correctly remembering what they have learned in the past, and that it is not their fault that we may "discount" their "mythic idea". As each "mythic idea" mentioned during the activation of prior knowledge is discounted, the teacher will cross it out on the list and provide an intro into what really happened, leading into what we will be studying during that unit on that topic.","dateCreated":"1321853682","smartDate":"Nov 20, 2011","userCreated":{"username":"jenny427","url":"https:\/\/www.wikispaces.com\/user\/view\/jenny427","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"46715216","body":"I honestly don't remember much about how I learned about Thanksgiving in school, but I do know that what I did learn was the same "stereotypical" story that you speak of, Marty. The fact that I don't remember how this information was introduced to me just proves how sugar coating what really happened with busy work, such as coloring in unrealistic images, is not the way to teach children history. I think how we specifically teach children about the "discovery" of America by Columbus, the relations of Columbus, his men, and the Native Americans, and Thanksgiving, all depends on what age group the students are. Similar activities can be used for students of all ages, but the amount of specifics that is addressed and taught to them depends, I think. No matter what, though, I definitely agree with Jenny that it is is important to tell the whole truth and introduce students of all ages to both sides of the story. For instance, I was also thinking that Reader's Theater would be a good way to teach children both sides of the story and learn about the different perspectives between the pilgrims and the Native Americans. The type of language used would be changed depending on the age group, and the amount of specifics would vary as well. I love Jenny's idea of having the letter writing to each other as Native Americans and pilgrims. This would integrate social studies, reading, drama, and writing all in one!","dateCreated":"1321853763","smartDate":"Nov 20, 2011","userCreated":{"username":"yuribaughman","url":"https:\/\/www.wikispaces.com\/user\/view\/yuribaughman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"46740996","body":"I think it is important to address these ideas about understanding in order to foster an honest conversation about our nation's history. After all, it defines what we are doing today and where we are going. By only learning about these "mythic" ideas, students' view of the past and the future is completely skewed. For me, I think it's important to acknowledge that these topics learned about are in fact mythic, explaining to students not that they are wrong but that many people of the past interpreted their histories in a wrong sense. By explaining perspective, students will not only know the truth, but they will get an idea of through what lens our country was shaped. This will further expose them to all of the "isms" that have perpetuated our society for hundreds of years, encouraging them to become actively against these "isms".
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\nI think Martyna brings up a good point about how thanksgiving is sugarcoated, like the plague was. After much reading, it even surprised me to realize that Loewen was not talking about the Black Plague, but rather something different. It just goes to show what is chosen to be taught to us, and what is hidden or left out. Who decides this? "The Man" from hundreds of years ago? Who is this person, how can we relate to him at all, and why is "he" in power?","dateCreated":"1321892984","smartDate":"Nov 21, 2011","userCreated":{"username":"Zoeirene90","url":"https:\/\/www.wikispaces.com\/user\/view\/Zoeirene90","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1316988746\/Zoeirene90-lg.jpg"}}],"more":0}]},{"id":"46221696","dateCreated":"1321243001","smartDate":"Nov 13, 2011","userCreated":{"username":"mb3267","url":"https:\/\/www.wikispaces.com\/user\/view\/mb3267","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/integratingculture-at-nyu.wikispaces.com\/share\/view\/46221696"},"dateDigested":1532760555,"startDate":null,"sharedType":"discussion","title":"Pros and Cons","description":"When I hear of "herofying" someone, I think of creating an image in order for people to look up to something. In terms of the "herofication" of historical figures, I think it is more of a con than pro. A pro from creating heros is that it gives an exampl of good deed or something to admire. However, when it comes to the "herofication" process, it means taking out all the bad and exaggerate the good. For example, chapter 2 focuses on the truth about Columbus. Yes, it is great to celebrate a day when America was "discovered" for national pride, but its not the true story. History books took out all the details before Columbus came to America and what he did when he got here. "Some of the details the textbook authors pile on are harmless, I suppose," could be harmless, yes, but it glorifies someone that stole and enslaved. Leaving out the truth may only hurt when the truth is revealed and realize you have been lied to all this time.","replyPages":[{"page":0,"digests":[{"id":"46224350","body":"Reading Loewen's book so far has definitely been both shocking and eye opening for me. There has been so many details in our history that have either been altered or completely left out in order to glorify specific figures, such as Helen Keller, Woodrow Wilson, and Christopher Columbus. The people who create our history textbooks for students believe that changing or leaving out these details allow for students to see these figures as "heroes," and therefore, be proud and happy to be a part of this country. However, what this does is not only create a boring and one-sided curriculum, but doesn't allow for students to learn the truth and create their own opinions about these figures. I agree with martyna in that glorifying or "heryofying" these figures is definitely more of a con than a pro. Teaching history should involve teaching the truth, and what "heroying" does is the opposite. Loewen constantly stresses in his book the ignorance this creates for students in their learning of these "heroes" and of our history. It is really important for us to teach these facts and realities of our history in order for students to truly understand our country's history and the fact that there are always two sides to every story.","dateCreated":"1321246899","smartDate":"Nov 13, 2011","userCreated":{"username":"yuribaughman","url":"https:\/\/www.wikispaces.com\/user\/view\/yuribaughman","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"46225174","body":"The concept of Heroification is heavy. It is true that it is good to offer students icons that inspire them and encourage emulation of their greatest parts. However, when we "Heroify" someone, we are presenting these "heros" as "an idea" and not a real person. This is illustrated nicely in Loewen's example about Helen Keller. In addition, as Loewen points out, we tend to hide all controversial parts of our "heroes" because we do not want complicated icons. We tend to avoid conflict in the classroom. This is a problem, because we should encourage our students to question and evaluate. In addition to this, one huge con of heroification is that it can potentially cripple our students, as Loewen points out, keeping them at an intellectual immaturity, and without realistic role models to inspire them!
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\nI think that Yuri brings up a good point in emphasizing that text book creators want to encourage students to be happy and proud to be a part of this country. She is also right in saying that this creates a one sided curriculum that has no room for students to form their own opinions and learn different sides to each historical era. Students need to be able to explore, question, and discuss in order to learn history.
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\nI also agree with Martyna's opinion that Heroifying has many more cons than pros. Heroifying is built from lies of omission.","dateCreated":"1321248719","smartDate":"Nov 13, 2011","userCreated":{"username":"jenny427","url":"https:\/\/www.wikispaces.com\/user\/view\/jenny427","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"46261816","body":"I agree with Jenny, that the concept of Heroification is heavy. I feel it is also a very loaded term that brings up many controversial aspects of our history that reveals a massive attempt to cover up certain things that certain people feel would scar "immature" learners. However, I think that by keeping these students in the dark, we are perpetuating this idea of them as immature, like Jenny said, crippling our students who are the people of the future.
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\nI like that Yuri brings up the "boring and one-sided curriculum" because it reflects what we see in the heroified people of our past in their one-dimensionality in which they're presented in textbooks etc. It shocked me to learn of Woodrow Wilson's intense racism as well as Helen Keller's active part in socialism. I feel that addressing these issues in the classroom develops the humanity and more rounded aspects of these public figures rather than attacks them. An exploration as to why these other dimensions would cast them in a bad light is necessary rather than disregarding these negative features entirely.
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\nIt is especially interesting to me why I did not know anything else of Helen Keller's life besides the fact that she was blind and deaf. I had not even considered that she did anything else in her adult life mainly because I focused so much on her disability. As teachers, it is crucial for us to never ever do this; we must always see who students are outside of their disability, and in this case, as it turns out, Helen Keller was a socialist. Who knew?? She was an activist in linking social class to disability which is a fascinating idea in that era.
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\nI suppose in the end I see "heroification" as mainly a con, but Martyna's comment that it can be a pro in its ability to highlight good deeds must be considered as well. However, I am on the fence about the term "hero;" who interprets who a hero is? Is it all about looking at a person through a certain lens?","dateCreated":"1321295303","smartDate":"Nov 14, 2011","userCreated":{"username":"Zoeirene90","url":"https:\/\/www.wikispaces.com\/user\/view\/Zoeirene90","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1316988746\/Zoeirene90-lg.jpg"}},{"id":"46268526","body":"I agree with Martyna's statement about what we consider a hero to be, and that when looking at the term "heroification" it is more a con than a pro.
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\nWhen we think of who our hero's are, we look at them in the best of light, and as children (and as adults) refuse to believe that there is any negative aspect of our heros. However, when we look at the examples that Loewen gives such as Hellen Kellar, and Woodrow Wilson, we learn that people that are dramatized to be heroes, actually have many negative qualities to them. Now, it is not only negative qualities, but it is just a lack of information.
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\nI think that we all have the right to decide who our heroes are. But it is not fair for textbooks to just frame our decisions for us. They guide our decisions by only stating the positive qualities of these people. I think it is important for students to learn all the facts about important historical figures, and then make their own decision regarding if they are a hero or not (aka is this person someone we should strive to follow or not).
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\nYes, it is always nice to hear positive things about a person. But that is not reality. I think this term is just one of the examples of the overlying theme of this book. Textbooks do these things wrong and it still affects us today. I fell under that category about not knowing close to anything about Hellen Kellar, yet I didn't realize how much I didn't know until I read this.
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\nI think it is important to state both sides of a person, because in reality no one is perfect, and it is silly for textbooks to try to convince us otherwise.","dateCreated":"1321299696","smartDate":"Nov 14, 2011","userCreated":{"username":"ragrawal89","url":"https:\/\/www.wikispaces.com\/user\/view\/ragrawal89","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}