Document Type
Article
Abstract
Appalachian students co-constructed knowledge with their teacher while examining a non-fiction book about Thanksgiving. Fifth grade students used an informational trade book to promote student discourse while using text-based evidence. Students learned about Native Americans and Pilgrims as they engaged in student discourse balanced with teacher talk. Students used an inquiry arc that involved questioning texts and examining sources, and inquiry helped students to investigate narrative text as a source of data. Students used inquiry to enhance their metacognition about historical events. Students exercised agency as they recounted family history and their heritage as part of their memory. Remembering was an important part of family rituals. Students worked within the disciplinary framework of history and shared their conclusions with one another.
Recommended Citation
Morris, Ronald V.; Shockley, Denise; and Davis, Sonya
(2022)
"In the Middle of Appalachia: Balancing Teacher Talk with Student Discourse,"
The Councilor: A National Journal of the Social Studies: Vol. 83:
No.
1, Article 4.
Available at:
https://thekeep.eiu.edu/the_councilor/vol83/iss1/4
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