About this Inquiry

This resource utilizes the Inquiry Design Model (IDM)¹, which implements the C3 Inquiry Arc and the C3 Framework Dimension Standards² into a student-centered, inquiry-based approach to teaching and learning. In addressing the compelling question, The “First Thanksgiving”: How can we tell a better story?, students work through a series of supporting questions, formative performance tasks, and featured sources to construct an argument supported by evidence.

This inquiry examines the “First Thanksgiving” as a historical event, through the lens of how to tell a better “story.” Stories are powerful ways to communicate. Stories about the past give people a common connection to who they are and what they share. However, depending on who is telling the story, some important parts might get left out, exaggerated, or even made up. As a result, a group’s shared understanding of history is incomplete and inaccurate. Better stories about history uncover important details, offer multiple perspectives, and bring about new questions to consider.

The “First Thanksgiving” is an example of a national story because it attempts to explain how a shared meal between two different cultures inevitably and pleasantly paved the way for the United States. This version of the story is a myth— oversimplified, incomplete, and in many ways just incorrect. This inquiry is an exploration of a more complete story of encounters between two different cultures, at a particular time and place. In examining multiple perspectives and age-appropriate historical details, students will develop an argument supported by evidence that answers the compelling question: The “First Thanksgiving”: How can we tell a better story?

Thanksgiving as a myth is still commonly taught and can play an outsized role in the celebration of national holidays in schools. Approaching this content via the idea of a “story” allows teachers to meet important academic standards in literacy and writing. Educators can use this resource for both social studies and English language arts instruction and thus spend more time with the inquiry.

This inquiry seeks to dispel misconceptions and misunderstandings by adding nuance, multiple perspectives, and age-appropriate detail to the story of the “First Thanksgiving,” especially in regard to the Wampanoag voice that has been largely absent in this narrative.

Staging the Question: Introduces the compelling question and previews key concepts students will examine.

Supporting Questions: Sequence the content and skill-based tasks in the inquiry. Students gain practice towards constructing an argument about the compelling question.

Summative Task: Students address the compelling question using evidence to support their claims.

Contemporary Connection and Informed Action: Students make connections between the topic of the inquiry and contemporary issues. Students have an option to take informed action to address a problem or issue.

Timeline: An extension resource for students and teachers, the timeline features important events that occurred before, during, and after the period featured in this inquiry.

Recommended Resources: Students and teachers can examine recommended resources for learning more about the time period featured in the inquiry. Additional resources also offer important cultural and historical details that go beyond the immediate focus of the compelling question. This is an excellent starting point for students to begin research on related topics.

Students should have a general understanding that Native peoples lived and thrived in their homelands of what is today known as the United States long before the arrival of Europeans. Additionally, students should have some familiarity with the concept of colonization of the Americas and its impact on Native peoples.

Included in the digital inquiry is a timeline that provides greater context about events leading up to, during, and after the period featured in this inquiry: 1600s–1660s. The timeline is an excellent resource for both teachers and students. For teachers, consider reviewing the timeline before starting the inquiry with your students. For students, the timeline can be an additional resource to refer to as they engage with the inquiry.

In an effort to provide skills-based assessments and to meet the needs of a diverse body of teachers, we have elected to use two nationally recognized sets of skills-based standards: the Common Core State Standards and the C3 Dimension Standards. The museum recognizes the expertise of educators to further align the components of this resource to the academic standards specific to their state.

1 S. G., Grant, Kathy Swan, and John Lee, Inquiry-based Practice in Social Studies Education: Understanding the Inquiry Design Model, 2nd edition (New York: Routledge and C3 Teachers, 2023).

2 John Lee and Kathy Swan, “The C3 Framework and the Common Core State Standards,” in Social Studies For The Next Generation: Purposes, practices, and implications of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards, NCSS Bulletin 113, (2013): xxii–xxiii; NCSS, “How to Read the C3 Framework,” NCSS Bulletin 113, (2013): 12–13.

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