Case Study 5.3 - Teaching Thanksgiving

Unfortunately, I believe this is a topic that comes up frequently in schools all across the country and like this scenario, aren’t addressed or are dismissed. 

Questions:

Which character in this scenario most resonates with you? Why?

I would associate with Ms. Porter, as an advocate for sharing where the holiday actually originated and why it might not be celebrated by some. I am all for throwing a party, eating food, and especially being grateful, but the events that led up to what we call “Thanksgiving” today don’t resemble any of those qualities, and I believe it’s my duty as an educator to teach my students that. 

Do teachers have an obligation to incorporate multiple perspectives when discussing holidays? Is this dependent on which identity groups are represented in the student population?

This is where I believe it gets tricky. Obligation implies that it’s a requirement - and teachers can only be “required” to do something when it’s mandated by the administration or school. To answer this question a bit differently, I believe school districts should require all holidays / celebrated events to have an accurate historical perspective to them. To simplify - if the school were to have a Valentine’s Day party, they could explain the origin of Valentine’s Day (which isn’t all lovey dovey), and still continue to celebrate how it is seen today, as a fun and “romantic” holiday. These rules should apply regardless of the identity or representation of the student population.

How should this situation be addressed before another Thanksgiving passes?

As a teacher in this situation, I would schedule a time to meet with the principal and bring up the aforementioned point. There should be an educational aspect to everything we do in school; therefore, our students should be educated on the origins and actual happenings of holidays.