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New Amsterdam's Untold Story New Amsterdam’s untold story: The Flushing Remonstrance Integrating NYC public school curricula, neighborhood museum resources and historical fiction to create diverse learning experiences in social studies © by Katrina A. Raben Mentor Nina Jaffe Submitted in partial fulfillment of the requirements of the degree of Master of Science in Education Bank Street College of Education 2009 1 Abstract: This study focuses on experiential learning opportunities presented by integrating creative literature such as historical fiction into (NYC) social studies curricula. Providing teachers with aid in utilizing neighborhood cultural institutions for their physical and cultural history resources is paramount in creating tangible and multi-sensory learning experiences for varied learners. Such diverse modes of learning can be supported by illustrating the interface between history and comparative religions in social studies curricula, creating a foundation for socio-cultural inquiry that students today need in promoting tolerance and advocacy in their communities. 2 Table of Contents I. Introduction……………………………………………………………………………….p. 4 A. Historical fiction and museum education B. Religion and diversity in the curriculum C. Curriculum supplement: 4th grade NYC social studies D. Developmental rationale II. Historical Background………………………………………………………………..p. 12 A. The Flushing Remonstrance B. Religious liberty in the colonies C. Relevance to today post 9/11 III. Literature Review………………………………………………………………………p. 18 IV. A Light In The Window (a work in progress)………………………………p. 23 V. Child’s Response & Reflection……………………………………………………..p. 39 A. Preliminary Reading B. Responses C. Reflections VI. Bibliography………………………………………………………………………………p. 45 A. References B. Resources VI. Appendices…………………………………………………………………………………p. 49 A. Timeline of historic events B. Prototypes for illustrations 3 I. Introduction 4 I. Introduction A. Historical fiction and museum education Working as a museum educator has opened my eyes to the vital need to incorporate the resources of cultural institutions into school curriculums for grades K-12. Knowledge of physical and cultural history is critical to the development of students as active participants in different social communities and environments. The National Council for Social Studies defines social studies as "the integrated study of the social sciences and humanities to promote civic competence" (NCSS 2009). In essence, the teaching of social studies promotes knowledge of and involvement in civic affairs. And because civic issues are multidisciplinary in nature, understanding these issues and developing resolutions to them require multidisciplinary and experientially grounded educational applications (NCSS 2009). However many educators are not given the necessary support and encouragement to seek access to resources that cultural institutions can offer. During my own work in the field, while leading professional development workshops, I encounter many teachers who are unaware of the resources available in their immediate neighborhoods. In addition to experiences on site at museums, historic houses, and other culturally-based institutions, students need an interface between these rich learning experiences and those in the classroom. “We cannot take students on a field trip into the past, but we can recreate a sense of history so powerful that students enter imaginatively into the past and explore the conflicts, suffering, joys and despair of those who lived before us”(Freeman & Levstik ,1988). Rather than relying solely on textbooks, 5 this type of multisensory and layered learning can also be achieved by integrating literary works including fiction, non-fiction and reference sources into textbook-centric curricula. In my view there is a lack in historical fiction picture books for upper elementary grades. Given the many advantages of this particular genre, this paucity in available children’s literature needs to be remedied. With or without field trips to cultural institutions, historical fiction can provide a window for students to interpret the past and make it their own. Through well-crafted narrations, exciting plots, and characters that students can identify with - sophisticated picture books can bring an accessible, humanizing dimension to the study and grasp of historical concepts. A social studies curriculum can offer multiple entry points from print to digital media - engaging students in multiple modes of learning, and providing a natural self- facilitating flow in the classroom. “Historical fiction can be a very effective source of social data and can initiate the type of inquiry that is the essence of good social studies. Because of its strong emotional impact, it can also exercise considerable influence on student’s perceptions of historical accidents, controversies and people” (Freeman & Levstik 1988). According to Csikszentmihalyi and Hermanson (1995) linking other modes of knowledge to a historical fiction book allows students to make connections, form their own opinions, and grow in their sensory, intellectual and emotional capacities. It is for this reason as well as ideas learned in Geography in the Social Studies Curriculum taught by Sam Brian (2008) that I chose to develop an original work of historical fiction related to the topic of religious freedom and civil liberties. 6 B. Religion and diversity in the curriculum There has been a large movement recently to incorporate more multicultural curricula and literature into the classroom, however one large component that is often left out is religion. When taking into consideration the importance of freedom of religion as a motivating factor in the early colonization and founding of the United States, this absence of religion becomes problematic. Without the study of religion within a culturally and historically based context, curriculums will never offer true diversity to our students. When studying about different cultural traditions it is very problematic to ignore this topic in an elementary school curriculum, especially since religion holds a central place among many ethnic, national or regional populations. In social studies, students should be offered a comprehensive curriculum, which treats religion objectively and within a broader framework of socio-cultural concepts. Therefore the question I would like to pose is: why should a subject that has been so pertinent to United States and global history, and which continues to be a major issue in current events today be overlooked? “Silence about religion has only served to impoverish our curriculum and deny our students a full education. More serious still, we have given students the dangerously false message that religions operate only on the margins of human life and are largely irrelevant to human history and culture” (Byrnes & Kiger, 2005). Looking back on my own social studies experiences, I remember learning about religiously motivated wars but not fully comprehending the underlying reasons for their inception. I remember wondering why there were so many religions and what they all meant. These questions are ones that students continue to ponder today. In fact, they are central to developing tolerance, cultural competence and identity -- yet are rarely given 7 the ability to surface in most classrooms (Note: Recently, organizations such as the Tannenbaum Foundation (www.tanenbaum.org) are working to present comparative religious studies in public school curriculums which are still aligned with constitutional separation of church and state). C. Curriculum supplement: 4th grade NYC Social Studies In New York City, social studies curricula for fourth grade students include a case study on New Amsterdam. This topic, as outlined in most classroom textbooks, includes: the establishment of New Amsterdam by the Dutch West India Company, key figures such as Peter Stuyvessant and interactions between European and Native American groups (Houghton Mifflin Harcourt 2008). However I feel that it is very important to offer educators alternative resources for learning about the complex dynamics of the Dutch colonies in New York such as the compelling adult non-fiction work by Russell Shorto, The Island At The Center Of The World (2004). As a museum educator at the Queens Historical Society, one program that I have developed includes a walking tour of historic Flushing. This tour includes visiting many sites involved with the creation of the Flushing Remonstrance. After the tour students participate in an arts workshop creating their own documents for advocacy in their communities today. The students are often fascinated by the change that the community of Flushing was able to achieve and leave with a greater sense of their own potential for empowerment and advocacy. Taking all of this into consideration, I decided to provide students with a piece of illustrated historical fiction based on knowledge I gained while working with the Queens Historical Society. 8 The events surrounding the Flushing Remonstrance (1657) have great significance for social studies education. For teachers it can be an example of religious tolerance as a blueprint for the United Statues Constitution. For children, this fight for justice and against persecution is a thrilling and captivating story that can engage a varied group of learners from many different cultural backgrounds. In Language, Literature & Emergent Literacy (2008) Prof. Feldman emphasized the importance of character development and illustrations on reaching diverse reading
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