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How Students Learn: History, Mathematics, and Science in the Classroom (2005)
Board on Behavioral, Cognitive, and Sensory Sciences (BBCSS)

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. "3 Putting Principles into Practice: Teaching and Planning." How Students Learn: History, Mathematics, and Science in the Classroom. Washington, DC: The National Academies Press, 2005.

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How Students Learn: History, Mathematics, and Science in the Classroom

Peter

The Pilgrims could have said in, like, their defense, that you have not been worshiping the right God, so you have been bad, so you can go away.

The Language of Sources, Interpretation, and Other Perspectives

At the end of the discussion with Peter, Adam, and Matthew, their teacher wanted them to consider more carefully the different ways in which actions may be interpreted.

Teacher

Do you think when Bradford talks of the group of native people as “running away” that the native people would have described it as “running away”?

Adam

I wouldn’t think so. I think they would say [sic] it as “going back to your tribe to tell them what was happening.”

Matthew

To tell them.

Adam

They might say, “We’ve got white people with different ideas and a strange language. We need back-up, we’ve got to get ready for these people or otherwise they could change our entire habitat our entire …”

Teacher

So you are saying that if you don’t attack someone as soon as they land and you go away, you don’t have to see that as “running away.” I know I’m probably putting words in your mouth here, but would you see this kind of “running away” as being scared or being sensible?

Matthew

Being sensible because like it says they were greeted by five or six people with a dog, and how are five or six people and a dog going to take on the people with the firearms?

Peter

Maybe they can sense, like, these people are dangerous so it might be a mixture of both really.

Teacher

So sensible people have to work out what’s going on before they make decisions?

Peter

Well maybe it’s a mixture of being sensible and being scared.

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