ABSTRACT
This chapter introduces the ways in which language—speaking, reading and writing—sustain communities of historical inquiry. Conversations about history may range from explanations, arguments, and justifications to narratives and dialogue about moral and ethical issues. The primary students’ enthusiastic participation in deconstructing the Johnny Appleseed legend combines elements of literary and historical discourses. It is the kind of rich and interesting conversation that often grows up around good children’s literature in classrooms that value multiple perspectives. Kayla Jackson’s classroom is another such place. Kayla had not always been enthusiastic about her district’s emphasis on English/Language Arts standards. In her three years as a teacher, Kayla structured her Social Studies curriculum around building a peaceful, caring classroom community, and she wanted to sustain that program. Imagining the lives and perspectives of people distant in time and place can be challenging for students.
