Day 3

9:30 - 10:00

Welcome and Reviewing Yesterday's Reflections

• Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

• Read yesterday's reflections.

  • • Highlight in green anything that resonates with you.

    • Highlight in yellow anything you would like to hear more about.

    • If you select something someone else selected, add a comment.

10:00 - 10:30

Writing into the Day

• "The Importance of the Act of Reading" by Freire (1983) has continued to be read in the PhilWP ISI. Why do you think it resonates so much over the years?

10:30 - 11:15

Introduction to Jefferson's Weather Record and Considerations for Selecting Primary Sources

• In fish bowl configuration, facilitators discuss Image 1 of Volume 2: Weather Record, 1776-1818 [Jefferson]

• Introduce the Library of Congress's “Considerations for Selecting Primary Sources” to help you think about which primary sources you might use in your classroom, why (not), and how

  • • Which considerations stands out?

    • Is there something you would add to the list?

• In small groups, look back at the primary sources you identified on Day 1.

  • • Identify which considerations and questions your group discussed most. You might add additional considerations and questions to the Library's checklist.

11:15 - 12:00

Journal Groups

12:00 - 1:00

Lunch

1:00 - 2:00

Inquiries into Teaching with Primary Sources to Support Civically Engaged Argument Writing

• Listen to the inquiries shared by teachers who have been working on PhilWP's latest Teaching with Primary Sources grant project.

  • • Javaha's NASA and space junk unit (grade 3)

    • Trey's environmental impact of fashion podcast project (grade 4)

    • Jen's inquiries into teaching with primary sources and novels (grades 9 & 11)

• Consider:

  • • What tensions stand out?

    • What "ahas" do the teachers share?

    • What questions have emerged?

2:00 - 2:45

Project Resources: Teaching with Primary Sources to Support Civically Engaged Argument Writing

• Explore resources from the Library of Congress Teaching with Primary Sources (TPS) program; the National Writing Project's College, Career, and Community Writers Program (C3WP); and Gholdy Muhammad's Culturally and Historically Responsive Literacy Framework.

  • • Monuments, Murals, and Public Memory

    • Core Project Resources

2:45 - 3:00

Closing and Afternoon Activities

1. Add one word to a shared slide to describe how you are feeling during day 3.

2. Reaction Sheet

3. Reading to Prepare for Day 4:

• • • Nieto, S. (2003). Teaching as autobiography. In What keeps teachers going? (pp. 22-36). Teachers College Press.