Day 6

9:30 - 10:00

Welcome and Reviewing Reflections

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

• Review reflections from Day 5.

• Participate in shortened version of text rendering: Choose either a sentence, phrase, or word and share in the circle.

• Introduction to Franklin's glass harmonica.

10:00 - 10: 30

Pose, Wobble, and Flow

• Introduce today's focus question: What is inquiry? How do we use writing to build an inquiry community?

• In the introduction to What It Means to Pose, Wobble, and Flow, NWP colleagues Garcia & O'Donnell-Allen (2015) challenged the “alluring notion that there’s a set of best-practice teaching methods somewhere out there that are so foolproof they should come with a money-back guarantee. As [bell] hooks points out, ‘engaged pedagogy recognize[s] that strategies must constantly be changed, invented, re-conceptualized to address each new teaching experience’ (1994, pp. 10–11)” (p. 1).

• Reflect on your experiences this morning and your own classroom experiences.

• What “poses” were present?

• What were the “wobbles”?

• What do you envision “flow” like?

10:30 - 11:00

They Carried Us: Finding Sources for Classroom Use

• Work independently and in breakout groups to identify primary and secondary sources related to particular women in They Carried Us and discuss which texts they might use, how, and why.

• Add to Padlet: Searching for Sources About Black Women Leaders in Philadelphia

• Searching for Sources:

  • Maps

    • WPCH: Maps and Atlases

    • Library of Congress: Philadelphia Maps

    • Phillyhistory.org: Maps

    • Digital Public Library of America: Philadelphia Maps

  • Photographs

    • Library of Congress: Philadelphia Photos

    • Phillyhistory.org: Photos

    • Digital Public Library of America

  • Newspapers

    • Library of Congress: Chronicling America

    • Library of Congress: Chronicling America: Pennsylvania Newspapers

    • Free Library of Philadelphia: Historical Black American Newspapers

  • Oral Histories

    • Library of Congress: John Elliott Churchville oral history interview

    • Goin' North: Oral Histories

    • Temple University Libraries: Special Collections Oral Histories Repository

• Library of Congress: Ask a Librarian

• TPS Teachers Network

11:00 - 12:00

Journal Groups

12:00 - 1:00

Lunch, Reading, and Travel to AAMP

1:00 - 2:15

Writing Marathon: Museum and Virtual Gallery Exploration

• Learning about The Green Book:

  • • The real story of The Green Book (Vox)

    • The Negro Motorist Green Book (1941)

    • "Motorist Green Book" search on the Digital Public Library of America

    • The Green Book Collection (New York Public Library)

    • African American Museum in Philadelphia: Celebrating our past, embracing the future (May 2022, Philadelphia Sun)

    • Picture book: Ruby and the Green Book (Ramsey, 2010)

    • AAMP Exhibition: Derrick Adams: Sanctuary

    • This Black traveling couple just created the largest Black-owned Airbnb list (February 2022, Travel Noire)

• Explore Derrick Adams: Sanctuary exhibit at the African American Museum in Philadelphia.

• As you make your way through the exhibits, write about 3 of the 5 pursuits from Cultivating Genius:

  • • Where do you see joy?

    • Where do you see criticality?

    • Where do you see identities?

2:15 - 2:45

Debrief Writing Marathon Experience

• In groups, share your writing.

  • • Where did you see joy?

    • Where did you see criticality?

    • Where did you see identities?

• More questions to consider:

  • • How are people constructing Green Books and navigating spaces today?

    • Think about how we find joy in the experiences we construct with students?

    • Can students make a Philly Green Book today?

      • • Students might use a StoryMap to create their "book."

• What implications are there for the work you do as an educator?

• How might you support learners in making sense of museum spaces and exhibits?

2:45 - 3:00

Closing

• Reaction Sheet

• Prepare Readings for Day 7:

  • • Jefries, H., & Thomas, E. E. (2019). Teaching slavery through children’s literature — Part 1, Season 2, Episode 5 [Audio podcast]. Learning for Justice. https://www.learningforjustice.org/podcasts/teaching-hard-history/american-slavery/teaching-slavery-through-childrens-literature-part-1

    • Barton, K. C., & Levstik, L. S. (2004). Why don’t more history teachers engage students in interpretation? Social Education, 67(6): 358–361.