Day 7

9:30 - 9:45

Welcome and Reviewing Reflections

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

• Shared Google Drive folder.

• Review reflections from day 6.

  • • Two resources for supporting inquiry that we discussed:

      • Question Formulation Technique (Right Question Institute)

      • Talk Science Primer (TERC)

9:45 - 10: 30

Considering Multiple Perspectives with Primary and Secondary Sources

• Introduce today's focus question: What does a critical literacy classroom look like?

• Use the Circle of Viewpoints thinking routine to reflect on whose perspectives are part of a text, which perspectives may be missing, who might have read the text, and/or who was affected by the text. This routine can (1) encourage us to search for additional sources and perspectives as part of our inquiries and (2) chart the range of perspectives that we uncover as part of our inquiry.

  • • Destruction by fire of Pennsylvania Hall, the new building of the Abolition Society, on the night of the 17th May (Library of Congress, 1838)

    • Chronicling America search: Pennsylvania Hall, 1837-1839

    • The Abolitionists: Burning of Pennsylvania Hall

    • Circle of Viewpoints Thinking Routine (Project Zero)

    • Selecting and using primary sources with difficult topics: Civil Rights and current events (Library of Congress Teacher Blog)

10:30 - 11: 00

Considering Depictions and Narratives of Marginalized Communities in Children's Books

• What key ideas did we glean from Dr. Ebony Thomas in the podcast episode?

  • • There is often a narrow range of narratives and roles that Black characters have in children's books and curricula (e.g., slavery, Civil Rights, urban life).

    • Teachers must seek out texts that broaden the narratives around Black characters and that show a fuller humanity.

11:00 - 12:00

Journal Groups

12:00 - 1:00

Lunch, Reading, & Travel to AAMP

1:00 - 2:00

Guest Speaker: Denise Burgher

• Explore resources and content from the Colored Conventions Project.

  • • Interactive maps: Black women's economic power: Visualizing domestic spaces in the 1830s: Interactive map of community

• Too many accounts of the abolitionist movement center white individuals. The Colored Conventions are examples of Black activism and intellectual activity in the early 1800s.

• Consider what kinds of texts provide evidence of the roles and contributions of Black women, particularly when their roles may have been obscured in official proceedings and in news accounts.

• Where to find sources related to Colored Conventions:

  • • Digital Records of the Colored Conventions Project

    • Library of Congress search: "colored convention" 1800-1899

    • Chronicling America search: "colored convention" 1800-1890

    • Digital Public Library of America search" colored convention 1800-1890

2:00 - 2:45

Planning to Incorporate Primary Sources and Histories of African American Women Leaders into Our Curricula

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

• Advanced Institute Padlet

• 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

2:45 - 3:00

Closing

• Reaction Sheet

• Prepare Readings for Day 8:

  • • Ginwright, S. (2018). The future of healing: Shifting from trauma informed care to healing centered engagement. Medium.

    • Sealey-Ruiz, Y. (2021). Racial literacy: A policy research brief. James R. Squire Office, National Council of Teachers of English.

    • Stevenson, H. (2014). Introduction: Schooling racial illiteracy. In Promoting racial literacy in schools: Differences that make a difference (pp. 1-24). Teachers College Press.