Day 8

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.

• Review reflections from day 7.

9:45 - 10: 15

They Say / I Say: The President's House

• Introduce today's focus question: How do we center healing and justice in our classrooms and curricula?

• Independence National Historical Park (INHP) today looks very different than it did before colonization, during the Revolutionary War, and onward. A number of voices and perspectives have shaped the space and have made decisions about which stories are told in the exhibits today.

• Analyze excerpts from perspectives on the creation of one of the newest monument / exhibit: The President's House.

• As you read each excerpt, select excerpts to respond to using a They Say / I Say framework.

  • • They Say / I Say sentence stems

    • Example from lesson on monuments

10:15 - 11:00

Re-storying the President's House

• As you visit the President's House, notice and wonder.

• You may also consider:

  1. • How you might use the 5 pursuits from Cultivating Genius to teach with this monument, and

     • What changes you might make to the monument / exhibit to re-story it.

• Discuss with others how you might re-story the exhibit, if at all.

11:00 - 11:30

Journal Groups

11:30 - 12:15

Guest Speaker: Valerie White

• Making visible the stories of Jane Jackson and William Jackson.

• Resources:

  • • Fugitive Slave hearings and Independence Hall

    • Video interview with Valerie White: Importance of oral histories

    • Video interview with Valerie White: A story of Jane Jackson

    • Video interview with Valerie White: Rev. William Jackson helped an enslaved man escape to freedom

12:15 - 1:15

Lunch & Travel to Independence Hall

1:15- 2:00

Traditional Tour of Independence Hall

• As you take the traditional tour of Independence Hall, notice and wonder.

  1. • What is emphasized in the story?

     • Whose stories are told?

     • Which stories are silent?

2:00 - 2:45

Re-storying the Independence Hall Tour

• Analyze primary sources that show Independence Hall over time.

• Discuss with others how you might re-story the tour, if at all.

• Primary and secondary sources related to social movements and their connections to Independence Hall and/or the Liberty Bell

2:45 - 3:00

Closing

• Reaction Sheet

• Prepare Readings for Day 9:

  • • Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.