Day 2

9:00 - 9:30

Coffee, Mix & Mingle, Quiet Time, some tunes, and revisit Land Acknowledgment & group agreements

9:30 - 9:45

Text Rendering with Lytle, S. L. (2008). At Last: Practitioner Inquiry and the Practice of Teaching: Some Thoughts on Better using a text rendering protocol.

Identify one phrase, and one word.

Read a sentence aloud in a circle, followed by a phrase and then a word without comment.

Reflect on the text rendering protocol experience:

• What themes stood out to you?

• What about the experience worked for you?

9:45 - 10:15

Writing into the Day & discussion in journal groups

Spend time journaling on the questions below (and other reflections) then spend time discussing in journal groups.

• What questions have you had about your classroom/practice?

• What kinds of questions do you have about your classroom? Students?

• How do today’s readings/ text rendering activity connect for you?

10:15 - 10:30

Break

10:30 - 11:00

Exploring resources from LOC and Chronicling America

• Chronicling America

• • • Colored Convention search

    • Harriet Tubman search

    • How George Washington and other slave owners used newspapers to hunt for runaway slaves

• LOC teacher resources

  • Education Resources from LOC

  • Finding Primary Sources

  • Using Primary Sources (provides suggestions, resources, documents, units to help students use primary sources)

• Primary Source Analysis Tools for Students

• African American History using primary sources (Blog)

• Example: Primary sources for studying movements for Black rights, women’s suffrage and LGBTQ rights.

  • Runaway slave ads

• Cesar Chavez photo and resources

• LOC resources for professional development

• Ready to use activities for professional development with teachers

  • Analyzing photos (PDF)

  • Professional Development videos from LOC

11:30 - 12:00

Search for primary sources that may be in conversation with Black women from our anchor text using PADLET

12:00 - 1:00

Lunch

1:00 - 2:00

Museum Tour: The Green Book Exhibition

• Learning about The Green Book:

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

      2. The Negro Motorist Green Book (1941)

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

      4. The Green Book Collection (New York Public Library)

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

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

      7. AAMP Exhibition: Derrick Adams: Sanctuary

      8. 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?

2:00 - 2:10

Break

2:10 - 2:45

Debrief Museum Tour in Journal Group

• 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 and Reflecting

• Circle of Appreciation

• Reaction Sheet

Key Readings for Day 3:

• Baldwin, James, "A Talk to Teachers" (1963).

• Critical Love (Sealey-Ruiz, 2021)

• Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project.

• Vasquez, M. (2017). Writing to disrupt inequities. In Critical literacy across the K-6 curriculum (pp.37-51). Routledge.