Day 4

9:30 - 9:45

Welcome and Reviewing Reflections

• Review reflections from day 3.

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.

  • • 1. They Say / I Say sentence stems

      2. 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 how you might:
      - 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 - 12:00

Guest Speaker

12:00 - 1:00

Lunch & Travel to Independence Hall

1:00 - 1:45

Traditional Tour of Independence Hall

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

  • • 1. What is emphasized in the story?

      2. Whose stories are told?

      3. Which stories are silent?

1:45 - 2:00

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 5:

Key Readings for Day 5:

• Clayton, C. (1989). We can educate all our children. The Nation, 249(4), 132-135.

• Lytle, S., Portnoy, P., Waff, D., & Buckley, M. (2009). Teacher research in urban Philadelphia: Twenty years working within, against, and beyond the system. Educational Action Research, 17(1): 23-42.

• Mirra, N., & Garcia, A. (2017). Civic participation reimagined: Youth interrogation and innovation in the multimodal public sphere. Review of Research in Education, 41(1), 136-158.

Additional Readings

• Baker-Rogers, A. M., & Traylor, F. M. (2020). They carried us: The social impact of Philadelphia's Black Women Leaders. Arch Street Press.