Thursday, July 12 [Day 4]
Thursday, July 12 [Day 4]
How do we create a culture of inquiry in the classroom?
How do we create a culture of inquiry in the classroom?
9:00 - 9:10
9:00 - 9:10
Reaction sheets from day 3
9:10 - 9:25
9:10 - 9:25
Morning Reading Repeat: "What do we mean when we say urban?" (Teaching for Black Lives, Watson, 2018, pp. 183-185)
9:25 - 10:15
9:25 - 10:15
Thinking Like a Historian with Primary and Secondary Sources
- Slideshow
- Inquiry into Columbus
World War I and Prosthetic Limbs
10:15 - 11:00
10:15 - 11:00
Lorraine Ustaris & Fareed Mostoufi: Pulitzer Center for Crisis Reporting: Connecting to Underreported Global Stories
- Example articles:
- Finding articles:
11:00 - 12:00
11:00 - 12:00
Journal Groups
12:00 - 1:00
12:00 - 1:00
Lunch
- Foxfire (Part II)
1:00 - 1:20
1:00 - 1:20
Lorraine Ustaris, Fareed Mostoufi, and Emily Feldman: Pulitzer Center for Crisis Reporting: Thinking Like a Journalist
- Pulitzer Center: Emily Feldman
- Request a Class Visit by a Journalist
- School Partnerships
3:00 - 3:30
3:00 - 3:30
Reflections and Wrap-up
- Complete reaction sheet
- Consider posting reflections to TPS Teachers Network
- Teaching autobiography due on Monday
- Readings for Day 5
- Gonzalez-Carillo & Merson (2013)
- McGrew, Ortega, Breakstone, & Wineburg (2017)
- **[Switch - 30] Wineburg & Martin (2009)
- Teaching for Black Lives
- "Bearing Witness through Poetry" (pp. 204-212, R. Watson)
- "Black Like Me" (pp. 294-298, R. Watson)
- "#MeToo and The Color Purple" (pp. 320-324, L. Christensen)
- Circle back to Alim & Paris (2017)
Goals
Goals
- Justify conclusions about whether a source is primary or secondary depending upon the time or topic under study—and discuss why this matters
- Analyze primary sources in different formats
- Consider goals for teaching with a range of texts (including primary sources)
- Reflect on the news we seek and how we find it
- Explore Pulitzer Center reporting and identify global stories that interests us
- Reflect on ways to share global issues with students
Readings
Readings
- Janks, H. (2010). Orientations to literacy. In Literacy and Power, (pp. 21-33). New York: Routledge.
- Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.
- Wineburg, S. (1999). Historical thinking and other unnatural acts. Phi Delta Kappan, 80(7), 488-499.