Monday, July 16 [Day 6]
Monday, July 16 [Day 6]
What does a critical literacy classroom look like?
What does a critical literacy classroom look like?
9:00 - 9:10
9:00 - 9:10
Reaction sheets from day 5
9:10 - 9:25
9:10 - 9:25
Morning Reading: "A Talk to Teachers" (Baldwin, pp. 286-293 in Teaching for Black Lives)
9:25 - 11:00
9:25 - 11:00
Shirley Brown & Janet Holloway: College, Career, and Community Writers Program (C3WP)
- Using Sources Tool
- Unit Focus: Making the Case in an Op-Ed
11:00 - 12:00
11:00 - 12:00
Journal Groups
12:00 - 1:00
12:00 - 1:00
Lunch
1:00 - 2:15
1:00 - 2:15
Multiple Perspectives and Primary Sources: Immigration, Migration, and Philadelphia
- Immigration Primary Sources Set
- Circle of Viewpoints Thinking Routine
- Library of Congress Teacher Blog: Teaching about Difficult Topics
- Selecting and Using Primary Sources with Difficult Topics: Civil Rights and Current Events
- Dealing with Difficult Subjects in Primary Sources
- Viewing Loyalty and Sedition During World War I Through Multiple Perspectives
- Free Teacher Webinar Thursday February 18th: Visible Thinking Routines and Primary Sources
- TPS Teachers Network Post: Teaching about Sensitive Topics
2:15 - 3:00
2:15 - 3:00
Reading Response Groups: Jigsaw
3:00 - 3:30
3:00 - 3:30
Reflections and Wrap-up
- Complete reaction sheet
- Consider posting reflections to TPS Teachers Network
- Teaching autobiography and cover design due on Monday at 4pm to lcwhitfield1908@gmail.com
- Readings for Day 7
- Breakstone, Wineburg, & Smith (2015)
- Pahl & Rowsell (2011) Optional
- Carini (2000)
- Carini (2007)
- Carini (2008)
Goals
Goals
- Introduce teachers to the NWP Using Sources Tool to assess growth in how well students are using evidence found in primary sources to support arguments and construct knowledge
- Analyze a primary source using Library of Congress tools
- Access teaching tools and primary sources from loc.gov/teachers
- Analyze a set of related primary sources in order to identify multiple perspectives
- Discuss benefits of and strategies for supporting students in considering multiple perspectives on an issue
Readings
Readings
- Barton, K. C., & Levstik, L. S. (2004). Why don’t more history teachers engage students in interpretation? Social Education, 67(6): 358–361.
- Ladson-Billings, G. (1992). Reading between the lines and beyond the pages: A culturally relevant approach to literacy teaching. Theory into Practice, 31(4), 313-318.
- Watson, D., Hagopian, J., & Au, W. (Eds.) (2018). Teaching for Black Lives. Milwaukee, WI: Rethinking Schools. [Selections]
- "A Talk to Teachers" (pp. 286-293, J. Baldwin)
- "Racial Justice is Not a Choice" (pp. 243-250, W. Au)
- Wineburg, S., & Martin, D. (2004). Reading and rewriting history. Educational Leadership, 62(1), 42-45.