Thursday, July 18 [Day 4]
Thursday, July 18 [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
9:10 - 9:25
9:10 - 9:25
Primary and Secondary Source Sort
- Columbus 1 (lithograph)
- Columbus 2 (translated and published journal)
- Franklin 1 (journal)
- Franklin 2 (illustration)
- Earthquake 1 (webpage and video)
- Earthquake 2 (newspaper articles)
9:25 - 10:15
9:25 - 10:15
Thinking Like a Historian with Primary and Secondary Sources: Constructing Community Monuments
- Slideshow
- Monuments, Murals, and Markers in Philadelphia
- Inquiry into Columbus
10:15 - 11:00
10:15 - 11:00
Considerations for Selecting Primary Sources
11:00 - 12:00
11:00 - 12:00
Journal Groups
12:00 - 1:00
12:00 - 1:00
Lunch
- SIG: Queering the Classroom: Supporting LGBTQ Children and Colleagues
1:00 - 3:00
1:00 - 3:00
Sarah Beverly and Donna Sharer: Primary Sources, Inquiries, and Taking Informed Action
- Kimberlé Crenshaw: The urgency of intersectionality (TED Talk)
- Chimamanda Ngozi Adichie: The danger of a single story (TED Talk)
- Stanford History Education Group: Reading Like a Historian
- Need in Deed: Featured Student Projects
- Making Thinking Visible: Parts, People, and Interactions Thinking Routine
- Six Elements of Social Justice Curriculum Design
- Facing History and Ourselves
- Unit: U. S. Migration and Deportation in the 1930s
3:00 - 3:30
3:00 - 3:30
Reflections and Wrap-up
- Complete reflection Delpit (2006)-inspired framework
- Consider posting reflections to TPS Teachers Network
- Teaching autobiography due on Monday
- Prepare for neighborhood walk: Shoes, sunscreen, and water
- Readings for Day 5
- McGrew, Ortega, Breakstone, & Wineburg (2017)
- Wineburg & Martin (2009)
- Teaching for Black Lives: Select a chapter from Section 3 on Gentrification, Displacement, and Anti-Blackness
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)
- Consider range of inquiry questions students might pursue using primary and secondary sources available from the West Philadelphia Collaborative History site
- Identify key considerations for selecting primary sources for instructional use (for example, student needs and interests, teaching goals, etc.)
- Brainstorm ideas for a primary source-based activity that helps students engage in learning, develop critical thinking skills and construct knowledge
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.
