Monday, July 16 [Day 6]

What does a critical literacy classroom look like?

9:00 - 9:10

Reaction sheets from day 5

9:10 - 9:25

Morning Reading: "A Talk to Teachers" (Baldwin, pp. 286-293 in Teaching for Black Lives)

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

Journal Groups

12:00 - 1:00

Lunch

1:00 - 2:15

Multiple Perspectives and Primary Sources: Immigration, Migration, and Philadelphia

2:15 - 3:00

Reading Response Groups: Jigsaw

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

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

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.

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