Day 3

9:30 - 9:50

Welcome and Reviewing Yesterday's Reflections 

• Here's a document we can use for Parking Lot questions, setting up Special Interest Groups (SIGs), and sharing resources.

• Read yesterday's reflections.

  • • Highlight in green anything that resonates with you.

    • Highlight in yellow anything you would like to hear more about.

9:50 - 10:15

Writing into the Day

• Here Comes the Sun

  • "Here comes the sun..." What would you say next?

  • What is this song about for you?

  • Do you have any connections to the song?

• We reflected on differences between Nina Simone's version and the Beetle's version of this song.

• We discussed the song in relation to the story about Ben Franklin's reflection on whether the sun on the back of the chair that George Washington sat in during the Constitutional Convention was a rising sun or a setting sun. This is a story often told by park service rangers during the Independence Hall tour. We'll tour an exhibition at the African American Museum of Philadelphia that uses the "rising or setting sun" as an invitation to reflect on America's past, present, and future.

10:15 - 11:30

Shifts in Social Studies Education in the School District of Philadelphia

• Please welcome our guest presenter, Ismael Jimenez, a curriculum specialists in the Office of Curriculum and Instruction in the School District of Philadelphia.

• Here are Ismael's presentation slides: It's bigger than curriculum: Dispatches from Philly

• Framework being used for the District: "Black History is Not American History: Toward a Framework of Black Historical Consciousness" (King, 2020)

11:30 - 12:15

Journal Groups

12:015- 1:00

Lunch

1:00 - 1:25

Making Sense of Chapter 6 in Cultivating Genius

• Crowdsource a summary of the chapter, "Toward the pursuit of criticality," by adding our notes to this slideshow.

1:25 - 1:45

Introduction to Jefferson's Weather Record and Considerations for Selecting Primary Sources

• In fish bowl configuration, facilitators discuss Image 1 of Volume 2: Weather Record, 1776-1818 [Jefferson]

• Introduce the Library of Congress's “Considerations for Selecting Primary Sources” to help you think about which primary sources you might use in your classroom, why (not), and how

  • • Which considerations stands out?

    • Is there something you would add to the list?

1:45 - 2:30

Restorying the Declaration House at Independence Park: Flawed Heroes and Sympathetic Villains

• Participate in a virtual guided tour of the Declaration House. Consider the stories of individuals who lived and worked in the house at the time of the writing of the Declaration of Independence.

• The house was reconstructed by the Park Service in the 1970s. The room emphasizes objects that Jefferson might have used—but does not address the social and economic conditions under which he would have obtained and use those items.

• During the tour, we realized that the 1970s reconstruction did not include reconstructing the attic that Rober Hemmings most likely inhabited. There was a stairstep outline on the wall to allude to this level of the house existing previously.

• This image in a newly published book by Coleman, Griffin, and Thomas (2023) provides some possibilities for restorying.

• The park is currently discussing what to do with the space given than renovation is quite costly.

2:45 - 3:00 

Closing and Afternoon Activities

1. Add one word to a shared slide to describe how you are feeling during day 3.

2. Reaction Sheet

3. Reading to Prepare for Day 4:

• • • Muhammad, G. E. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic. [Chapter 4]

    • Nieto, S. (2003). Teaching as autobiography. In What keeps teachers going? (pp. 22-36). Teachers College Press.

    • Garcia, A., & O'Donnell-Allen, C. (2015). Introduction: What it means to pose, wobble, and flow. In Pose, wobble, flow: A culturally proactive approach to literacy instruction (pp. 1-15). Teachers College Press.