Day 6

9:30 - 9:45

Welcome, Reviewing Reflections, and 

• Reflect on three proposed working agreements: (1) fully engage, (2) equitable discourse, and (3) speak/write your truth.

• Review reflections from Day 5.

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

9:45 - 10:00

Writing into the Day: Windows and Mirrors

• We'll use a protocol developed by SEED called Windows and Mirrors

  • • Analyze the gallery of images in the atrium.

    • Consider how an image provides a mirror for you. What does it show you that reflects something you have experienced?

    • Also, consider how an image can be a window into experiences or ideas that may be new to you?

10:00 - 11: 10

“The Future Will Follow the Past” Exhibition Tour

• Explore the Weitzman National Museum of American Jewish History’s current exhibition The Future Will Follow The Past: An Exhibition by Jonathan Horowitz.

• The exhibition explores the transformative changes America has experienced since 2020, addressing antisemitism, racial violence, immigration, women’s rights, LGBTQ+ rights, and more.

11:10 - 11: 30

Four Freedoms: See, Think, Wonder

• Analyze a portion of the exhibition, which juxtaposes Norman Rockwell’s famous Four Freedoms with other works of art.

  • • Freedom of Worship

    • Freedom of Speech

    • Freedom from Want

    • Freedom from Fear

• Together these works ask the viewer to consider who does and does not have access to these freedoms.

11:30 - 12:15

Journal Groups

12:15 - 1:00

Lunch

1:00 - 2:15

Four Freedoms Text Sets and Weitzman Open Book Resources

• Read and annotate texts related to the Four Freedoms that express multiple perspectives, helping students to construct civically engaged arguments. 

• Construct a new text by cutting up excerpts from the provided text sets and organizing them around the central text provided by Rockwell.

• This activity was based on the Weitzman's Open Book curriculum, which itself draws inspiration from traditional Talmudic study.

• This approach of arranging multiple texts with often dissenting views or multiple perspectives resonates with approaches from the National Writing Project's College, Career, and Community Writers Program.

• As a group, discuss questions that are important to consider as teachers. Use the "Agree/Disagree" routine to help with the discussion.

  • • When using this routine with students, encourage them to think about agreeing and disagreeing as happening on a spectrum and involving nuance, when it feels like its necessary.

2:15 - 2:30

Next Steps with the Weitzman

• Check out resources and opportunities from the Weitzman Museum:

  • • Becoming American 

    • Courageous Choices

    • JAHM

    • Group Visits

    • Jonathan Horowitz’s The Future Will Follow The Past (including audio tour) 

    • OpenBook Curriculum

2:30 - 3:00

Closing

• Reaction Sheet

• Prepare Readings for Day 7:

• Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic. [Chapter 1]

• Cochran-Smith, M. & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24 (pp. 249-305). American Educational Research Association.

• Himley, M., Strieb, L., Carini, P., Kanevsky, R., & Wice, B. (Eds.) (2011). The child: Descriptive review of children’s works. In The prospect’s descriptive processes: The child, the art of teaching, and the classroom and school, Revised edition (pp. 27 - 42). Prospect Center.