Thursday, July 18 [Day 4]

Primary and Secondary Source Sort

Thinking Like a Historian with Primary and Secondary Sources: Constructing Community Monuments

Considerations for Selecting Primary Sources

Journal Groups

Lunch

SIG: Queering the Classroom: Supporting LGBTQ Children and Colleagues
- Slideshow
- Resources Sheet

Sarah Beverly and Donna Sharer: Primary Sources, Inquiries, and Taking Informed Action

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

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

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.