Day 2

9:00 - 9:10

Welcome and Housekeeping

• • Remember to update your name on Zoom to include your pronouns.

  • Review agenda for the day

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

  • Review Day 1 reflections: What stands out?

9:10 - 9:45

Writing Into the Day: Teacher Healing

• Introduce today's focus question: How do we center healing and justice in our classrooms and curricula?

• Before an airplane takes off, the flight attendants remind passengers to “put on your oxygen mask first.” How we are making sense of these times? How we are both challenging and healing ourselves? What does this mean to cultivate belonging in a broken world for me as a teacher?

• Share a portion (but not necessarily all) of what wrote in your home group using the serial testimony protocol.

9:45 - 10:10

Writing Into the Day (Part 2): Student Healing

• Reflect further on today's focus question in terms of supporting student healing: How do we center healing and justice in our classrooms and curricula?

• “What does it mean to matter (or #matter) in this world? In this way, SEL must address what it means to cultivate belonging in a broken world. This is far more expansive than developing students’ emotional skills. English educators and the children, youth, and families with whom they work must help remake and repair the world” (Garcia & Dutro, 2018, p. 378)

  1. • Reading: Garcia, A., & Dutro, E. (2018). Electing to heal: Trauma, healing, and politics in classrooms. English Education, 50(4), 375-383.

• After writing, select one sentence, one phrase, and one word to share using text rendering protocol

10:10 - 10:20

Break

10:20 - 11:00

Considering Women's Suffrage, Healing, and Justice

• Reflect on a curated set of historical primary sources in Jamboard that relate to Women’s Suffrage. Think about ways that you might use this with students. Add images, sticky notes, and annotations.

  1. • Why would we talk to students about this history?

     • What’s hard about this history?

     • How does it help us think about justice?

     • What healing is needed in our classroom, in ourselves, in our community?

     • What additional texts might we put in conversation with the selected texts?

• Items initially curated for the Jamboard:

  1. • Mabel Ping-Hua Lee

     • Nannie Helen Burroughs

     • Suffrage Procession, 1917

     • The profits from thousands of beauty parlors sustained black colleges and universities

     • We are all bound up together, May 1866

     • Suffragist with banner, 1917

• Additional resources related to Women's Suffrage:

  1. • Library of Congress Exhibition: Shall Not Be Denied: Women's Fight for the Vote

     • Library of Congress Primary Source Set: Women's Suffrage

     • Pairing Picture Books with Primary Sources (Tom Bober, AASL Blog)

       • • Brave Girl: Clara and the Shirtwaist Makers’ Strike of 1909 by Michelle Markel

         • A Lady Has the Floor: Belva Lockwood Speaks Out for Women’s Rights by Kate Hannigan

         • Pairing Picture Books and Primary Sources: Around America to Win the Vote by Mara Rockliff

     • The Material Culture of Suffragists (Renee Albertoli)

     • Smithsonian Twitter Thread on Women's Suffrage Movement

     • National Archives Rightfully Hers: American Women and the Vote

     • Smithsonian: American History, The Ballot and Beyond Conversation Kit

11:00 - 11:35

Distilling Some Principles for Healing and Justice

• Add your name to one of three virtual circles to join a discussion group that will focus on one of the three texts you read last night.

  1. • Everett, S. (2018). “Untold stories”: Cultivating consequential writing with a Black male student through a critical approach to metaphor. Research in the Teaching of English, 53(1), 34-57.

     • Kendi, I. X. (2016). Prologue. In Stamped from the beginning: The definitive history of racist ideas in America (pp. 1-). Nation Books.

     • Rivera-Amezola, R. (2020). Preservation and education: Teacher Inquiry and the “family and community stories” project. Language Arts, 97(5),324-329.

• What principles about healing and justice can we distill from these texts? And what questions remain?

• Identify a group recorder who will write down ideas from the group in a note catcher.

11:35 - 11:40 + afternoon

Afternoon Activities

1. Complete Reaction Sheet

2. Meet with Journal Group

3. Prepare Readings for Tomorrow

   1. • Hicks, Whitney, Fredricksen, & Zuidema (2016)

      • Lytle, S. L. (1993)

      • Lytle, S. L. (2008)

4. Follow Up on TPS Teachers Network Posts

Additional Resources

• NWP Radio: Trauma Informed Literacy Instruction with Elizabeth Dutro and Richard Koch

  1. • The Mindful Writing Workshop (Koch, 2020)

• This article, Overcoming a Culture of Silence, explores how Oklahoma Writing Project teachers worked to make the history of Tulsa more public to their students.

• The Unpredictability of a Writer’s Process suggests multiple uses of writing that could suggest some ways to use writing with students: “Writing to remind; Writing to remember; Writing to reflect.”