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Invitational Summer Institute

Wednesday, June 21, 2023

Welcome!

Benjamin Franklin Museum, Independence National Historical Park

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Welcome to the 2023 Invitational Summer Institute!

Co-Facilitators: Barrett Rosser, Javaha Ross and Trey Smith

PhilWP Administrative Assistant: Kemba Howard

PhilWP Co-Directors: Diane Waff, Amy Stornaiuolo, Jen Cahill

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Agenda: Wednesday, June 21

9:30 - 10:00 Welcome / Reviewing Yesterday’s Reflections

10:00 - 10:50 Using Writing & Primary Sources to Support Inquiry

10:50 - 11:30 Reading Group: Inquiry as Stance / Within, Against, Beyond

11:30 - 12:15 Journal Groups

12:15 - 1:00 Lunch

1:00 - 1:45 Coppin Mural in Liberty Bell Pavilion

1:45 - 2:30 Cultivating Genius with Monuments & Memorials Units

2:30 - 3:00 Closing and Reflecting

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Today’s Focus Question

What is inquiry? How do we use inquiry to build a writing community?

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What

do you notice?

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I see...

I think...

I wonder...

Supermarket (“Safeway”) PK
They’re smiling (one person)
Shirt says united farm workers - AFL CIO
“Don’t buy red coach lettuce” sign
Priest — man with a collar PK
High waisted pants
Sunglasses style — Aviator PK
People holding signs
About food in front of a grocery store
Some people turned to left or right, almost back to back, even facing backward
This is a photograph
Multiracial, men and women
Two people wearing buttons

They look happy
May be the 1970s/1980s
But if the man is new to the area he may have gathered local clothes
May be the original style of Aviators
People may be doing some kind of action
Photographer took this, probably not with a phone
Maybe these are workers on strike PK
Something with agriculture
People may be going in different directions because they’re at a mall and walking around or they’re saying opposite things

Is the man Latino? Are multiple people Latino?
Is it a mall?
Are the signs the same, even the ones we can’t see?
Is the emblem on the UFW t-shirt Native?
Where are they?
When was this?
How does location intersect with time and clothing?
Why shouldn’t people buy Red Coach lettuce? What about other foods?
Are they protesting labor wages? Working conditions?
How are people connected? Some allies?

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What

do you wonder?

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3rd

Grade

Class

say

^

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6th

Grade

Class

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During analysis of a primary source, what were the teacher actions?

Put the expectation on students to think, connect
Selecting interesting images with enough details to work from
Plan for a conversation about what a primary source
Focused on what participants said, not necessarily the right answer
Small group time and transition to a larger group
Provided opportunity to reflect on inference
Posted and printed images

What about student actions?

If students are more laid back, they may be more willing to jump in when they hear other students and they understand that there’s no right or wrong answer—and the teacher isn’t changing what I say (low stakes, student voice, building on each other’s ideas)

Stepping

Back

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Observe

Reflect

Question

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Unit Guiding Questions

What does it mean to be part of a community?

What do we like about our community?

Is there something we might change?

What might it look like to try to make our community better?

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Where do we go next?

Select 2 or 3 significant questions from the “Question” column of our primary source analysis.

In the chat, share a question that might be productive for further investigation.

?

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What do you wonder?

What do

you notice?

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Where do we go next?

Review the questions we asked after our first analysis. Did we find any answers (even partial ones)?

What new questions stand out?

In the chat, suggest where we might go as part of a further investigation.

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What connections do we see?

Which questions

does the book

help us answer?

What new questions do

we have?

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Unit Guiding Questions

What does it mean to be part of a community?

What do we like about our community?

Is there something we might change?

What might it look like to try to make our community better?

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Where would your class go next?

Ask students what they would organize around at a community level? Is there something you’d want to change? What would you draw? What what you create?
What are problems in the country and in our own community that we care about?
Go to the supermarket and investigate where it comes from.

Compare the MLK.
Research workers rights movement back then and today. Have students gather the knowledge they learned to create their own picture book.
Culminating day could include grapes and other produce, music, and looking at protest songs throughout different decades.

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Where would your class go next?

A lot of the photos are about how we get food. Look at local plants (like Coke plant in Northeast) that just went on strike. Research and try to understand organized labor issues in relation to where our food comes from.
Take students to a strike to observe—and participate.

Do a research activity that involves students act as reporters and form questions. Other students would act as the workers. Record the interview. Play it back. Provide feedback.
Do some further study with additional picture books (e.g., Si se puede about sanitation worker strike)

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See

Think

Wonder

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3rd Grade Class

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Reading Groups

Diana, Flem, Jay
Tia, Taylor, Elaine
Charlie, Zanetta, Bryana
Doc, Bridget, Ken

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Reading Group Discussion

What did the authors mean by "inquiry as stance"?
What possibilities do you imagine for yourself, your classroom, your students, and your school if teachers were/are supported in developing inquiry stances?
In what ways have you worked "within, against, and beyond" the system? What are the implications?

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Journal Groups

Diana, Tia, Charlie, Bridget
Doc, Taylor, Zanetta, Flem
Elaine, Ken, Jay, Bryana

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Reflecting on the Park Partnership Example

Appreciated the medals that students created; it’s great to get students to reflect on what they’re proud of; it’s great that students learned about winners of the Liberty Medal
Purpose of the Bell; are there bells in our school that we can use; great to use the Bell as inspiration for writing, as a metaphor, comparison of two bells, role that cracks can play (including the absence of the bell—what would it mean to lose some symbols)
Being in a physical place creates primary experiences, a memory that’s there’s not translated by a teacher
US History: When everyone was writing on Post-its, how has the definition of Liberty been narrow and changed over time; America as a continual revolution
Our city is full of monuments—lots of monuments and murals that can be interrogated, read, etc.

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Monuments & Memory: Fall 2021

Focus Question: Whose stories are told by our city’s memorials? Which stories would we add? Retell?

We watched a news story about a Columbus statue in Philadelphia.
Students wrote something they heard (they say) and responded (I say).

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Examples of Student Writing

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They Say / I Say

Read the article.
As you read, underline something that stands out to you in the text (they say).
In the margin, jot down a thought you have (I say).

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institute2023.philwp.org

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Use a word to describe how you are feeling.

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