RISE: Educators Rise for Racial Equity Webinar 2 Inquiry and - - PowerPoint PPT Presentation

RISE: Educators Rise for Racial Equity

Webinar 2 – Inquiry and Self- awareness to

RISE program is brought to you by…..

vBarat Education Foundation and Citizen U in partnership with the Library

• f Congress Teaching with

Primary Sources program vDePaul University

Purpose for RISE with INQUIRY AND SELF-AWARENES

• Provide practical teaching

strategies to use the Library

• f Congress Primary Sources

for the purpose of ”acting” as an ally for racial equity

• Teaching as an ally is effective

using inquiry and self- awareness

Leffler, W. K., photographer. (1963) Civil rights leaders talk with reporters after meeting with President John F. Kennedy after the March on Washington, D.C. Washington D.C,

• 1963. [Photograph] Retrieved from the Library of Congress,

https://www.loc.gov/item/2013649722/.

Today…..

• 4 practical strategies to

teach as a racial equity ally in the virtual or traditional classroom using inquiry and the Library of Congress primary sources.

• 4 practical strategies to act

as a racial educator ally.

• Self-awareness is essential for

personal and systemic change

Halloran, T. J., photographer. (1963) African American school children entering the Mary E. Branch School at S. Main Street and Griffin Boulevard, Farmville, Prince Edward County, Virginia. Farmville Virginia, 1963. Sept. 16. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2011648793/.

Racial Equity Facilitators

• In the chat, please share your

greatest fear as we approach the Fall 2020 school year.

• In the chat, please share your

hope for the Fall 2020 school year.

• (Opening experience to get to

know your students)

Library of Congress Primary Source Analysis Tool

Let’s change the “talk”………..

• a

This Photo by Unknown Author is

The Research that informed this presentation

• When was the first time you

realized that race matters?

• How was race discussed in

your k-12 experience?

• How is race talked about in

your schools today?

• What can you do to teach as a

racial equity ally?

(1963) Young boys harassing the Horace Baker family, the first African American family to move

into the all white Delmar Village neighborhood of Folcroft, Pennsylvania. Folcroft Pennsylvania,

• 1963. [Photograph] Retrieved from the Library of Congress,

https://www.loc.gov/item/99402534/.

The 4 teaching strategies & 4 ally strategies of RISE: Inquiry and Self- Awareness

• How do we use primary sources

to truly rise up for racial equity in our schools and classrooms?

• What does it mean to be an

educator ally for racial equity who uses inquiry and self- awareness?

• How can self-awareness and

inquiry support systemic change using primary sources.?

We will present 4 teaching strategies and 4 ally strategies that will allow you to

• Apply the Primary Source Analysis tool for self-awareness to

examine beliefs about racism and equity

• Use inquiry and primary sources from the Library of

Congress as an essential resource to engage in racial equity practices .

• Act as an educator ally for black students.

4 Teaching Strategies

Library of Congress Primary Sources for Equity driven by inquiry and self-awareness

Strategy #1 – Affirmative Interview (Inquiry, Self-awareness – LOC PSA)

• During Affirmation

Interview, students practice verbal and non-verbal communication in the roles

• f “interviewer” and

“interviewee.”

Harrington, O. W. (1963) Dark laughter. Now I aint so sure I wanna get

• educated. , 1963. [Sept. 21 publication date] [Photograph] Retrieved

from the Library of Congress, https://www.loc.gov/item/2016684946/.

How?

• Have students create

interview questions as follow up to the discussion (as whole class)

• Take students through the

PSA tool to model for them inquiry and self-awareness.

• Have students interview each
• ther and report back.
• This Photo by Unknown Author is licensed under CC BY

Why?

• Connection to anti-racism

education

• Affirmation Interview captures

positive behaviors and encourages mutual support, respect, collaboration and community building and let students gain self- awareness of others.

• The strategy also empowers

learners by turning over responsibility of communication to students.

Strategy #2 - Artifact Add-ons

• Artifact Add-on asks students

to select and share real-life

• bjects and events that

illustrate concepts and ideas that come from the Primary Source Analysis.

• Students can also go to the

Primary Source Nexus to gather artifacts which interest them

How?

• 1. After going through a

Library of Congress primary source analysis, ask students to gather their own artifact that relates to the theme.

• 2. Have students present their

artifact and share these questions:

• How is the object related to the

primary source the class used?

• How does the object represent

the analysis of the class?

• How does the object relate to

the them?

• How can the object help you

remember the message or theme of the primary source?

Why?

• Artifact add-on allows

students to examine racism with self-awareness and their

• wn inquiry as to what matters

to them most.

Strategy #3 – Save the Last Word for me

• After using the PSA with a Primary Source,

guide students to have discussions in small groups.

• Save the last word is guided by having

everyone use inquiry and self-awareness to complete three prompts. Frost, A. B. (1920) Fire Me! W'at You Mean, Chile?. , 1920. [?] [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2010715951/.

Save the Last Word for me

• Students first reflect on the

discussion of the PSA during class and each person shares..

• I believe…..
• Then each person shares
• I feel……
• Then each person shares
• I want for the future…………
• I believe………….
• I feel……………..
• I want…………..
• What is my belief about what is

happening? (self-awareness)

• What do I feel when I believe

what I have said? (inquiry)

• What do I want to happen

instead?

Why?

• Connection to anti-racism

education

• The strategy creates the structured

conditions necessary for equitable classroom discussion. Students who are typically reluctant to speak up and those who tend to dominate discussions both get to practice appropriate speaking and listening habits.

• Students practice sharing their own

thoughts in a low-stress situation, building confidence to speak in larger groups.

Strategy #4 - Brain Share

• During Brain Share, small groups
• f students rotate through

stations, discussing and recording concepts from primary source analysis. This strategy is a modified combination of gallery walks and jigsaw.

• The strategy can be done virtually

by created small groups with timed check-ins

How?

• Choose 4 primary sources that the class has analyzed previously

together

• Create groups for students to work together to answer follow up

questions of each analysis.

• Groups rotate through the four sources and come back together to

share.

Theme: Children and Racial Equity What in the Primary Source is evidence of the importance of racial equity for children? Primary Source 1: Little Rock 9 Protest Primary Source 2: African American school children entering the Mary

• E. Branch School

Primary Source 3: (1920) Slave Story. Primary Source 4: Little Rock Rally at the Capitol

Why?

• Brain Share promotes inclusive

class discussions of racial justice issues.

• Students use the primary

sources from the Library of Congress as a springboard for listening and speaking, and for making connections to themselves, their community and the world.

This Photo by Unknown Author is licensed under CC BY-SA-NC

Becoming an educator racial equity ally

4 Strategies you can begin today!

Why use these strategies? Loving Rage

• What ignites our passion to

do this hard work of equity in our lives and in our classrooms?

Bledsoe, J. T., photographer. (1959) Little Rock, . Mob marching from capitol to Central High / JTB. Arkansas Little Rock, 1959. [Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2003654358/.

What is an educator ally for racial equity?

• The three pillars of being

an educator ally:

• Listen Deeply,
• Unite Widely
• Act Boldly.

Matthews, G. L. (1979) Posse Leaving Eagleville California in

• Snowstorm. , 1979. October. [Photograph] Retrieved from the Library
• f Congress, https://www.loc.gov/item/ncr001370/.

Ally Strategy #1 - Listen boldly

• Self-awareness is the key to listening boldly
• Using the Library of Congress Primary sources to unpack

beliefs that prevent us from listening

Ally Strategy #2 - Unite Widely

• Reach out to a person or two across racial difference
• Share your learning from this webinar
• Invite them to the next one

Ally Strategy #3 - Act Boldly

• Initiate conversations about race
• Start an alliance with peers, family or friends to organize to

fight systemic racism

• Lead a book club on racial equity in your school
• Speak up when you witness problematic behavior

Library of Congress Primary Source Analysis Tool

Ally Strategy #4 - Show black students you care

• 1. Make sure curricular materials are inclusive and

positively represent all Black folks.

• "When we find ways to demonstrate care for Black

students, our empathic actions benefit all students."

• • Are any of my books written by Black authors?
• Do my books and curriculum materials illustrate the

diversity that exists within the Black community?

Why and how I select texts and primary sources.

Have an analysis of the resources you teach in your unit by asking…

• What ways is this text identity or primary source inspiring?
• Is this text or primary source contain enabling qualities?
• To what end will this text or primary source lead?
• Will this text or primary source allow students to have

conversations in dynamic ways?

How to cultivate students’ genius in your teaching

“Those who said it can’t be done are usually interrupted by those doing it.” James Baldwin

The HILL Model Created by Dr. Gholdy Muhammad

• Histories: (Identity)-How am I learning about who I am and

about the lives of others?

• Identities: (Skills)- What disciplinary skills am I advancing?
• Literacies (Intellectualism)-What am I becoming smarter about?
• Liberation (Criticality)-How am I developing an understanding
• f power, equity, anti-racism and anti-oppression?

Ready for Rigor Framework created by Dr. Zaretta Hammond

Doing The Work: Seek out and listen to the voices of BIPOC

The Power of Feedback

• 2. Seek feedback from Black students.
• What does it feel like to be a Black student in my classroom
• r in this school?
• Do Black students feel safe in my classroom

(intellectually)?

• How can I help Black students experience success in my

classroom?

The Power of

• 3. Educate ourselves and our students on the nature of racism.
• And we should ask ourselves:
• • Do my students understand the racial context of the text,

lesson, and/or unit?

• Do my students see me discuss race- related issues?
• Do my students know how to interrupt racism by my example

and by examples they’ve learned in class?

The power of being believed

• 4. Believe Black students.
• Not only must we support them through conflicts, but we

need to celebrate all of their successes and progress as well.

• Black students need to feel trusted, and teachers must show

them that their thoughts, opinions, and experiences matter.

Relationship is the primary source of change

• 5. Build relationships with caregivers.
• One of the best ways to show care for Black students is by

building relationships with their families.

• As teachers, we must get to know Black caregivers in efforts

to demonstrate our commitments to their children’s success.

Summary and Next Steps

4 Teaching Strategies

• 1. Affirmative Interview
• 2. Artifact Add On
• 3. Save the Last Word for

Me

• 4. Brain Share

Four Educator Ally Actions

• Listen Deeply,
• Unite Widely
• Act Boldly.
• Show Black Students you

care (5 strategies)

Closing

In the chat, please share which of the 7 primary source images impacted you the most and why.

What impacted you?

Thank you…..

vBarat Education Foundation and Citizen U in partnership with the Library

• f Congress Teaching with

Primary Sources program vDePaul University