Thursday, March 24, 2022

6:00 - 7:00pm ET

In this webinar, we:

• shared some of our ongoing inquiries as practitioners around teaching with historical newspaper databases to support civically engaged argument writing

• collaboratively searched databases of digitized historical primary sources

• encouraged conversations about how and why we might want to help students connect past and present as they develop civically engaged arguments

About the Webinar Series

Teachers in our Philadelphia Writing Project network are engaging in inquiries and creating curriculum resources to support civically engaged argument writing in K-12 classrooms. This work is supported by a Teaching with Primary Sources grant from the Library of Congress.

Our emerging resources draw upon:

1. primary sources from the Library of Congress;

2. argument writing approaches from the National Writing Project’s College, Career, and Community Writers Program (Arshan & Park, 2021; Friedrich et al., 2018); and

3. Gholdy Muhammad’s (2020, 2021) Culturally and Historically Responsive Literacy Framework.

Check out other webinars in this series.

References

Arshan, N. L. & Park, C. J. (2021). Research brief: SRI finds positive effects of the College, Career, and Community Writer’s Program on student achievement. SRI International. https://www.sri.com/wp-content/uploads/2021/04/C3WP-Scale-Up-Research-Brief-April-2021_Acc.pdf

Friedrich, L., Bear, R., & Fox, T. (2018). For the sake of argument: An approach to teaching evidence-based writing. American Educator, 42(1), 18-40.

Muhammad, G. (2021). 12 questions to ask when designing culturally and historically responsive curriculum. Association for Middle Level Education. https://www.amle.org/12-questions-to-ask-when-designing-culturally-and-historically-responsive-curriculum

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.