Good afternoon on behalf of the American
Federation of teachers and share my lesson.
I'd like to welcome everyone
to today's webinar.
Titled The 1619 project activities
for student engagement,
my name is Sheetal Shah and unmanaged,
a manager of philanthropic engagement
at the American Federation of teachers.
and I will be your moderate are for
the next 55 minutes before we begin.
Let's watch a short video
on how our webinars work.
Give me I'm gonna get
the short video.
Great if you have any questions
regarding the technical components.
Definitely text them into the group, chat.
In the meantime I'm going to give
you a practice poll question.
Please take a moment to answer,
and while you're taking the pole,
I just wanted to share a little bit
of information regarding the chat.
We wanted to let you know that
it's possible or chat box may
reaches 500 person limits.
As you can imagine,
we've had more people joining us live
on webinars than we have in the past.
If you're unable to get into chat,
please consider sharing your
ideas either through the Q&A box,
the widget at the bottom of your screen,
or through Twitter using the hashtag.
SMLPD, we encourage you to
use Twitter if you can,
so other people can see your thoughts.
And here are the poll results.
It looks like most people call soda.
A carbonated beverage I think
I fall into the pop category.
Being originally from Pennsylvania,
so I don't fall quite into the minority,
but I don't win the prize either.
So before with or without further ado,
I wanted to get us into the meat of the
conversation and introduce our esteemed
presenters from the Pulitzer Center.
In UM starting kicking
us off is Mark Schulte,
Education director at the center,
Hannah Burke, education manager
at the Pulitzer Center and for
regional strophe senior education
manager at the Pulitzer Center.
You can read their BIOS in depth
on the right side of your screen.
Thank you for joining us today and
remember to post your questions within
the Q and a box and will get to the
Q&A Section in the last 1520 minutes.
So Mark, I'm gonna hand it over to you.
Thank
you very much.
She tall and hello to everyone.
And happy Tuesday.
I think it is I think I've already
started to get confused about.
Which day it is?
My name is Mark Sheltie,
I'm the education director.
As she tells said,
I'll be presenting today along
with my colleagues, Anna Burke.
Education manager at the Pulitzer
Center and Faried Mostofi,
Senior Education manager.
I'm just going to go through a few
things before we get started to give
you a sense of what what to expect.
And to make some acknowledgement. Um?
Today's agenda we're going to start
with a brief introduction and goals.
Then we're going to go through the
Pulitzer centers mission and resources.
And then we're going to dig
into exploring the project.
The 1619 project from the New York
Times Magazine, including articles,
visuals, audios and videos.
Then we're going to be analyzing methods
for using the project to support
different kinds of curricular resources,
lesson plans and student works.
And then we'll wrapped with a Q&A.
So the goals for today will be
to explore the Pulitzer Center
Mission in educational resources.
Look at print audio and visual
elements of the 1619 project in
order to evaluate how content from
the project can support work that
you're doing in your communities.
And to explore curricula and activities
designed by Pulitzer Center staff
and partner teachers to engage with
the 1619 project to analyze student
work from those activities and
evaluate ways that the activities can
be modified for your communities.
I just want to acknowledge before
we really get started that.
We are speaking to you in the
midst of a global pandemic.
School systems are massively
disrupted for the foreseeable
future and you are all adapting.
I want to say that we are very much with you.
I myself and I'm home right now.
I have a five month old in the other room.
You might be able to hear she's
really got some lungs on her.
And I'm sure you were all dealing with
similar kinds of circumstances and I
just want to say we will be sure to
address ways to engage students remotely
throughout today's presentation.
And if you have questions about ways
to do that or about anything else.
You can use the chat box.
And if the chat box gets overwhelmed.
Which it sounds like it might.
You can also email my team.
At education at Pulitzer Center.
Dot org. So please don't be shy.
We want to hear from you.
We want to connect.
With you,
we want to be part of your community as well.
But please do use the chat box.
If you can.
Next I'm going to turn it over to
Faried to get us all better acquainted.
We want to know something about you.
And we'd also like to tell you a few
things about us, so freed, can you?
Take it over from here.
Absolutely thank you, mark, um,
so let's start by telling you a
little bit about the Pulitzer Center.
We are a nonprofit based in Washington,
DC and you see our mission
on the screen here,
which is to raise awareness of
under reported global issues through
direct support for quality journalism
across all media platforms and a
unique program of Education and
public outreach are center is going
on about 14 years now and we were
founded in response to data like this.
So here's a 2016 Pew Research
Center study looking at where
Americans are getting their news on,
and you see that the headline here that
there's an increase in access online.
There's a lot of positive things about
more and more news moving online,
which of course include how
fast were getting information.
A lot of information is available for free.
But one thing that we identified at
the Pulitzer Center is that as there
is increased information online,
it can mean that there is less focus
and funding for reporting on systemic
issues on what we call underreported
or less represented issues.
And So what we do is we actually
provide grant funding,
two journalists to support the
costs of reporting projects that
are looking at issues that.
Are something that require
additional time research.
These are sometimes the kinds of stories
that foreign correspondents used to
cover before many of those positions
were cut and we want to make sure
they're reaching diverse audiences.
So we're working with journalists
who are publishing and over 100
different news outlets on all
kinds of different subjects,
and what we also want to do is
because we know so much can happen and
surprise us all when these stories
are published rather than seeing them
get swept up in different media cycles.
We also have an outreach Department.
To try and get those stories to
as many communities as possible.
Either some of the places that
the stories have been published,
you might see some outlets here
that you check regularly.
Often when I show this slide to students,
I asked them to raise their hands
if they see an outlet they don't
normally look at and just highlight
here how all of us are looking
at different information.
That's why it's important to
collaborate with many outlets to
make sure that we're reaching as many
people as possible and getting the
word out of under reported story.
The ideas come from the journalist
they apply for grants for a project
that has already been approved in,
commissioned by a news outlet that
agrees to check their work and to
support their reporting so you can see here.
Since the ideas are there as we
have reporting,
ranging from reporting on children and youth,
climate change, migration, refugees and more.
Let's take a look at some
of that reporting now.
You may have noticed at the end there
that it might be feeling like this video
is asking for your support and we are
doing that here in just your attention.
We are also a nonprofit so we use that
video to solicit support as well.
But part of why I wanted to show that to
you is just show you some a glimpse at
every every piece of video that you saw.
There is coming from our journalists
or from our outreach.
You might have seen in the video that
we have a strong focus on outreach
and my team work specifically in
K through 12 classrooms.
Before we show you some of
our resources were curious.
How often do you use current
news resources in your classes?
Reply to the pole and tell us do you
use them everyday? Once per week?
A few times per month,
the few times per year, not often.
And this is can be when you were
in the classroom physically or
for those of you working remotely,
it could be now if you'd like
to share some of the outlets you
like to use in the chat box.
I'm sure we can all benefit from that.
All right,
so we're going to take a look
at the poll results here, see.
And I'm seeing that there's a real
a variety of responses in the room,
so I'm glad that we have our
chat box to share ideas.
'cause definitely it sounds like we
could be learning from each other
about the experiences of being
able to use the news every day.
Many of us maybe not being able
to use them very often.
Part of why we have arcade through
12 program is in response to the
fact that we are seeing what we
just saw in that pool.
Students are seeing a different
combination of news depending on
where they go to school at grade
there in who their teacher is and
I wonder and you can just reflect
on this or reply in the chat box
outside of school.
What are the majority of students
looking at in the news?
What are they drawn to and what?
Stories might interest them
that they're not being.
These questions guide our work and
have led us to develop a digital
program that we hope will come back.
What we also saw in this part of
the 2016 Pew Research Center study,
which shows that if you see on
the left here we have when young
adults and now this is 18 to 29.
Maybe our our students in the future
were asked do they follow the news
most of the time we see that group
has the lowest responses to that question.
We see less trust in the news among
the 18 to 29 year old surveyed.
In 2016,
we also see that when that younger
group is looking on line or I'm sorry
looking at news there mostly looking online,
websites,
apps,
social networking sites where
we all know they're
seeing not only news but a
lot of other information.
Our mission then is to cultivate
of more curious, informed,
Empathetic and engaged public by
connecting students and teachers directly
with under reported global news stories
and the journalists who cover them,
hopefully to increase trust
to get questions answered,
to also encourage critical thinking,
and to support curricula.
Here are some of the different
ways that we work on this mission
in collaboration with teachers
schools in school districts.
All of the reporting that we
support is available online at
pulitzercenter.org for free to print
so that you don't need a subscription
to any of the outlets we work with.
We also write standards,
aligned lesson plans and host student
contests where students can actually
complete a Lesson plan and have their
work shared through our website.
We connect journalists directly to
classroom through virtual visits,
and we also have curricula and do
online workshops for students and
teachers and for some schools even
were able to do that in person.
The specific resource we're going
to look at today is a series
of Lesson plan that then led to
workshops and also collaborations
all connected to the 1619 project.
This is a screenshot of where we
are starting to gather curricular
materials were going to look at.
Some of those later, but for now,
another poll. We'd love to know.
How familiar you are with this project.
So go ahead and respond here in the poll.
How familiar are you with this project
in the New York Times Magazine?
Very familiar.
Looks like you've read almost all that.
Maybe you've used it in school.
And not familiar if this year
just hearing about it.
It might be helpful for us to know that.
So go ahead and add in your
poll responses here.
And we'll take a look and three,
2 one and let's see.
It looks like again,
we've got a mix of responses with
the majority of us here learning
about it for the first time.
We hope we've developed a presentation
that will meet all of your needs and
will definitely make sure there we have
time in the Q&A to answer any questions.
We didn't get to.
Let's start with just introducing
a little bit about the project.
The 1619 project was published
in the New York Times Magazine.
Well,
it started as a full magazine
issue published in August,
but there has been additional
content published connected
to the project since then.
That's not just in the magazine will
look at all of that content we've
supported reporting for several New
York Times projects in the past.
We did not support the reporting
for this project,
but after working with the New
York Times for several years
to collaborate on curriculum,
we were approached by the Times to
write lesson plans in connection
to this project and that sort
of how we became involved.
For 69,
what we're going to do a little later
if the what that outreach looks like,
but let's start by just introducing
you to the project.
But in the magazine,
which was printed in August,
it what was included were 18 essays by
leading journalists and historians.
There were also 15.
Actually, it might actually
be a little higher than that.
Poems and short stories that are
inspired by key moments in US
history and also to photo essays.
All of that were in that magazine
that you see here on the left,
also on the right you see that the New
York Times print newspaper published
a broadsheet connected to the project.
In there with a photo series
that will look at in a moment,
and two essays since then.
However,
there's been a five episode podcast
connected to the essays Anna Kids Section,
so there's a lot that can be used in
classrooms and will look at all of that now.
To give you a brief introduction,
we're going to hear from Nicole Hannah Jones,
sort of the architect of this project,
a contributor to the New York Times Magazine,
and also one of the writers of
one of the key essays here,
will see her interviewed by PBS
news hour about the project.
Publish the Proposition 19
project works this month 400.
People.
Then Time says the project.
Understood. These are.
Contributions of black Americans.
Very center of. Marcel Project.
We're going to go ahead and pause there.
I do see in the chat box here some
questions about if you're going to be
able to have access to these videos.
I believe the answer is yes and
will also check in on that.
Have the QA so will make
sure you have all of that,
but I want to start with is actually
going into the content so you know
what is available for your students.
Everything you see here is also
you'll see later available for free
to download and to send to students,
and you can find that on the
Pulitzer Centers website.
So starting with the 15 essays
that make up the project,
each essay as you see here,
these are screenshots from
the New York Times website.
The introductory pages in
the magazine looks similar.
There's an opening image and then also
a title that introduces the main theme.
These are four on the screen here on
the top left you see the project of
looking here at the lasting impact
of slavery in the racist policies
that followed on health care.
At the top right here you see
Brian Stevenson.
Uh, is writing about the
impact on the prison system.
The bottom right here?
How does traffic in Atlanta?
How is that impacted by the lasting
impact of slavery and similarly on the left.
Here, you've got Wesley Morris
speaking about music.
Additionally, the essays cover
economics and also medical practices,
science, politics,
wealth disparities,
sugar migration within the US.
Even the discovery of picons more.
Additionally, there's a lot of
photography and visual content that
can be useful in the classroom.
At the center of the screen here
you see an image from a photo
essay that is looking at Howard
University law school students who
are interviewed about tracing their
ancestry back to former slaves.
And so the photo essays,
accompanied by a short Q&A with
those students, their families,
and then throughout the essays there also.
A lot of primary source document
resources on the left you see here.
Excuse me, a document from a former
plantation owner on the right.
You see the cover of music that was that
was included in the essay about music.
There's a lot that can be
cut out printed for students.
I mentioned that there are creative
works throughout the magazine.
Those creative works are short
stories and poems inspired
by key moments in US history.
Let's take a look at one of those
creative works now on the screen.
Here you see a poem by Rita Dove.
In a moment, we're going to hear the poem,
and I shall I ask you all to think
what moment in history is Rita
Dove responding to feel free to
share your answer in the chat box?
I see in the chat box many of us have.
Our understanding that this is in
response to the September 15, 1963,
bombing of the 16th Street Baptist Church,
so readers poll is actually one of
two that respond to this moment.
There are a total of I looked
it up 17 creative works that
you can use in your classroom.
All accompanied by illustrations
like the one you see on the screen.
The print broadsheet that I mentioned
includes two resources that could
be really helpful in the classroom.
At the top here you see,
this is a visual essay that was
put together by a curator from
the Smithsonian Museum of African
American history and culture and
a Journal from the New York Times.
Looking using objects from the
museum's collection to examine
underrepresented moments in US history.
Underneath you see there's an essay
from Nikita Stewart that challenges how
slavery has been taught in schools.
Both ways are sort of in response to that.
That question about an exploration
of how slavery is taught in schools.
5 four of the essays from the
magazine are explored in detail
through a five episode podcast.
These don't include all the
content from the essays,
but offer really interesting glimpses
and the web pages are especially
great to host listening sessions.
We've done that with
students and teachers mostly.
They work well for listening sessions
because the web pages include
transcripts that not only support
differentiation for students who want
to read while listening, but also.
Have citations of any audio that's used
in the episode I saw in the chat box.
Somebody really like the music essay.
That podcast transcript
is especially exciting.
So another poll. I'm curious,
that's a lot of resources and we're going
to look at a moment at how other teachers
have been using these in the classroom.
But what are you excited about?
Is it the essays looking at the
lasting impact of slavery on a
variety of modern day systems?
The creative works,
the photography and primary source documents.
The podcast. Go ahead and put
your answer in the poll here,
and one thing that's exciting
is we will see momentarily,
how all of these have been used
by teachers across the country.
Hopefully give you some ideas.
Alright, let's go ahead and close
our poll and three, 2 one and.
Excellent.
Well, I love seeing that
there's such a variety here.
I can't wait to hear your ideas
and just even in the chat box.
Let's take a look at how all four of
these have been used in the classroom
and what you can use to get started.
The first thing that you can do is
if you go to Pulitzer Center dot or
RG slash 1619 you'll see this page
titled to 1619 project curriculum.
What we mean by that are a series
of resources that can be used
to support your own curriculum.
The first thing you'll see our
reading guide and the reading guides
include you'll see an arrow here to
printable PDFs of the full magazine.
All the visuals and text,
as well as the broadsheet that
was printed in the newspaper.
Additionally,
we've created reading guides for
the essays and creative works
on the right of the essays.
Reading guide includes an excerpt
from each essay to give you a sense
of the reading level and the content.
Also, some key vocabulary.
Feel know what students might
need to know before they read,
and some guiding questions that
while students are working at home,
they could also be using as
comprehension or analysis.
Writing, writing assignments on the left.
We also have some key questions
that could be used for.
Comprehension or analysis writing,
but we what we've done is just
create one side of questions
for all of the creative works.
We have a second In addition to the
reading guides we've put together
a resource of 10 activities that
we hope could be used to engage
with any part of the project.
One essay,
one creative work that mimics
the entire project.
We tried to write these activities
so that we have a mix of engagement
with content of personal reflection in
response to some of the content and
also opportunities to take action.
Any of these activities are written to
be easily adaptable for remote learning,
so we hope that they can still be
useful even as we are navigating
this new environment.
What we're going to do is dive now
into one full Lesson plan that
we have on the site and that is
in response to Nicole.
Hannah Jones is own essay
that actually is the first
in the project. I'm going to turn
the floor over to my colleague
Hannah Berg to tell us a little bit
about this Lesson plan and how it
can be adapted for remote learning.
and I turn it over to you.
Thanks for Eden. Happy to be with
all of you and we built a full
Lesson plan on Nicole Hannah Jones.
His essay, which is called the
idea of America because this essay,
as we've already suggested,
very much serves as an introduction
to the 1619 project and provides
an intellectual framework
for everything that follows.
It's a great place to kick-off
study of 1619 before diving into
additional essays and other resources.
The lesson is intended to be adaptable
for many different grade levels,
as students can read text.
Excerpts, or the complete essay
an can also engage in discussions
with differing level of detail
and background knowledge.
And we've also created printable PDF
with the lesson that are student
facing and printable PDFs of all
associated resources that are
at the top of this Lesson plan.
When you look at it on our website
so it can be completed as an
independent project during school
closures right now we're going
to explore the components of this
lesson together while also giving
us a little bit of a closer glimpse
into Hannah Jones is at the.
Itself.
The lesson begins with a warm up
activity that asked students to think
about the Declaration of Independence,
who signing is often presented as
the foundational date and US history
and consider how it stated values
play out in the country today,
which sets up for considering the re framing
of history that other 1619 project entails.
As students start exploring
the idea of America,
they'll move into reflecting on how
they learned about the history of
slavery and its legacy in the US,
as well as this third question,
which is very much a focus of Hannah Jones,
is essay as well,
which is what do you know about
the contributions of black
Americans to US society,
and always interrogating the origins
of the knowledge that we have about
the United States and its history.
The full essay is 10 pages long
in the New York Times Magazine,
but this lesson asked students to
begin by reading a two page exert in
order to process the main ideas before
diving deeper and exploring further.
We're going to look at a very short
passage from the essay now together,
and while I read these quotes,
I want to ask you to think about
the same thing that we would
ask students to think about.
I went exploring this two page excerpt of
the essay together so the question is,
what do you think is the central
thesis of the essay?
Or at least of the passage
that you're hearing right now.
And you can write your answers in
the group chat when you're ready.
Before the abolishment of the
international slave trade,
400,000 enslaved Africans would be sold
into America through backbreaking labor.
They cleared the land across the southeast.
They taught the colonist to grow rice.
They grew and picked cotton
that at the height of slavery,
was the nation's most valuable commodity,
accounting for half of all American
exports and 66% of the world supply.
They laid the foundations of
the White House and Capitol,
even placing with their unfree hands the
Statue of freedom atop the Capitol Dome.
They loved the heavy wooden tracks of
the railroads that crisscrossed the
South and that help take the cotton
they picked to the northern textile
Mills fueling the Industrial Revolution.
They built vast fortunes for
white people North and South.
Profits from black people.
Stolen labor helped the young nation
pay off its war debts and finance some
of our most prestigious universities.
It was the relentless, buying,
selling,
ensuring an financing of their bodies
and the product of their labor that
made Wall Street a thriving banking,
insurance and trading sector
and New York City.
The financial capital of the world.
But it would be historically inaccurate
to reduce the contributions of
black people to the vast material
wealth created by our bondage black
Americans have also been an continued
to be foundational to the idea of
American freedom more than any other
group in this country's history.
We have served generation after generation
in an overlooked but vital role.
It is.
We have been the perfectors of
this democracy.
These words,
of course,
coming from Nicole Hannah Jones in the
idea of America from the 1619 project.
And I'm seeing some great ideas about
what the central thesis of this essay is.
So it looks like the kind of thing that a
lot of students would be able to come on to,
especially in that longer two page essay.
So after exploring the short text excerpt,
students would be exploring,
reflecting and writing exercises,
thinking about what information
and ideas are new to them,
what might have challenged some
of the assumptions that they
already held about US history,
and how they're responding
to that new information,
as well as the questions that they have.
Some of those questions are very
likely to be answered by in
depth exploration of the essay,
so his students engaged with the
remainder of the idea of America.
They can choose between multiple
graphic organizers that give
different frameworks for following
along with the content of the essay,
and they can process the details they
identify by engaging with analysis questions.
The lesson, then direct students to
our list of 10 extension activities
which Faried introduced earlier,
so this is one example of how an eighth
grade social studies class in a middle
school in Washington DC processed
engagement with the essay by Hannah Jones.
They researched black American innovators
and created posters to showcase
inspiring figures from history and the
halls of their school to share with
us to share with all of the students
of their school at whether they were
studying the 1619 project or not.
This is another way that I'm students
at that same school and chose to dive
deeper after exploration of the idea
of America into the mini essays in the
1619 project and additional resources.
So there are many ways that teachers
across the country have been incorporating
all of the essays in this magazine.
All of the resources and a very
creative ideas for how to get
students involved with projects
and research around these issues.
So to take you through a few
examples of what that.
Looks like in different parts of
the country I'm going to hand
it back over to Faried.
Thank you Hannah.
So few other examples of what we've seen.
From educators we partnered with over
the past couple of months on the left.
Here you see in example from New York
City of a teacher who had students
create vocab, an fact cards based
on exploration of the project.
On the right, a teacher from oh
sorry on the left is Baltimore.
On the right we have a teacher from New
York City trying the timeline activity.
Here we have a school from Philadelphia
exploring the erasure poetry activity
from the curricula that says this is
actually inspired by the technique
used by one of the creative.
The authors of one of the creative works.
Here we have students in a DC High
School who came up with their own event
to engage their student community,
an local community in the project.
On the left, we have students
writing in response to quotes from
the reading guides in the center,
we have a Living Museum and on the right we
have a student performing one of the poems.
And then here we had actually a group of
professors and community leaders in Houston,
TX, who created a two day professional
development in partnership with the Pulitzer
Center to see how the 1619 project could
support their own local initiatives.
On the left, I wanted to point out
that they are skyping with two of
the contributors to the broadsheet,
which is something that we can help
facilitate for professional development.
At.
And what you're going to see on
the screen now is the response
from a student from New York City.
Crystal is in her
fellow student at Bard Early College
High School in New York City.
Were responding to this
activity from the curricula.
At this point, before we moved
to kewene, we'd love to do one last poll to
get a sense of how you see this project.
Working with your students.
Also, you know recognizing that
we're all navigating some new
territory with more remote learning,
so by there in classroom or working remotely.
Would reading in discussion be more what
you think students would want to do?
Writing our research?
and I do see in the comments from people
needing a little more time for the
post will leave this one up for a bit.
Uhm, and then.
So maybe I'll just briefly say
I'll go through the next slide
so we can without clicking to it.
We are actually collecting lessons
and student work from any teachers
who want to share so that we can
have one centralized location for
teachers to learn from each other.
So when I Click to the next
slide after the pool,
I'll show you where you can submit those
and see some of the some of that work.
But we are.
We would love to see what you do in
your classrooms and you can do that by
emailing education at pulitzercenter.org.
So let's see our responses.
Here.
And it looks like we've got a real mix.
I wish we could all work together
on all these projects,
so let's figure out how to do that.
We will be collecting your ideas
and would love to share them.
And these are.
This is our contact information
where we can stay in touch.
Alright,
shit all I would love to turn it back
to you to get started with the Q&A.
Thank you all so much.
Great thank you all so much in
a virtual round of applause for
Awesome present presenters and
the content that they shared.
I thought there was some great
activity going on in the chat box
and we do have several questions.
We have about 7 minutes left so
we'll get to as many as we can
and the ones we don't get too will
email to the presenters and then
share back out the responses so.
Let me get to the first question.
And either one of three of you or however
you guys wanna go about it can respond.
Some scholars and historians have
criticized various aspects of the project.
What is the polls for centers
response to those criticisms?
Hi, this is Mark Sheltie Uhm
I can feel that one. Um?
I hope that you all first of all have
enjoyed the web and R and I know we
don't have much time for questions
and I'm taking up time right now,
but I do want to say that please
submit them via the Q&A and we
will get to your questions.
You know, in the in the hours days to come,
so don't be shy but but as far as the
this question you know 1619 project.
It's a series of persuasive essays
about the legacy of slavery and the
contributions of black people to
American culture. The whole point of it.
I mean, it's really meant to spark
inquiry and further exploration.
It's not a standalone piece,
it's not meant to replace this with that,
but it's meant to to inspire
that kind of exploration,
inspire artistic interpretations and
discussion, some of which you've seen.
and I think you know we've seen it do
that really well last fall semester.
We know the project,
it does have some critics,
but we really haven't been
convinced that there are serious
errors of fact in the work.
It was quite rigorously checked embedded.
So we actually welcome the
controversy in the discussions.
We think it's really healthy.
We've seen students get really excited
about history through through the ideas
that are introduced in the project.
We think it's deliberately provocative,
and we think that's a That's a good thing,
so I hope that you've seen in this
webinar that our materials are
meant to guide students to the
to their own views and to draw
their own conclusions as well.
Great thank you, um, so we have a few.
Are there any other responses?
Sorry, I just wanted to before I
move on to the next I'm gonna.
Trump one or two questions together.
Are we going to move on mark?
Yes. OK good, alright.
So um, there's number of folks on the
web and R that teach a younger audience.
So, uhm, you know some questions
are I teach first grade.
Not sure how to integrate into my lessons.
Another question is how do you recommend
we engage kindergarten students?
And then I have one more
that is focused to younger.
Uhm, yeah folks, how do you?
How would you recommend gearing
the difficult topic matter to
younger grades levels such as
kindergarten through third?
So those three questions around.
Engaging the younger students.
This is very die. Can start here.
I'm putting in the chat box a
link to a guide for the kids.
Uh, page of the New York Times,
where the project was synthesized into a,
um, a list of numbers that are
referenced to underrepresented
moments in US history as it relates
to the lasting impact of slavery.
This section, called board myths
about slavery and then also
an interview with a historian.
I believe when I looked at it,
it felt geared toward in reading,
maybe a third and up,
but definitely could be processed as a
whole group with the younger audience.
My other suggestion, Anne.
First of all,
I would love to hear from more of
you in the audience who work with
this age group 'cause we would like
to see more representation of how
elementary students can engage.
I would say that the the visuals have
been really helpful when I worked
with younger audiences doing some see think,
wonder visual thinking,
predicting and then from there
starting discussions that are
inspired by the project.
That's one place and then also the quotes.
It could be one place to start.
Great, thank you so much.
Um, in the last wave a few more
minutes and I have a question from an
educator at an International School.
What are some ways that students
who may not have a connection to
the US and don't have a deep or
visceral understanding of the
racial tensions and dynamics to
better engage them in this material?
I can start trying to answer
that question at this is Hannah,
so that's a great question and I
think that the essays do provide a
great deal of background information.
It's possible that you'd need
supplementary resources to discuss
the history of slavery in the US,
and there's a reason why the
Lesson plan on Nicole Hannah Jones
is SAS students to refer back
to primary source documents like
the Declaration of Independence.
And it's important to have a
grounding in some of those.
In some of those texts,
and some of those ideas,
before diving in more deeply into the
persuasive arguments of these essays
so supplementary resources may be important,
but the essays do provide a good
bit of context for students.
And from there,
I think that while we haven't,
we haven't begun providing links
out to additional content that
I'm folks can connect with.
There is a great deal.
Of reporting on our website about
about these kinds of issues,
social justice issues,
and in equities around the world as well.
So we would be very happy if people are
interested in reaching outside that
that education at pulitzercenter.org.
Email in discussing more ways in
which we can be talking about
integrating additional ideas.
Additional international perspectives
and additional and new sources into.
Curriculum
on this subject.
And I would also. This is Mark,
I would just chime in that if you want,
you know if you're looking for
ways to help your students connect.
Kind of Empathic Lee and sort of on a
gut level with the with the issue that's
really being centrally addressed here.
That sort of legacy of slavery and
the contributions of black Americans.
You might start with the artistic works.
I mean there are so passionate and they
connect really well on an emotional level.
You know some of those poems
are just so profound.
I mean, I think everyone was.
Quite moved by the reader dove
poem so that that might be one way
to really ignite some passions as
you get the project started.
Great thank you and unfortunately
I have to be the person that ends
this really fantastic presentation.
I want to thank mark for Eden Hannah
for such engaging content and I'm sure
you will hear from all of our, uh,
if not many of our participants and
thank you participants for joining us.
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Thank you again so much and we hope
to see you on another web and R.
Have a good evening.