Good afternoon everyone. On behalf of the American Federation teachers, I'd like to welcome everybody. Today's webinar, the Constitution and reconstruction. The 14th amendment throughout history. My name is Rob Wyland. I am director of research policy and field services for educational issues at the FT, and I will be your moderator. Before we begin, I'd like to thank today's virtual conference sponsor, Carnegie Carnegie Museum of Natural History. Carnegie Museum of Natural History offers educational support through resource materials, virtual and in person programs, and teacher loyalty passes. You can learn more about the Carnegie Museum of Natural History by clicking on their logo on the right side of your screen. We truly appreciate the support. Now let's watch a short video on how the webinar works. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today. And what interests you about this particular topic? In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question and then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. So here's a practice poll question. Uh. Please, I'll here, the question is, have you attended any of our Wellness sessions on yoga, nutrition and fitness? And I'll give a minute or so for everybody to answer. OK, we're getting close here. Let's see what we get. Oh OK, not yet. A lot of people. Not yet 84%. We have a few people I encourage everyone to participate as much as possible. Now it's my pleasure to introduce Sarah Harris with the National Constitution Center in Philadelphia, PA. You can read Sarah's bio on the right side of your screen. Thank you Sir, for joining us today and welcome. Thank you so much for having me and hi everyone. Good afternoon. It is at least afternoon where I am. So hello and welcome to whatever part of the day it is. Wherever you're doing us from. I am so excited to be here with you today to share some insight into the 14th amendment and share some of the resources that we have at the national Constitution Center. So just real quick through the chat. I will kind of forewarn this, forewarn you that I will ask for tons of audience participation? I am a former educator, and questions are in my blood, so please in the chat, just real quick. Send me if you've ever been to Philadelphia before, or if you've been to the National Constitution Center before too. Either one is totally fine with me. Alright, let's take a look. So if you have not been, this is the outside of our beautiful building on a beautiful sunny day. So I'm going to just share some background information about who we are at the National Constitution Center and then talk about some resources that we have around the 14th Amendment will engage with some of those resources throughout our brief time together today, but all the while. Please please please feel free to ask questions. Answer my questions, anything that you. Want to share? I'm so excited to hear from you as well. Alright, so have not been yet. That's OK, you know what? Not a lot of people have traveled over the past couple of years, obviously, so we look forward to having you all come visit us sometime soon. OK, so let's share a little bit about who we are at the National Constitution Center. So the center itself was chartered by Congress in 1988. We are on kind of federal lands, but the institution itself the the museum itself is a private, nonpartisan, nonprofit institution, and that goes back to part of our Congressional Charter, which is to disseminate information about the US Constitution on a nonpartisan basis. And it's something that we take very seriously. You'll see it in kind of all of the resources that we present today. All of the programs that we talk about everything that we do is really kind of done with this nonpartisan mission in mind. So even though we were chartered by Congress in 1988, we didn't officially open our doors until 2003. So it took us a little bit of time to kind of raise the money to build that beautiful building to get everything that we needed to build the museum. And then we've been open for almost 19 years now. So as I mentioned, we as an organization have this congressional Charter to remain nonpartisan, to share these nonpartisan resources. Now, what we do to kind of do that and accomplish that for our education department is shown on this framework on this graphic right here. And again, it's something that we build into everything that we do. So we start everything with historical foundations through storytelling and we're going to talk a little bit about this. Today. We're going to kind of talk about why these stories are important, who tells the stories? How do we decide which ones get told? But really, this is setting the the historical context that is necessary for students to understand constitutional changes throughout history, right? In order to understand a constitutional amendment. You first need to understand what the history surrounding that amendment was, so that's where we start and we like to do it through stories because it's pretty much a proven fact that storytelling is engaging and it's going to increase what students learn. And I would bet that everybody here in this room has a story that they love to share with their students. I often joke I mentioned that I am a previous classroom educator and there was always a a person or an event or a time period, even that I could mention to my students and they would. All roll their eyes and grow because they knew that I was going to tell this very, very animated, very in depth story because I loved learning about it and I loved sharing that with my students. I guarantee even though I left the classroom about four years ago, all of my former students probably remember what those topics were. So storytelling is a great way to accomplish establishing this historical context. Once students understand that history, then we can start to talk about the Constitution itself. We can jump into the document. We can jump into scholarly resources. We can really kind of provide students the tools that they need to explore this document on their own, and these skills really do kind of apply across the board. So it's not just the Constitution itself. And it's any primary source. Any founding document, any political cartoon or song or speech or anything like that. So it's really kind of engaging students in a way that allows them to kind of build their own opinions and engage with kind of scholars to understand these parts of the Constitution as well. Finally, and kind of my favorite part of this whole entire framework is when students understand the history, and once they can kind of interpret and read the Constitution on their own, how do they talk about it? So how do they answer some of these questions? How do they deal with these big constitutional topics that at times are difficult? The 14th amendment itself has a long and difficult history. How do we make sure that students can talk about it in a way that remains civil and respectful and a way that allows them to really listen to their fellow students? And how do they reflect on what they've heard and what they've thought on their own to kind of formulate their own opinions and ideas? So again, this framework we see in everything that we do, we will focus a lot on historical foundations through storytelling today as we consider some of the stories that are told surrounding the 14th amendment. Alright, so like my first poll question for everybody and and we'll see how this goes with me. OK so. Talking about storytelling, kind of engaging with the 14th Amendment first and foremost, and kind of. Looking into the whole entire time period that the 14th Amendment was written, let's let's do our first poll. Alright, so how comfortable are you with teaching about potentially emotionally charged topics? So considering emotionally charged questions, maybe it's something in current events. Maybe it's just something that you know your students have a lot of feelings about. Maybe it's something going on in your community. How comfortable are you with kind of talking about or gauging with those topics with your students? Alright, I have some people who have already submitted the poll, so we're all doing this right. Which is fantastic. Thank you so much. Let's see. Alright. Let's see how. I get the results. Here we go. OK, so this is fantastic. Wonderful. So 28% of you are really comfortable. About 16% are really comfortable if you have the support. 53% says that it depends on the topic. That's wonderful. 3% say not comfortable at all. So those are all really valid feelings when talking about emotions, right? I have to admit that I am one of those 3%. I am the one who kind of freezes up when there's anything kind of emotionally discussed. So I really like to have those supports. I like to kind of have the resources at the ready, not just content wise, but also pedagogically speaking so that I feel comfortable talking about this material. And one of the ways that we really kind of tried to empower students and empower teachers to do that at the National Constitution Center and remain true to our nonpartisan mission is we deal in what we call constitutional questions as opposed to political questions. So a political question. Is a question of and an issue about what the government or government entity should do. Kind of. On the flip side of that, a constitutional question is an issue of what the government or government entity or agent constitutionally may do, so it really is not that big of a difference, right? We're talking about just one or two words here, but the questions themselves really change where students are going to go find the answers, and that's really important to us, right? We want students to have their own opinions. We want them to kind of embrace the emotional component of what they're talking about. But we also want them to start. With the Constitution itself right, we want them to have those really well founded ideas and beliefs that they can go back to the document about. Or they can go back to what the scholar says. So this is kind of one of the ways that we really deal with not just addressing the history and the Constitution, but also a really key component in that civil dialogue piece of our educational framework. So just as an example, a political question would be should the federal government increase income taxes? Constitutional question. On the flip side, would be, does the federal government have the authority to tax individuals? Now this is a very clean cut example of the differences between a political question and a constitutional question. Would it is not a good example of though is a good discussion question right? This constitutional question you could go to the Constitution itself, read the 16th Amendment and know for a fact the fee answer to that question. So we also like to share another example. So should a public school principal search a students locker? Now if you happen to teach at a public school, chances are if you ask your students this question, you would get a lot of very passionate answers, right? Maybe there is a situation where you know students lockers were just searched. We did a program that I'll talk about in a little bit on the 4th Amendment, specifically with students, and when we kind of opened it up for questions, they talked about how they just. Had you know, sniffing dogs around their their hallways. And they were asking the judge a lot of questions about is that allowed? What can we do? What can happen? So you're going to probably get a lot of anecdotal evidence to support your students answers if you ask. However, does the 4th Amendment restrict the power of a government employee from searching a student's locker? Their students have to know what the 4th Amendment says right? First and foremost, they have to read the Constitution itself. Then they can also make other considerations. What's the difference between if this student? Is in a public school or private school? Why does that matter? How old is the student? What is the principal looking for? What's the the grounds for searching the locker? So now this student kind of has to grapple with all of these intricacies that happen within the Constitution and within Supreme Court case law. So again, I just like to share these kind of background pieces with everybody, because admittedly, the 14th Amendment is a really big topic. It has a long history. It has something that's kind of embraced, equality and sometimes not. So really if we're going to engage with this topic with our students, we want to make sure that we have the support. Necessary to really kind of supplement their discussions and supplement what they're learning now I'm going to again kind of share some of these things a little bit later, but we do have kind of already created constitutional questions about the 14th amendment. You can see them on the screen here, so sometimes a constitutional question is as easy as what does the 14th Amendment say right? What core principles does it add to the Constitution? How did it transform the Constitution? How does it promote equality and protect freedom? And what are some ongoing issues of constitutional debate? Any of these questions are going to drive the students specifically to the Constitution itself, to consider the world around them to consider stories throughout history as well. So even though these are constitutional questions, even though they are kind of rooted in having students supply the evidence that they need to support their answers, they really are kind of rich and deep questions as well. Alright, so I've been talking for a lot of time now, and so now it's your turn again to engage with me in the chat. Alright, so. What comes to mind when we think of the reconstruction time period? So we're going to jump right into topics relating to the 14th Amendment, and I'm going to kind of share some backgrounds. Share some content related information, but then really kind of show you some of the resources and materials that we have at the National Constitution Center that can help support some of this content as well. So when you think of the reconstruction time period, send it through the chat. What do you think about what's something that comes to mind? Maybe it's something you teach already. Maybe it's something that you don't teach yet or you're just really kind of interested in it. Alright, fantastic. Carpetbaggers and KKK. We have in the chat. Emancipation civil war cleanup. Native Americans, problems of democracy and U.S. history. Richard that's fantastic. Voting and segregation. In doing struggles that Felicia wonderful, Harlan dissent, fantastic. Alright, so I appreciate your answers everybody because it just made me remember another resource that I want to share with you. Also, I apologize for just taking a moment to write it down so I don't forget. Alright, fantastic and Douglas and Cynthia you are doing an amazing job unbeknownst to you. Segue into our next topic, so I appreciate that. So one of the things that we like to highlight at the National Constitution Center are the successes of the reconstruction. Period we have a civil war and reconstruction exhibit in the museum that opened several years ago. It's one of our newest exhibits, and the thing that I just wrote down is that we have a Google arts and culture page that allows you to explore the exhibit online. So I want to make sure that I share the link with everybody to get to that. But this exhibit itself is unique in the sense that it focuses almost exclusively on the reconstruction time period. So it's divided into 3 sections before the war during the war and reconstruction, but about 2/3 of the time and kind of space devoted is devoted to reconstruction itself, and one of the stories that we like to share is how successful this time period was right? And a couple of folks in the chat kind of shared that time, or shared some of those ideas with us, which is wonderful. But during this Reconstruction Era, we saw African Americans meeting in conventions around the nation to kind of set up. In established what they saw as this new birth of freedom, right? The reconstruction time period is often referred to as the second founding of the United States. Because of the 14th Amendment because of the rights that are now enshrined in the Constitution that were included before. So that's a really big deal, right? Kind of having this opportunity to kind of re found the country. We also see voting in massive numbers electing Republicans throughout the South and pushing for the ratification of the 14th and 15th amendments. We also see African Americans holding office at all all levels. Excuse me of the government, senators, House representatives, governors, local offices we see African Americans really kind of thriving in this political world and we see the national government stepping in through the 14th amendment. And we're going to look at the language in just a minute to protect the constitutional rights of all. OK, so we really do kind of Steve this time frame expanding during the reconstruction time frame. OK, so I'm going to share my screen real quick because I want to show you a corresponding. A corresponding resource that we have an online interactive that we have that really kind of highlights some of these key successes during the reconstruction time frame. Alright, so hopefully you can all see that if. Anybody cannot rob if this does not pop up, just holler 'cause I can't see anybody. So this is one of our online interactives. I will share the link through the chat as well, but we call this office holder by the numbers. So what this does is if you click on one of these states, it will show you the number of African Americans who held office at any level in that state during the reconstruction time period. So one of the people that obviously to focus in from Mississippi is Haram revels. Who was one of the first African Americans to serve in Congress? So if you click on not just the state but then also kind of click on one of these featured politicians, they'll give you some information about who they were or what they did. Just some background information as well, So what it really does is it shows the really kind of extent that African Americans, again kind of served in political offices during their reconstruction time periods. So you'll see. Total number of of African Americans who held office and you can also kind of look at the level of offices that they helped. So state and local. In some examples here. So you can really kind of dive into this interactive with your student. Maybe your students are from one of these States and they can really kind of interact with this and and see you know how, what, what, the actual kind of physical representation of some of these things from reconstruction were. So I wanted to make sure that I shared that with everybody. Like I said, I'm going to share it through the chat right now, so hopefully everybody can have access to that as well. It is one of our newest online interactive and it corresponds directly with. Our civil war reconstruction exhibit so that interactive itself and some of the information around it is featured in the exhibit. But during kind of the early stages of the pandemic, we wanted to make sure that some of those resources were accessible across the country and in a virtual way. So next full question. So talking about reconstruction right? Some of these things that popped into our heads once we talked about it so. How much time are you able to dedicate to the 14th amendment in your curriculum? Maybe it's all during reconstruction. Maybe you're able to kind of sprinkle it throughout what you're teaching. Maybe you're teaching current events and you're able to incorporate it that way. Maybe it's you know, just kind of a one and done situation because of the time that you have, but share it with me. How much time are you able to dedicate to the 14th amendment? Alright, again we have 26% of attendees who are replying to this, which is wonderful because that means that we are all doing something right, which I appreciate. Right, whoops, OK. These numbers are fantastic. Thank you everybody. OK, let's see. There we go alright, so not as much time as I would like. I feel like that's if you ask teachers at the any any topic how much time are you able to spend on XA? Lot of that's going to be a very common answer, so not as time, but not as much time as you would like. 50% and then we're pretty much evenly split before between the other two, which is fantastic. Yeah, so Richard in the chat says that you asked, it comes up over and over depending on the class. Absolutely, that's those are great points and what I'm hoping to kind of highlight. Or some of these resources that might be able to help. Again, kind of sprinkle it through whatever curriculum you're using. Alright, fantastic thank you all. OK, so we've talked about the reconstruction time period. We've talked about. Kind of how we can cover it and some just one or two of these resources before we kind of dive into the next resource, I want to actually dive into the language itself so one of the programs that we do at the center is called a scholar exchange program. So what we do is on different constitutional topics. We kind of engage with students and scholars. So there's two iterations of this program. There is a public class which is one of our kind of constitutional fellows from the center and our Chief Learning Officer who talk about these topics. There is a peer to peer program which is kind of scheduled on a a time that works for you and we have legal professionals who come into your classroom via zoom and talk about these big constitutional topics. So one of the activities that we always have students do in this peer to peer program when we talk about the 14th Amendment is we always always always start with the text itself. So this is section one of the 14th amendment. If we could kind of engage verbally if I was doing this as a professional learning. Question for a school I would ask somebody to read this out loud. I'm not going to read it out loud, but I would love everybody to just kind of pick out two or three words that really kind of resonate with them. Like I said, we do this with students at all grade levels and the words that resonate with them can be either words that they find really engaging words that they need to find a little bit more, or just important words that they see. But again, in the chat. Just kind of send two or three words that you that really kind of resonate with you for one reason or another. You don't need to share your reason, just kind of share the words. Amazing. Equal protection. Douglas and Brian Ryan. I really appreciate that you would have volunteered to read that and I would have called on you for sure. Thank you. Right, what other words do we can we see in here that really kind of resonate equal protection? I know this is a really popular one. Fantastic abridged due process and one of the reasons why we kind of do this activity with students. Not because words are so important or I should say not just because words are so important, but also because it's a great way to show all of the things that the 14th Amendment does. And we'll go into that kind of in just a little bit. But really kind of the 14th Amendment has so many pieces to it that are so important. For students to really kind of understand and engage with, like I said in this kind of peer to peer scholar exchange program will do sessions on the 14th Amendment and we'll kind of focus it more on citizenship. Or we can focus it. More on, you know, equal protection or something like that. So it really is this kind of rich part of the Constitution. Fantastic thank you all so much and kind of along those lines. What's really significant and what we really highlight for the students are these four big features of the 14th amendment itself and a lot of you kind of pulled these words out. So the first part that we talk about is birthright citizenship, right Dred Scott is overturned. African Americans did have the rights that the white man was bound to respect, which is kind of the language that was used in Tony's decision. And if you're born on American soil, you're an American citizen. So we talk about that. Protection of equality is another big point that we that we make when we talk about the 14th amendments. The original constitution was silent on the issue of equality. It's included in the Declaration of Independence. These kind of broad ideas and promises that all men and women are created equal. And now we see that language included in the Constitution. The Third Point that we talk about is freedom, right? So the original Bill of Rights was only limited to the abuses by the national government, but now because of the 14th amendment, the Constitution protects those in the United States against abuses by the States. Key rights, like those in the Bill of Rights like freedom of speech and religious liberty, and then finally kind of. We hinted at this just a little bit earlier, but talking about kind of congresses power now right national power. Over civil rights Congress with Section 5 of the 14th Amendment is given the power to enforce the protections that are enshrined in this amendment itself, and it's the first kind of set of constitutional amendments to really expand the reach of national power, right? So this was something that somebody brought up in the chat as well. How reconstruction was really successful, but it was successful because of this congressional protection of power, it has more power than it did before, so these are all kind of key points that we like to share with students, right? It's it's a way that we can kind of frame this conversation about the 14th amendment. And one of the things that's really kind of significant as we talk about this, connecting it back to our educational framework is kind of the stories that are told. So one of the things that we like to do when we talk about the 14th amendment. We have some resources that kind of trace the language of the the the amendment itself, right trace? The kind of creation and ratification process of the 14th amendment. But all of that is going to come from the perspective of men like John Bingham. Who was amazing. It was a great person to study right? And you can really kind of get the the constitutional components of this amendment discussion. But the other thing that we like to share, especially again as we connect things to the storytelling component, is who else is? Stories need to be told in this right? So when we're talking about the 14th Amendment, is it enough to just share the perspective of John Bingham or is it kind of valuable to share other stories too? And that's where one of the other resources that I would like to share with everybody. So like I mentioned, the civil war and reconstruction exhibit opened a couple of years ago and it was really important to us that we kind of focused a lot on these additional stories surrounding the Civil War and reconstruction, and one of the points of that one of kind of the pieces of that puzzle was this theatrical performance called 14. So the unique nature of this performance is that every word that is spoken is taken directly from a primary source. So there is. There's some kind of like clarifying pieces that are shared on a screen that you'll see when we watch this video clip. But every single word that is spoken comes directly from a primary source. So as we start to think about storytelling as we start to think about the stories and words that are used to describe the 14th amendment. We're going to watch this very brief clip of 14 and this one specifically is my favorite, and it's it's from the perspective of Frederick Douglass, so it's taken from a letter that Douglass wrote to his former enslaver. So as we're thinking about this as we're watching this, I want you to kind of consider some of the connections, maybe to the things that Frederick Douglass is saying, or the things that he says in this letter that the actor is interpreting. And I want you to kind of think about some connections to those big ideas around the 14th Amendment. Now it's worth mentioning that this is not the only clip that that exists of. From this theatrical performance. Others include kind of discussing the debates around the ratification of the 14th amendment. That's another really good one. Another one talks about the women that were included in this 14th amendment discussion and it's kind of implications that after it's with ratified there's multiple kind of pieces to this. One is about the Emancipation Proclamation, and when it's issued in the watch nights, that kind of happens surrounding that. So I would highly recommend again all kind of send some resources out afterwards, but I would highly recommend looking at all of these pieces too. For now, like I said, we're going to watch this clip of Frederick Douglass and again, just in the chat whenever it pops into your head, just send some again, maybe some words or ideas that really kind of resonate with you, or any connections to these big ideas that we talked about with the 14th Amendment. Alright, here we go. We hold these truths to be self evident that all men are created equal, endowed by their creator with certain unalienable rights. Among these are life, Liberty, Liberty, and the pursuit of happiness. The Declaration of Independence, 1776. 1787 The United States Constitution is signed. Yeah. The 3/5 clause of the United States Constitution. 1848 Frederick Douglass not so long. A letter to my old master Thomas all. I and myself you are yourself. We are two distinct persons equal persons. What you are I am you are a man, and so am I. God created both and made a separate beats. I am not by nature bound to you, or you. To me, nature does not make your existence depend upon me or mine to depend upon yours. I cannot walk upon your legs or you up on mine. I cannot breathe for you or you for me. I must breathe for myself and you for yourself. We are distinct persons and are each equally provided with the faculties necessary to our individual existence. In leaving you are took nothing but what belonged to me, and in no way less in your means for obtaining an honest living your faculties remain yours and mine became useful to the rightful owner. I'm married soon after leaving you. I have an industrious and neat companion and four dear children. There are no slaveholders hirter in my heart by snatching them from my arms. Oh Sir, a slaveholder never appears to me so completely. An agent of hell as when I think of and look upon my dear children. I intend to make use of you as a weapon with which to assail this system of slavery as a means of concentrating public attention on the system and deepening their horrors of the trafficking in the souls and bodies of men. I shall make use of you as a means of bringing this guilty nation with yourself to repentance. I am your fellow man, but not your slave. Frederick Douglass alright. So one of the things. That is really helpful. Excuse me, one of the things that's really helpful kind of an additional layer to this video clip and kind of the resources that are online is that if you saw at the end it shares with you the primary sources that are used as well, so your students can kind of dive into some of those primary sources, including the music that's used in all of those things. So kind of getting back to the question. What are some kind of things? What are some things that were shared that really resonated with you? Or what are some kind of connections to some big ideas? That we talked about or that we saw in the 14th amendment already. Take a minute and just kind of send me something through the chats. Maybe there was a particular thing that that that the actor read. Or maybe there was a particular kind of piece of the performance itself that really resonated with you. What was just kind of something that you connected to the broader 14th amendment? Yeah, absolutely. So the autonomy of 1's body and cell fantastic. That's a great part to kind of pick out of this. When he says that you know he can walk on his legs and nobody else says things like that are really kind of. A very eloquent way to kind of put that idea. Yeah, absolutely fantastic. So again, this is just kind of a resource that you can use to really. Talk about and share the story of the 14th Amendment. What these kind of consequences and implications and outcomes of the ratification of this amendment meant in real life and kind of the impacts that it had. And so these are all. Like I said, this is one of my favorite clips to show. Just because it can kind of include such a broad discussion afterwards. Alright, so our final poll of this session. She would agree, or to what extent? Excuse me, do you agree with the statement? Storytelling plays a vital role in sharing content about the past and the present. So we've been kind of intermittently talking about storytelling throughout this session today, and we have about 15 minutes left to share some more stories about the 14th Amendment, but just kind of broadly speaking. What are some? How do you feel about this statement? Bonus points if you send me somebody talked about a story that they love to tell in the chat before when we were talking about it. I can't remember what it was, but bonus points if you tell me what your favorite story to share in your classroom is in the chat. Alright, we're at 42%, so keep those poll questions or poll submissions coming in. I think that you can answer it right on the screen. Not sure Richard, that's fantastic question. Alright, 54% you are doing fantastic. Alright, let's look at the answers here. Alright, strongly agree. Fantastic so about 60% of US strongly agree that storytelling please, and vital role in sharing content. The next highest is strongly disagree, so that's a really interesting point here so. I don't know if you have a favorite that's totally fine, so again, this storytelling is is really kind of the foundation. Of our educational framework of how we share these really broad concepts. Excuse me with students, so storytelling kind of relating to the 14th Amendment specifically, and I want you to consider this as we kind of reflect on that video clip that we just sell 2 questions to consider when kind of exploring content relating to the 14th amendment and reconstruction. Consider what stories and artifacts are shared right? What story overall do they tell and who was left out of those stories, right? So consider the kind of prop pieces that the two actors in that video clip used, right? When they're kind of telling this story, right? What kind of supplemental material is used? And there is this wonderful activity that we do that I will kind of see if I can share with everybody about really kind of creating your own museum. Exhibit right so if you were to do that, it's all about choices. It's all about choosing the specific narratives to tell, and the artifacts to share, and more importantly, almost the artifacts to not share, right? The story is to not tell, making that conscious decision to kind of not share a specific perspective or a specific idea or story. That's all part of this too, so really kind of talking about the 14th amendment. And all of the layers that's included in it is a really kind of significant thing to do in many classes, as we saw in the chat. But also just determining the stories to tell around that, so just kind of with a little bit of the remaining time I want to share some of the the the stories that we like to share about the 14th amendment and some of the kind of supplemental supporting resources that we have around it. So one of the things that we always talk about in all of our sessions relating to the 14th amendment in all of our sessions really about reconstruction is Dred and Harriet Scott. So when the Civil war and reconstruction exhibit opened and we still have, you know this now. But when it first opened, you walk right into the exhibit space and directly in front of you is Dred Scott's original petition for freedom. So we had his petition, and we had Harriet's petition. The fact that I could literally walk up from my desk and just see this petition gave me goosebumps for like the first year, right? So we tell this story because it really does provide this kind of narrative of what the 14th Amendment could possibly achieve, right? It sets this foundation. We know that Dred and Harriet Scott originally petitioned to their for their freedom after traveling to free states, Harriet was one of the first. She was really the driving. Divorce behind issuing this petition right? And that's not necessarily something that's discussed as much because her name was ultimately left out of the case as it made its way to the Supreme Court. We often don't talk about Harriet as much, but the story that kind of goes along with her side of this is the fact that one of the reasons why they think. Dred and Harriet took this case on when they did was because their two daughters were becoming of age that they would be sold into slavery as well. So they brought this case up because they did not want their children their two daughters to also be enslaved. So this was really significant Harriet Scott and it also really highlights the unique nature of the chattel slavery system that was in the United States. But because Harriet Scott was an enslaved person, so two would her two daughters. So there's a lot of kind of historical components that is kind of tide up in this story of Harriet Scott, but it's also a way to include. Her voice in something that's normally, you know you don't necessarily hear a lot of women's voices in this kind of story as well. So Harriet is going to survive Dred Scott. Obviously, she lives longer than than he does, and she lives to see the ratification of the 14th amendment, so there's not really a lot out there about Harriet Scott, but the one thing that is out there, or one of the things that is out there is that she lived to see the ratification of the. 14th Amendment and she lived to kind of see the overturning of the terrible words of of justice Tony in this Supreme Court case. So again it kind of focusing on her perspective on her side of the story. Allows you to kind of tell this story of slavery, specifically how it was in America. In a way that is unique and in a way that really kind of makes space for her voice. I went to a session on kind of another topic a couple of years ago, and one of the things that the facilitator shared is that. It's one thing to say you know I'm going to give these people voice, right? These people have voices. People throughout history have their own voices. They have their own lives and they have their own stories. Our responsibility is to kind of take away the barriers that are preventing their stories from being told. So taking away those barriers, taking away the perspective of just telling the Dred Scott story from Justice Tony's perspective and instead really giving it back to Dred and Harriet and having them kind of tell this story. That's powerful, and that's significant and important for students too. So again, kind of being able to set this historical foundation and then jump into the 14th Amendment is really, really significant. One of the other stories that we love to tell is the story of Plessy versus Ferguson, right? And it's it is really kind of easy to take a Supreme Court case and tell the corresponding story for it. And then jump right into the constitutional components of it too. So in Plessy versus Ferguson we know that Homer Plessy is kind of elects himself, right volunteers himself to be this test case for this law in Louisiana, right? So he is working with an organization. And is trying to fight against this law to show the really arbitrary nature of this law in Louisiana. He's arrested and his case goes up to the Supreme Court. One of the things that we have in one of our presentations that kind of ties really nicely into this is this kind of artwork here, right? Because when we're telling stories, it's not just voices, right? But it's also other representations, right? Artwork either created by those by those people or created of those people can be really impactful as well. So I just really like this part because. There's no really known images of him, so all of this kind of comes from interpretation and it really ties into this idea of how are we telling the story. Who are we telling it to, and who are we allowing to give space to tell it themselves? The other thing that we kind of do when we talk about this is we really look at Supreme Court opinions and dissents. Right? So really kind of dive into the language, not necessarily to predominantly tell that story to predominantly kind of share just that information. But again, really to kind of dive into those words themselves, right? To understand the significance of these words, you need to understand the history around it, to you need to understand what was happening in Louisiana at this time that made Plessy really decide to kind of. Go against this law. And then another story that we really love to kind of follow. This is obviously with the decision in Brown versus Board of Education. One of the through lines that we often tell, especially when we engage with students, is that the same 14th amendment that created the separate but equal doctrine also created Brown versus Board of Education, right? So all of those stories, all of that historical context and constitutional insight that goes into both of those cases are really significant, right? And and kind of. Understanding all of the history that surrounds both of those cases is really, really significant and really impactful. I'm going to bring in just a minute because I think that there's some Q&A questions to be addressed as well, but it's worth mentioning that the 14th Amendment also guarantees rights to other groups of people, right? We know that women are eventually or try to gain the right to vote through the 14th amendment. They are declined by the Supreme Court, right? Who ruled that women are indeed citizens, but the right to vote is not guaranteed to citizens. So again, this is a great discussion to have with students. What does it mean to be a citizen? What rights are afforded to you as the citizen and then going through some of these stories of women trying to use the 14th amendment to get the right to vote in the early 1900s and late 1800s? And kind of what the implications of that might be too. Of course, in addition to this, we also have stories surrounding cases like Loving V Virginia and A burger fell V. Hodges that really kind of use the 14th Amendment to embrace this idea of equality and freedom for all. So there are tons and tons of stories to include here so that we can really kind of share these ideas with students. And again, all the while considering these questions here of what stories or artifacts, what ideas, what tangible objects are we talking about when we talk about the. 14th Amendment, which story did those artifacts? Talent who was left out right? Who is kind of not included in this? Alright, so I know we have a couple of Q&A questions. Alright, so. Richard, I did not actually, and this is a very rarity for me, a very rare occurrence for me because I do love to go through the language. I did not have a slide with justice. Tony's decision on it, but I can certainly make sure that I can see if I can share some of that out with everybody after the session is over. Oh OK, fantastic so Felicia thank you so much for asking that question. So Felicia asked, is there a virtual tour or virtual option for students? So let me share this slide that has a couple more kind of resources too, but we do a virtual. We do offer a virtual field trips of the Civil war and reconstruction exhibit. As I mentioned before, we also have a Google arts and Culture page that includes part of that exhibit space. It doesn't go through everything. There's some kind of. Pieces that are missing or things like that, but you do. There is an opportunity to book a virtual tour. You can sign up right online. There is some funding available because there is a cost associated with scheduling the tour, but I think there's quite a few students that you can kind of book. It's not just one class, it's not limited by one class. There's a lot of students that you can join by that one cost, so you can certainly look up information about that on our website. And like I said, just kind of mention funding because there is some kind of. Funding available if necessary as well. Alright. Think. Those are all of the questions that I saw. If there's another one, please please, please feel free to submit it in the chat on the slide. Here you'll see a couple of extra resources that I wanted to make sure that I highlighted so that 14th Amendment module page is the collection of all of our resources regarding the 14th amendment. There's links there to 14 a theatrical performance that includes all of the different clips that we have, so you can kind of explore those whenever you get a free moment. Some of them include discussion questions that are kind of. Geared toward that specific clip. As I mentioned before, we do have scholar exchange sessions as well, so the public classes are every Wednesday and Friday. Tomorrow this week we focused on slavery in America, so we had two sessions yesterday 'cause I think today is Thursday. Tomorrow we're going on a tour actually of the Civil War and reconstruction exhibit. Our Chief Learning Officer Kerrie Sautner is going to take us on a tour of that. So if you are available tomorrow at 12:00 o'clock Eastern Time and wanna see some of those artifacts that I mentioned, feel free to register on our website as well. Those programs are completely free. They're about 35 to 40 minutes so you can register your students. But they're also recorded, so if you don't have a chance to go tomorrow, I know it's a little late. Notice you can see a recording of that session on our website, or peer to peer sessions are scheduled every Monday, Tuesday, Thursday and Friday at a time that works best for you. And we can really kind of schedule one on any of our constitutional topics, including the 14th amendment. We also have a session specifically on things like voting rights, amendments on the civil rights movement on the 19th amendment, so we do have a couple other topics to that kind of tangentially. Connects to this we have a session on the Bill of Rights where we talk about incorporation and things like that too. Still Kathy, fantastic question. We do have PD certificate opportunities. We currently have a series that is. We have two more sessions left. It is every month on the third Wednesday so the next one coming up is April 20th. That's on the voting rights in America and we will be joined by Martha Jones for the first kind of 45 minutes to an hour on that. That's 6:30 to 8:00 PM. Again, information is available on our website and participating in any of those programs. Will get you a letter to come to kind of certifying the hours that you participated in things like that, but we love to do professional development. It's one of my favorite parts of my job, so I think that that is my time. I want to make sure Rob is there anything I missed? Girls who did was wet everybody's appetite for more and more and more, that's for sure. So many so much information, so many resources and I'm sure you just hit the tip of the iceberg of all the things that were available. I want to. I want to thank. Sarah Harris from the National Constitution Center for joining us today. I want to thank the audience for joining us. We now have one more short reminder video before we close out. 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