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Guided Reading

Running Records

Paris & Landson-Billings

Culturally Sustaining Pedagogy : A Needed Change in Stance, Terminology, and Practice Django Paris But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy Gloria Ladson-Billings

1. Running Records Revisited: A Tool for Efficiency and Focus By Jennifer Barone, Pamela Khairallah, Rachael Gabriel 2. Running Records Video

Wiggle Room & Souto-Manning/Martell's Ch 5

Citations: 1870 Census: Volume 1. The Statistics of the Population of the United States. (2018, January 16). Retrieved August 15, 2019, from https://www2.census.gov/library/publications/decennial/1870/population/1870a-06.pdf?# Campbell, A.. (2017, December 18). Synopsis Of The Illinois Black Code Of 1819. Retrieved August 15, 2019, from http://ushistoryscene.com/article/synopsis-illinois-black-code-1819/ Campbell, A.. (2017, December 18). Synopsis Of The Illinois Black Code Of 1829. Retrieved August 15, 2019, from http://ushistoryscene.com/article/synopsis-illinois-black-code-1829/ Great Famine (Ireland). (2019, August 11). Retrieved August 15, 2019, from https://en.wikipedia.org/wiki/Great_Famine_(Ireland) History: Peoria Tribe. (2018). Retrieved August 15, 2019, from https://www.peoriatribe.com/history/ Malcolmson, R. (2006). Historical Dictionary of the War of 1812. Lanham, MD: Scarecrow Press. Office of the Chancellor. (2018, July 26). Retrieved August 15, 2019, from https://chancellor.illinois.edu/land_acknowledgement.html Parker, W. (2012). Social Studies in Elementary Education. Boston: Pearson. Primary Documents in American History. (2018, March 28). Retrieved August 15, 2019, from https://www.loc.gov/rr/program/bib/ourdocs/homestead.html Sensoy, Ö, & DiAngelo, R. (2017). Is everyone really equal? an introduction to key concepts in social justice education. New York ; London: Teachers College Press. Sleeter, C. (2019). Critical Family History. Retrieved August 15, 2019, from http://christinesleeter.org/critical-family-history/ Sultzman, L. (n.d.). Kickapoo History. Retrieved August 15, 2019, from http://www.tolatsga.org/kick.html The Kickapoo. (2015, March 23). Retrieved August 15, 2019, from https://sangamoncountyhistory.org/wp/?p=1886 Treaty with the Peoria, Kaskaskia, Mitchigamia, Cahokia, and Tamarois, Sept. 25, 1818, 7 Stat., 181. (1970, January 01). Retrieved August 15, 2019, from https://digital.lib.niu.edu/islandora/object/niu-lincoln:36615

School & Society - Katy & Anita What lesson or material from Teaching for Black Lives would you use in your classroom and 
why? How would you use this as a springboard to discuss other communities we discussed
 and did not discuss in School & Society? How can you bring in material from other courses in your vision of a new society?
 Teaching is not just in the classroom/school building. How will you engage in larger
 community engagement, family involvement, bringing the world to your students?
 How do we center and teach to the students and communities that are most impacted by the educational policy? How do we center and teach to the students who have the most to lose by participating in the schooling system as it currently stands? How does such a stance impact your pedagogical choices in the classroom (linguistic and otherwise)?
 Teachers are artists, you are curators of knowledge. How will you incorporate all the events 
and visitations we have done just this summer alone? Think of how the Wing Luke Museum
 incorporated the entire neighborhood into their museum or how the play Citizenship performed discussions of race in the U.S? What does this look like in a classroom?
 Based on a pedagogy of humanization and notions of In Lak'Ech as demonstrated in the documentary Precious Knowledge, how will you embrace a shift in culture in your classroom that is based in joy and love? What
 does that mean for your approach to classroom relationships, linguistic choices, materials, 
etc.? You were required to watch Tell Them We Are Rising and listen to the podcast
 Decolonizing the University, although both focused on higher education, what aspects of both do you see are applicable to elementary teaching?  How do you to plan to address some tensions that were introduced in School & Society but
 left unresolved? How will you engage in this and also teach to your students’ lives?
 Make sure that you use this assignment to address the readings for Week 7(our last week) on teaching during “turbulent times.” Finally, please close with a final reflection/parting words on School & Society. 

What have you learned so far this quarter about your identity and positionality? What aspects of your identity and positionality are you currently working on/thinking about/grappling with? Why did you decide to become a teacher? (think about the examples we have read) How is your decision related to your history, identity and sense of self?  What are your emerging thoughts on how your identity and positionality are related to your teacher identity and your teaching philosophy?