Schedule

Daily Schedule

9:00-10:30       Session
10:30-10:45     Break
10:45-12:00     Session (Second week, 11:30-12:00, Curricular Conversations)
12:00-1:00       Lunch
1:00-2:30         Session
2:30-2:45         Break
2:45-4:00         Session
4:00-4:30         Written reflections and oral pair/share/Second week, Curricular Conversation

    7:00 -8:30 pm - Opening reception, Worlds of Words

    • Explorations of the cultural identities and goals of participants

    Introduction to Institute and the Indigenous History of Arizona

    9:00-12:00 - Introduction and Orientation

    • Introduction to the institute themes and inquiry questions and overview of the two-week schedule, objectives, and timeline
    • Discussion of Island of the Blue Dolphins and multimodal text set
    • Interact with picturebooks on Indigenous Tribal Nations of the Southwest

    1:00-4:30 - Original Indigenous Inhabitants of Arizona

    • Discussion of Chapter 1, Sheridan, Arizona, and C. 1, Dunbar-Ortiz
    • Large group discussion facilitated by Indigenous scholars from the American Indian Language Development Institute on these readings
    • Visit to Arizona State Museum to interact with archaeological, ethnographic, and modern objects created by Indigenous peoples
    • Debrief museum visit with Indigenous scholars on problematic aspects of museum collections of Indigenous peoples

    Spanish period in Arizona (1528-1821)

    9:00-12:00 – Introduction to the Spanish period

    • Small group discussions of The Moor’s Account, imagined diary of first African explorer of the U.S., Estebanico from Morocco
    • Conversation with Dr. Michael Engs on the contributions of people of African descent during the Spanish Colonial Period, including Esteban.
    • Discussion of C. 2, Sheridan and C. 7, Dunbar-Ortiz
    • Time for independent reading and exploring scholarly and literary books and resources related to this time period, including a text set of counter-narratives to classic texts, such as Little House on the Prairie

    1:00-5:00 – Visit San Xavier Mission del Bac on the Tohono O’odham reservation

    • Tour of church and museum archives and time for exploration of the mission and archives in the museum to engage in historical research. 
    • Explore the website of the Tumacácori Mission and engage in the Tumacácori Mission Illustrative experience as well as explore the resources and perspectives available on that site.

    Mexican period in Arizona history (1821-1848)

    9:00-12:00 – Introduction to the Mexican period

    • Discussion of C. 3, 4, and 5 in Sheridan
    • Discussion of scholarly articles by Dr. Huizar-Hernández
    • Conversation with Dr. Huizar-Hernández on her research on Mexican-American history in the region.
    • Interact with text sets of children’s and YA literature on Arizona’s roots as part of Mexico.
    • Brainstorming of possible areas of inquiry to develop questions related to the Mexican period in Arizona history

    1:00-4:30 - Visit to the Arizona History Museum

    • Introduction to the exhibits, documents, and artifacts related to Mexican period and to the problematic exhibit recreating 1870s Tucson.
    • Discussion with museum archivists on the research library and archives and use of the resources by researchers.
    • Joan Sandin, author/illustrator of Celebrate Arizona, will share her use of the museum archives in the research for her picturebook.  
    • Participants work in pairs to explore the research materials and archives on a question or area of interest identified from the morning explorations

    Territorial and early statehood period of Arizona (1848-1912)

    9:00-12:00 - Introduction to the territorial period and intersections across communities

    • Visit to the Mission Gardens as a living agricultural mission with garden plots reflecting different historical periods within Arizona history
    • Discuss intersections across communities using timelines and archival materials from the Chinese Cultural Center and the Jewish History Museum.
    • Discussions of Escape to Gold Mountain.

    1:00-4:30 - Territorial and early statehood

    • Discuss Sheridan’s Arizona and jigsaw chapters 6-11
    • Conversation with Dr. Sheridan
    • Browsing of text sets related to this time period and intersections across communities.

    Modern period of Arizona (1912-Present)

    9:00-12:00 - Recent migrant and refugee waves in Arizona

    • Jigsaw discussion of Sheridan, C. 12-18
    • Discuss article on queer migrations
    • Small group literature discussions of Refugee by Alan Gratz

    1:00-4:30 - Refugees in our Modern World

    • Discuss article by Julie Kasper and colleagues followed by a conversation with Kasper on refugees in Arizona and how they access resource-rich networks and make space for themselves within communities.
    • Small group discussions around 3-5 picturebooks on refugee experiences and issues of Western humanitarianism within these books.
    • Text sets on the global cultures of recent refugees to Tucson from countries such as such as Sudan, Somalia and the Congo, groups from Asia and the Middle East, such as Syria, Iraq, and Nepal, and groups from Central America including Guatemala, Honduras and Nicaragua.
    • Browse the sets and form small groups to explore one set in more depth. Each small group webs the characteristics of their selected global culture and the possible contributions as well as challenges as they became part of communities within the U.S.
    • Reflections on Arizona timeline to discuss connections across migrant groups and the influence of their intersecting communities and histories on the state.

    Optional: Visit to the Tohono O’odham Nation Culture Center and Museum in Topawa, Arizona (90 minute drive)

    Research within the Humanities

    9:00-11:30 - Research strategies of Arizona authors

    • Discuss Brian Young, Healer of the Water Monster
    • Virtual panel of authors and illustrators to discuss their research strategies, Brian Young, Alan Gratz, Guadalupe Garcia McCall, Cynthia Kadohata
    • Breakout groups with the authors (each person will be able to join two small groups to speak with the authors).
    • Identify research strategies and resources from the first 6 days of the institute on charts to identify potentials and limitations of each strategy

    11:30-12:00 - Curricular Conversation:  Introducing these research strategies in our classrooms

    1:00-4:00 - Inquiry studies of migrations in our own states

    • Review time periods on Arizona timeline and maps and engage in initial research about own state histories to identify possible periods of time.  
    • Engage in research on state histories prior to 1528 through on-line resources and the use of the Worlds of Words Indigenous collection for regions of the US to locate books related to tribal nations in their states.
    • Working groups for state inquiries.

    4:00-4:30 - Curricular Conversations:  Use of timelines and maps as curricular strategies

    Oral History and Narratives within the Humanities

    9:00-11:30 – Contributions of Mexican-American Communities to Arizona.  

    • Small group discussions of Songs My Mother Sang to Me: An Oral History of Mexican American Women by Patricia Preciado Martin
    • Conversation with Patricia Preciado Martin about the contributions of Mexican-American communities in Arizona and her use of oral history research as an author and researcher.
    • Explore text set of Latinx children’s and young adult books

    11:30-12:00 - Curricular Conversations: Use of oral narratives as a curricular strategy

    1:00-4:00 – State Inquiries

    • Participants will research their states to consider the kinds of oral narratives and oral history primary sources available related to their focus.
    • Identify resources for multimodal text sets on these communities offering multiple perspectives on this history, online and in Worlds of Words.

    4:00-4:30 – Curricular Conversations: Strategies for accessing multiple perspectives of history

    Films and Documentaries within the Humanities

    9:00-11:30 – History as a State and Uncovering Hidden Histories

    • Introduction to documentary film as research by Dr. Luis Carlos Davis
    • View documentary of Raúl Héctor Castro, first Latino governor of the state, followed by small group discussions
    • Workshop with Dr. Davis on how to storyboard and use color, shape, and movement in creating a short film.
    • Small group discussions of Weedflower by Cynthia Kadahota or All the Stars Denied by Guadalupe Garcia Mcall on forced migrations

    11:30-12:00 - Curricular Conversations: Strategies for using children’s and YA literature

    1:00-4:00 – State Inquiries

    • Discuss article on missing stories in documented history
    • Explore the use of newspaper archives for their inquiries
    • Research film, documentaries, and hidden histories related to state inquiries and consider issues of forced migrants to or from their states.
    • Browsing of text sets related to forced migration of Japanese Americans into incarceration camps and on the Mexico/US border.

    4:00-4:30 - Curricular Conversations:  Use of dialogue strategies in the classroom

    Interviews as Primary Sources in Humanities Research

    9:00-11:30 - Recent Refugee and Migrant Changes in States: In-depth study of refugees from     the Democratic Republic of Congo

    • Browsing of picturebooks set in countries from that region of Africa
    • Small group discussions of YA memoirs, How Dare the Sun Rise? by Sandra Uwiringiuyiman and When Stars are Scattered by Victoria Jamieson and Omar Mohammed.
    • Panel of members of the local Congolese community to share their stories.

    11:30-12:00 - Curricular Conversations: Developing interviewing skills with students

    1:00-4:00 - State inquiries

    • Participants research current waves of migrants in their own states, including refugees but also trends in people moving in or out of their state. Use of resources of Worlds of Words, including global text sets, to build text sets related to these recent changes in their state.  

    4:00-4:30 - Curricular Conversations: Creating text sets within the classroom

    Curricular Connections and Reflections

    9:00-12:00 – Humanities Research and Connection to Social Action

    • Discuss Hear My Voice and Land of the Cranes.
    • Virtual sharing and interactions with Aida Salazar and Yuyi Morales.
    • Browse text set of children’s and YA books on activism.
    • Reflection on the influence of the case study of Arizona and research into their states on their understandings of the making of America and the contributions of under-represented groups and migrant waves to the U.S.   
    • Construct timelines for each state to place alongside the Arizona timeline and the broader U.S. timeline. Comparisons across time periods, events, and migrant waves in different states to look at the making of America.
    • Work time to continue building multi-modal text sets related to their states and curriculum and to submit the sets for posting on the institute website.

    1:00-4:30 – Curriculum Planning

    • Age-level groups to discuss plans for bringing the content of this institute and their text sets into their classrooms as well as how to engage students in humanities research.
    • Final PechaKucha presentations and sharing of multimodal inquiries and curriculum plans.

    5:00-7:00 - Closing Reception

    • Participants will take streetcar to the Mercado San Agustin, a historic Mercado in downtown Tucson.