Schedule
NEH Summer Institute Schedule 2023
Note that this schedule will be adjusted during the institute as needed. A detailed daily schedule of the institute, as well as optional experiences and resources, will be provided in our Google Classroom along with all the links, documents, etc. during the institute.
The first week is organized around time periods in Arizona history to provide a case study to document waves of migrations, introduce hidden stories, and explore humanities research strategies. During the second week, we will revisit those time periods but our focus will be on closely examining specific humanities strategies each day. During the second week, you will also work on your own state/region inquiry, hopefully with a partner, to create a multimodal text set about your inquiry. We will discuss this project on the first day of the institute. For those of you from Arizona, you will decide on a particular time period or community to examine in greater depth.
Sunday, 7/9 - Opening reception
Monday, 7/10 - Introduction to Institute & the Indigenous History of Arizona
Tuesday, 7/11 - Spanish Period in Arizona (1528-1821)
Wednesday, 7/12 - Mexican Period in Arizona (1821-1848)
Thursday. 7/13 - Territorial and early statehood period of AZ (1848-1912)
Friday, 7/14 - Modern period of AZ (1912-Present)
Monday, 7/17 - Research within the Humanities
Tuesday, 7/18 - Oral History and Narratives within the Humanities
Wednesday, 7/19 - Humanities Strategies for Locating and Sharing Hidden Stories
Thursday, 7/1 - Interviews and Memoirs as Living Histories in the Humanities
Friday, 7/2 - Curricular Connections & Reflections
General schedule
8:30-9:00 - Conversation and continental breakfast
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 Conversations
Our meetings occur in Worlds of Words: Center of Global Literacies and Literatures, Room 453, College of Education, 1430 E. Second Street.
- Opening reception as a way to introduce ourselves to each other and have some fun together around our themes of migrations and stories.
- Introduce yourself using an artifact that reflects something important to know about you or a journey in your life (real or metaphorical)
- To prepare for Monday
- Read Island of the Blue Dolphins and article (A Counterstory of Native American Persistence)
- Read C. 1 in Sheridan and C. 1 in Dunbar-Ortiz
- 8:30-9:00 Continental Breakfast and conversation
- Registration and receipt of check for ½ of stipend
- 9:00-12:00 Introduction to the Institute
- Introduce the institute themes and questions
- Discussion of Island of the Blue Dolphins, article, and website
- Overview of the multimodal text set assignment as the outcome of the institute
- 12:00-1:00 Lunch
- 1:00-4:30 Original Indigenous Inhabitants of Arizona
- Discussion of C. 1 Sheridan and C. 1 Dunbar-Ortiz
- Digital Archival experience with the Arizona State Museum and the National Museum of the American Indian
- Discussion with Alyce Sadongei
- Interactions with text sets of children’s and young adult literature on Indigenous Peoples of the SW and a text set of counternarratives to classic texts
- To do for Tuesday
- Create personal Google Maps of your own migrations
- Read The Moor’s Account (Laila Lalami), C. 2 in Sheridan and C. 7 in Dunbar-Ortiz
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-11:00 Visit to the Arizona State Museum
- Interaction with exhibits
- 11:00-12:00 Introduction to the Spanish Period
- Discussion of C. 2 Sheridan and C. 7 Dunbar-Ortiz
- 12:00-1:00 Lunch
- 1:00-4:30 North African Explorer of North America
- Discussion of The Moor’s Account
- Interview and interaction with Michael Engs about Mustafa/Esteban
- Website interaction of the Tumacácori Mission site
- To do for Wednesday
- Read C. 3, 4, 5 in Sheridan and article by Anita Huizar-Hernández
- 7:45 - Leave in vans for San Xavier Mission del Bac and Mission Gardens
- 8:30-10:30 Guided tour of the church and discussion of the role of the mission
- 11:00-12:00 Guided tour of Mission Gardens
- 12:00-12:45 Lunch at Mission Gardens
- 1:00-4:30 - Focus on the Mexican Period
- Discussion of C. 3, 4, 5 in Sheridan and article by Dr. Huizar-Hernández
- Interview and discussion with Dr. Huizar-Hernández
- Work in small groups to develop a question to explore at the Arizona History Museum and to locate archival files to examine on Thursday.
- Explore Text set on Mexico and Mexican roots
- To do for Thursday
- C. 6-11 in Sheridan (read assigned chapter in depth)
- Read C. 8 & 9 in Dunbar-Ortiz
- Read Celebrate Arizona by Joan Sandin
- Read Escape to Gold Mountain by David Wong
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-12:00 Visit to the Arizona History Museum (street car)
- Meet with Joan Sandin, author/illustrator of Celebrate Arizona.
- Guided tour of museum and work in the archives on research
- 12:00-1:00 Lunch
- 1:00-4:30 Territorial and Early Statehood
- Jigsaw discussion of the chapters from Sheridan, C. 6-11 on Extraction and of C. 8 & 9 in Dunbar-Ortiz
- Discussion of Escape to Gold Mountain, David Wong
- Use of online resources to explore Chinese communities in Tucson
- Explore texts sets on Chinese immigration
- To do for Friday
- Read 1-2 chapters from C. 12-18, Sheridan
- Read Refugee by Alan Gratz
- Listen to podcast by Julie Kasper
- Article on queer migrations
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-11:00 Modern Migration
- Jigsaw discussion of Sheridan, C. 12-18
- Interview and discussion with Tom Sheridan
- Explore picturebooks on immigration and refugee experiences
- 12:00-1:00 Lunch
- 1:00-4:30 Refugee Resources and Contributions
- Discussion of Refugee by Alan Gratz
- Interview and interaction with Julie Kasper and Amad Ramdan
- Browse text sets on the global cultures of refugees
- Discussion of possible focus for multimodal projects
- To do for Monday
- Read Warrior Girl Unearthed by Angeline Boulley
- Research your proposed multimodal focus
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-12:00 Research Strategies of Authors and Illustrators
- Gallery walk around research strategies and their strengths/limitations
- Discussion of Warrior Girl Unearthed.
- Author panel with Angeline Boulley, Guadalupe Garcia McCall, Elizabeth Partridge, and Lauren Tamaki
- Breakout group discussions with the authors (3 groups)
- 12:00-1:00 Lunch
- 1:00-4:30 Multimodal Inquiries
- Curricular Conversation - Use of research strategies in classrooms
- Multimodal text set assignment
- Working groups for multimodal inquiries
- Explore the author text sets
- To do for Tuesday
- Read Songs My Mother Sang to Me (Patricia Preciado Martin) and article, Beyond Border Spectacle (Martinez & Pena Delgado).
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-12:00 Oral History as Research
- Discussions of Songs My Mother Sang to Me (Patricia Preciado Martin) and the article Beyond Border Spectacle (Martinez & Pena Delgado).
- Interview and interaction with Patricia Preciado Martin
- Explore text set on Latinx families and communities
- Curricular Conversation – use of oral histories
- 12:00-1:00 Lunch
- 1:00-4:30 Multimodal Inquiries
- Research for your multimodal text set inquiry
- Curricular Conversation - Strategies for accessing multiple perspectives
- To do for Wednesday
- Read Seen and Unseen by Elizabeth Partridge and Lauren Tamaki and All the Stars Denied by Guadalupe Garcia McCall.
- Read The Interment Terminology from Desert Diary and Putting Black History Back on the Record (from The Atlantic)
- Read the articles by Marc David Pinate, “The Play’s the Thing,” and Milta Ortiz, “How Writing Docudramas Taught Me to Listen.” Watch short video on Barrio Stories.
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-12:00 Hidden and Silenced Histories
- Creative place-making with Marc David Pinate and Milta Ortiz
- Discussion of Seen and Unseen by Elizabeth Partridge and Lauren Tamaki and All the Stars Denied by Guadalupe Garcia McCall
- Curricular Conversation: Sharing hard histories in classrooms
- 12:00-1:00 Lunch
- 1:00-4:30 Multimodal Text Set Inquiries
- Discuss article, Putting Black History Back on the Record (from The Atlantic)
- Research for your multimodal inquiry
- Browse text sets of imprisonment of Japanese Americans and US/Mexico Border
- Curricular Conversation on Dialogue Strategies in the classroom
- To do for Thursday
- Read How Dare the Sun Rise by Sandra Uwiringiuyima and When Stars are Scattered by Victoria Jamieson and Omar Mohammed
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-12:00 Memoirs and Interviews as Living Histories
- Discussion of How Dare the Sun Rise by Sandra Uwiringiyimana and When Stars are Scattered by Victoria Jamieson and Omar Mohammed
- Memoir as a source of humanities research
- Capturing the present moment
- Curricular Conversations on interviews and living history
- 12:00-1:00 Lunch
- 1:00-4:30 Multimodal Inquiries
- Review of what is due on Friday
- Working groups on multimodal inquiries (refugees in your state)
- Explore text sets - picturebooks from Central Africa and text set of refugees from African countries
- To do for Friday
- Read Land of the Cranes by Aida Salazar and Hear My Voice/Escucha Mi Voz
- Read C. 10 and Conclusion, Dunbar-Ortiz.
- Continue work on inquiries – prepare a timeline to share and PechaKucha slides
- 8:30-9:00 Continental Breakfast and conversation
- 9:00-12:00 Humanities Research and Social Action
- Discuss Hear My Voice, Land of the Cranes, Bright Star
- Interview and interactions with Aida Salazar and Yuyi Morales
- Explore text set on action and activism
- Connections across our histories – time lines across states and time periods
- 12:00-1:00 Lunch
- 1:00-4:30 Sharing Our Inquiries
- PechaKucha presentations of multimodal inquiries
- Discussions of curriculum plans
- Logistics and due dates
- Action Sharing
- 5:30-7:30 Closing Reception (optional)
- Mercado San Augustin