Tentative Daily Schedule
The institute will be held virtually with both synchronous and asynchronous meetings and experiences. Our plan is to meet together daily for 4 hours a day, probably 12:00-2:00 and 3:00-5:00 pm ET with another 4 hours of daily asynchronous work through readings, video, and extensive use of online archives and resources.
We have organized the schedule around time periods and types of humanities research strategies. The specific experiences within each day will shift as we move from our plan for an in-person institute to a virtual institute, but these descriptions will give you a sense of these experiences.
Monday, June 21 – Introduction to Institute and the Indigenous History of Arizona
Introduction to the institute themes and inquiry questions and overview of the two-week schedule, objectives and timeline and explorations of the cultural identities of participants and their institute goals.
Our engagements will focus on original Indigenous inhabitants of Arizona, including discussion of Ceremony by Leslie Silko and historical documents on early Indigenous occupants of Arizona, interactions with Indigenous scholars, and a virtual visit to the Arizona State Museum to interact with archaeological, ethnographic, and modern objects created by the Indigenous peoples of the region, as well as the Tohono O’odham Nation Culture Center and Museum,
Tuesday, June 22 - Spanish period in Arizona (1528-1821)
Engagements on the Spanish period include small group discussions of The Moor’s Account, the imagined diary of first African explorer of the U.S., Estebanico from Morocco, an exploration of the contributions of people of African descent during the Spanish Colonial Period, a virtual visit to San Xavier Mission del Bac on the Tohono O’odham Nation, interactions with museum archives for historical research, and small group discussions of Father Kino’s diary paired with the classic book, Island of the Blue Dolphins, to a focus on problematic portrayals of Indigenous experiences in Spanish missions in an award-winning book
Wednesday, June 23 – Mexican period in Arizona history (1821-1848)
Engagements for the Mexican period include discussions and interactions with Dr. Carlos Vélez-Ibáñez on his research about Mexican-American history in the region, tracing continuities between the Mexican era and current schooling contexts. We will also do a virtual visit to the Arizona History Museum to meet with a children’s author, Joan Sandin, to discuss her process of research for Celebrate Arizona, and to do follow-up work in pairs to explore digital archives related to this time period.
Thursday, June 24 – Territorial and early statehood period of Arizona (1848-1912)
Engagements around this time period include interactions with Dr. Thomas E. Sheridan to discuss Los Tucsonenses: The Mexican Community in Tucson, 1854–1941, with a focus on how various cultural groups, including Mexican, Chinese and Jewish communities, interacted with each other. In addition, there will be interactions with text sets and a virtual visit to the Jewish History Museum to examine the history of the Jewish community of Arizona, from territorial days until the present, and relationships of this history to other communities in Arizona. Participants will also interact with archival materials for an exhibit around Anti-Semitism and Exclusion, examining the marginalization across multiple groups of people and across history.
Friday, June 25 – Modern period of Arizona (1912-Present)
Engagement around recent migrant and refugee waves in Arizona include interactions with Dr. Jill Koyama about refugees in Arizona and how they access resource-rich networks and make space for themselves within communities. We will discuss Refugee by Alan Gratz, to explore refugee experiences across time and place, and When Stars are Scattered by Victoria Jamieson and Omar Mohamed. We will also interact with 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.
Monday, June 28 – Research within the Humanities
We will learn about research strategies through interacting with 4-5 children’s and young adult authors who will share their books and discuss their research strategies. We will also identify research strategies and resources from the first week of the institute on charts to identify potentials and limitations of each strategy and resource.
Participants will begin work on their own case studies by reviewing the different time periods of the Arizona timeline and maps and engaging in initial research about own state histories to identify possible periods of time. They will also research their state histories prior to 1528 through on-line resources and collections.
Tuesday, June 29 – Oral History and Narratives within the Humanities
We will focus on oral histories as a research strategy in the humanities through interactions with Songs My Mother Sang to Me: An Oral History of Mexican American Women and Patricia Preciado Martin about the contributions of Mexican-American communities in Arizona and her use of oral history research as an author and researcher.
Participants will research their states to consider the communities who initially migrated to their state and their history of becoming a state. They will also identify resources for multimodal text sets on these communities and resources offering multiple perspectives on this history.
Wednesday, June 30 – Films and Documentaries within the Humanities
Our focus is documentary film as research through viewing a documentary of Raúl Héctor Castro, first Latino governor of the state, and a discussion with the creator of that film, Dr. Luis Carlos Davis on his process of research as a film documentarian. We will also engage in discussions of Weedflower by Cynthia Kadahota, Sylvia & Aki by Winifred Conkling or All the Stars Denied by Guadalupe Garcia McCall on forced migrations, including the Japanese Internment Camps in Arizona and the forced “return” of Mexican Americans to Mexico. We will explore a text set of other children’s and young adult books on internment and detention experiences.
Participants will research the historical waves of migrants to their own states and locate resources to continue building their multi-modal text sets and consider issues of forced migrants to or from their states.
Thursday, July 1 – Interviews as Primary Sources in Humanities Research
We will explore interviews as primary sources in humanities research, through interactions with several refugees from the Democratic Republic of Congo and discussions of the YA memoir, How Dare the Sun Rise? by Sandra Uwiringiuyimana.
Participants research current waves of migrants in their own states, including refugees but also trends in people moving in or out of their state, to build text sets related to these recent changes in their state.
Friday, July 2 – Curricular Connections and Reflections
We will reflect on the case study of Arizona and research into their states as connected to the contributions of under-represented groups and migrant waves to the U.S. One goal is to construct large timelines for each state to place alongside the Arizona timeline and the broader U.S. timeline to make comparisons across time periods, events, and migrant waves in different states to look at the making of America.
Age-level groups will meet 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 and participants will make presentations on their state inquiries and curriculum plans