How can I develop learning experiences that make students feel seen and empowered to take action? How do I create safe spaces for my students and me to have courageous conversations about race, identity, and U.S. democracy? How can we analyze systems by connecting historical narratives and the news?
In this full-day professional development hosted by the Pulitzer Center, up to 25 K-12 educators and administrators supporting Chicago students will engage with the questions above while connecting with the themes and questions explored in The 1619 Project, a collection of resources from The New York Times Magazine that aim to reframe U.S. history by placing the consequences of slavery and the contributions of Black Americans at the center of our national narrative.
The workshop will center the teacher as the learner as participants explore the primary sources, analytical essays, and creative works from The 1619 Project, as well as the growing library of curricular resources created by teachers and students across the country as part of The 1619 Project Education Network. Participants will also engage with local journalists who have reported on racial justice in Chicago, and educators who have connected underreported stories to Chicago students in grades four-12 as anchors for projects resulting in student advocacy, research, and personal reflection. By the end of the sessions, participants will discuss how the themes and resources from The 1619 Project connect to issues that matter to students and their families, share best practices for cultivating psychologically safe classrooms for engaging with this academically rigorous work, and identify ways to connect resources and strategies from the workshop to their classes this fall.
All attendees will receive a stipend of $150 after actively engaging with the full workshop and completing a closing survey. Attendees will also receive a copy of The 1619 Project: A New Origin Story, which includes both new and expanded 1619 essays, and the children’s book Born on the Water by 1619 Project creator Nikole Hannah-Jones and Renée Watson (illustrations by Nikkolas Smith).
Who is eligible: This opportunity is available to education professionals supporting Chicago students. Eligible participants include classroom teachers, administrators, and content specialists supporting Chicago public and public charter schools; out-of-school-time program staff and administrators; and educators supporting programming for youth in carceral facilities.
Where: This event will take place in person; the location will be announced in early September.
When: Saturday, September 24 from 10:00am to 4:00pm CDT. Breakfast, lunch, and snacks will be included.
Stipend: Each participating educator will receive a $150 stipend for attending, engaging, and completing a post-workshop survey.
COVID-19: All Pulitzer Center staff and guests facilitating this session are fully vaccinated against COVID-19. Pulitzer Center also requires all workshop participants to provide proof of vaccination when confirming their participation in the program. Participants are encouraged to wear a mask during the session when not eating or drinking.
Application: This opportunity will be limited to a select group of up to 25 participants. Applications will be reviewed on a rolling basis until Friday, September 16, 2022. By Monday, September 19, 2022, all participants who have been invited to participate will be notified! Once registration for this session is full, all applicants who have not been registered for the session will be added to a waitlist. If a person who registered is no longer able to attend, Pulitzer Center will reach out to education professionals on the waitlist.