Real World History hosts second annual interschool seminar, discussing works by Ta-Nehisi Coates

January 20, 2016

(Photo credit: Sarah Hughes/Center for Inspired Teaching)

Real World History hosted its second annual interschool seminar at Cardozo High School on January 14. Guest high school students from School without Walls and Georgetown Day School, as well as middle school students from LaSalle-Backus Education Campus, joined the Real World History class to discuss the writing of Ta-Nehisi Coates.

Three separate discussions happened simultaneously in separate rooms: one room discussed Coates’ 2014 Atlantic magazine article, “The Case for Reparations;” another room discussed his 2015 article, “The Black Family in the Age of Mass Incarceration;” and the third room discussed excerpts from his book, Between the World and Me, the 2015 National Book Award winner. Each room utilized a Paideia seminar format with students organized to create an inner circle (for discussion) and an outer circle (for note-taking). The Between the World and Me seminar benefitted from facilitation by one of last year’s Real World History students, Zawadi Carroll, who is now a first year student at the University of Wisconsin (Madison).

After the seminar, Real World History students wrote personal reflections. The following was written by one student to describe her experience:

I arrived at Cardozo Friday afternoon apprehensive and unsure of what to expect. I had read and enjoyed the assigned text, Between the World and Me by Ta-Nehisi Coates, but I wasn’t sure of the context in which we’d be discussing it. As soon as the seminar began, though, I realized I had nothing to worry about. It was guided by a former Real World History student, Zawadi, and she guided us with text-related questions and encouraged us to share our own reactions and interpretations of the passage. The other students in my circle were really articulate and voiced thoughtful, interesting ideas.

I was impressed by how good of a job we did at staying focused on the reading because it’s easy to get off topic during a seminar. (I know this from my experiences in English classes.) That said, the personal experiences that some of my peers shared to bolster their takes on the reading were incredibly powerful to hear. For example, when discussing Coates’ question of what it is like to be African-American, one student described how he has to change all of his mannerisms – voice, posture, facial expression – when he enters a room of white people because he knows that otherwise they will make assumptions about him and treat him differently. Recognizing the reality of racism in America is jarring. Coates’ argument that racial justice can never exist is not one I have frequently heard, and it changed my entire thought process on racial and class relations in the country. Ultimately, I agree with him, but wouldn’t argue against the advances made by the Civil Rights Movement and the fact that change can keep happening.

The first interschool seminar was hosted last year with students from the Maret School. Following the seminar, the students from public, charter, and private schools organized a viewing of Selma, followed by another discussion. Senior Teaching & Learning Specialist and Real World History instructor Cosby Hunt reflected, “To me, their interest in continuing the conversation validates a belief that’s at the core of my identity as a longtime social studies teacher: the belief that history is relevant, meaningful, and alive in the minds and imaginations of students today.”

Students attending public and public charter schools across Washington, DC apply to be part of Real World History, a yearlong honors course designed to bring history to life. Having completed an intensive first semester of academic coursework, Real World History students will now enter internships at historic sites across the city, putting their skills into practice.

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.