The process with Big Paper today in class I think worked really well with the kids. And in order to do that, we need an education. Everyone needs to participate in a democracy. You need an education to get a good job and make money. And important-wise? You've already summed up everything but if- We saw the quote that says no people can be truly great or free without education, which is kind of surprising but also makes sense because you can't really get anywhere in this country without an education. We know from hindsight, you can imagine these people have such excitement about this. So, I have to say, maybe it didn't stand up to time. But just like someone commented, that there was still the Black Codes, the Jim Crow laws, and systematic racism throughout the history of the U.S. It said you have been declared forever free. We said one of the most shocking things we saw was in the first sentence. Any of the comments that stick out? Yeah. They're saying we have to act- we have to be better, twice as good if we're going to be treated the same. Yeah, it's almost kind of tragic in a sense. It also talks about, which I thought was interesting, in the way that you have to prove that you deserve your freedom, have good behavior and then maybe other white people in the South will recognize, oh, they can handle freedom, and they deserve to be free people. It talks about how you should- seek education and how you should just because you're free doesn't mean you shouldn't work. And it really just outlines how to be a successful free citizen in America. So our document was called the Freedmen's Bureau Outlines the Duties of Freed People. So we're going to start off with our first station. I do like how I'm seeing people already having that silent conversation on the paper. Remember that I asked you to add this new rule of staying quiet, right, Leo? Five minutes. I'll give you five minutes on the first one. You'll have some time to re-collect your thoughts. Have them in mind and then we'll talk again. Think about these quickly before we start. How do the sources show the resiliency of newly freed enslaved peoples? What are the perspectives of the newly acquired freedom of former enslaved peoples that these sources give us? And what do people need in order to sustain and protect their freedom? It will be up here if you need it. There are three guiding questions that I want you all to think about as you're going through all of this. I'm hoping that you all will- any sort of comment, any sort of thought that you all get, will write it on there instead of saying it out loud. In doing that, I'm hoping that it's going to force you all- this is the reasoning behind you all being silent, I'm not just asking you to be silent because I'm mean-spirited. So this time, what I would like for you all to do is stay silent the entire time. Last time we went around to each station, and you annotated the reading itself. This time around, what I would like you to do is we're adding steps to it. I'm going to split you up into groups, or you're going to split yourselves up into groups based off numbering. What we're going to do is we're going to split up, and we've done Big Paper before. They are dealing with primary sources, but it almost feels personal in a way. But in that sort of private sphere of looking over that paper while it is attached to the poster and being in stations, reading it, and then being able to sort of write on it, it also gives them a connection to the history itself. And that really, I think, brings out student comments and creativity in a way that if we're just sitting and we go over it in class doesn't necessarily engage a lot of students because some of them won't want to raise their hands. And we have the students use that as a drawing board. At the end of the station, they will end up picking highlights from everything that has gone around annotations and showing that to the class as a whole. And so the students are going to be going through with each of those stations marking up the papers, annotating the readings as much as they want as well as commenting, and having conversations, checking off, or contradicting, challenging, supporting other students' claims as we go through all five stations. We have five stations, a big paper on each.
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