Introduction xi lessons that appear later in the book, such as crafting a thesis statement or citing sources. These lessons are not static. Experience proves that once a lesson is writ- ten we rarely teach it the same way twice, thanks to individual school/class/ student/educator needs, expectations, dynamics, and learning progressions. Ultimately we structured the lessons to encourage freedom to experiment and play and hope you find this same freedom when using them. Each lesson comes equipped with suggestions for differentiation, incorpo- rating sources from your collection, and alignment to K-12 and higher educa- tion learning standards (i.e., Common Core State Standards and The Guidelines for Teaching with Primary Sources). We hope that you find archives education as creative, fruitful, and reward- ing as we do and that the tools provided in this book empower you to imple- ment instructional interactions that deeply resonate with the students you serve. In the words of Lae’l Hughes-Watkins, “interactions with primary sources are also a chance to change minds, society, and policy, and to inspire restorative justice, if only in a small way” (2018, 9). At the risk of sounding overly dramatic, it’s possible that teaching with archival sources can change the world, or at least create a more critical public and a community of lifelong archives fans. REFERENCES Hughes-Watkins, Lae’l. (2018). “Moving Toward a Reparative Archive: A Roadmap for a Holistic Approach to Disrupting Homogenous Histories in Academic Repositories and Creating Inclusive Spaces for Marginalized Voices,” Jour- nal of Contemporary Archival Studies, Vol. 5, Article 6. Norlander, Rebecca Joy, John Voiklis, Joanna Laursen Brucker, Elizabeth Attaway, Kathryn Nock, Rupu Gupta, and Uduak Grace Thomas. (2020). Understanding Program Impact & Preparing for Remote Learning. New York: Knology. -collection/connections/Brooklyn%20Connections%20Understanding%20 Program%20Impact.pdf
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