Day 4 Archaeology and Civil Rights

OK, stating my reflection before the day has begun. After reading the agenda, I think I'll spice up the debate and conversation on Civil Rights today. I think that in this situation with a majority of non-Black teachers at the institute, there are certain concerns that Black teachers/people have that often go ignored. Not that this expression of Blackness will dramatically impact each and every non-Black educator here at the institute but at the bare minimum food for thought in a constructive, yet high energy manner, that will hopefully be a memorable experience. I will raise my voice, I won't cry, I will be confronting and I will not be pacified. Premeditated educational experiences are great as a teaching tool. Objective: Inspire sensitivity and a willingness to learn more about Black people in America. It will be during civil rights time... Class has begun! OK, we did an archaeology "dig" which was a nice, "get out of the classroom" exercise followed by the tissue timeline, both I'd probably break students into groups opposed to a large one mass class activity for accountability and organizational purposes. The museum was also revealing to see some of the authentic pieces along with the replica pieces. Civil Rights discussion went awry. My bad. Kicked off my discussion and had everybody talking. No group activity which was supposed to be the division of us all into 3 groups. Never happened but Murphy explained how it would have been. Was good to keep the convo flowing, I did my part today to spark some conversation. Lots of unique shared stories, experiences, and thoughts. Reading writing exercise was very creative and group centric, I think it really moved a lot of the teachers here. Lots of people seemed to really like it, including myself! We used a sample article from "A Declaration of the Immediate Causes Which Induce and Justify the Session of the State of Mississippi from the Federal Union." Called "Found Poem". Great exxercise. Next was about the discovery of a Mexican skeleton. Next we completed a very helpful political cartoon analysis which would help students identify parts of a political cartoon (symbolism, exaggeration, labeling, analogy, and irony). We wrapped everything up with Icivics (https://www.icivics.org/games) and an end of the week survey. Great week got a busy weekend but plan to be back on Sunday, doesn't True Blood come back on???