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I could look back at the teacher notes - it provided me tips … First time using a curriculum and  [is there something about the teacher notes that taught you something about your research question…]...that we can use curriculum to be in conversation and communicate with other teachers, I imagine especially speaking more candidly when I'm writing teacher prep notes or anticipatory sets.

Agency and action - Anticipatory set helped the most.   Simple way to remind me to ground the lesson in their experiences.  Students responded when I asked: What would you do if I’d talk to Ms. Sims, talk to the principal,   used a student example of film - showed it anyway, changed it and worked with Miss Spencer to come up with a solution.  Gave me an ideological example to work with.

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I didn’t know how kids thought, what they were exposed to, how they would feel.  I was expecting them to respond the way that I did growing up.  I hadn’t anticipated the amount of desensitization students have gone through..    THese things were vile that they did.. If you want to read about it you can find it through this source.

A lot of kids responded with “I don’t know” to the first questions.  I was trying to be all encompassing - visualizing college peers. I realized I needed to be more direct and simplistic with instructions as a teacher.  They were a little overwhelmed.   When asked … “how did the content land with you…..   Some students just responded “emotionally”   What I wanted to know was “how did it make you feel?”    Most of the kids responded to questions about learning styles because that's what I asked for them to prioritize .

Perhaps for reflection & next steps, just make notice it might be different when teaching about something that is new to students, and when teaching about cultures that are not my own.   Important for me to feel like I’m feeling safe as a teacher, but what would it look like to be co-inquirers and have a collective inquiry where we learn alongside students…    Growing up, I didn’t grow up with the acculturatio

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What can become of the learning – how can it change thoughts?   I guess the reason, it’s not straightforward, of how to get students to talk and inquire about race and power.  The inquiry is important, most students can parrot talking points, but to interrogate and investigate these rhetorical quips...thats something else. What do we do about it… What do we do with the learning as it goes on, how does it materialize…

role playing activity can start to yield something of that nature.  Students getting into the roles and embody… Asked them to do first person narrative to prctice getting into role.  Hoping that the narrative can help me understand where they are at interms of how to assume role and understand point of view.

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Formative questions- Tell me what it was like to view this film…. What you are taking away…   what you want to continue learning about.

Place where I could see them synthesize knowledge from my first content assignment and inquire about their wonderings.

Want to make This sort of introduction w/ video and media pinnacle at the beginning of each unit. Showing a bit of content, see how they are digesting it, and what they’d like to learn.

E.g. alcatraz. Wounded knee.

Seemed like any Indian they’d seen in the 60s they were interested. They’d never seen Indians living in this way.

Wish I would have incorporated more of what they wanted to learn in my lesson plan.

Wonder how to alot time for that?

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The Pacific Northwest Fishing Wars – Curriculum Analysis

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The Pacific Northwest Fishing Wars – Curriculum Analysis

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Central point in my solo journey to stop and reflect.

It was honestly nice… even if I wasn’t fully trusting of it… I previewed it enough so that I could trust the content, in so far as if something came up that wasn't prepped by the lesson that I was comfortable enough with the field that I could contextualize on the fly.

I learned that it can be very simple to address race and power…    The four simple truths (i), (ii), (iii), (iv).    It was nice to see The Smithsonian being able to blunt (even if the examples and analysis wasn't that deep) and say in a curriculum "racism contributed to this."

Letting it be direct.  Not having to fear typical pushback I encountered growing up.  My conditioning taught me that every time bring a racial or systems of power issue up there’s always an intense almost regurgitory feedback of yt supremacist rhetoric.  I was struggling with making it too personal, worrying about propagandizing people with my personal beliefs.  Seeing it in a structured way was reassuring. I can use resources… I don’t have to dance around things.

Because it was a structured… I was able to preview lessons, they could follow along, it had a routine …students knew what to expect and showed up to class discussions.    THey weren’t questioning what to do. Clear plan and set of goals.  Helped my confidence when teaching the lesson.  If I hit a tough point,

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Organizing artifacts by themes…  One of the artifacts represents…   Two of the artifacts represent…

Will be helpful to have an inquiry question … a goal whether related to unit, year, or SEL relationships in classroom, having a touch stone I realize is something I appreciate.

For what ever you bring up… remember to connect it to your inquiry question.

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Q's were
What are you feeling?

How did the content land with you emotionally/physically?

Any lingering questions...?

Kids were more interested than I thought they would be…

One response - "The [Content] made me feel upset for the people who face injustice. Upset but not surprised"

Looking back at the lesson needed to edit wording a bit. Found that it was confusing to some kids, being direct and short in the way you communicate directions can clarify immensely.

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Lesson was spawned by being Columbus day, teacher talking about guns, germs and steel.   Not yet named Indigenous day.   Litmus test for my classroom and teaching.

I was concerned about having heavy content… Columbus, genocide and pro-american sentiment behind