A Great Teaching Day: Nuclear Apocalypses and Civil Rights Primers

Yesterday was a great teaching day, although I didn't fully savor it.  I had several seminary projects due last night, one of which was a presentation, so that stress was simmering in the background.  My commuting has gotten a bit nightmarish, with slow downs and stops that add an hour to my trip home.  By the time my seminary class started, I was more stressed than normal.

So let me savor the teaching day here.  In my Nonfiction Writing class on Tuesday, we sketched out the remaining class days--there are only 6 of them, or there were on Tuesday.  My students wanted to think about propaganda yesterday, so we began with the Daisy ad from LBJ's 1964 presidential campaign, the ad which combines a cute toddler pulling apart a daisy with a nuclear explosion.

I knew that we were going to discuss the ad, so I spent yesterday morning watching this video that compares The Day After to Threads.  It talks about The Day After as a form of propaganda/teaching.  We only watched the first part, because I didn't want to expose them to Threads, which is quite graphic and gruesome.  We had a good discussion.  The students had never seen either film, but the commentary was understandable (as we watched it, I wasn't sure that it would be).

Then I went to teach my American Lit survey class.  It was the day to discuss Martin Luther King's "Letter from a Birmingham Jail."  I wanted to use some music to set the mood as they came in, so I cued up this album (by the magic of YouTube):

I had the CD cover on the screen, and one of my students walked in and said, "That looks like they're having fun."  Hmmm.  So I used it as a later teaching moment.

I've actually seen the real photograph--there was a display of Civil Rights photo at the Ft. Lauderdale Museum of Art.  As I recall, it's part of a three part set.  I said to the class, "What you can't see on this side is the firehose of water being aimed at peaceful protestors."

We talked about protest, about the rights guaranteed by the Constitution, about the unjust situation that King described in his letter.  We talked about modern issues of injustice that need our attention and how we might affect change (write letters, protest, run for office, write a poem or a song).  I talked about how the Civil Rights protestors of the 50's and 60's came from a church background and what that meant.  And then to conclude class, I had them write about the best way to do that, while we listened to two songs from the album, "This Little Light of Mine" and "(Ain't Gonna Let Nobody) Turn Me Round."

It was a good mix of history, modern politics/issues of social injustice, civics reminders (your legislators will take notice if you write or call, and they may change their minds), literature, and song.  It was less a focus on literature than most class meetings, but it felt important.  And it will lead nicely to Claudia Rankine's Citizen:  A Lyric on Tuesday.