Social:
Author: Chanelle Harley
School/Organization:
The U School
Year: 2020
Seminar: Cinema and Civil Rights
Grade Level: 9-12
Keywords: African American culture, American History, cinema, community, film, History
School Subject(s): African American History, English, Social Studies
This unit is aimed to concentrate on African American culture and its diverse multicultural history in order to create a curriculum that provides a different yet complete and refreshing historical view for students in the School District of Philadelphia.
The goal of this unit is to give students a perspective and understanding of how cinema can tell the story of a culture through a movie camera. We will understand the power and effect that cinema has and continues to have in the United States. Special attention will be paid to the role cinema has in bringing attention to current events of the time when a film is produced and well as the telling of historical and culturally relevant events. The relationship between film and the African American community will be discussed as well as critiqued.
Culture and the fundamentals of society have its roots in artistic expression. This is especially true for African American culture. Many traditions and rights of passage have been formed in relation to the arts in one way or another. Film has and is used as a communication device in American society as well. This is especially true when it comes to truly significant historical events. This unit will give students an alternative view on the history of this country and the complex set of issues that a diverse country like ours deals with. This unit will include the different subgenres within film, the importance of film when recalling historical events and how film has shaped this country.
Download Unit: Chanelle-Harley.pdf
Did you try this unit in your classroom? Give us your feedback here.
Rationale Film is one of the ways a society can define themselves. In this unit we will take into consideration how the arts, literature and specifically cinema. Literature is the record keeper of our societal practices, film helps solidify this. Using this knowledge, we will assess how cinema is vital to a society and how it is expressed in society. The basis of this unit will encompass some of these social practices. For instance, students will view clips of different film. Many of my students are audio visual learners and this is an effective learning device to help my students become versed in this subject. The use of exploration and inquiry will grant students awareness as to why film and the arts is important to the identity of this country and more importantly the African American experience. We will analyze different types of films that were popular during different historical periods. This unit will be comprised of lessons that showcase this. This unit will feature different activities for different earning styles within each lesson This unit will utilize various forms of technology and the internet to give students the tools and resources to be knowledgeable about the culture of poetry so they can be successful in completion of their lessons. These materials will be made accessible to the students during class time. My school incorporates student-centered station . This is the education strategy in which students are grouped into stations. In these stations students are working on the same Common-Core standards based objectives, but each station is differentiated to those students learning strengths and accommodations. For example, while studying protests over American History; one group will be completing a PowerPoint comparing different concerns of the black community during the Harlem Renaissance while another group is creating a chart detailing modern day concerns in urban areas in places life Philadelphia and New York. This teaching method has not only changed my method of teaching, but it has improved engagement amongst my students. My students are now learning in a style that not only enhances their critical thinking but their knowledge of historical content and their literacy as well as writing skills. Since I have utilized this teaching strategy and relating the material to their environment, my students and I have been on a quest to dig deeper. They want a deeper view of different historical movements that helps them understand and delve into contemporary issues. The study of African-American history and culture through cinema via this curriculum will do just that. Objectives This unit is written for the twelfth grade but may be incorporated into the curriculum of all secondary students. The students meet in class every day for at least seventy minutes each class period during the semester. Some lessons require more than one class period to be completed. This unit is meant for social studies classes with an emphasis on using cinema to teach subtopics within the subject. The students will use different forms of multimedia to present the cumulative assignments of this unit. Content Objectives
The theme of this unit will have the students explore African-American culture and history through film. The objective is to lead students and engage them in understanding the film and cinema itself as not only artistic expression but a valid source for studying historical events. The students will have what is needed to complete each lesson and activity available in the class. The goals of this unit will be inclusive (but not limited to) of the following:
Objectives: The students will be able to identify and analyze the origins and impact of the Harlem Renaissance. The student will be able to explain the significant role film, film makers and playwriters play in brining this social movement to the forefront and its impact on the African-American community and country Materials/Resources: Procedures: The students and the teacher will engage in a discussion to assess their prior knowledge of the Harlem Renaissance and of its impact then and now on modern day film. The students will receive worksheets that correspond with the teacher-selected clips of the above mentioned documentary and movies. The students will review the primary sources via the close reading strategy. The introduction to background knowledge will target specific points and be general in nature due to the amount of information needed and the audience. Strategies/Teaching Points: The students will engage in discussions about the Harlem Renaissance and how the movement was integrated into American pop culture. The students will investigate films inspired by this time and its place in society. Closing Activity: The students will review the information gained from the documentary, close readings, sound clips and class discussions. The students will investigate what it was like to live in Harlem during this time. The students will then create a short script based on those experiences; this lesson should take two to three class periods. Objectives: The students will analyze how the Civil Rights Movement/ Black Power Movement influenced and effected film during and after this time. How did film not only bring societal issues to the forefront but bought the Civil Rights movement into mainstream culture as well? Why do film makers continually use Civil Rights as a topic of many films? Materials/Resources: Procedures: The students will research about the Jim Crow era and the movements that resulted from that systemic oppression. The students will take notes on the poetry of that time period and the influence it had on not only African-Americans at this time but its relation to the counterculture undercurrent sweeping America at that time. Strategies: The students will discuss their findings and compare and contrast the poetry showing the African-American experience at the time with poetry explaining the African-American experience today. What are some of these issues people faced and are facing? What has changed? What voice did poetry actually have? Closing Activity: Write a poem as a person who has lived through the Black Power Movement and is now viewing the world today. What is the stark contrast between then and now? Complete a Venn diagram stressing the differences and similarities between movements then and the pavements of today. Objectives: Film Script. Students will imagine they are different essential film makers during certain movements and moments in African-American history. These roles will be randomly selected and differ from class to class. They will then collaborate with members in their groups. Materials/Resources: Procedures: The students will research filmmakers and the script writing process. They will use the internet to do this research. Why is this film and filmmaker? Why are these societal issues focused on in this particular movie? The students will document the process and explain the different societal issues, the purpose of the creating a script and film idea and why these issues are important to understand the African-American experience in this country. Closing Activity: What types of genres of film usually showcase the African American Experience? Who usually writes scripts and how do they become films? The students will document the answers to these questions and explain why this form of artistic expression was essential in getting out some of the messages of respective movements in African-American History. The students will write a five-paragraph essay on their findings not inclusive of any films they viewed in the course of this unit. Adaptations to the Final Project: Lesson 1: Introduction to the Harlem Renaissance through film
Lesson 2: Poetry from the Civil Rights’ and Black Power Movement
Final Lesson: Film Script
Imagine you are an African-American film maker wanting to capture or document a significant movement in United States History. Why are you and why you’re your film be essential? Why are these societal issues focused on in your film? You will document the process and explain the different societal issues, the purpose of your film and why these issues are important to understand the African-American experience in this country. Dear Journal, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Write a journal as a person who has lived through the Black Power Movement and is now viewing the world today. What is the stark contrast between then and now? Complete a Venn diagram stressing the differences and similarities between movements then and the pavements of today. How would two films about these eras be similar and different? Minnelli, V. (Director), & Schrank, J. (Writer). (1943). Cabin in the sky [Motion picture on DVD]. United States: Metro-Goldwyn-Mayer. Pinky [Motion picture on DVD]. (1949). Chicago: Films Incorporated. Sirk, D. (Director). (1959). Imitation of life [Motion picture on DVD]. United States: Universal Pictures Co. Stormy weather [Motion picture on DVD]. (1942). Bernstein Matthew H., and Dana F. White. “Imitation of Life in a segregated Atlanta: its promotion, distribution and reception.” Film History, vol. 19, no. 2, 2007, p. 152+. Gale General OneFile, https://link-gale-com.proxy.library.upenn.edu/apps/doc/A166945659/ITOF?u=upenn_main&sid=ITOF&xid=4a50885b. Accessed 20 July 2020. Bowdre, Karen M. “Passing Films and the Illusion of Racial Equality.” Black Camera, vol. 5, no. 2, 2014, pp. 21–43. JSTOR, www.jstor.org/stable/10.2979/blackcamera.5.2.21. Accessed 20 July 2020. Lew, Kirsten M. “From Social Problem to Maternal Melodrama: The Lost Lynching Scene in John M. Stahl’s Imitation of Life.” Film History, vol. 30, no. 4, 2018, p. 107+. Gale General OneFile, https://link-gale-com.proxy.library.upenn.edu/apps/doc/A619742327/ITOF?u=upenn_main&sid=ITOF&xid=17190d35. Accessed 20 July 2020. Lucy Fischer, Imitation of Life. Douglas Sirk: Director (New Brunswick: Rutgers UP, 1991) by Scott, Ellen C 2015 by Petty, Miriam J 2016 Thomas Cripps, Slow Fade to Black: The Negro in American Film, 1900-1942 (Oxford University Press, 1977) Paula J. Massood, Black City Cinema: African American Urban Experiences in Film (Temple University Press, 1st edition, 2003) Anna Everett, Returning the Gaze: A Genealogy of Black Film Criticism, 1909-1949 (Durham, NC: Duke University Press, 2001) by Bogle, Donald 2005 by Bogle, Donald 2011 by Bogle, Donald 1994 Alice Maurice, The Cinema and Its Shadow: Race and Technology in Early Cinema (University of Minnesota Press, 2013) Arthur Knight, Disintegrating the Musical: Black Performance and American Musical Film (Durham, NC: Duke University Press, 2002) Ryan Jay Friedman, Hollywood’s African American Films: The Transition to Sound (Rutgers University Press, 2011) Rubric for Historical Fiction (letters, journals, poems and newspaper articles)
Criteria
Excellent 5
Good 4
Close 3
Needs Improvement 2
Poor Effort 1
NA 0
Ideas and Content
My paper brings the time & place my character lived alive; vividly describes her/his experiences and values; refers to relevant, historically accurate details.
My paper reveals the time and place my character lived; describes a day in her/his life; most or all details are historically accurate.
The time & place my character lived is clear, but his/her experiences are more like a list than a letter or diary entry; some details may be historically inaccurate.
I tell the reader when and where my story is set but make no attempt to include historically accurate facts or details.
The setting of my story is murky, and the characters’ experiences and/or values are often historically inaccurate.
I didn’t write enough to judge my own ideas and content.
Organization
My writing has a beginning, middle, and end that are easy to identify and follows the designated format.
I have either a strong lead, developed middle or satisfying ending but not all three. And I followed the designated format.
I have either a strong lead, developed middle or satisfying ending but not all three. But I made some mistakes with the format.
My paper failed to contain two of the following: a strong lead, developed middle, satisfying ending, or formatting was missing.
My paper failed to contain three of the following: a strong lead, developed middle, satisfying ending, or the formatting was missing.
I didn’t write enough to judge.
Paragraphs
I indent the beginnings of all paragraphs & have one topic per paragraph. I wrote at least 5 paragraphs.
I indent the beginnings of all paragraphs, have one topic/paragraph, and I wrote 5 paragraphs.
Some of my paragraphs are too long, too short, or not indented. I wrote at least 5 paragraphs.
I have several problems with paragraphs and/or I wrote less than 5 paragraphs.
I use incorrect paragraph format and/or I wrote less than 5 paragraphs.
I didn’t write enough to judge.
Voice and Tone
I use 1st person. My voice sounds like a real person. My paper has personality & shows how my character thinks and feels.
I sound like I care about the topic. My writing voice is engaging but may fade in and out.
My tone is OK but my paper could have been written by anyone. I need to reveal more about how I think and feel about the topic.
My writing is bland, mechanical or pretentious. It sounds like I have not found my own way to say things. I used 2nd or 3rd person.
My writing is too formal or inappropriately informal. There may be no hints of a real person in it. It may sound like I don’t like the topic.
I didn’t write enough to judge
Word choice
The words I use are striking but natural, e.g., “wondered” instead of “thought.” I use powerful verbs & historically accurate words, phrases and slang from the period.
My paper has some fine word choices and generally good language. Some parts may be routine.
The words I use are acceptable but ordinary. I should try to use more expressive words.
My word choice is uninspired, colorless and dull, or sounds like I am trying too hard to impress. Some words may be used incorrectly.
The same words are repeated over and over and over and over. Some words may be confusing to a reader.
I had better get busy….
Conventions
I use the correct grammar, capitals, spelling, and punctuation.
I made some errors, perhaps by taking risks and using interesting words or sentences.
My spelling is correct on common words. Some errors in grammar and punctuation. I need to check it again.
Frequent errors are distracting but do not interfere with the meaning of my paper.
Many errors in grammar, capitalization, spelling & punctuation make my paper hard to read.
I didn’t write enough to judge.
Film Script Journal Entry Assignment (Sample)
Bibliography
Cinema Civil Rights: Regulation, Repression, and Race in the Classical Hollywood Era
Stealing the Show: African American Performers and Audiences in 1930s Hollywood
Bright boulevards, bold dreams: the story of Black Hollywood
Heat Wave: The Life and Career of Ethel Waters
Toms, coons, mulattoes, mammies and bucks: an interpretive history of Blacks in American…
Standards This curriculum unit aligns with the Pennsylvania Academic Standards for Reading and Writing in History and Social Studies.