A Study Guide to accompany the film Directing Dissent dissent_study guide.pdf · Directing Dissent A Film by Sophie Hamacher Directing Dissent A Film by Sophie Hamacher Table of Contents

the story of john roemerA Study Guide to accompany the film

Directing Dissentdirected by Sophie Hamacher

“Cinema is the true school of life.” (François Truffaut)

Directing DissentA Film by Sophie Hamacher



Table of ContentsIntroduction

1. Preparing to use DIRECTING DISSENT in the classroom -Teachingfilmandmedialiteracy

2. PRE-VIEWING - Before seeing the film -TheLegacyofJohnRoemer:Onepersoncanmakeadifference -WhoisJohnRoemer? -CivilLiberties101 -CivilRights101 -WorkingforChange:Nonviolence -Anti-WarMovement

3. VIEWING -Suggestedquestions

4. POST-VIEWING -Afterseeingthefilm -Waystoanalyzethefilm

5. RESOURCES for teachers -BibliographicIntroductiontolearningaboutfilmandfilmanalysis -Websites

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Introduction Dearteachers,Youngpeopleexperiencemovingimagesdaily.Theirimmersioninmovingimagemedialeadsthemtoperceiveandinterprettheseimagesintuitively-withoutquestioningtheirhistoryorthemodesoftheirproduction.Often,theyarenotawareofthemediaproduct’sheritage,andlacktheeducationnecessarytoanalyze,orevaluateitsqualityandcontext.Developingandpromotingtheseskillsage-appropriatelyistheresponsibilityoftheeducatorsusingfilmssuchasDirectingDissent.

Weshouldempowerstudentsbyendowingthemwiththeabilitytoorientthemselvesintheirpervasivemediaenvironment.Comprehensiveknowledgeofmediaproductionandanalysisinthiscontextisakeyskill.Thestudyoffilmsintheclassroomextendsthescopeoflearningandopensupnewperspectivesnotonlyonthefilm’scontent,butonaesthetics,themechanicsofproductionanddistribution,andsocialandhistoricalcontextofthefilm.

DirectingDissentisavaluableresourceforteachingaboutdemocracy,civilrights,civillibertiesandprotesthistory.ThefilmnotonlydocumentsracismandsegregationinAmericanhistorybutalsoexploresthechallengesofintegrationandnon-violentprotest.Asthefilmunfolds,itrevealsakeypointinAmericanhistory:thatitwastheactionsofeverydaycitizenslikeJohnRoemerthathelpeddismantlethestructuresofdiscrimination.

DirectingDissentoffersstudentsawindowintothecivilrightsmovementandtheanti-warmovementandallowsthemtoidentifywithandrelatetoonemanwhoseactionshelpedmakeAmericamoreequal.ThisintroductoryguideservesasanexampleofwhattheDirectingDissentcanimplementinpartnershipswitheducatorsandnonprofitorganizations,withtheopportunitytodevelopafullstudyguideandaccompanyingteachingmaterialsforclass-roomsstateandnationwide.

Theguideisdividedintothreesections:Pre-Viewing,Viewing,andPost-Viewing.Thesectionsprovideshortaccompanyingtexts,includingexcerptsfrominterviewswiththefilm’sprotag-onist.Theyalsoincludesuggestedquestionsandclassroomactivitiesthatcanaidstudentsinreachingadeeperunderstandingoftheissuesexaminedinthefilm.

DirectingDissentisdesignedtoinspirereflectionanddiscussionacrossavarietyofaudiences.Wehavedesignedthispreliminaryguidetobeusedbothasadiscussionguideforpublicscreenings,aswellasbyfacultymembersofschoolsanduniversitieswhowouldliketousethefilmtofosterdiscussionwithstudents.

Sincerely,SophieHamacher(director)&JohannaSchiller(co-producer)

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About Directing DissentDirectingDissentisafilmaboutJohnRoemer,teacherandsocialactivist,andhislifetimecommitmenttocivilrights.

Roemer’sstorytakesusthroughheatedbattlesoftheCivilRightsMovementandinvolvesdramaticexperiencesinthefighttodesegregateMaryland.AsexecutivedirectoroftheMarylandchapteroftheACLUandasaforerunnerintheAmericanFriendsServiceCommit-teehasbeendescribedasacowboy,anintellectual,andevena‘guntotingpacifist’.ThefilmcentersaroundRoemer’sdecisiontopursuesocialjusticelargelywithintheboundsofthelaw,butalsotocommittocivildisobediencewhennecessarytoenactchange.

SetinBaltimore,acitywithaturbulenthistoryofchargedracerelations,thefilmtracestheprotagonist’sstruggleswithintheCivilRightsMovement,hisembracingofcivildisobedienceasameansofeffectingsocialchange,andtheoutgrowthofhisactivismintohisroleasahighschoolteacher.Hisideologyisinformedbyanunfalteringbeliefintheprinciplesofnon-violenceandthepowerof“alovingdisposition”.Thefilmisacharacterstudyofalovedandrespectedrebelaswellasanexplorationofthephilosophybehindcivildisobedienceandtheit’scontemporaryapplicationsandrelevance.

Film Credits:DirectingDissentafilmbySophieHamacherDirectedbySophieHamacherCo-ProducedbyJohannesSchillerEditedbySebastianGollek

On the Web:FormoreinformationaboutDIRECTINGDISSENTpleaseVisitthewebsiteat:www.directingdissent.com

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1. Preparing to use DIRECTING DISSENT in the classroom Teaching film and media literacy

Afilmcanbeusedintheclassroombothtodevelopanunderstandingofitscontentaswellastoanalyzeitsstructure,context,dramaturgy,aestheticsanddesignelements.Besuretodiscusstheseaspectswithyourstudents.Afilm’saestheticshavehavethepowertoenhanceormolditscontent-andviceversa.Whyaparticularcameraangleormovement,music,acertainsoundandlightingdesignwerechosenisessentialtotheaudience’sreadingofthefilm.Understandingnotjustthefilm’scontent,buthowthenarrativeispresentedandwhy,andhowdecisionshavebeenmadeinthecreationofthefilm’sscenes,willhelpstudentscometotermswiththisverypowerfulandpersuasivemediuminordertorecognizewhyandhowmotionpicturesexertsuchapowerfulinfluenceonus.

Formediapedagogythismeansnecessarilypromotingthepersonalcommunicativeskillsofeachstudentbyconveyingnotonlytheabilitytounderstandmediacontents,butalsothecapacitytoengageinanarticulatediscourseaboutmovingimagemedia.Ultimatelyteachingmedia,filmandit’shistory,isanintensiveenquiryintoimages;whattheymean,whatmightlinkthem,andwhatmightseparatethem.

Itishelpfultobeginwithadiscussionofthekindsoffilmsstudentsenjoyandwhy,aswellasthevarietyofpurposesforwhichfilmsarecreated.Itwillalsobenecessarytodecidehowmuchofthefilmtoviewandtowhatdepthstudentsneedthebackgroundinformation.Thisisanexcellentfilmtouseinconjunctionwithsocialstudies,historyorhumanitiesclasses.

Below are a number of suggested questions to consider before showing the film:

-Towhatextentarethetopicsandissuescentraltothefilmrelevanttoteachingandtheclassroom?

-Whatrolecanfilmplayinbringingsocialjusticeandpoliticalprocessesintotheclassroom?

-Forwhatsubjectsisthefilmparticularlywellsuited?Doesitconnectdifferentsubjectsandareasofstudy?

-Howdothethemesofthefilminfluencethedailylivesofstudents?

-Whatpreparationisnecessary?Isitnecessary-particularlyonfilmswithhistoricalandpoliticalissues–toensurethatstudentsareadequatelypreparedbeforehand?

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Film analysis can be roughly divided in four key categories:

1.What?ContentAnalysis:action,situations,problems,people,conflicts,emotions

2.Who?Structureanalysis:constellationfigure,narrativeperspective,drama,plot,turningpoints

3.Why?Statementsandimpactanalysis:ethics,ideology

4.How?filmlinguisticanalysis:aesthetics,typesofnarrative

Everythingyouseeinafilmrepresentsacalculatedchoicebythedirector,editororcinema-tographer.Sincewegetmostofourinformationabouttheworldfrommedia,it’simportanttounderstandhowtomakesenseofmediaimages.

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Distribution,OutreachandEngagementHere are some suggested questions:

1.Whatarethephysicalqualitiesofthemotionpicture?Notehowcameraangles,lighting,music,narration,and/oreditingcontributetocreatinganatmosphereinthisfilm.Whatisthemoodortoneofthefilm?

2.Whateffectdoesthefilmlanguagehavefortheconstructionofcinematicreality?•camera(shotsizes,cameraangles,cameramovements,etc.)•Picturecompositionandspatialorganizationoflighting,colordesignetc.•Dramaandcharacterdevelopment•Editingandassembly•Soundandmusic

3.Howdoesthisfilmintendtomakeyouthinkorfeel?Howdoesitmakeyoufeel?

4.Whatisthecentralmessage(s)ofthisdocumentary?

5.Considertheeffectivenessofthefilmincommunicatingitsmessage.Asatoolofcommuni-cation,whatareitsstrengthsandweaknesses?

6.Whatinformationdoyougainthatwouldnotbeconveyedbyawrittensource?Bespecific.

7.Documentariesareoftencriticizedforusingtoomany“talkingheads,”thatisexpertsonthesubjectofthefilmwhoareshowntalking.Differentfilmmakershavecomeupwithavarietyofwaystosolvetheproblemof“talkingheads.”Howdoesthefilmmakeraddressthatprobleminthisfilm?

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2. PRE-VIEWING – Before seeing the filmThe Legacy of John Roemer: One person can make a difference

DirectingDissentisafilmaboutonepersonmakingadifference,toldbyJohnRoemerthroughthearcofhislifeandfiftyyearsofmovementhistory.It’saboutthedreamofbuild-ingabetterandmoreequalworldmotivatedbytheconvictionthateverydaycitizenscanbringaboutpositiveandpowerfulsocialchange.ThroughJohn’sdirectexperience,welookatthejunctionsbetweencivilrightsandcivilliberties,integration,andthepeaceandjus-ticemovementsofthe20thand21stcentury.Johntransposesthequalityofknowledgethatcomesfromhislongexperienceinthestruggleforsocialandeconomicjusticeintoaqualityofunderstandingthatallcouldshare,especiallyhisstudents.Throughthefilmwelookin-tenselyatanumberofissuesfromthevoice,mind,andhistoryofapassionateteacherwhomadeadifferenceintheworldinthehopesofcontinuinghislesson.

Motivate the students’ background knowledge before showing the film:

Somesuggestions:Havealargegrouporsmallgroupdiscussionofthethemescentraltothefilm.Askwhattheyknowalready.Askwhattheywouldliketoknow.

Askthestudentstopredictfromthetitlewhattheythinkthefilmwillbeabout.Askthemtopredictthestoryline.

Introducestudentstothegeneralvocabulary:onewayofdoingthisistoassignareadingactivitybasedonthethemesofthefilm.

Showascenewithoutthesound.Havestudentswriteordiscussapossibledialogue.

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Who is John Roemer? An IntroductionJohnRoemerwasborninBaltimore,MDin1938.HegrewupinaworkingclassfamilyandconsideredhimselftobeaconservativeRepublicanuntilapivotalpoliticalawakeningwhenhewaschallengedtorewritetheBillofRightswhileattendingPrincetonin1956.Thiswasthebeginningofaneraoforganizedactions,spontaneousresistance,andculturalupheaval.Itwasalsoatimeinwhichtheideaofnon-violentcivildisobediencesolidifiedintoamovement.

John Roemer: ‘In1960,whenIgraduatedfromPrincetonIwenttoHarvardGraduateSchoolofEducation.In‘61IcamebacktoBaltimore.Ihadnoexperiencewithblackpeople.Therewherenoblackpeo-pleatPrinceton,InevermetanyatHarvard.TheonlyblackpeopleIknewweretheoccasionalmaidsmyparentshad.IwenttoacompletelysegregatedhighschoolthroughoutmycareerinTowson.Ididn’tlivenearanyneighborhoodwhereblackpeoplelived.ButwhenIcamebackfromHarvardtoBaltimoretheCivilRightsMovementwasinfullswinganditcaughtmyatten-tion.IjoinedtheNAACP.Ioccasionallysentthemmoneyforlegalfights.ButIwas…Iwantedtobemoreactivethanthat.Andforsomeonelikeme,wholikestogetintopeoplesfaces,wholikestoargueandstrutanddoallthat,itseemedtomethatnon-violentdemonstrations,sit-insseemedtobeperfect.’

SoonafterhisinitialreturntoBaltimore,RoemerbecametheViceChairmanofCORE(theCongressofRacialEquality)andbeganworkingtoabolishsegregationinMaryland.Hewasinvolvedinthreemajorcivilrightsvictories:theintegrationoflocalrestaurantsinCarrollCountyMaryland(1962),theintegrationofGwynnOakAmusementPark(1963),andtheinte-grationoftheOceanandboardwalkinOceanCityMaryland(1963).

John Roemer: ‘Ifkidstodayarethinking:whatdoIdoaboutpovertyorbadeducationorcontinuingvestigesofsegregationorwar,whereisabiggroupthat’sgoinggetthisalltogether?Well,thereisnobiggroup.Thereareprobablyjustacoupleofpeoplesittingaroundatable,plottingsomemay-hemandfun.[WithCORE]wewereable,thosefewpeople,reachingouttootherpeople,whereabletochangeinBaltimoreandMarylandthesystemofsegregationthatexistedperpetually.SoIthinkyoucanhaveabigimpactwithonlyafewpeopleandthat’sanencouragingthing.’

AfterthelegislativevictoriesintheCivilRightsMovement,RoemershiftedhisenergiestotheAnti-WarMovement.Apivotalmomentinthatstruggle,andakeysequenceinthefilm,occurredwhenNormanMorrison,aclosefriendofRoemer’s,sethimselfonfireinfrontofthePentagonin1965inprotestoftheVietnamwar.

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2. PRE-VIEWING – Before seeing the filmWhilesomeperceiveMorrison’sactasoneofself-inflictedviolenceornihilism,Roemersawitasaheroicgestureofultimatepacifismand“totalwitness”,stating“thetragicmistakewouldbetounderstandandtreasurehismemorywithoutchangingourlives.”

Roemer’sunfalteringbeliefinthesystemofcivilliberties,andhiscantankerouslyoptimisticspirit,wereantitheticaltothispositionoffundamentalhopelessnesstowardthepossibilityofspeakingtopower.Roemerdidrenewhiseffortstowardsradicalsocialchange,butnowchosedifferentmeans:in1970hebecameexecutivedirectoroftheMarylandAmericanCivilLibertiesUnion.Duringhistenure,theACLUundertookmanycasestoprotecttherightsofcommunists,BlackPanthers,pornographers,homosexuals,pacifists,prisonersandmentalpatients.Johnsaid:“what[theACLU]doesissimplybringcasesundertheUnitedStatesconstitution,defendingpeoplesconstitutionalrights.”TheACLUadvancescivillibertiesandcivilrightsbyactivitiesthatincludelitigation,educationandlobbying.InhislastACLUnewsletterRoemerwrote:

‘Civillibertiespermitsyoutofightandrunaway,andlivetofightanotherday.Therichandpowerfulwouldcontrolanymeansofpoweroranyprocess–buttheycanbemadelessvi-ciousandlesssuccessfulbecausethepowerofthestateiscontrolledbytheconceptofpersonalfreedomanddueprocess.Thecostofotherwayscannotbejustified.TheQuakershaveasaying,“Thereisnowaytopeace;peaceistheway.”SoIbelievethatthereisnowaytocivilliberties.Civillibertiesistheway.’

After15yearsatthehelmofMaryland’sACLU,Roemer’sprimaryactivityagainbecameteach-inghighschool.

‘Myapproachtoteachinghasalwaysbeen,theideathatthereisacertainfundamentalmoralandphilosophicalconvictionsthatallAmericansshouldshareinsomegeneralsense.Theyhavetodowithregardtocivilliberties,individualism,beliefinsomeformsofequalityorequity,somenotionofempathyforotherpeopleandthesecanbeinterpretedindifferentways,butthesearethefundamentalmoralvalues.Andwhataneducatordoesistotrytogetkidstothinkaboutthevariouswaythatthesethingscanappliedinconcretecases.’

ThroughhisteachingRoemerchallengesstudentstoconsidercomplexmoralissuesfromavarietyofperspectives,thusdeepeningtheirunderstandingoftheramificationsofdissent,andofdemocracy.AsweseeincompellingfootageofJohnatworkintheclassroom,oneob-serves,timeandagain,themomentwhenstudentsbecomecriticalthinkers.

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Civil Liberties 101‘Ihavecometoseeevencivilliberties,notasanindividualmatter,butasthekindofthingweoweeachother.Freedomofspeechisnotjustaboutmyrighttosaywhat’sonmymind,it’saboutmedefendingyourrighttodothat.It’sthewayinwhichweconnectwitheachother.It’sthewayweavoidcoercingorkillingeachother.Andoursubstitutefortheweaknessoflovingoneanotheristoinsistthatweatleastgranteachothercertainrights.Therighttodueprocess,therighttofreedomofspeech,therighttofreedomofbelief,therighttoprivacyandabunchofotherconstitutionalrights–that’sourwayoflovingeachothernotourwayofbeingfreebutourwayofbeingconnectedtoeachotherandnon-coercivetoeachother.’(JohnRoemer)

Whatarecivilliberties?

Civilliberties,broadlydefined,aretherightsguaranteedtocitizensorresidentsofaterritoryasamatteroflaw.Theydifferfrom“humanrights”,whichareuniversalrightstowhichallindividualsareentitledregardlesstowheretheylive.Civillibertiescanbethoughtofasrightsthatagovernmentiscontractuallyobligatedtomuphold,oftenthroughaconstitutionalbillofrights.IntheUnitedStates,suchrightsaremandatedthroughtheUnitedStatesConstitu-tion,particularlytheBillofRights.

Thephrase“civilliberties”comesfromtheLatincivis(‘citizen”or“city-dweller”)andliber(“free”or“unrestricted”).Theterm“civilliberty”issaidtohaveoriginatedinaspeechbyPennsylvaniapolitician,JamesWilson,in1788,advocatingtheratificationoftheUnitedStatesConstitution,buttheformalconceptissaidtooriginateintheMagnaCarta’sdeclarationofrightsin13thCenturyEngland.Inhis1788speechWilsonstates:

‘Wehaveremarked,thatcivilgovernmentisnecessarytotheperfectionofsociety.Wenowremarkthatcivillibertyisnecessarytotheperfectionofcivilgovernment.Civillibertyisnaturallibertyitself,divestedonlyofthatpart,which,placedinthegovernment,producesmoregoodandhappinesstothecommunitythanifithadremainedintheindividual.Henceitfollows,thatcivilliberty,whileitresignsapartofnaturalliberty,retainsthefreeandgenerousexerciseofallthehumanfaculties,sofarasitiscompatiblewiththepublicwelfare.’(http://civilliberty.about.com/od/thebasics/g/Definition-Civil-Liberties.htm)

InthecontextofthecontemporaryUnitedStates,thetermscivillibertiesgenerallyreferstotherightsofindividualsdefinedintheBillofRights,andprotectedbytheAmericanCivilLib-ertiesUnion(ACLU).ExamplesofCivilLibertiesincludethefreedomofspeech,thefreedomofreligion,therighttoassembly,thefreedomofassociation,therighttodueprocess,toatrial,toownproperty,andtoprivacy.TheprotectionoftheserightswasextendedbythepassageoftheFourteenthamendmentottheUnitedStatesConstitution,whichguaranteedprotec-tionoftherighttoDueProcessandEqualProtectionofthelaw.

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2. PRE-VIEWING – Before seeing the filmIntheUnitedStatesthepreeminentprotectorsofandadvocatesforCivilLibertiesistheAmericanCivilLibertiesUnion(ACLU).

ThefollowinglinksprovideahistoryoftheACLU’ssometimescontroversialeffortstoprotectandexpandcivilliberties.http://aclu.procon.org/view.resource.php?resourceID=000299http://www.aclu.org/organization-news-and-highlights/aclu-history-aclu-and-bill-rights

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Civil Rights 101“Themostimportantpieceofmoderncivilrightslegislation,atleastforthehumble,wasthe1964CivilRightsAct.AttemptsbyreformerstoforcetheapplicationoftheBillofRightsthroughtheFourteenthAmendmentwaslimitedbythefactthattheFourteenthAmendmentonlyap-pliedtoactionsofgovernments,nottheactionsofprivateindividuals,evenwhenthatactionhadbroadpublicapplicationsuchastherefusaltosellbasichumannecessitiessuchasaplacetodineorsleep.TheCivilRightsActof1964alsodeclaredastronglegislativeprogramagainstdiscriminationinpublicschoolsandcolleges.Thelegislativeprogramwasofgreatimportanceindesegregatingpublicschools.“(DemocracyInAmerica)

ThelegalinformationwebsteFindLawdescribescivilrightsastraditionallyrevolvingaround“thebasicrighttobefreefromunequaltreatmentbasedoncertainprotectedcharacteristics(race,gender,disability,etc.)insettingssuchasemploymentandhousing”basedoncertainlegallydefinedcharacteristics,while‘“Civilliberties”concernbasicrightsandfreedomsthatareguaranteed--eitherexplicitlyidentifiedintheBillofRightsandtheConstitution,orinter-pretedthroughtheyearsbycourtsandlawmakers’Theterm“civilrights”referstostatutoryandcourt-mandatedprotectionsfromdiscriminationandotherformsofunequaltreatmentonthebasisofnationalorigin,race,genderandotherprotectedcharacteristics.Civilrightsalsoincludefreedomfromcruelorotherwiseexcessiveforcebypoliceofficersorothergov-ernmentagents.

Historically,the“CivilRightsMovement”referredtoeffortstowardachievingtrueequalityforAfrican-Americansinallfacetsofsociety,buttodaytheterm“civilrights”isalsousedtodescribetheadvancementofequalityforallpeopleregardlessofrace,sex,age,disability,nationalorigin,religion,orcertainothercharacteristics.mostofthecivilrightsenjoyedbyAmericanswereachievedonlyafterlongandhard-foughtstrugglesinthecourtsandelse-where.

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Civil Rights Timeline:

1857 Dred Scott v. Sanford (Denial of Basic Rights to Blacks) AmajorprecursortotheCivilWar,thiscontroversialU.S.SupremeCourtdecisiondenied citizenshipandbasicrightstoallblacks--whetherslaveorfree.

1863 Emancipation Proclamation PresidentAbrahamLincoln’s“EmancipationProclamation,”takeseffect,proclaiming freedomfromslaveryforAfrican-Americans.

1865 13th Amendment Passes - The13thAmendmenttotheU.S. Constitutionispassed,abolishingslaveryintheUnitedStates.

1868 14th Amendment Passes - The14thAmendmenttotheU.S.Constitutionis passed, guaranteeingdueprocessandequalprotectionrightstoallcitizens.

1870 15th Amendment Passes - The15thAmendmenttotheU.S.Constitutionispassed, guaranteeingtherighttovoteforallU.S.citizens.

1893 Colorado Becomes First State to Grant Women the Right to Vote

1896 Plessy v. Ferguson (Approval of “Separate but Equal” Facilities) TheU.S.SupremeCourt“separatebutequal”decisioninPlessyv.Fergusonapprovedlaws requiringracialsegregation,aslongasthoselawsdidnotallowforseparateaccommodations andfacilitiesforblacksthatwereinferiortothoseforwhites.

1909 National Association for the Advancement of Colored People (NAACP) Founded

1920 19th Amendment Passes - The19thAmendmenttotheU.S.Constitutionispassed,granting womentherighttovote.

American Civil Liberties Union (ACLU) Founded

1942 Roosevelt Issues Order Relocating Japanese-Americans OnFebruary19,1942(shortlyaftertheU.S.enteredWorldWarII)PresidentF.D.Roosevelt issuedanexecutiveorderdesignatingmuchofthewestcoasta“militaryarea”,andrequiring relocationofmostJapanese-Americansfromcertainwestcoaststates.Manyofthemorethan 100,000personswhowererelocatedwereforcedtolivein“interment”or“relocation”camps.

1954 Brown v. Board of Education of Topeka, Kansas (De-Segregation in Education). TheU.S.SupremeCourtdecisioninBrownv.BoardofEducationof Topeka,Kansasendedlegalracialsegregationinpublicschools.

1955 Montgomery Bus Boycotts African-AmericanwomanRosaParks’sarrestafterherrefusaltomovetothebackofabus(as requiredundercitylawinMontgomery,Alabama)triggersacitywideboycottofthebussystem. Brownv.BoardofEducationofTopekaII,Kansas(De-SegregationinEducation).TheU.S.Supreme CourtdecisioninBrownv.BoardofEducationofTopeka,KansasIIimplementsthe anti-segregationprovisionsthathadbeenmandatedinBrownI,andordersthatstatescomply with“alldeliberatespeed.”

1960 Greensboro, NC Lunch Counter Sit-Ins InprotestoflocalrestaurantsthatrefusetoserveAfrican-Americancustomers,aseriesofsit-ins isstagedatlunchcountersinGreensboro,NorthCarolina.

1962 Bailey v. Patterson (De-Segregation in Transportation) TheU.S.SupremeCourtdecisioninBaileyv.Pattersondeclaresthatsegregationintransportation facilitiesisunconstitutional.

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1963 Martin Luther King, Jr.: “I Have a Dream” Rev.Dr.MartinLutherKing,Jr.deliversthehistoric“IHaveaDream”speechin frontofhundredsofthousandsofparticipantsinthe“MarchonWashington.”

Equal Pay Act PassingCongressin1963,theEqualPayActisafederallawrequiringthatemployerspayall employeesequallyforequalwork,regardlessofwhethertheemployeesaremaleorfemale.

1964 Civil Rights Act of 1964 TheCivilRightsActof1964passesCongress,prohibitingdiscriminationinanumberofsettings: TitleIprohibitsdiscriminationinvoting;TitleII:publicaccommodations;TitleIII:PublicFacilities; TitleIV:PublicEducation;TitleVI:Federally-AssistedPrograms;TitleVII:Employment.TheAct alsoestablishesthefederalEqualEmploymentOpportunityCommission(EEOC).

1965 Voting Rights Act of 1965 Signedintolawin1965,theVotingRightsActof1965prohibitsthedenialorrestrictionofthe righttovote,andforbidsdiscriminatoryvotingpracticesnationwide.

Malcolm X Assassinated in New York City

Watts Riots in Los Angeles Beginningasacommunity-widereactiontothearrestofthreeAfrican-AmericansincentralLos Angeles,theWattsRiotscontinueforsixdays,andareviewedbysomeaspurposelesscriminal behavior.OthersviewedtheriotsasanecessaryuprisingbyAfrican-Americansasareactionto oppression,andconsidertheWattsRiotsakeyprecursortothe“BlackPower”movementofthe late1960’s.

1967 Loving v. Virginia (Inter-Racial Marriage) TheU.S.SupremeCourtdecisioninLovingv.Virginiadeclaresthatlawsprohibitinginter-racial marriageareunconstitutional.

1968 Martin Luther King, Jr. Assassinated in Memphis

1971 Equal Rights Amendment Passes in Congress TheproposedEqualRightsAmendmenttotheU.S.Constitutionwasintendedtoexplicitly guaranteeequalitytoallpersons,regardlessofgender.AfterpassinginCongress,theamend mentdidnotreceiveenoughvotesforratificationbytheindividualstates,andwasnever signedintolaw.

1978 Regents of the University of California v. Bakke (Affirmative Action) TheU.S.SupremeCourtdecisioninRegentsoftheUniversityofCaliforniav.Bakkeholdsthat collegeadmissionstandardsgivingpreferentialconsiderationtominorityapplicantsare constitutional.

Pregnancy Discrimination Act Signed ThePregnancyDiscriminationActof1978prohibitsemploymentdiscriminationagainstfemale workerswhoare(orintendtobecome)pregnant--includingdiscriminationinhiring,failureto promote,andwrongfultermination.

1990 Americans with Disabilities Act Signedintolawin1990,theAmericanswithDisabilitiesAct(ADA)protectspersonswith disabilitiesfromdiscriminationinmanyaspectsoflife,includingemployment,education,and accesstopublicaccommodations.

1993 Family and Medical Leave Act TheFamilyandMedicalLeaveAct(FMLA),passedin1993,givesemployeestherighttotaketime offfromworkinordertocareforanewborn(orrecentlyadopted)child,ortolookafteranill familymember.

2003 Lawrence v. Texas (Rights of Same-Sex Couples) TheU.S.SupremeCourtdecisioninLawrencev.TexasdeclaresunconstitutionalaTexasstatute thatcriminalizessame-sexsexualactivity.

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Working for Change: Nonviolence

Inthelate1950’sandearly60’sCOREwasoneofthemostrespectedcivilrightsorganizationsinthecountry.TheirstrategiesofnonviolentresistancewereeffectiveindrawingattentiontothedisparitybetweenAmerica’spromisesofequalityandtherealityoflifeunderJimCrow.

NonviolentdirectactionwasoneofCORE’smaintacticsinconfrontingracialsegregationintheUnitedStates.

‘Frustratedbythelackofprogressinracerelationsandoutragedbythehostilityandviolenceblacksoldiersfacedastheyreturnedfromthewar,somecivilrightsleadersfelttherewasaneedtomovethestruggleforequalityfromthecourtroomtothestreets.’

ActivistslikeReverendMartinLutherKing,JamesFarmer,JohnRoemerandmanyotherswereinfluencedbythewritingsofnineteenth-centuryAmericanwriterHenryDavidThoreauandhisideasaboutcivildisobedience.TheywerealsoinfluencedandinspiredbyMahatmaGan-dhi’snonviolentstruggleforIndianindependenceandhisnotionof‘satyagraha’meaning‘insistenceoftruth’or‘truthforce’implyingtheoppositeofpassiveresistanceandaninsist-enceonpatienceandcompassion.Insteadofusingweaponsorviolence,Gandhiinstigatedtheuseofnonviolenttacticslikemarches,hungerstrikesandboycotts.

InaninterviewJohnRoemersays:‘WhenthosekidsinGreensboro,NorthCarolinain1960or61wentonthefirstmodernsit-indemonstrationsatlunchcountersthatcaughttheeyeofthemedia–somehoworotherthatreallytouchedacordamongmanypeoplein1960/61andtherewerefollowupdemonstrationsalloverthecountry.Andthat’sthebeginningofthemoderneraofcivilrightsdemonstrations.’

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Anti- War Movement

ThecivilrightsandVietnameraareoftenrepresentedinfeaturefilms,buttheactualfactsandissuesoftheperiodareoftenglossedover.Thisfilmisimportantasatimecapsule,are-minderofatimeperiod,butnolessimportantarethecontinuedreverberationsofthattimeonthepresentday.Theanti-Vietnamwarmovement,forexample,wasdirectlyresponsibleforsuchcurrentUSgovernmentpoliciesasthecancellationofthedraftandtheprohibitiononshowinggraphicimagesofwartimeactivitiesbymediaoutlets.DuringtheVietnamWarAmericantelevisionnetworksshowedbrutallyrealisticimagesofakindneverseenbefore.Audienceswatchedthefightingontelevision,for20years,seeingimagesofburningvillagesandwoundedsoldierseveryeveningatdinner.

ThemountingprotestagainsttheescalationoftheVietnamWarfueledandrefocusedJohnRoemer.Ashehadbeensuccessfulinmobilizingpeopletocreateamoreequi-tablesocietyathome,henowturnedhisattentiontoVietnam.AstheescalationofviolencecontinuedhenotonlybegantoquestionbasicColdWarassumptionsaboutbattlingcommu-nismaroundtheglobebutalsobegancounselingyoungmenaboutconscientiousobjectiontoanunjustwar.

‘Intheanti-warmovementitwasfrustratingbecausewewereupagainstadifferenten-emytryingtousethesamekindoftactics.Howdoyoucompeltheunitedstatesmilitarytostopdoingwhatitisdoing?Today,howdoyoustopthemfromdoingabsurditiesinLibya,Afghani-stan,Pakistan,andIraq.NobodyhasfiguredthatoutandIthinkthatkindoffrustrationiswhatNormanexpressed.Whenyoufaceterribleevilswhereinnocentciviliansaredying,inwarsofdubiousvalue,whatdoyoudo?Ifyouaredeeplycommitteddescenthumanbeing?Mostofusjustgotosleep,wejustputitoutofourminds,inourdaytodaybusiness.’

‘Howdoyougrabpeoplesattentioninadeeplyauthenticwayaboutaproblem,aboutanissuewhichexposesrealcrueltyIthinkthat’sthefundamentalproblemforactiviststodayandalwayshasbeen.’

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3. VIEWING Showclipsortheentirefilm(eitherstraightthroughorinparts),trygivingthestudentsaspecifictaskwhilewatchingthefilm.

Some suggestions:Givestudentsasetofquestionsaboutthecontent:characters,plot,specificbitsofdialog,etc(Besuretogooverthequestionsbeforeviewingsostudentsunderstandwhatthey’relookingfor.)Tryhavingstudentsreviseandexpandtheirpredictions(frompre-viewing)astheyacquiremoreinformation.Takenotes.

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3. VIEWING Suggested Questions: 1.Howwouldyoudescribethephilosophyofnonviolence?2.Whatconditionsdoyouthinkarenecessaryforastrategyofnonviolentdirectactiontohaveanimpact?3.WhydoyouthinkCOREmembersfeltthatadoptingthephilosophyofnonviolencewasthebestwaytobringaboutchange?Whatotherapproacheswereavailable?4.Whatistherelationshipbetweennonviolentdirectactionandthelaw?5.ThoreauandGandhi,writersandactivistswhoseideasinspiredtheAfricanAmericanfree-domstruggleintheUnitedStates,believedthattherearetimesforcivildisobedience—whenbehavingjustlyrequirespeopletobreakthelaw.JohnRoemeralsosaysthisatonepointinthefilm.Canademocracysurvivewhenpeoplechoosewhichlawstofollowandwhichlawsnottofollow?6.Formanynonviolentactivists,nonviolencewasnotsimplyatechniquetouseinthecivilrightsstruggle;itwasawayoflife.Whatisthedifference?Whatdoyouthinktheymeantbythis?7.Someoftheblack-and-whitefootageisfromaninterviewwithJamesFarmer.Whenyoulistenedtothepeoplespeakinthehistoricalfootage,whatdidyouhear?Whatwordsorphrasesstickouttoyou?8.WhydoyouthinkactivistslikeJohndecidedtofocustheirdesegregationeffortsonrestau-rantsandamusementparks?Whyweretheyimportant?Whatdidtheyrepresent?9.WhydoyouthinkJohnbegantofocushiseffortsondraftcounselingwhenhebecameinvolvedintheanti-warmovement?Doyouthinkhistactichadanimpact?10.Whatisthedifferencebetweencivillibertiesandcivilrights?11.WhywasMartinLutherKing’s“AgainstVietnam”speechsopowerful?Howdiditmergethetwomovements?12.WhenJohnbecamethedirectoroftheMarylandchapteroftheACLUhowwasheabletoenforcechange?Whywasitsuchanimportantstepinhislife?13.WhatissignificantaboutJohn’steachingstyle?Doyouthinkasateacherheisthegreatestactivist?14.WhatlessonsmightpeopletryingtoaddressissuesofinjusticetodaylearnfromthefilmDirectingDissent?15.WhatdoesthestoryofJohnRoemersuggestabouttheroleofcitizensinshapingdemoc-racy?

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4. POST-VIEWING - After seeing the film

Thebigpicture.Relatethefilmtothestudents’ownlivesand/ortheworldingeneral.Askthegrouptobrainstormalistofcivilrightsissuescurrentlyinthemedia(considerallme-diasuchasmusic,realityTV,newspapers,books,websites,etc.).Withthislistofissuesinmind,havethestudentssuggesthowthemediatodaycouldbeusedtoraiseawarenessaboutcur-rentcivilrightsissues

Writing activities:Reviewthefilm.(Asmodels,givethemreviewsofothermoviesthathaveappearedinnews-papersandmagazines.)

Chooseamarginalcharacterinthefilm.Comparethatcharacter’slife/actions/idealswithyourown.

Makeamindmapofwhatyouseeasthemostimportantthemesofthefilmandhowtheymightconnecttoyourownlife

Class or small group discussion ideas:TalkaboutJohnRoemerasacharacter.Ifyouweretodescribehimwhatwordswouldyouuse?Canyouidentifywithhim?Doyoufindhimadmirable?Howwouldthemoviehavebeendifferentifhehadtakendifferentactions?Isthereateacherorrolemodelthathasinspiredyouinyourlifeandhow?Isthereacausethatyoufeelparticularlystronglyabout?Howwouldyouexplainwhyyoucare?Howdoyouthinkyoucouldmakeadifference?

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5. Resources for TeachersBibliographic Introduction to learning about film and film analysisAnnotatedlistsofideasonteachingfilmareavailablefromsourcessuchasthefollowing:

Reel Conversations:ReadingFilmswithYoungAdults,byAlanB.TeasleyandAnnWilder.

Reading in the Dark:UsingFilmasaToolintheEnglishClassroombyJohnGolden.

Understanding MoviesbyLouisGiannettiandJimLeach.

Nonfiction Film Theory and Criticism ed.byRichardMeranBarsam1976

Documentary Film ClassicsbyWilliamRothman1997

Why Docudrama? Fact-Fiction on Film and TV ed.byAlanRosenthal1990

Picturing Culture:ExplorationsofFilmandAnthropologybyJayRuby2000

WEBSITES

http://www.us.imdb.com

http://learning.blogs.nytimes.com/teaching-topics/film-in-the-classroom/#

http://www.learner.org/

http://www.pbs.org/wgbh/masterpiece/teachers/guides.html

http://www.pbs.org/wgbh/americanexperience/freedomriders/teachers-guide

http://www.teachersdomain.org/special/frriders/

http://edsitement.neh.gov/

http://www.facinghistory.org/

http://www.usccr.gov/-TheU.S.CommissiononCivilRights

http://www.aclu.org/-TheAmericanCivilLibertiesUnion

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www.directingdissent.com

Documents

A Study Guide to accompany the film Directing Dissent dissent_study guide.pdf · Directing Dissent A Film by Sophie Hamacher Directing Dissent A Film by Sophie Hamacher Table of Contents