Final Day of HUM 10

1. Boston Trip Survey: Here.
2. Check Out MFA and Make a Plan: Here
3. IC and Missing Work & Grades

Final Polishing!

1. Complete your edits and revisions. Keep in mind the three general notes from yesterday:

• Trim the fat;
• Don't fear the silence (or atmospheric musical interludes);
• Use only relevant and high-quality b-roll!

2. One more note:

• Please include some information about your topic in the form of text or voice over - this should be data that you found during your research phase.
• Your text graphics should have a max of 2 lines and should be on screen for long enough for the audience to read. 
• If you have a source to reference, please put it below the quote (not in the quote)
• Find a great example HERE. (it should look familiar)

3. When you are ready to export, please find a tutorial! 

• For Adobe Premiere, find a tutorial here - You need to render your clips before exporting (click here to find out how)! Please export in H.264 and set it to HD 1080p
• For iMovie, find a tutorial here - please export in H.264 and set it to HD 1080p
• For Windows Movie Maker, find a tutorial here - please export in H.264 and set it to HD 1080p
• For Lightworks, find a tutorial here - please export in H.264 and set it to HD 1080p

General Notes on Rough Cuts

General Notes on Documentary Rough Cuts:

1. Trim the Fat. For every single quote you use in your a-roll ask yourself: In one sentence, What is the real substance of this quote? What is the interviewee saying? Figure out what the heart of the quote is, then trim everything else away. 

Example:

What the actual quote is: “Well no--er--I--we moved around a little bit, too, but I still feel like it’s home because mostly I grew up in Maine, although we did move from one town in Maine to another. ”

What you use: “I grew up in Maine.”

2. Use Silence. Don't be afraid of putting in gaps in the audio, or musical interludes, especially when your interviewee changes topics! The audio should not be wall-to-wall interviews.

3. Please use relevant and high-quality b-roll!


PLEASE WATCH THESE!!!!!

• Running on Fumes 
• All Winter 
• Gnarly in Pink
• Animals Are Persons Too 

Songs of Change Project: Work Day (Scripts, Part 2)

1. Continue to work together to write a "script" for/with your editing team (this is a requirement)

2. Cut your A-Roll as your script comes together - if you have a list of quotes, with timestamps and clip names, editors can start cutting those clips from the source footage
2. Check in with Pete

Deadline #4 (Wednesday, May 27):

• Complete B-Roll filming (includes photographic images or video clips from the internet)
• If you have A-Roll, complete your script
• If you don't have A-Roll, get it now (and then complete your script)!
• Continue editing A-Roll

ACCESS EQUIPMENT SIGN OUT FORM HERE

Songs of Change Project: Work Day (scripts!)

1. Work together to write a "script" for your editing team (this is a requirement)

• Select a script supervisor for your group 
• Script supervisors, make a copy of this template and SHARE IT with me and your fellow group members now!
• Write your script! 
• If you need some extra guidance, check the sample script here and watch the finished video here ("All Winter" by Pete)

2. Work on project!

Deadline #4 (Wednesday, May 27):

• Complete B-Roll filming (includes photographic images or video clips from the internet)
• If you have A-Roll, complete your script
• If you don't have A-Roll, get it now (and then complete your script)!
• Continue editing A-Roll

ACCESS EQUIPMENT SIGN OUT FORM HERE

Songs of Change Project: "Script" Lesson & Work Day

1. Creating a "script" for your editing team

• FOLLOW THIS TEMPLATE
• Watch the finished video HERE ("All Winter" by Pete)

2. Work on project!

Deadline #3 (Wednesday, May 20):

• complete filming/ recording / editing schedule
• Complete and start editing interviews (A-roll)
• Start B-Roll filming and creating image/clip gallery

Deadline #4 (Tuesday, May 26):

• Complete B-Roll filming (includes photographic images or video clips from the internet)
• Begin editing

Songs of Change Project: Work Day

1. Finish final touches to your 30 second documentary (A-roll/B-roll exercise) & share it (5 min)

2. 30 Second Film Festival & debrief (one successful element/one thing to improve on) (10 min)

3. Work on your projects!

Deadline #3 (Wednesday, May 20):

• complete filming/ recording / editing schedule
• Complete and start editing interviews (A-roll)
• Start B-Roll filming and creating image/clip gallery

Deadline #4 (Tuesday, May 26):

• Complete B-Roll filming (includes photographic images or video clips from the internet)
• Begin editing

Songs of Change Project: 30 Second Documentary

SEE BELOW! SIGN UP FOR AN INTERVIEW! Review THIS CHECKLIST before your interview!

I. B-Roll Crash Course

1. B-roll explanation (10 min): (wide, medium, tight) and conceptualizing what to shoot (how a-roll and b-roll relate to each other)

2. In groups shoot B-Roll (15 min): Ideally shoot B-roll of an activity such as playing chess, then switch so most students can have a chance actually handling camera.

3. Upload footage and begin overlaying b-roll onto a-roll

II. Finish editing 30 second video

Interview Sign Up

READ IN FULL

Tomorrow (Tuesday), from 12-1, the following interview subjects will be available:

1. Samaa Abdurraqib, ACLU; Focus: Gender and Women's Studies; Read her bio here
2. Eileen Eagan, Dept. of History, USM; Focus: Cultural History; Read her bio here
3. Jon Gaither, ACLU; Focus: Civil Liberties; Read his bio here
4. DrewChristopher Joy, SMWC; Focus: Workers' Rights; Read their bio here

SIGN UP for an interview time HERE.

Please review THIS CHECK LIST before giving your interview!

Interviews will be conducted in the administration wing. Please make sure someone from your group identifies herself (visually) at the beginning of the recording. I will send the file to that individual. 

Songs of Change Project: 30 Second Documentary

1. A-Roll explanation & Review Interview Checklist

2. "Random Activity" interview - In groups, record a 2 minute interview (max. 3 questions) about an agreed upon activity with one of your members.

*If you are not recording, you are checking in with your groups about your actual interviews.

3. Upload footage to editing program and start to cut it together

Songs of Change Project: Video Documentary Analysis

1. View Running of Fumes in North Dakota

2. Class Discussion:

• General observations
• What is the video's topic, focus (or subject), and angle?
• How was the film structured? (hook, exposition, conflict, conclusion)
• Project group breakdown and brainstorm - how can you apply what you observed to your own project?

3. Logistics

• Schedule your interviews! (no really, do it now)
• Please fill out Equipment Request Form HERE
• Reminder: Deadline 3 (Wednesday, May 20)
• complete filming/ recording / editing schedule
• Complete Interviews
• Start B-Roll filming and creating image/audio + video clip gallery

HW:

1. View Running on Fumes and at least one other video from the following list:

• All Winter 
• Gnarly in Pink
• Animals Are Persons Too 

     2. Answer the following: 

• What is the video's topic, focus (or subject), and angle?
• How was the film structured? (hook, exposition, conflict, conclusion)

Songs of Change Project: Deadline #2

Deadline #2 (Wednesday, May 13):

• Answer the 3 Questions: Topic? Focus? Angle?
• select editing program
• script outline
• interview questions
• contact interview subject(s)

ACCESS EQUIPMENT SIGN OUT FORM HERE

Songs of Change Project: Deadline #1

Project Descriptor

Deadline #1 (Thursday, May 7):

Complete pre-production:

• select topic
• select medium
• conduct initial research
• select interview subjects

Songs of Change Project: Critique of Great Migration Projects

1. Introduction to Songs of Change Project

2. Critique of "Great Migration" digital media projects...

• What works? Identify elements/characteristics that we want to keep.

• What needs work? Identify elements/characteristics that we want to improve. 

Organizing Lit Circles

Today we will begin the CRM Lit Circles. This is a group driven unit, so we will provide an outline of possible task, but groups will control how they execute them. Please consider the following today:

1. Review Lit Circled Descriptor
2. Decide on a reading schedule
3. Who will facilitate the discussions?
4. How will your track group member's performance?
5. What days will you work on your final assessment?
6. When will you give feedback on final assessment?

Homework: This depends on your group.

Concert Prep

1. How to footnote:

• Footnoting overview 
• Find footnoting and bibliography guidelines here: Purdue OWL

2. Overview of the Student/Anti-War Movement

• Listen to the music of Bob Dylan and Jimi Hendrix
• Read an overview of the anti-war movement in the United States
• Generate questions for tomorrow's Q&A panel 
• members:
• Eileen Egan, USM - National overview of anti-war
• John Newton, Me AFL-CIO - Anti-war and SDS at UMO
• Al Leighton, One Longfellow Square - Bangor Student Collective/Maine Student Union

3. Book Descriptor (LCD) & Book Group List (BG)

Writing Workshop, Day 6: Peer Review & Wrap Up

1. Addressing the elephant:

We hear the response that a few of you are having that the material we are sharing with you to explore the current state of civil rights in our country may represent a particular "side." It is wise of you to recognize that news outlets represent the different political stances  - this is because they all need to capture a particular market for the advertisers whose ad buys are a large part of their financial viability. So the way events are described and the types of events that are covered can be skewed by the editors to attract the customers they are targeting (Democrat, Republican, Liberal, Conservative, East Coast West Coast -- you get the idea). 

However, this does not change the facts. It is wise to be wary of who is telling the story but in the case of our class and this assignment what we would like you to focus on are the events themselves. You may need to look at multiple sources to clarify what happened but we are not asking you to discuss the biases of different media outlets (although that could be a great class!).  

Your job is to focus on what happened and what you believe these events say about the state of civil rights in our country.

2. How to footnote:

• Footnoting overview 
• Find footnoting and bibliography guidelines here: Purdue OWL

2. Peer review:

• Step 1: Thesis check
• Use our Thesis Guide HERE and UNC's Writing Center Guide HERE.
• Step 2: Paragraph check
• Does every paragraph (and topic sentence) in the paper support the thesis or central idea?
• Does every paragraph have a clear topic sentence (use this topic sentence guide from Duke)
• Are the paragraphs structured using the "inverse pyramid" model:
• Step 3: Editing & Proofreading
• Use our Revising, Editing, and Proofreading Guide
• Use our list of Editing and Proofreading Abbreviations

3. Write!  

• If you need to access your sources, go HERE. 

Extension:

Article on racist incident in Old Port and on racism in Maine

Writing Workshop, Day 5: Peer Review

1. Review of sample essay. (Find sample on p. 70 of THIS PDF)
2. Peer review:

• Step 1: Thesis check
• Use our Thesis Guide HERE and UNC's Writing Center Guide HERE.
• Step 2: Paragraph check
• Does every paragraph (and topic sentence) in the paper support the thesis or central idea?
• Does every paragraph have a clear topic sentence (use this topic sentence guide from Duke)
• Are the paragraphs structured using the "inverse pyramid" model:
• Step 3: Editing & Proofreading
• Use our Revising, Editing, and Proofreading Guide
• Use our list of Editing and Proofreading Abbreviations

3. Write!  

• If you need to access your sources, go HERE. 

Extension:

Article on racist incident in Old Port and on racism in Maine

Writing Workshop, Day 4: Finish First Draft

PLEASE NOTE: 10B and 10C must add the following item under "Essay must include...":

"5. A bibliography and footnotes in Chicago format."

Rough Draft is due tomorrow! Final draft is due Thursday morning (before class)!
1. Select your "current issue" and review sources:

"Current Issue" Sources

• Sources for "General Racism in American Society"
• Sources for "Voting Rights & Disenfranchisement"
• Sources for "Law Enforcement & the Criminal Justice System"

Historical Sources

Primary Sources: 

• President Obama's Selma Speech (you can read the transcript HERE)
• Speeches by Martin Luther King, Jr. and Malcolm X 
• Description of Birmingham, Alabama from The Autobiography of Martin Luther King, Jr.
• Martin Luther King's "Letter from a Birmingham Jail"  (Audio)

Eyes on the Prize Episodes:

• Eyes on the Prize, Episode 1: Awakenings, 1954-56 (Murder of Emmett Till, Montgomery Bus Boycotts)
• Eyes on the Prize, Episode 2: Fighting Back, 1957-1962 (Fighting School Segregation)
• Eyes on the Prize, Episode 3: Ain't Scared of Your Jails, 1960-1961 (Sit-Ins & Freedom Rides)
• Eyes on the Prize, Episode 5: Mississippi, 1962-64 (Freedom Summer, SNCC, Voter Registration)
• Eyes on the Prize, Episode 6: Bridge to Freedom, 1965 (Voter Registration in Selma, Voting Rights Act of 1965)

Chapters from "Voices of Freedom":

• Chapter 2: Montgomery Bus Boycotts
• Chapter 3: Little Rock Crisis
• Chapter 4: Student Sit-ins in Nashville
• Chapter 5: Freedom Rides

2. Finalize your thesis statement and pair up for a peer critique using the following resources: our Thesis Guide HERE and UNC's Writing Center Guide HERE.

3. Identify your three supporting points and make sure they connect directly to your thesis statement.

4. Find at least one piece of evidence to support each of your three points.

5. Write! 

6. If you have already completed a rough draft of your essay, please pair up for a peer critique using the following materials:

• Revising, Editing, and Proofreading Guide
• Thesis Statement Guide
• Editing and Proofreading Abbreviations
• Writing rubric
• The "paragraph pyramid":

Writing Workshop, Day 3: Thesis Statements

PLEASE NOTE: 10B and 10C must add the following item under "Essay must include...":

"5. A bibliography and footnotes in Chicago format."


1. Select a "current issue" and review sources.

"Current Issue" Sources

• Sources for "General Racism in American Society"
• Sources for "Voting Rights & Disenfranchisement"
• Sources for "Law Enforcement & the Criminal Justice System"

Historical Sources

Primary Sources: 

• President Obama's Selma Speech (you can read the transcript HERE)
• Speeches by Martin Luther King, Jr. and Malcolm X 
• Description of Birmingham, Alabama from The Autobiography of Martin Luther King, Jr.
• Martin Luther King's "Letter from a Birmingham Jail"  (Audio)

Eyes on the Prize Episodes:

• Eyes on the Prize, Episode 1: Awakenings, 1954-56 (Murder of Emmett Till, Montgomery Bus Boycotts)
• Eyes on the Prize, Episode 2: Fighting Back, 1957-1962 (Fighting School Segregation)
• Eyes on the Prize, Episode 3: Ain't Scared of Your Jails, 1960-1961 (Sit-Ins & Freedom Rides)
• Eyes on the Prize, Episode 5: Mississippi, 1962-64 (Freedom Summer, SNCC, Voter Registration)
• Eyes on the Prize, Episode 6: Bridge to Freedom, 1965 (Voter Registration in Selma, Voting Rights Act of 1965)

Chapters from "Voices of Freedom":

• Chapter 2: Montgomery Bus Boycotts
• Chapter 3: Little Rock Crisis
• Chapter 4: Student Sit-ins in Nashville
• Chapter 5: Freedom Rides

2. Write a "first draft" thesis statement (see our Thesis Guide HERE and UNC's Writing Center Guide HERE).

3. If there is time, identify your three supporting points.

Writing Workshop, Day 2: Thesis Statements and Outlines

1. Share out writing goals
2. Review final version of Essay Prompt (in your gmail inbox)
3. Select a "current issue" and review class discussion sources.

• Sources for "General Racism in American Society"
• Sources for "Voting Rights & Disenfranchisement"
• Sources for "Law Enforcement & the Criminal Justice System"

Other useful resources: 

• President Obama's Selma speech (with transcript) & full episodes of "Eyes on the Prize" 
• Speeches by Martin Luther King, Jr. and Malcolm X 
• Martin Luther King's "Letter from a Birmingham Jail"
• Episode 2 of "Eyes on the Prize" and Chapters from Voices of Freedom

4. Write a "first draft" thesis statement (see our Thesis Guide HERE and UNC's Writing Center Guide HERE).
5. If there is time, identify your three supporting points.

Writing Workshop, Day 1: Critiquing Our Writing

1. Review and break down the civil rights Essay Prompt
2. Select a piece of writing from earlier this year.
3. Pick a partner and run a peer critique using:

• Revising, Editing, and Proofreading Guide
• Thesis Statement Guide
• Editing and Proofreading Abbreviations
• Writing rubric
• The "paragraph pyramid":

4. Using the notes from your peer critique, identify goals for improving your writing and meeting standards in the third trimester.

Civil Rights Movement: Legacy, Day 5

Issue: Voter Suppression

1. Definition of "voter suppression" (Voter ID laws, ending early voting, voter caging)
2. Form table groups (5 min)
3. Read your assigned article:

ALL GROUPS READ THIS ARTICLE ON VOTER ID LAWS (you do not need to read "Table 2" in its entirety, but try to familiarize yourself with the laws of at least 2 states)

• Group 1: Article on the inherent racism of voter ID laws (Mother Jones, 2012)
• Group 2: Article on Justice Ginsburg's dissent after the Supreme Court upheld a Texas voter ID law (Alternet, 2014)
• Group 3: Article on the Supreme Court's decision to eliminate some of the key provisions of the Voting Rights Act of 1965 (New York Times, 2013) and Article on GOP opposition to restoring the Voting Rights Act (thinkprogress.org, 2015)
• Group 4: Op-Ed piece on voter suppression (New York Times, 2013) and article on voter ID law in Texas

4. Table group discussion following Save the Last Word for ME protocol

Civil Rights Movement: Legacy, Day 4

1. Form table groups (5 min)
2. Read your assigned article:

• Source 1: Article on Serena Williams' experiences of racism during her professional tennis career
• Source 2: Two short articles (article 1, article 2) on the racist video leaked at Oklahoma University
• Source 3: Article on Obama hatred
• Source 4: Two short blog posts (post 1, post 2) from "Black Girl in Maine"

3. Table group discussion following Save the Last Word for ME protocol


Extension
Four additional readings on racism in the US:
"What the Oklahoma frat video tells us about America" (from Al Jazeera America)
"The Science of Why Cops Shoot Young Black Men" (from Mother Jones)
"Unarmed People of Color Killed by Police" (from Gawker)
"The Waistband Defense" (from Huffington Post)
"Why So Many Americans Still Deny Racism..." (Vox)
Debunking Myths of "Reverse Racism" and the "Race Card"

Civil Rights Movement: Legacy, day 3

1. Form table groups (5 min)
2. Review and complete phase I of "Data Driven Dialogue" and read your assigned source (20 min)

• Source #1: "It's Not Just Ferguson: America's Criminal Justice System is Racist" 
• Source #2: "The Six Most Damning Findings from the DOJ's Report..."
• Source #3: Collection of data on racism in the Criminal Justice System
• Source #4: "No, Justice is Not Colorblind"

3. Complete "Data Driven Dialogue" in table groups (20 min)

4. Share out phase III inferences and conclusions


Extension 

Also, if you want to read the full version of the Department of Justice report on racism in the Ferguson, Missouri Police Department, it's available HERE.

And...

If you want to know more about the issue of racism in the criminal justice system, and the debate around the issue, please listen to the following (or read the transcript):

Listen to the full audio version of "Cops See It Differently, Part 1"
Listen to the full audio version of "Cops See It Differently, Part 2"

Read the Transcript of "Cops See It Differently, Part 1"
Read the Transcript of "Cops See It Differently, Part 2"

Civil Rights Movement: Legacy, Day 2

1. Watch President Obama's Selma Speech and take notes on the following:

• According to Obama, what is the positive legacy, or the lesson, of the civil rights movement?
• Which issues and challenges addressed by the civil rights movement still exist today?
• What does Obama suggest as a next step? How can we, as a society, continue to address these issues and challenges?

2. Class debrief and discussion (if you want to refer to the transcript, you can find it HERE)
3. If we have time, we will begin our "Data Driven Dialogue" (click link for discussion protocol) on the following sources:

• Source #1: "It's Not Just Ferguson: America's Criminal Justice System is Racist" 
• Source #2: "The Six Most Damning Findings from the DOJ's Report..."
• Source #3: Collection of data on racism in the Criminal Justice System

EXTRA:

If you want to learn more about Freedom Summer in Mississippi, the 1964-65 voter registration drive in Selma, the "Bloody Sunday" march, or the Selma to Montgomery march, you can watch these videos:

• Full Video: "Eyes on the Prize: Bridge to Freedom"
• Clip from Eyes on the Prize:  "Bloody Sunday" march
• Full Video: 1965 documentary on the Selma to Montgomery march
• Full Video: "Eyes on the Prize: Mississippi, 1962-64"

Also, if you want to read the full version of the Department of Justice report on racism in the Ferguson, Missouri Police Department, it's available HERE.

Civil Rights Movement: Legacy, Day 1

1. Introduction to the voter registration drives in Alabama and Mississippi during 1964 and 1965
2. Watch President Obama's Selma Speech (you can read the transcript HERE) and take notes on the following:

• According to Obama, what is the positive legacy, or the lesson, of the civil rights movement?
• Which issues and challenges addressed by the civil rights movement still exist today?
• What does Obama suggest as a next step? How can we, as a society, continue to address these issues and challenges?

3. Class debrief and discussion

If you want to learn more about Freedom Summer in Mississippi, the 1964-65 voter registration drive in Selma, the "Bloody Sunday" march, or the Selma to Montgomery march, you can watch these videos:

• Full Video: "Eyes on the Prize: Bridge to Freedom"
• Clip from Eyes on the Prize:  "Bloody Sunday" march
• Full Video: 1965 documentary on the Selma to Montgomery march
• Full Video: "Eyes on the Prize: Mississippi, 1962-64"

Comparing Martin Luther King, Jr. and Malcolm X

1. Review Rhetorical Forms
2. Listen to excerpts from Martin Luther King Jr.'s "I Have a Dream" speech (1963) and Malcolm X's "The Ballot or the Bullet" speech (1964)
3. Read excerpts from both speeches
4. Table group discussion: compare tone, argument (message), and major rhetorical elements - cite EVIDENCE!
5. Share out.

Reminder: "Letter from Birmingham Jail" constructed response is due on Monday. (use this rubric as reference)

Constructed Response Workshop Day

1. Review and assess sample constructed responses:

• 10B will review these sample responses
• 10C will review these sample responses
• 10D will review these sample responses

2. Workshop day

• work on your "Letter from Birmingham Jail" constructed response
• use this rubric for reference

HW: "Letter from Birmingham Jail" constructed response is due on Monday, March 16

Civil Rights Movement: Analysis of Martin Luther King, Jr.'s "Letter from a Birmingham Jail"

1. Introduction: strategies of the civil rights movement in the early 1960s
2. Read description of Birmingham, Alabama from The Autobiography of Martin Luther King, Jr.
3. Read "Letter from a Birmingham Jail"  (Audio)
4. Take notes based on the following questions (identify evidence):
• Who is King writing the letter to (audience)?
• What is King's main argument?
• Is the letter effective in making that argument? 
• Based on this letter, how would you describe the strategy of the SCLC?
• Why is this document historically significant?

Civil Rights Movement: Sit-ins and Freedom Rides

1. Presentations?

2. View Eyes on the Prize: Ain't Scared of Your Jails, 1960-1961

3. Class debrief

4. HW: Complete constructed response to "Eyes on the Prize" (shared through google/doctopus)

5. Use the following excerpts from Voices of Freedom (companion text to "Eyes on the Prize") to help you on your writing assignment.

• Chapter 2: Montgomery Bus Boycotts
• Chapter 3: Little Rock Crisis
• Chapter 4: Student Sit-ins in Nashville
• Chapter 5: Freedom Rides

Just to make sure...

HW: Constructed response to "Eyes on the Prize" (shared through google/doctopus) is due Monday, March 9, 2015

Civil Rights Movement: Little Rock Crisis

1. View Eyes on the Prize: Fighting Back, 1957-62

2. Class Discussion on observations and questions

Civil Rights Movement: History Lesson, Part 1

Agenda:

1. View the remainder of Eyes on the Prize: Awakenings, 1954-56
2. Class debrief: connections to Warmth of Other Suns and new observations/questions.
3. Presentations?

Class Discussion on Race/Racism/Privilege

1. Get out a piece of paper and a writing implement
2. Reflection: Please take 5 minutes to write down answers to the following questions (these will not be shared!):
1. How do you define race?
2. How comfortable are you talking about race/racism?
3. What makes you uncomfortable?
4. When do you notice race?
5. How often do you think about it?
6. On a scale of 1-10, what impact has it had on your life?
3. View Aamer Rahman’s “Reverse Racism” video
4. Read the Handout
5. Discussion following the Making Meaning Protocol