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4 Little Girls Educational Materials 4 Little Girls Educational Materials Synopsis 4 LITTLE GIRLS revolves around the fateful day of September 15, 1963: the day that the 16th Street Baptist Church was bombed in Birmingham, Alabama. Through anecdotal stories from friends and family, we learn about each of the 4 little girls killed in the blast. Denise McNair is described as lovable, inquisitive, and feisty. Her schoolmate, Carole Robertson, was an avid reader, a giving person, and a Girl Scout. Cynthia Wesley was very active and passionate about church—on the day of the bombing, she would have had her first altar serving experience. Finally, Addie Mae Collins is introduced as a calm, playful, and loving child. Each family, mourning the loss of young lives taken too soon, has grown 34 years older but still remembers that day in vivid detail. In his first attempt at full-length documentary film making, director/producer Spike Lee intricately weaves together the lives of the four young women while showing the tumultuous racial climate of Birmingham in the 1960s. This documentary includes interviews from Alpha Robertson (Carole’s mother), Shirley Wesley (Cynthia’s sister), Chris and Maxine McNair (Denise’s parents), Andrew Young of the SCLC, and former Governor of Alabama, George Wallace. Each of these people, and the many more featured in the film, recount the effects of racism and their role in maintaining or condemning it during the 1960s in Birmingham. Message To Educators When viewing this film, students can question the American ideals of liberty, equality, and justice for all. Today's youth may likewise find inspiration in the influential contributions of the youth movement -- which substantially fortified the Birmingham protests of the early 60s. In remembering the four little girls killed in the bombing of the 16th Street Baptist Church, students can learn about the culture of Birmingham in the 1960s and how it both differs from and resembles society today. The film, along with the activities designed to accompany it, spans a multitude of disciplines ranging from Behavioral Studies to Geography to Language Arts. The activities presented within this document reflect aspects of social justice. They are meant to both supplement and stimulate curriculum development and instructional practice. Before Viewing I. Key Terms and People • Southern Christian Leadership Conference (SCLC) • Freedom riders • Civil rights • Racism • Nonviolence • Segregation • Martin Luther King, Jr. • Rev. James Bevel • Fred Shuttlesworth • Eugene “Bull” Connor • George Wallace • Arthur Hanes, Jr. • Robert Chambliss II. A Discussion on Civil Rights Prepare students for the film by asking open-ended questions to get them thinking about civil rights and race issues. Begin by defining "civil rights" and gather their opinions of civil rights issues. Examples of questions include: • How has the Civil Rights Movement influenced American society? • Do you feel the Movement impacted only the lives of African Americans or the entire US population? • Are sit-ins, marches, and boycotts effective means of protest? Why or why not? • Do the protest demonstrations of the Movement differ from the protests of today? If so, in what way? If not, why not? • Do you think racism exists in America today? III. The 16th Street Church Introduce the story of the bombing of the 16th Street Baptist Church. You can use online resources, such as the articles published at http://www.useekufind.com/peace/summary.htm. The 16th Street church bombing was a racially motivated attack that took place on an otherwise quiet and ordinary morning on September 15th, 1963. Tragically, four young girls were killed in the explosion, igniting reactions of pain, loss, and outrage in the Birmingham community and the nation at large. In many ways, the girls have come to be viewed as martyrs, as the anger and sorrow surrounding their deaths fostered greater support and sympathy for the civil rights movement. Many argue, even, that the bombing was a turning point in the movement and contributed to the passage of federal civil rights legislation in 1964. Indeed, the high profile tragedy forced Americans to confront the great depths and depravity of racial intolerance and hatred. Why did this tragedy have such an impact on the Birmingham community? To the nation at large? Other informative sites: http://www.trutv.com/library/crime/terrorists_spies/terrorists/birmingham_church/index.h tml Washington Post article re: aftermath http://www.washingtonpost.com/wp-srv/national/longterm/churches/archives1.htm During Viewing 1. As Chris McNair painfully remembers the night he had to tell Denise that segregation was the reason she could not get a sandwich at Kress' lunch counter, he says this made her feel "very strange, very confused, and as if a whole world of betrayal had fallen on her at that moment." Separate students into small groups to discuss if they have had similar experiences, either racially or not, in which they felt the world had betrayed them? How did they react? Reconvene as a whole class and ask if any of the students would be willing to share their experiences. 2. Compare Former Governor George Wallace’s inauguration speech to his later proclamation that his best friend is a black man named Ed. Discuss his motivations for his seeming change of heart and whether or not your students find him to be telling the truth. What did students think about Ed’s demeanor? 3. Andrew Young explains that it was because of the work of young people that the civil rights movement succeeded. For what reasons did young people succeed where their elders did not? 4. Why did people march (and continue to march today)? What is the significance of marching, and what purpose does it serve? 5. In what ways was Birmingham segregated at the time of the bombing? 6. What strategies did civil rights activists use to challenge the status quo? 7. What forms of resistance did white officials orchestrate? White "civilians"? 8. James Bevel said that he’d like to find those responsible for the bombing and kill them. Ask your students to debate either for or against the death penalty and what they would do as a punishment for the crime in this case. 9. Two weeks before the church was bombed, Queen Nunn dreamed that something terrible would happen at 16th street. Ask your students what they think of this scene. Ask if they ever had a premonition and if they would be willing to share their experiences. 10. Given what you have learned about the 16th Street Baptist Church from the film, why do you think it was targeted? After Viewing I. Taking it to YouTube Take a look at the various tributes to the 16th Street Baptist Church bombing found on YouTube. Here are a few examples: Footage and what appears to be a real news clip from the sixties: http://youtube.com/watch?v=kI9EXuTNB2o&feature=related Eloquent speech by James Baldwin, who speaks of his reaction to the bombing and suggests that no one should buy presents for Christmas so that they may "strike at the economic structure.” He feels Christmas and most churches are commercial endeavors and that by paying attention to the actual meaning of Christmas, people will focus their energies towards proactive causes: http://youtube.com/watch?v=QOkFcW- eUAA&feature=related High school project in which students narrated over pictures from the bombings, taking on the personalities of the people in the pictures. http://youtube.com/watch?v=DMBqrXG0VM4 Powerful clips from the movie, Sins of the Father, that portrays the 16th street church bombing (from 0:00 to 2:45): http://www.youtube.com/watch?v=UttM03Fxv38 Ask students to identify the videos that strike them the most and present it to the class. Why did it affect them? II. "Birmingham Sunday" by Joan Baez Listen to “Birmingham Sunday” by Joan Baez and pass out the lyrics. • What do your students feel as they listen to the song? • If internet access is available, have your students go online to find other songs and/or poems that reference the 16th street church bombing. • Have your students create their own songs, poems, or other art that expresses their feelings about the story of the 4 Little Girls. Ask them to present their work to the entire class. III. Discussions on Race Race is a sensitive topic to discuss and, as such, is rarely discussed at length in schools. Make sure that you have attained a secure environment within your classroom before proceeding with this activity. • Part I. o Project Implicit has created Implicit Association Tests (IATs) that seek to uncover attitudes and beliefs that people may be unwilling or unable to admit. One of the tests they have is the “Race IAT.” This test measures your implicit feelings towards African Americans versus European Americans. After taking the test, you will receive a score based on your performance. Students may want to share their results but, keeping in mind the sensitive nature of the test, encourage them to respect each other’s confidentiality. o The Project Implicit Test can be found here: https://implicit.harvard.edu/implicit/demo/selectatest.html • Part II o Ask your students to write down experiences they have had with racism - whether they received a racial slur, gave a racial slur, or witnessed a racist action (in real life or in the media). Have them write their reactions to the experience, both initially and retrospectively. Ask if any of the students are willing to share what they have written. IV. "Writing" a Wrong In 1977, 14 years after the bombing, Robert Chambliss was convicted for murder after originally being acquitted. Have your students write a letter to Chambliss, describing what they think of his actions and how he has made them feel.
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