Introduction to Film Series for Classroom Teachers: Focus on Social Justice

Purpose This film series for classroom teachers, with a focus on social justice, is designed as one strategy for assisting the faculty of the College of Education, Health and Human Sciences (CEHHS) to reach the social justice goals outlined in the University of Memphis Diversity Plan (2011) and the social justice goals and objectives listed in the 2008 National Council for the Accreditation of Teacher Education (NCATE) Institutional Report for accreditation. The information provided includes one suggested lesson plan for each film included in the series. Each of these plans is designed to assist teachers in guiding students toward a better understanding of what’s happening in the communities around them, how these events may be related to the past, and how they may seek out better solutions for the inequities present in their communities.

Many of the films and lessons included in this series may be appropriate for present and future teachers to use in their middle and high school classrooms if they wish to address the social justice topic in their classrooms. The International Justice Project notes that “social justice” is achieved when individuals and groups have fair treatment and an impartial share of the benefits of society and “doing justice” is to act or treat fairly” (International Justice, undated). The focus of both the University of Memphis Diversity Plan and the goals of social justice addressed in the CEHHS NCATE Institutional Report is on “doing justice.”

Related Goals in the University of Memphis Diversity Plan This social justice emphasis is related to at least two diversity goals of the University.  Establish a student training program related to communication with other students about differences, and the negative effects of remarks, oppression, stereotypes or being a member of a marginalized community.  Review and evaluate all student related policies, procedures and practices related to student programs, activities, etc., to ensure consistency, fairness and equity in policies, access to opportunities, and funding.

Both goals are aligned with the University’s Strategic Plan Goal 3: Cultivating a welcoming, respectful, intellectually stimulating campus climate.

Related Goals and Objectives of the College of Education, Health and Human Sciences All CEHHS programs are built on the foundation of a commitment to diverse communities. We are committed to preparing effective professionals who understand and value diversity, and who act proactively in all relationships. As we strive to meet our commitments to diverse communities, effective practice, and leadership, our actions are guided by the six principles of:  Social justice  Integrity  Excellence

 Respect  Accountability  Continuous learning

To better operationalize our commitment to diverse communities, the CEHHS faculty adopted in spring 2007 the following five Diversity Performance Standards as a more focused and tangible expression of our commitment. The CEHHS community (including faculty, staff, and partners):

 Understands diversity, social justice, and equity in order to promote effective learning in their everyday practice  Understands linguistic, ethnic, racial and socioeconomic, disability, religious and sexual orientation diversity and demonstrates culturally relevant practices  Understands the relationships among various historical and present social inequities and uses reflective practice to challenge their work and explicitly confront social inequality  Understands the larger national and global contexts and demonstrates a clear sense of their own identities in relationship to social justice  Understands and values the importance of engaging in comprehensive and sustained professional growth to enhance professional practices involving diverse populations

Examples of expected behaviors of faculty and students included in the CEHHS 2008 Institutional Report, which demonstrate the commitment to social justice include:

1. Promoting social justice  Holds high expectations for all students with no signs of bias or prejudice within those expectations.  Employs a variety of instructional practices that assure academic success for diverse groups of students, particularly those marginalized in US educational settings.  Links academically challenging curriculum to the cultural, intellectual, contextual, interest, and emotional assets and needs of students.  Develops personal bonds with students to avoid viewing students as separate or the other.  Constructs lessons that include the perspectives of different groups.  Explicitly teaches students about society's injustices and the dynamics of privilege.  Advocates for, gives significant voice to, and collaborates with parents and the community in educational decisions and processes.  Seeks opportunities to strengthen social justice understanding and practice as integral to everyday practice.

2. Providing equitable learning opportunities for all students  Adapts instruction to meet varying needs and abilities, for example, fulfills instruction as detailed on an Individualized Education Plan (IEP) for a student

 Holds high expectations for all students  Demonstrates no sign of overt bias, prejudice, or lack of fairness toward certain students or groups of people  Creates a learning environment that enables all students to reach their full potential.

3. Promoting achievement of students at all levels  Demonstrates persistence in helping all children achieve success  Holds positive expectations for all students to learn  Reinforces student achievement for all students  Does not negatively compare current students to other students with whom they have worked  Conveys high expectations for student achievement  Advocates for all learners

4. Recognizing students’ unique prior knowledge, life experiences, and interests as part of the context for student learning  Demonstrates the belief that diversity in the classroom, in the school, and in society enhances learning  Develops lessons that encourage students to value and draw upon their unique life circumstances  Selects materials, develops lessons, and promotes classroom environments that counteract negative stereotypes and bigotry  Fosters student appreciation for diversity in the classroom  Demonstrates sensitivity to the legitimate needs and concerns of others  Demonstrates positive attitudes toward diverse cultures and learners  Provides students with access to varying points of view

Related Glossary The Southern Education Poverty Center, through its publication Where We Stand, has provided a glossary which may be very useful as you study the topic of social justice in your classroom. You may want to add other words to this glossary.

 Bystander-A person present but not involved; chance spectator; onlooker.  Courage-The quality of mind or spirit that enables a person to face difficulty, danger or pain without fear; bravery.  Dilemma-A situation requiring a choice between equally undesirable alternatives; any difficult or perplexing situation or problem.  Upstander-One who speaks up and becomes involved.  Whistle-blower-A person who informs on another or makes public disclosure of a wrongdoing

Summary of Films Included on pages 5-9 is a list of the films for which teacher guides have been developed. Please use all or portions of the guides based on what works best for you and your students. On page 10 is a copy of a feedback sheet that we are requesting that you complete and return once you have shown the DVD or DVDs to one of your classes or groups

References

International justice mission: Social justice curriculum for high school students. Retrieved from http://www.ijm.org/sites/default/files/IJM-Social-Justice-Curriculum-for-Public-Schools.pdf.

The University of Memphis College of Education Institutional Report. Retrieved from http://www.memphis.edu/ncate/IR.pdf.

The University of Memphis Diversity Plan (2011). Retrieved from http://www.memphis.edu/oie/pdfs/diversity_plan_082011.pdf.

Where we stand. Retrieved from http://www.tolerance.org/print/lesson/where-we-stand.

______The teachers’ guides for this film series were developed or adapted primarily by Grace Kibe, doctoral candidate and Graduate Assistant for the Office of Faculty and Staff Development, College of Education, Health and Human Sciences, University of Memphis. Dr. Vivian G. Morris and ______served as editors.

Films Focusing on Social Justice

1. A Time for Justice** Summary A Time for Justice portrays the racial injustices, pain, and persecution that African Americans suffered as they participated in non-violent movements to end segregation in educational, social, transportation and social sectors. The film highlights major events such as Rosa Parks’ arrest for refusing to give up her seat on a bus to a white man, the death of Emmett Till in 1955, and the passage of the Voting Rights Act in 1965. African Americans fought for their civil rights by boycotting the segregated bus system, enduring racist remarks as they attended an all-white school in Little Rock, Arkansas, riding freedom buses to segregated Southern cities, and marching 74 miles from Selma to Montgomery, Alabama, in order to earn their right to vote. Despite the number of individuals who died during the struggle for freedom, African Americans continued their quest for justice.

2. Finding Forrester* Summary Jamal Wallace is a gifted 16-year-old high school student who plays basketball with his friends and also plays for a team in a private high school. In addition to basketball, Jamal has an undisclosed hobby—writing. William Forrester is a reclusive Pulitzer Prize-winning novelist who stopped publishing novels. While playing basketball in his neighborhood, Jamal is challenged by his friends to sneak into Forrester’s apartment to discover why Forrester routinely observes Jamal and his friends play basketball. Jamal surprises Forrester, who scares Jamal out of his apartment with a frantic growl. As he escapes, Jamal leaves his backpack in Forrester’s apartment which includes Jamal’s writing notebook. Forrester opens Jamal’s backpack and finds the notebook filled with editorial feedback and revisions.

Jamal returns to Forrester’s apartment to reclaim his backpack and finds that his notebook has additional comments for the different pieces of his writings. Jamal finds Forrester and asks him if he could help him improve his writing. Forrester agrees but he tells Jamal that if he helps him with the writing, Jamal will keep Forrester’s identity confidential and he will never share the writing he does with anyone. As Forrester mentors Jamal, his perception of the world gradually changes to a positive outlook. Forrester and Jamal become friends and learn to honor and trust each other.

3. I am a Promise* Summary I am a Promise is an enlightening film that demonstrates how elementary students from under- resourced, high crime neighborhoods struggle to pursue an education by attending Stanton Elementary School. The principal, Ms. Deana, has a compassionate heart and motivation to help the students to be academically successful, however the lack of sufficient teaching resources and parental involvement challenge her ability to ensure that each student succeeds. Stanton Elementary students love Ms. Deana and respect her, but some of the students’ home situations negatively influence their academic behavior and performance. Although Ms. Deana does make a positive difference in the lives of students, she eventually resigns from Stanton Elementary School because her school was not receiving enough financial support to assist her and the teachers teach each student effectively.

4. Mr. Holland’s Opus* Summary Glenn Holland is a zealous musician who aspires to compose a memorable and remarkable piece of music. Eventually, he realizes that playing music at weddings and social occasions does not provide sufficient income to support his family. So he hesitantly begins working as a music teacher. Mr. Holland learns that in order to be a successful music teacher he needs to first understand the type of music his students are passionate about, and then use their passion to teach them to love music appreciation and succeed in his class. As he continues to teach, he realizes that his real zeal is teaching and his legacy is to inspire young minds through music so that they can develop critical thinking skills that will help them in their future career. This film also reveals how Mr. Holland goes through various life situations such as realizing his son is deaf which may prevent him from listening to music. On this account, Mr. Holland creates a concert dedicated to his son. This movie ends with his former students attending a farewell event at his retirement.

5. Remember the Titans* Summary Remember the Titans is a film that demonstrates how one football team in Alexandria, Virginia, overcame their racial prejudices and used this victory not only to win football games but also to integrate and unite their school and local community. This film highlights how strong unwavering leadership, cooperation, trust, love and high ethical moral standards can result in academic, athletic, social and political success. Remember the Titans teaches us that regardless of race, gender, and socio-economic status, each one of us has a duty to uphold justice in order to live productive fulfilled lives in a democratic society.

6. Smoke Signals* Summary Smoke signals is a film written, directed and acted by Native Americans. The film begins on a significant day July 4, 1976 for the United States and Thomas. The day is significant for Thomas because he was saved by Arnold Joseph from a fire that burned down his house and his parents. Arnold Joseph had a wife, Arlene and one son Victor. Although Arnold saved Thomas from the fire, he was not happy with his life. He spent most of his life drinking and telling people at the reservation he will disappear. At the end of the movie, Arnold does disappear--he passes away. Thomas is raised by his grandmother and develops to be a very intelligent young man. Victor is primarily raised by his mother. He resents his father for always drinking. Victor and Thomas spend a lot of their social time together, but vary in their life perspectives. Victor pursues a modern Native American lifestyle whereas Thomas pursues a traditional Native American lifestyle. Both Victor and Thomas are proud of their heritage. This film reveals Native Americans living a life free of oppression, and persecution. It also shows us how two young Native American men find their self-identity, learn to deal with their past and focus on the future.

7. The Mighty Times Children’s March** Summary Young freedom fighters of Birmingham, Alabama, pursued justice in order to eradicate the oppression that had plagued their communities for many decades. Examples of the oppression include: 18 car bombings in Birmingham from 1957-1963; in 1957 Rev. Fred Shuttlesworth was chained and whipped because he tried to enroll his children in a predominantly white school; in 1961 an African American man was castrated and in 1961 the freedom riders were nearly beaten to death. Despite the negative effects of these oppressive situations nobody was arrested. The young freedom fighters pursuit of justice began in 1963.

On May 2nd 1963, “D-Day”, over 4,000 African American children refused to go to class so that they could demonstrate and march for justice. Despite the efforts that police used to stop the demonstrations--including use of fire hoses, police dogs and imprisonment, the young freedom fighters assisted in bringing segregation to a halt. The children were able to survive the brutality because of the discipline and non-violent resistant training they received from Jim Lawson and SCLC (Southern Christian Leadership Conference) activists. The training instilled courageous and persistent mindsets, encouraged the value of teamwork and trusting one another and fearlessly standing up for justice. With the support and leadership of Dr. Martin Luther King and other civil rights activists, the children’s demonstrations resulted in having an impact on the passage of the Civil Rights Act of 1964.

8. To Sir, With Love* Summary To Sir, With Love is an epic film that features academy award winning actor Sidney Poitier who acts as the South African male teacher (Mr. Mark Thackeray) faced with the vast responsibility of teaching undisciplined working class high school students in North Quay Secondary School in East London. Teaching is a temporary position for Thackeray as he waits to receive an open position as a communications engineer. Most of the teachers in North Quay secondary school are hopeless about the academic success of their students as the students have been rejected from other schools. Mr. Weston regularly encourages Mr. Thackeray to give up on the students as they will still graduate with few academic skills and still attain well-paying jobs. Instead, Mr. Thackeray compassionately teaches the students and changes the academic curriculum of his classroom to a realistic adult development curriculum so that he could engage the students. Mr. Thackeray transitions from treating the students as students to adults and teaches them to call each other “Mr. and Miss.” while speaking to one another in the classroom. Eventually, the students respect Mr. Thackeray and thank him for caring about their academic success. Mr. Thackeray’s colleagues are proud of his accomplishments and request him to continue working at the school as a teacher. At the end of the film, Mr. Thackeray receives an open position to work as an engineer, but after self-reflecting he gives up the position to continue working as a teacher in North Quay Secondary School.

9. Viva La Causa* Summary Viva La Causa is a story of the pursuit of economic justice among Mexican farm workers who protested non-violently across the United States in order to receive better working conditions, increase in salary and health benefits. For instance, the Mexican farm workers received $1 per hour and there were no bathrooms or drinking water in their work environment. Cesar Chavez led the non-violent protest. During the preparation for the protest Cesar told the farm workers that their pursuit of the non-violent movement is to attain economic freedom, human rights, and to stop socio-economic and racial injustices. The grape growers diligently attempted to stop the Mexican farm workers from protesting by shooting them with fire arms and violating their first amendment rights. However, the protesters increased their motivation and acquired public support from students, union leaders and volunteers. During the movement Cesar Chavez went on a 25-day food fast in order to communicate to the protesters to stop using violent tactics during the movement. Cesar and the Mexican farm laborers received strong support from Senator Robert F. Kennedy. Eventually the non-violent movement achieved success and on July 29, 1970, all the grape growers had signed contracts with the farm workers union agreeing to raise the salary, provide better working conditions and health benefits. This film challenges us to ensure that no worker encounter social, racial or economic injustice.

10. Waiting for Superman* Summary

The filmmaker, Davis Guggenheim, follows five children as they attempt to survive in a public educational system that appears to hinder, rather than support and encourage student academic growth, academic motivation and academic self-efficacy. Guggenheim conducts an in-depth review focusing on what he describes as a catastrophe of public education in the United States by interviewing the five students and their families who question their future stories, because the public education system is failing them. Guggenheim also interviewed Geoffrey Canada, President of Harlem Children’s Zone and Bill Gates, co-founder of Microsoft who explained the inequalities in education and the consequences they have on the national and global economy. Additionally, Mr. Guggenheim interviewed educators and educational activists who survived the public educational system, but sought to improve the quality of education by finding realistic and practical solutions to educate children in a counterproductive public educational system. Some of the solutions suggested are the creation of KIPP Academies and charter schools which report sending over 90% of their students to four year universities. This movie ends with Guggenheim revealing his belief that the public education system should be transformed so that each student, regardless of race or socio-economic status, has an equal educational opportunity to thrive and succeed.

* DVDs available in University of Memphis Library. ** Presently available in Office of Faculty and Staff Development; on order to the University of Memphis Library.

You may request teacher guides for DVDs to use at [email protected]

From the Office of Faculty and Staff Development, College of Education, Health and Human Sciences University of Memphis.

Checklist or Feedback Sheet for Film Series on Social Justice

Name of Faculty: ______Date: ______

Department: ______

Course Number and Title: ______

Title of the film used: ______

Number of students who viewed the film: ______

1. How useful was this film in teaching topics related to social justice in this course?

2. Would you use this film again?

3. How useful was the suggested teacher’s guide?

4. What did you like most about the teacher’s guide?

5. What suggested changes would you make to the teacher’s guide?

6. Are there other films you would recommend for this series?

Please return this completed checklist/feedback sheet to Vivian G. Morris via email [email protected] or to the Office of Faculty and Staff Development (CEHHS).