PROM NIGHT IN MISSISSIPPI EDUCATIONAL RESOURCE Lead Sponsor Generously supported by WWW.HOTDOCS.CA PROM NIGHT IN MISSISSIPPI by Paul Saltzman TEACHER’S GUIDE This guide has been designed to help teachers There is tension between some white and black female students. Deputy Sheriff Lyndon Johnson, who is armed, and students enrich their experience of full-time security in the school, is concerned there could documentary film by providing support in the be some trouble on prom night. The preparations for the prom and the personal relationships between our form of questions and activities. There are characters are woven together to create the intimacy and a range of questions that will help teachers drama that culminates on prom night in Mississippi. frame discussions with their classes, activities for before, during, and after viewing the film, and some web-links that provide starting THE FILMMAKER Although a first-time feature director, Paul Saltzman points for further research or discussion. In is a two-time Emmy Award-winning film and television separate packages, there will also be support producer-director with 300 productions to his credit. In 1965 he did civil rights work with Student Non-Violent materials available with information regarding Coordinating Committee in Mississippi. In 1968 he was general viewing and teaching principles second unit director and production manager on the first for documentary film and the fundamental IMAX film. A published author and photographer, his most recent book is The Beatles in India. aspects of making documentary films. THE FILM PROM NIGHT IN MISSISSIPPI: On April 19, 2008, Charleston High School, in Charleston, Mississippi, held its historic, first-ever integrated senior prom, ending a long tradition of segregated, parent-organized white proms and black proms. Academy Award-winning actor Morgan Freeman, who lives in the community, stimulated this change by paying for the prom. Mr. Freeman first offered this in 1997. His offer was ignored. It wasn’t until Canadian film director-producer Paul Saltzman, who had done civil rights work in Mississippi in the summer of 1965, asked Mr. Freeman if the offer was still good that Mr. Freeman re-tabled his offer. Freeman and Saltzman worked together, and the Tallahatchie School Board finally accepted the offer. The white prom parents refused to meet or talk with the filmmakers; their actions and those of their children are depicted in graphic novel form. Educational Package written and compiled by Chris Atkinson [email protected] 1 VieWing the FILM With YOUR STUDENTS There are important themes in this film that have broad 5. Set a purpose for viewing. Say: See if the predictions implications for our students and their futures. Take time you made about the images come true. Try to write to activate your students’ background understanding of down information from the film that either supports these themes before viewing. This will help them as they or disproves your prediction. Try to write down a few come to their own understandings and develop their impressions about each of the characters as well. critical abilities. Use the following guiding questions to help you form The following three sub-sections on this page are your answer: Does this character act in a way that is intended to provide you with a range of pre-viewing, agreeable? Would you make the same choice in this viewing, and post- activities. This is followed by a set of situation? What other options do they have and what questions based upon the larger thematic domains in the are the consequences? film, some follow-up questions and quotations, sample curricular outcomes, and a page of web-links for further POST-VIEWING ACTIVITIES investigation. 1. Discuss the pre-viewing activity: Viewing Images and Making Predictions. Have students share their feelings PRE-VIEWING ACTIVITIES about the issues they saw revealed in the film and how 1. Have students complete the pre-viewing sheet: they feel about them. Contrast how the impressions of Viewing Images and Making Predictions on page race from the images differ from what is stated in the three and four. film about the prevailing adult attitudes about race. 2. Show students the trailer for the film (http://www. 2. Have students compare the affective/effective nature emergingpictures.com/prom_night_clips.htm). Have of the teaser with the film as a whole. students work in small groups to try and identify as many 3. Show the students their quotations from the themes or ideas conveyed by the trailer as they can. previewing activity and see if their minds were 3. Show students the teaser for the film (http://www. changed or opinions altered or enhanced by the film. emergingpictures.com/prom_night_clips.htm). 4. Have students complete an exit note (single small Discuss with students how effective/affective it is as sheet of paper with one phrase or idea written on it) a media piece. that demonstrates one thing they have learned, felt or 4. Print several of the questions or quotations from page six decided as a result of watching the film. on individual sheets of paper. Have students work in small 5. Discuss with students their initial reactions to the groups or with partners to discuss whether or not they various characters and situations confronted in the film. agree with the ideas. Have them share the statement and For further ideas around how to explore this what they think or believe about it with the class. documentary, use the guiding questions on page five. 5. Set a purpose for viewing by having a discussion about one or more of the questions or quotations on page six. VIEWING ACTIVITIES 1. Have students take notes on, or jot down connections to, one of the thematic domains on page five of this guide. Tell them to find evidence from the film that supports their connections. 2. Have students use a graphic organizer to summarize the film as they watch it. 3. Stop the film at various points and have students provide summaries at each point. 4. Have students jot down five questions, ideas for discussion that the film raised in their minds. 2 PREVIEWING ACTIVITY: EXAMINING IMAGES AND MAKING PREDICTIONS Below you will find images taken from the film. View each one and use the organizer on the following page to record what each image says to you; in a general sense and specifically about race. Use clues from the images as well as your own experiences to support your answers. Image A Image B Image C Image D 3 PREDICTION CHART MY PREDICTION CLUES FROM THE IMAGE IDEAS FROM MY OWN EXPERIENCE IMAGE A IMAGE B IMAGE C IMAGE D 4 THE BIG QUESTIONS/IDEAS/ THEMES MULTIPLE PERSPECTIVES CULTURE AND COMMUNITY • What is the subject of this film? Can you determine the • Which aspects of a people’s culture does this film focus filmmaker’s perspective on this subject? What evidence on? Why do you think the filmmaker focused on those can you find in the film to support your view? aspects? • How does this film help you analyze and interpret points • How do the images, themes and message of this film of view about issues that concern people? help you understand the filmmaker’s attitude towards • Does the filmmaker’s perspective foster respect for the subject? What do you think might have been the diversity and an inclusive society? If so, how? intended audience attitude towards the documentary’s subject? IDENTITY INDIVIDUALS, SOCIETIES AND • Whose story is told in this documentary? Whose story is not told? How does this story and the way it is told help ECONOMIC DECISIONS you understand your own community/life? • What economic systems are at work in this film? What • How do the people in this film identify with their are some of the causes and effects of the economic communities? What are the common bonds among the decisions made by the people in the film’s community? people in this film? What challenges do they face in • Does money play a part in the decisions being made expressing their identity? in the film and what does it tell you about their local • What film techniques does the filmmaker use to convey culture? the identities of the people in this film? POWER AND GOVERNANCE CITIZENSHIP • What system of government do you see in this • What insights does this documentary offer about the documentary? How is power distributed within this ideals of good citizenship in the community depicted in society? What are the implications of that distribution this film? on issues affecting the people’s well-being and freedom? • How does the film deal with issues of freedom, equality, human dignity, and individual and collective rights and GLOBAL CONNECTIONS responsibilities? • What global issues are addressed in this film? What is the filmmaker’s point of view on the opportunities CHANGE AND CONTINUITY and challenges of those issues? (adapted from NFB Documentary Lens, www.nfb.ca) • How does this film help you understand a community’s values and its attitudes towards an issue at a particular time? • What changes do the people in the film experience? What causes those changes? What are the consequences of those changes for the people in the documentary? 5 EXTENSION ACTIVITIES PRE-VIEWING OR POST- VIEWING ACTIVITIES • What is your definition of racism? Try to apply it to them that. They will get mad at you, real mad. There your own school. What happens/doesn’t happen at your are parents around here who will disown you if you try school to make you think this way? to mix things up like that.” ‘Billy Joe’ – Student who • What are the issues or tensions faced by the students? refused to be identified Can you identify different issues or tensions for different students? If so, try to identify the tensions and • “Theyhadtheirpromandwehadours.Thatwasjust determine their causes.