Democratizing Twentieth Century Break Assignment

You will be writing term papers and making group presentations this spring. These papers, coupled with your final exams will be about fifty percent of your second semester grades.

Much of the work we do after the Labor Movement unit will be dedicated to preparing for these projects.

In groups you will investigate the roots of a particular New Left reform movement and present the legislative and cultural changes it brought. You can read a little more about the New Left here: http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=376

The groups are as follows:

Civil Rights and Black Power Movements

The Anti-War and Student Movements

People of Color: Latino and Native American Cultural Liberation Movements

The Women's Liberation Movement

The Gay and Lesbian Liberation Movement

The objective of the response paper is to develop your understanding and interpretation of the assigned readings and films—and thus some of the forces that helped expand democracy and equality in 20^th century America. Your paper should respond to the following questions:

1. Why then? Why did the endeavor for this reform get underway when it did?
   
2. What gains were won? What gains were sought but not won?
   
3. If the reform was only partially achieved, what limited its attainment?
   

More detailed guidelines and requirements for the projects will be posted shortly, but please remember that all of upcoming readings (including break readings) will have connections to this project. I will post the groups soon. If you have any special requests, please email me at copeland.jl@gmail.com

Break Assignment:

1. Read and take notes on the following link. When you are finished, create a timeline in your notebook titled "WWII: Major Events"
   

Your timeline should demonstrate an understanding of the reading.

http://www.bbc.co.uk/history/worldwars/wwtwo/ww2_summary_01.shtml

2. Identify the following terms, people or places from the reading:

-U. S. relationship with Britain, 1939
-Battle of Britain
-Ribbentrop Pact
-Winston Churchill
-Charles de Gaulle
-Operation Barbarossa
-Auschwitz
-VE Day
-War in the Pacific
-Hiroshima, Nagasaki

3. Read Zinn chapter sixteen "A People's War?" pgs 405-415
Answer the following questions:
a) What was the point of the Communist party sketch about the war?
b) List numeric data regarding public participation in the war.
c) Zinn seems to suggest that there was a degree of hypocrisy in the U. S.'s opposition to Germany during the 1930s. Provide two quotes that show evidence of this. Explain.
d) Discuss the pre-WWII relationship between Japan and the United States.

Identify: Atlantic Charter, Open Door Policy

Remember:

Allies- (Major Countries) Britain, France, Soviet Union, United States

Axis- (Major Countries) Germany/Austria, Italy, Japan

Civil War and Reconstruction Break Assignment

For groups doing choice 1:

The primary purpose of this work is to help you plan and organize your documentary.

1. Look over the checklist for your group's assignment. What have you done already? What needs to be done?
   
2. Your group should bring a folder to class on Monday that contains:
   
   1. An index card with a summary of your film that could pitch it to a producer. It should convey your film's point of view (thesis) and highlight the major scenes.
      
   2. A one page narrative (typed, double spaced) that discusses the evolving political and economic conditions of the United States during Douglass' life. This piece should include numeric/statistical data.
      
   3. A list of five individuals who directly and indirectly impacted Douglass' life. (You should be prepared to profile these individuals and include them somehow in your film)
      
   4. 8-10 quotes from the Narrative of the Life of Frederick Douglass that will be read or presented during your film. Each quote should be typed and include an analysis and rationale for use. Why is this quote significant? How does it relate to the film's point of view? What do you want the audience to know and think when they hear this quote?
      
   5. 3 quotes from and outside source that will be read, presented or acted out during your film. Each quote should be typed and include an analysis and rationale for use. Why is this quote significant? How does it relate to the film's point of view? What do you want the audience to know and think when they hear this quote?
      
   6. 7-8 storyboards; one for each scene in your documentary. This should include your roundtable discussion.
      
   7. A personal opinion statement about Douglass from each member that will be shared during the roundtable discussion.
      
   8. A list of 5 questions that will be asked by moderator during roundtable discussion.
      

You all will have some group time on Monday and I will come around and assess your progress. Your group will get an on the spot grade based on the contents of your folder. If all of the contents are included, neat and organized your group will get an A. If not, you already know. This will count as an exam grade.

For groups doing choice 2 or 3:

1. Look over the checklist for your group's assignment. What have you done already? What needs to be done?
   
2. Your group should bring a folder to class on Monday that contains:
   
   
1. An index card with a summary of your film that could pitch it to a producer. It should convey your film's point of view (thesis) and highlight the major scenes.
   
2. A one page narrative (typed, double spaced) that discusses the evolving political and economic conditions of the United States during Douglass' life. This piece should include numeric/statistical data.
   
3. A list of five individuals who directly and indirectly impacted Douglass' life. (You should be prepared to profile these individuals and include them somehow in your film)
   
4. 8-10 quotes from the Narrative of the Life of Frederick Douglass that will be read, presented or acted out during your film. Each quote should be typed and include an analysis and rationale for use. Why is this quote significant? How does it relate to the film's point of view? What do you want the audience to know and think when they hear this quote?
   
5. 3 quotes from and outside source that will be read, presented or acted out during your film. Each quote should include an analysis and rationale for use. Why is this quote significant? How does it relate to the film's point of view? What do you want the audience to know and think when they hear this quote?
   
6. 6-8 storyboards; one for each scene in your film.

Storyboards

What is a storyboard?

Once a concept or script is written for a film or animation, the next step is to make a storyboard. A storyboard visually tells the story of an animation panel by panel, kind of like a comic book.

Your storyboard will should convey some of the following information:

• What charaters are in the frame, and how are they moving?
• What are the characters saying to each other, if anything?
• How much time has passed between the last frame of the storyboard and the current one?
• Where the "camera" is in the scene? Close or far away? Is the camera moving?

Why make a storyboard?

Creating a storyboard will help you plan your animation out shot by shot. You can make changes to your storyboard before you start animating, instead of changing your mind later. You will also be able to talk about your animation and show your storyboard to other people to get feedback on your ideas.

How do I make a storyboard?

Most commonly, storyboards are drawn in pen or pencil. If you don't like to draw you can also take photos, cut out pictures from magazines, or use a computer to make your storyboards. Keep in mind that your drawings don't have to be fancy! In fact, you want to spend just a few minutes drawing each frame. Use basic shapes, stick figures, and simple backgrounds. If you draw your storyboard frames on index cards, you can rearrange them to move parts of the the story around.

Storyboard Language

CLOSE-UP SHOT: A close range of distance between the camera and the subject.
DISSOVLE: A transition between two shots, where one shot fades away and simultaneously another shot fades in.
FADE - A transition from a shot to black where the image gradually becomes darker is a Fade Out; or from black where the image gradually becomes brighter is a Fade In.
HIGH CAMERA ANGLE: A camera angle which looks down on its subject making it look small, weak or unimportant.
JUMP CUT: A rapid, jerky transition from one frame to the next, either disrupting the flow of time or movement within a scene or making an abrupt transition from one scene to another.
LEVEL CAMERA ANGLE: A camera angle which is even with the subject; it may be used as a neutral shot.
LONG SHOT: A long range of distance between the camera and the subject, often providing a broader range of the setting.
LOW CAMERA ANGLE: A camera angle which looks up at its subject; it makes the subject seem important and powerful.
PAN: A steady, sweeping movement from one point in a scene to another.
POV (point of view shot): A shot which is understood to be seen from the point of view of a character within the scene.
REACTION SHOT- 1.: A shot of someone looking off screen. 2.: A reaction shot can also be a shot of someone in a conversation where they are not given a line of dialogue but are just listening to the other person speak.
TILT: Using a camera on a tripod, the camera moves up or down to follow the action.
ZOOM: Use of the camera lens to move closely towards the subject.

source: http://accad.osu.edu/womenandtech/Storyboard%20Resource/

Frederick Douglass Film Project

Choice 1: Frederick Douglass Biographical Documentary

Some of you were displeased with the Civil War Journal: Frederick Douglass documentary that we watched in class. Here is a chance to create your own. With this project, you will film a mini-biographical work that both summarizes the life of Frederick Douglass and discusses the political, social, cultural and economic forces that shaped the times in which he lived. Viewers of this film should walk away with both an understanding of who Douglass was and a desire to know more about him.

This project must:

• Be between twenty-five and thirty minutes long
  
• Have a point of view (while you want to give a fact based biographical account, you should still have a point of view; you should demonstrate that you have some type of an opinion about Douglass)
  
• Provide background and context; viewers should have an idea of what the United States was like during Douglass' life; the political and economic system should be discussed
  
• Discuss the life of Douglass before and after slavery
  
• Discuss the role Douglass played in the Civil War
  
• Discuss major players who had an impact on Douglass' life
  
• Discuss criticisms of Douglass
  
• Include an excerpt of at least one (or more interview
  
• Include a roundtable discussion between all group members about the major achievements of the Douglass
  
• Include excerpts from an interview of a historian or some other authority on Douglass
  
• Is based on 8-10 quotes from the Narrative (quotes and analysis and rational for use should be typed and submitted with film)
  
• Be based on 4 quotes from Zinn (quotes and analysis and rational for use should be typed and submitted with film)
  
• Be based on 3 quotes from Who Built America? (quotes and analysis and rational for use should be typed and submitted with film)
  
• Be based on 3 quotes from an outside source (quotes and analysis and rational for use should be typed and submitted with film)
  

  
   

 

 

 

 

 

Choice 2: Narrative of the Life of Frederick Douglass

The Narrative of Frederick Douglass has had a profound impact on the abolition movement and U. S. History. Put this story to film. Create a film that depicts the major events of the book.

This project must:

• Be between twenty-five and thirty minutes long
  
• Include a script that contains at least seven scenes from the book
  
• Include at least seven storyboards (one for each scene) that map out your project
  
• Have a creative set that creates a feeling of the time period
  
• Have creative costumes that create the feeling of the time period
  
• Characters that speak using the appropriate cadence
  
• Include a list of characters with one paragraph descriptions of each
  
• Provide background and context; viewers should have an idea of what the United States was like during Douglass' life; the political and economic system should be discussed
  
• Be based on 8-10 quotes from the Narrative (quotes , analysis and rational for use should be typed and submitted with film)
  
• Is based on 4 quotes from Zinn (quotes, analysis and rational for use should be typed and submitted with film)
  
• Is based on 3 quotes from Who Built America? (quotes, analysis and rational for use should be typed and submitted with film) (quotes and analysis and rational for use should be typed and submitted with film)
  
• Is based on 3 quotes from an outside source
  

  
   

  
   

 

 

 

 

 

 

 

 

 

 

Choice 3: Alternate Universe- What if Frederick Douglass had been a Woman?

Many of you wrote essays about the impact of slavery on black women. While keeping with the general plot of the book, this film project will recount the Narrative of the Life of Frederick Douglass with Douglass as a woman. All of the other major characters will remain the same. Viewers of this film should walk away with an understanding of what life was like for slave women and Frederick Douglass.

This project must:

• Be between twenty-five and thirty minutes long
  
• Include a script that contains at least seven scenes from the book depicting Douglass as a woman
  
• Include at least seven storyboards (one for each scene) that map out your project
  
• Have a creative set that creates a feeling of the time period
  
• Have creative costumes that create the feeling of the time period
  
• Characters that speaking using the appropriate cadence
  
• Include a list of characters with one paragraph descriptions of each
  
• Provide background and context; viewers should have an idea of what the United States was like during Douglass' life; the political and economic system should be discussed
  
• Be based on 8-10 quotes from the Narrative (quotes, analysis and rational for use should be typed and submitted with film)
  
• Is based on 4 quotes from Zinn (quotes, analysis and rational for use should be typed and submitted with film)
  
• Is based on 3 quotes from Who Built America? (quotes, analysis and rational for use should be typed and submitted with film) (quotes, analysis and rational for use should be typed and submitted with film)
  
• Is based on 3 quotes from an outside source (quotes, analysis and rationale for use should be typed and submitted with film)
  

  
   

  
   

 

Fredrick Douglass Video Project Groups

Group 1
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Binta
Jon
Greta
Nora
Imani
Armani

Group 2
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Venetia
Ian
Ally
Rachel
Alyssa
Richard

Group 3
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Asiatou
Edgar
Sienna
Jessica
Niciesha
Arianna

Group 4
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Francesca
Amanda
Chris
Karl
Kiki
Mateo

Make sure to exchange contact information with your groupmates