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This short paper is at least three double-spaced pages of text (Times New Roman, font size 12) and you must consult a minimum of two academically credible sources. Bibliographies and citations will be in the Chicago Manual of Style format.
If you use any of the information from your sources word-for-word, you must cite the source by using endnotes or footnotes. If you read the information and write it in your own words and it is not common knowledge, then you must cite the source because you are paraphrasing someone’s information.
The short paper must include a cover page with your name, course number and course title, instructor’s name, and date. You must also include a bibliography at the end of your paper. While composing your paper, use proper English. Do not use abbreviations, contractions, passive voice, or first/ second person (I, you, we, our, etc). Before submitting your paper, check your grammar and use spell check. Remember, the way you talk is not the way you write a paper. 

Documentary Film Analysis Worksheet



• You will find the list of films you can choose from in the assignment section of the course.
• Go to the list and pick your film. You must view the entire film. If you can’t access films because of deployment, geographic location, or other reasons, please let your instructor know so they can give you an alternate assignment.
• Please type you answers into this sheet. You must submit the worksheet two ways: 1) upload the worksheet as a Word document 2) cut and paste your answers into the student response box for the assignment.
• You must answer in complete sentences, using a short answer/paragraph format. 



1. What is the title of the film you picked?
2. Why did you pick this film over the others offered?
3. What is/are the central message(s) of this documentary/fictional film?  Be specific.  Use examples from the film to support your choice.
4. Consider the effectiveness of the film for this history class.  What are its strengths and weaknesses of this film in documenting history?
5. How do you think the filmmakers want the audience to respond? Is there a social justice message? If so, what is it?
6. Did the documentary leave you with any unanswered questionsIf so, what were they?
7. How did this film change any misconceptions or stereotypes you had about the subject matter? If so, what were they?
8. What is the most important thing you learned from watching the film?
9. Why is this film important to understanding contemporary African American History?



List of films…….




A Class Divided: This is one of the most requested programs in FRONTLINE’s history. It is about an Iowa schoolteacher who, the day after Martin Luther King Jr. was murdered in 1968, gave her third-grade students a first-hand experience in the meaning of discrimination. This is the story of what she taught the children, and the impact that lesson had on their lives. From pbs.org

America Beyond the Color LineThe evolution of African American society has split into two distinct communities, according to Henry Louis Gates, Jr. – the privileged and the disenfranchised. Viewed through the lens of four intrinsic elements of the African American experience – Black Hollywood, The Black Elite, The Ghetto, and The New South – gates examines the legacy of the Civil Rights movement since the assassination of Dr. Martin Luther King, Jr. from pbs.org

American in the 20th Century: The Civil Rights Movement Video overview of the civil rights movement

Black Panther Party: What We Want, What We Believe: View the three clips provided in the playlist. These films discuss the history of the Black Panther Party

Four Little Girls This film recounts the people and events leading up to the one of the most despicable hate-crimes during the height of the civil-rights movement, the bombing of the 16th Street Church in Birmingham, Alabama. In that attack, four little African-American girls lost their lives and a nation was simultaneously revolted, angered and galvanized to push the fight for equality and justice on. www.imdb.com/title/tt0118540/plotsummary

Freedom Riders The story behind a courageous band of civil rights activists called the Freedom Riders who in 1961 creatively challenged segregation in the American South from pbs.org

July ‘64 JULY ’64 tells the story of a historic three-day race riot that erupted in two African American neighborhoods in the northern, mid-sized city of Rochester, New York. On the night of July 24, 1964, frustration and resentment brought on by institutional racism, overcrowding, lack of job opportunity and police dog attacks exploded in racial violence that brought Rochester to its knees. Directed by Carvin Eison and produced by Chris Christopher, JULY ’64 combines historic archival footage, news reports and interviews with witnesses and participants to dig deeply into the causes and effects of the historic disturbance. From pbs.org

Malcolm X: Make It Plain At a time when black civil rights leaders preached harmony and integration, Malcolm preached a militant gospel of self-defense and nationalism that terrified many whites and disturbed, yet also inspired, black Americans. After his travels to Africa and Mecca, he returned with a deeper understanding of Islam and a new willingness to accept white allies. “The white man and the black man have to be able to sit down at the same table,” he said in his last year. “Then they can bring the issues that are under the rug out on top of the table and take an intelligent approach to getting the problem solved.” From www.pbs.org

MLK: A Call to Consciousness The second episode of Tavis Smiley Reports examines Martin Luther King, Jr.’sstand against the Vietnam War and the influence of his legacy today. Tavis speaks with scholars and friends of King, including Cornel West, Vincent Harding and Susannah Heschel. From pbs.org

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