1

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 (COE) 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 filmincluded in the series. Each plan 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 classes, as well as college courses, 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

All COE 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 actproactively 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 betteroperationalize our commitment to diversecommunities, theCOEfacultyadopted in spring2007 the followingfiveDiversityPerformance Standardsasamorefocused and tangible expression ofour commitment.TheCOE community(includingfaculty,staff,and partners):

  • Understandsdiversity, social justice,and equityinorder to promote effective learningin theireverydaypractice
  • Understandslinguistic,ethnic,racial and socioeconomic,disability,religiousand sexualorientation diversityanddemonstrates culturallyrelevantpractices
  • Understands therelationships amongvarious historical and presentsocial inequities andusesreflective practice to challenge their workand explicitlyconfront social inequality
  • Understands the largernational andglobal contexts and demonstrates a clearsense of theirown identities in relationship to socialjustice
  • Understandsandvaluesthe importance ofengagingin comprehensiveandsustainedprofessionalgrowth to enhance professional practices involvingdiversepopulations

Examples of expected behaviorsof faculty and students included in the COE 2008 Institutional Report, which demonstratethe commitment to social justice include:

  1. Promotingsocialjustice

Holds high expectations forall students with no signs ofbias or prejudicewithin thoseexpectations.

Employs a varietyof instructionalpractices that assureacademic success for diversegroups ofstudents, particularlythose marginalized in US educationalsettings.

Links academicallychallengingcurriculum to the cultural, intellectual,contextual, interest, andemotionalassetsand needs of students.

Developspersonal bonds with students to avoidviewingstudents as separate orthe other.

Constructslessons that includethe perspectivesof differentgroups.

Explicitlyteaches students about society'sinjustices andthe dynamics ofprivilege.

Advocates for,givessignificantvoice to, andcollaborateswithparents and the communityineducational decisions and processes.

Seeks opportunities to strengthensocialjustice understandingand practice asintegral toeverydaypractice.

  1. Providingequitable learningopportunitiesforall students

Adaptsinstruction to meet varyingneeds andabilities,for example,fulfillsinstructionasdetailed on anIndividualizedEducation Plan (IEP)for astudent

Holds high expectations forall students

Demonstrates no signofovertbias,prejudice, orlack of fairness toward certainstudents orgroups of people

Creates alearningenvironment that enablesall students to reach their fullpotential.

  1. Promotingachievement of students atall levels

Demonstratespersistence in helpingallchildrenachievesuccess

Holds positive expectationsfor all students to learn

Reinforcesstudent achievement forall students

Does not negativelycompare currentstudents tootherstudents with whom theyhave worked

Conveyshigh expectations forstudent achievement

Advocates for all learners

  1. Recognizing students’unique priorknowledge, life experiences, and interests as part ofthe context forstudent learning

Demonstrates thebeliefthat diversityin theclassroom, in the school, and in societyenhanceslearning

Developslessons that encourage students to valueand draw upon their unique lifecircumstances

Selectsmaterials, develops lessons,and promotes classroom environments that counteractnegative stereotypes andbigotry

Fostersstudentappreciationfor diversityin theclassroom

Demonstratessensitivityto the legitimateneedsandconcerns ofothers.

Demonstrates positiveattitudes towarddiversecultures and learners

Providesstudents with access to varyingpoints 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.The teaching guides are located on UMdrive. On page10is 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

The University of Memphis College of Education Institutional Report (2008). Retrieved from

The University of Memphis Diversity Plan (2011). Retrieved from

Where we stand. Retrieved from

______

The teachers’ guides for this film series were developed or adapted primarily by Grace Kibe, doctoral student and Graduate Assistant for the Office of Faculty and Staff Development, College of Education, University of Memphis. Dr. Vivian G. Morris served as editor.

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.

  1. 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.

  1. 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 lack of parental involvement challenges her ability to ensure that each student academically 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 help her and the teachers teach each student effectively.

  1. 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 movie 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.

  1. 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 to 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 fulfilling lives.

  1. Smoke Signals

Summary

Smoke signals is a film written, directed and acted by Native Americans. The film begins on a significant day July 4th, 1976 for 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 way. Thomas is raised by his grandmother and develops to be a very intelligent young man. Thomas spends a lot of time hanging out with Victor, even though Victor is occasionally mean to him. 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.

  1. 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 since the mid-1950s. The oppression included: 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 freedom fighters 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 installed courageous and persistent mindsets, encouraged the value of working as a team 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 demonstration resulted in having an impact on the passage of the Civil Rights Act of 1964.

  1. 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 Southern 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 are rejects from other schools. Mr. Weston regularly encourages Mr. Thackeray to give up on the students as they will still graduate with no 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 can engage the students. Mr. Thackeray transitions from treating the students as students to adults and teaches them to call each other “Mr. and Ms.” 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 accomplishment 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.

  1. 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 personnel that their pursuit of the non-violent movement is to attain economic freedom, human rights, and stop socio-economic and racial injustices. The grape growers diligently attempted to stop the Mexican farm workersfrom 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 29th, 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.