FilmQ08_Ch28-31: Poisoned Dreams
How to Use Video as a Source
Step #1: Familiarize yourself with film questions prior to viewing the film. By reading the questions and understanding the vocabulary contained within, you allow yourself the luxury of viewing the film without having to look at the questions continuously.
Step #2: View and Listen Attentively. Unlike a book, a video provides information via visual images and audio. Both forms of data are ‘more valuable together’ than separately. For example, turn the volume off on your TV during your favorite program. Then, raise the volume while ‘blacking out’ the image. Under which conditions was the data most richly delivered? Always make sure that you have unobstructed viewing of a film and that the sound is audible.
As you view the video, pay attention to visual and/ or audio cues that reflect the issues raised by the questions below. Your responses should refer to video content as well as your current knowledge and understanding of history.
Step #3: Organize Your Thoughts. Unlike a book, the data from a video is often delivered at a constant rate. With a book, you can slow your reading speed when you encounter a particular segment that is complicated. You can also turn back to a previous page to review information. A film is a bit different in that you may not always have the option to use ‘slow motion’ or ‘rewind’. Therefore, maintaining focus on the imagery and sound is important. Targeted Notes will reduce the amount of time you’re looking away from the film. By writing quick and simple phrases of a few words each, you maintain greater attention to film events. Targeted notes use key words/ phrases that will ignite a thought or idea when you read them later. There is no concern for grammar or spelling while doing this. After the film has ended, you look at your targeted notes and manipulate the data to compile responses in complete sentences.
Organizational Tip: Vertically divide your sheet of paper (where you’ll write your responses). On the ‘left’ half, take targeted notes for each question given. After viewing the video, use the targeted notes to compose complete responses to each question (on the ‘right’ half of the sheet).
SOURCE: The Century: America’s Time Video Series at https://www.youtube.com/playlist?list=PLC8D9DC28C3EC5223
The first few years of the 1960s promised a greater, stronger and more unified America than ever. America, as the undisputed leader of the free world, straddled the globe like Colossus. But within a few years the optimism of the first years of the decade would vanish, only to be replaced by the uncertainty of a new and unfamiliar world, and the national mourning of a fallen leader. This episode covers the years 1960-1963, and examines the events of the era such as the lunch counter sit-ins at Greensboro, North Carolina, the Kennedy years, the Cuban Missile Crisis and America’s increasing involvement in Vietnam. The episode ends with the assassination of Kennedy and the loss of American innocence.
Context: United States, 1960-1970, Social Upheaval and Change.
1. In 1960, in Greensboro, North Carolina, young African-American students demonstrated against segregation by sitting at luncheon counters that only served white patrons. How could young African-Americans be “freed” by being arrested and put in jail?
2. The early 1960s were unique in that it was truly a youth culture. Discuss some ways in which this is evident.
3. What is a “cold warrior?” How were both John F. Kennedy and Richard Nixon cold warriors?
4. John F. Kennedy was one of America’s most popular presidents. Why was JKF so popular? What was his special appeal?
5. Discuss the role of television in the 1960 presidential election.
6. Why did the Soviet Union erect the Berlin Wall?
7. Who were the Freedom Riders? What were their objectives? How are they true American heroes?
8. What is the “domino theory?” How did the US address this?
9. Discuss the power of song in the Civil Rights Movement of the 1960s.
10. How did JFK’s death affect America? Why was his assassination the day America “lost its innocence?”