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
After the assassination of John F. Kennedy in November of 1963, America stood on the brink of domestic conflict and entrenched in the quagmire of the Vietnam War. The years 1963 through 1968 remain some of the most violent and destructive years of American history. This episode examines some of the major events of those turbulent years, including the murder of three civil rights workers in 1964, Freedom Summer, student protest and the Students for a Democratic Society, Lyndon Baines Johnson’s Great Society, the counterculture, the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the 1968 Democratic convention.
Context: United States, 1960-1970, Social Upheaval and Change.
1. In 1964, three civil rights workers, Michael Schwerner, Andrew Goodman and James Chaney were murdered. How did their murder help to mobilize the Civil Rights Movement?
2. The era of student protest began at University of California, Berkeley. What prompted these student protests?
3. How and why did the United States get involved in the Vietnam War?
4. Why was the Vietnam War different than any other type of war previously fought by the United States?
5. In the mid-1960s, the Civil Rights Movement began to splinter into separate factions. Why did this happen?
6. Compare the ideologies and techniques of Martin Luther King, Jr. and Malcolm X.
7. How was the counterculture symbolic of the generational conflicts in America in the 1960s?
8. The actions of the Women’s Liberation Movement broke many of the gender boundaries and taboos of earlier eras. How did the Civil Rights Movement influence this movement?
9. Discuss the role of television in the coverage of the Vietnam War.
10. What would suggest that the Vietnam War heightened class antagonism?