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  • COMMUNITY CLASSROOM: WOMENS EMPOWERMENT

    INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: ITVS@ITVS.ORG WEB: WWW.ITVS.ORG/CLASSROOM PAGE 1

    ENGAGING STUDENTS AND EDUCATORS THROUGH FILM

    DISCUSSION GUIDE

    WWW.ITVS.ORG/CLASSROOM

    Examine key social and political issues impacting women through curriculum and supporting video modules for the acclaimed documentaries WAITING FOR THE REVOLUTION, SHADYA,. SHAYFEEN.COM: Were Watching You and TAKING ROOT. From an indigenous Bolivian leader fighting for labor rights to a young Israeli-Arab karate champion with feminist ideas, from three Egyptian women working for fair elec-tions, to a Kenyan woman leading a nationwide environmen-tal movement, these four documentaries explore stories of women's empowerment and leadership around the world.

    Can you own a sound? As hip-hop rose from the streets of New York to become a multibillion-dollar industry, artists such as Public Enemy and De La Soul began reusing parts of previously recorded music for their songs. But when record company lawyers got involved everything changed. Years before people started downloading and remixing music, hip-hop sampling sparked a debate about copyright, creativity and technological change that still rages today.

    WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM

    TEACHER & STUDENT HANDOUTS

    ENGAGING STUDENTS AND TEACHERS THROUGH FILM

  • PAGE 2INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: ITVS@ITVS.ORG WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM

    COMMUNITY CLASSROOM: COPYRIGHT CRIMINALS

    TABLE OF CONTENTS

    COMMUNITY CLASSROOM is an educational resource providing new documentary video content and

    accompanying curricular materials, lesson plans, and homework assignments to high school and community college

    instructors and youth-serving community-based organizations. Film content includes approximately 15-20 minutes

    excerpted from an independently produced documentary film from ITVS Internationals Global Perspectives Project

    and the Emmy Award-winning PBS series Independent Lens. Content is grouped into subject specific segments that correspond to lesson plans and educational activities. All COMMUNITY CLASSROOM materials are designed

    with key education standards in mind, and are available, along with the film content, on DVD and online.

    COMMUNITY CLASSROOM is a product of the Independent Television Service, with support from the Corporation

    for Public Broadcasting, and with guidance from PBS Teachers, KQED Education Network, American Association

    of Community Colleges, National Council for the Social Studies, National Council of Teachers of English, National

    Association for Media Literacy Education and National State Teachers of the Year.

    Teacher and student handouts may be downloaded at www.itvs.org/classroom

    Student Handout A: Module 1 Note Taking Guide 3 Student Handout B: Module 1 Quotes 4Teacher Handout A: Assignment Rubric (Lesson 1) 5Student Handout D: Debate Notes 6Student Handout C: Debate Roles & Format 9Student Handout E: Debate Notes 10Student Handout E: Debate Peer Evaluation Rubric 11Student Handout A: Module 2 Note Taking Guide 12Student Handout B: Module 2 Quotes 13Student Handout A: Module 3 Note Taking Guide 15Student Handout B: Module 3 Quotes 16Teacher Handout A: Assignment Rubric Media Production (Lesson 3) 17Student Handout A: Module 4 Note Taking Guide 18Student Handout B: Module 4 Quotes 19 Teacher Handout A: Assignment Rubric Media Production (Lesson 4) 20

  • COMMUNITY CLASSROOM: WOMENS EMPOWERMENT

    PAGE 3INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: ITVS@ITVS.ORG WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM

    TAKING ROOTCOMMUNITY CLASSROOM: COPYRIGHT CRIMINALS

    Student Handout A: Module 1 Note Taking Guide

    Speaker Their views on sampling and music.

    Jeff Chang

    Tom Silverman (Tommy Boy Records)

    Hank Shocklee/Chuck D (Public Enemy / The Bomb Squad)

    Bobbito Garcia (Rock Steady Crew)

    Other

    Other

    Other

    Reflect using this sentence stem:

    The comment that struck me the most was __________________________________________________

    because _______________________________________________________________________________

    ______________________________________________________________________________________

    ______________________________________________________________________________________

    ___________________________________________________________ .

  • COMMUNITY CLASSROOM: WOMENS EMPOWERMENT

    PAGE 4INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: ITVS@ITVS.ORG WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM

    Student Handout B: Module 1 Quotes

    Digital samplers allow you to take a snatch of a record, or a sound, or anything like that and turn it into a building block for a song.-Jeff Chang (Solesides Records)

    Basically, when Im sampling I have all these artists. Theyre in my band, and Im sampling Wes Montgomery to play guitar on it. Hes in my band. You know, Ive got Art Blakey. Hes my drummer. Thats tight. You know what Im saying? Ive got all these legendary musicians that are in my band.-DJ Abilities

    I mean, records literally their name, records, right? Youre encoding history into these grooves, right? So, by taking these records and playing them back, DJs are giving us snatches of our history. -Jeff Chang (Solesides Records)

    There was always a culture of borrow and take, because there was a culture of that was founded upon a lack of resources.-Bobbito Garcia (Rocksteady Crew)

    The idea of not having any instruments, but having a turntable and saying, well, fine, this is my instrument. You know? And you see it now with people with overturned buckets and pots and pans.-Saul Williams (poet/musician)

    Theres going to be a time when were going to have a nice little groove where Keith is going to be on some [sound], Chuck is going to have some [sound], and Im going to be like [sound]. And so, were all together and theres this one little moment that it all just meshes together in a nice vibration.-Hank Shocklee (Public Enemy/The Bomb Squad)

    What was exciting about Public Enemy was the militancy of it, like the way that Paris and Public Enemy were kind of taking Malcolm X and Black Panther speeches and recordings and sort of reanimating them.-Drew Daniel (Matmos)

    Theres there was a cultural issue in that it seemed like more or less an underground urban phenomena and how is this going to translate to the you know, to the big record business And it turned out that all the traditional people who were so miffed by this way back in the early days quickly realized theres a huge amount of money to be made here.-Anthony Berman (entertainment lawyer)

    TAKING ROOTCOMMUNITY CLASSROOM: COPYRIGHT CRIMINALS

  • COMMUNITY CLASSROOM: WOMENS EMPOWERMENT

    PAGE 5INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: ITVS@ITVS.ORG WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM

    Teacher Handout A: Assignment Rubric (Lesson 1)

    Criteria 6 5 4 3 2 1

    Content Excellent, well-developed investiga-tion. Makes a sophisticated, nuanced com-parison, show-ing similarities and differences. Covers topic in-depth with excellent details and examples. Knowledge of subject is excel-lent.

    Good, devel-oped investiga-tion. Makes a good compari-son showing similarities and differences. Covers topic with some details and examples. Subject knowl-edge is good.

    Sufficiently developed investigation. Makes a clear comparison showing similarities and differences. Includes essen-tial knowl-edge of topic. Subject knowl-edge appears to be good.

    Contains some investigation of similarities and differences. Includes the most impor-tant informa-tion about the topic, with one or two factual errors.

    Insufficient investigation of similarities and differences. Includes some of the impor-tant informa-tion with several factual errors.

    Lacks inves-tigation into similarities and differences. Content is min-imal and there are several fac-tual errors.

    Presentation Comparative study is well-organized with clearly labeled sections. Layout is dynamic, making excel-lent use of color and graphics. Shows original thought and creativity.

    Comparative study is well-organized with clearly labeled sections. Makes good use of color and graph-ics. Shows some original thought and creativity.

    Comparative study is orga-nized and labeled. Makes use of color and graphics. Shows some original thought and creativity.

    Comparative study is organized and some sections are labeled. Uses some color and graph-ics. May show some creativ-ity and original thought.

    Comparative study is not clearly orga-nized, and sections may or may not be labeled. Uses limited color and graphics. Shows limited creativity.

    Lacks orga-nization, and sections are not labeled or are labeled incorrectly. Uses little or no color and graphics AND they distract from the con-tent. Writing is somewhat legible OR is in pencil.

    Scoring Guide: 6 Exemplary 3 Developing complete, correct, comprehensive complete, incorrect

    5 Accomplished 2 Unsatisfactory complete, correct, comprehensive incomplete, incorrect 4 Satisfactory 1 Unsa