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    “The Birth of a Nation: A Controversial Legacy and the Power of Hollywood’s Distorted History” “The Lasting Impact of “The Birth of a Nation” on Race Relations in America” “The Power of Perspective: A Railroad Porter’s Journey to Correcting Racist Depictions in Film”

    A bit different this time…a film and a secondary document. Watch and read the material discussed below and craft a 500-plus word analysis privileging the questions or analytical points highlighted. Each submission must be double-spaced, with one-inch margins all around, in Times New Roman 12 font. A word count should be included with each submission. No Hollywood film distorted the history of Reconstruction more than D.W. Griffith’s The Birth of a Nation.  Several generations of Americans understand the time period primarily through this film, so the film’s influence is significant and is still felt today.
    Read the attached essay and watch the following scenes that best exemplify historical distortion and racism in the film. The first is the segment from the South Carolina statehouse, the other one of the scenes with the KKK, whose members are portrayed as heroes (Note: You can watch the entire film if you’d like, paying particular attention to the portrayal of African Americans in inaccurate and racist ways. The movie is often available for free on websites such as Netflix, Films on Demand, YouTube, etc.). After viewing the clips, read the following essay, then engage the following analysis questions:
    According to Griffith’s film, what is the legacy of Reconstruction? Compare that to our / the historian’s/ assessment of Reconstruction. Why do you think more people get their history from Hollywood films than from a history book? After the film’s release in 1915, the NAACP and others tried to have the film banned or censored. Discuss the First Amendment issues that arose from the film’s release. Should The Birth of a Nation be shown in public today?
     
     
    ‘The Birth of a Nation’
    Symposium on Classic Film Discusses Inaccuracies and Virtues
    By CRAIG D’OOGE
     
    On the night of Monday, April 25, a panel of three experts sat down in the Mumford Room of the Library of Congress to discuss D.W. Griffith’s silent film classic The Birth of a Nation (1915). The film was to be shown the next day in the Mary Pickford Theater as part of the Library’s series commemorating the 100th anniversary of the motion picture. The panelists were Thomas Cripps, a professor at Morgan State University and the foremost historian of African Americans in the cinema; William Greaves, a black actor, director and producer; and John Hope Franklin, professor of legal history at Duke University Law School and one of America’s most respected historians on African American and Southern history.
    At the conclusion of their discussion, a young man approached a microphone that had been set up for the purpose and asked a question. He said he was afraid it might brand him as a philistine.
    “One thing that seems to unify all three of you on the panel is that, whatever its awful faults are, Birth of a Nation is a great film,” he said. “But I have a little difficulty seeing the greatness in it. From my perspective, a lot of the acting wasn’t so good. A lot of the scenes were very shallow. There were some strange, quirky directorial things in it that made the audience laugh. I guess that I can see that it was a great spectacle at the time, and was seen by a great number of people, and it had a great impact on the perceptions of Reconstruction. But I wonder what each of you find so great about the film?”
    Coming as it did after an hour’s discussion of all the harm this film has done over the last 79 years, the question offered a ray of hope. It was a ray of hope that perhaps, at long last, the film’s enormous power to breed hate and bigotry was beginning to wane.
    As John Hope Franklin has written, “The supreme tragedy is that in The Clansman (the book on which the film is based) and in Birth of a Nation,[author] Thomas Dixon succeeded in using a powerful and wonderful new instrument of communication to perpetuate a cruel hoax on the American people that has come distressingly close to being permanent.”
    During the discussion, Dr. Franklin summarized the hoax as the creation of a picture of Reconstruction that is being used, to this day, to bar African Americans from positions of public trust.
    “First,” Professor Franklin said, “we have a picture of negro rule that existed no where in the South. … Second, it is a picture of a prolonged drunken brawl … and third, it is a picture of a reign of black terror that began with the surrender at Appomattox and continued until the withdrawal of the last troops from the South.”
    Some 50 million people saw The Birth of a Nation in the five years after its release. And, as Pat Loughney, curator in the Motion Picture, Broadcasting and Recorded Sound Division, writes in his notes to the film, “Griffith’s heavily propagandized version of race history, reinforced by an emotionally charged melodrama, was absorbed as truth by a majority of those who saw it.”
    A great deal of the film’s effectiveness can be attributed to the astonishingly innovative techniques Griffith brought together for the first time in a feature-length motion picture. Before Griffith, motion pictures were shot from random distances. Griffith varied the perspective from close-up, to medium, to long shots according to the dramatic effect he wanted to achieve. He edited the shots for continuity. He discovered that the audience had the capacity to follow cross cutting and multiple story lines within the same film. And he coached his actors toward a naturalistic style, away from the stilted, artificial poses that were the norm.
    The heroic portrayal of the Ku Klux Klan as a sort of SWAT team of righteousness led to a dramatic rebirth of this secret organization. Although there was some disagreement among the panelists as to how much the film was used for actual recruitment, author Scott Cutlip provided a number of convincing historical details in a letter published after the event in The New York Times. According to Mr. Cutlip, the modern Klan had its beginning in 1920 when two out-of-work World War I publicists in Atlanta formed a partnership with the owner of a bottle club that was going out of business because of Prohibition.
    In only three years, the 3,000- member club grew into a national force for bigotry and hatred with 3 million members, thanks to a propaganda campaign that featured sponsored screenings of The Birth of a Nation, according to Mr. Cutlip.
    Against this background of malevolent influence and flawed grandeur, the panel sought to explain The Birth of a Nationwithout forgiving it.
    Thomas Cripps, entering a “no-man’s land,” as he said, between the aesthetics of movies and the politics of movies, steered the most moderate course. With its depiction of “white virtue” vs. “black vice,” Mr. Cripps saw the film within the larger context of the passing of the Victorian social order during the “nadir” of America’s race relations.
    While acknowledging that the movie was a “benchmark” and even a “watershed” in race relations, Mr. Cripps focused attention on the film’s positive effects, if only in opposition.
    “The Birth of a Nation” gave the National Association for the Advancement of Colored People its first major opportunity to flex its muscle and win; helped to formulate the Hollywood Production Code; and sparked a call for movies shot from the black point of view, according to Mr. Cripps.
    The case for the alleged beneficial effects of the film was undercut, however, by the comments of William Greaves, who followed Cripps’s presentation. Describing himself as “something of a walking museum piece,” Mr. Greaves shared his personal history as a black actor and filmmaker who intended to come on like a hurricane and ended up feeling like a raindrop.
    “D.W. Griffth was the reason I got into film production,” Mr. Greaves told the audience. He hoped to act in films that would change the kind of world view that Griffith’s movies espoused. But the reality of the degree of a contribution he could make hit him when he got the chance to act in a movie directed by Jose Ferrer with Gloria Swanson. He was supposed to play a railroad porter. “But not just a railroad porter,” he said, “but a shuffling, giggling, genuflecting buffoon.”
    He walked out after two days of rehearsals.
    It was a traumatic experience, but he was fortunate because his education at a Harlem institute gave him a historical perspective on how blacks came to be depicted in such a negative fashion. Because of the struggle over the issue of slavery, his teachers said, the anti-abolitionists launched a massive vilification campaign against blacks that was revived after Reconstruction. He decided he would get on the other side of the camera and start making films that would correct this image.
    It fell to John Hope Franklin to combine the historical perspective of Mr. Cripps with the personal approach of Mr. Greaves.
    As a young man working on his Ph.D. dissertation 55 years ago in Raleigh, N.C., Dr. Franklin told the audience that he would regularly pass a courtly gentleman outside the courthouse. The gentleman always greeted Franklin with a warm smile.
    The young graduate student was forced to reevaluate the significance of the man’s cordial expression, however, when he found out his identity. It was Thomas Dixon, author of The Clansman, the very source of Griffith’s racist version of Reconstruction. Far from offering a smile of welcome, Franklin concluded, Dixon’s smile probably was more a reflection of his secret delight at keeping “the likes of me” out of any governmental office more influential than “a Jim Crow cubbyhole in the State Archives.”
    But Dixon’s smile would have changed to a frown had he known that a cubbyhole was all Franklin needed. It was the start of a distinguished career that would enable him, among many other accomplishments, to marshall the facts to contradict Dixon’s fabrications.
    “The long reach of The Birth of a Nation is nowhere seen and felt so much as in the picture of Reconstruction that continues today to dominate the thinking and even the writing of most lay persons and indeed too many professional historians who labor apparently under the spell of Thomas Dixon and The Birth of a Nation, professor Franklin said. “It is as if a certain picture of Reconstruction must be perpetrated in order to bar permanently African Americans from positions of public trust in the United States.”
    Among other things that reflected a “profound ignorance” of actual events, Griffith depicted a tide of corrupt black rule in Southern legislatures after the Civil War.
    “No such thing happened,” Dr. Franklin said.
    Like everything else, even the corruption was reserved for whites. “In 1879, for example, in Georgia, the state treasurer, comptroller general and commissioner of agriculture resigned or were impeached. In 1883 the treasurers of Tennessee and Virginia disappeared with $400,000 and $200,000 respectively. Each of these white men was a confederate veteran active in a movement to restore honesty in government,” Dr. Franklin said.
    He concluded saying that “the only value that The Birth of a Nation has lies in its enormous contribution to the development of cinematography.” He quoted Walter Lippmann’s remark that “no one who had seen the film could ever hear the name [Griffith] again without seeing those white horses.”
    The horses, bearing members of the Ku Klux Klan, came at the audience straight out of the screen in a head-on tracking shot. The effect was electric. When the film was first released, audiences reportedly ducked to avoid being run over. Little did they know they had been hit already.
    Craig D’Ooge is Media Director at the U. S. Office of Public Affairs.

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    “Revising and Refining: Improving the Rough Draft”

    I would like you to rewrite the rough draft. My professor has provided some feedback about the first rough draft, please follow the directions

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    Title: “The Autobiography as Evidence: Examining the Role of Advantage and Adversity in Richard Rodriguez’s Academic Success”

    Discussion #2 consists of 2 parts.
    1) As we continue reading Rodriguez’s autobiography Hunger of Memory and identify evidence from the text to support a specific argument on the more significant influence of “advantage” or “adversity” on his “academic success,” in Discussion #2 we will want to consider the autobiography itself as a form of evidence. In what way, then, is the very production of Hunger of Memory evidence of Rodriguez’s “academic success?” In other words, how can the fact (of the text’s written production) help to support your argument on the main source of Rodriguez’s “academic success” – whether it is more the result of advantage or adversity?
    2) It is also important that as we prepare the Persuasive Argument Essay we share both what our (1) argumentative position is as well as provide (2) cited evidence from the autobiography in support of this position. Therefore, what has turned-out to be your argumentative position on our Persuasive Argument Essay question: in Hunger of Memory, would you say that Richard Rodriguez’s “academic success” is portrayed more as the result of advantage or adversity? Cite at least 2 examples from the autobiography in support of your argument. (It is encouraged that you discuss 2 examples that you intend to discuss in your Persuasive Argument Essay.)

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    “Productive Failure and Sustainable Change: Lessons Learned from Organizational Change Processes” “The Circle of Life: Reflections on Death and Loss in ‘Others Die’”

    Prior to beginning work on this discussion forum,
    Read Week 6 Lecture Notes. (copied & pasted down below)
    Weekly Learning Objectives Covered
    In this discussion forum, you will:
    Demonstrate a clear understanding of the organizational change process.
    Discuss a productive failure and the significant lessons that emerged.
    Sometimes things go wrong, and that is not always a bad thing. You can learn from failure. If the organizational members learned from the failure, the failure was productive However, if no learning occurred, the failure was not productive.
    In your post,
    Define and discuss the concept of productive failure.
    Discuss a time in your organization’s history (or in an organization you are familiar with) when a change process failed.
    Explain the situation and what you learned in the process.
    Why do some organizations fail but become stronger while others fail to recover?
    Your main post must be a minimum of 300 words.
    Week 6 Lecture Notes
    Exploring the concepts of change gave us some knowledge of the dynamics involved in designing, communicating, implementing, and committing to change within the organizational structure. The final task in the change process is to understand the principles behind sustaining change and learning from the failures associated with change initiatives. It is useful to remember that sometimes a change process may not be quite as successful as expected and this possibility comes with the overall package. The actions taken post-failure or conflict will help determine the sustainability of the intended change movement.
    Leadership must be aware of and alert to the behavioral variables associated with change so that they are not manipulated by the cultural dynamics of the organization. Resistance to change and the desire to keep things as they were is a behavior typically displayed during the change process. Being open to strategic dialogue to address the fears will assist in moving in the right path of the needed change initiative.
    When a change process is unsuccessful in meeting the requirements specified, or totally fails, there is often a tendency to make hasty changes or abandon the initiative for another plan of action that only worsens the failure—into something even more catastrophic. Promptly tackling a change process that fell short allows the leader and the participants the opportunity to debrief and discover what went right, what went wrong, and the correct path for future implementation.
    Heath and Heath (2008) explore the concepts of why some ideas stick and others never seem to get off the ground. Is it, perhaps, the story that goes along with the idea that causes the initiative to stick? Telling a good story goes a long way and the leader who has not mastered the art of persuasive conversation may experience greater difficulty in moving the concept along. We are never too important to become part of the story or process. The ground-floor leader has a better chance of finding success and finding willing participants.
    With open communication on the impact of the change on all shareholders, the leader will be able to define the parameters that will assure the sustainability of the change operative. There are numerous reasons for change to occur within the organization. On understanding the reasons for the change, the participants are more likely to cooperate and support the necessary actions required to make the change stick.
    Changing the culture is not something that will happen overnight. The culture of the organization must be given the time and support necessary to allow the new behaviors to become part of the dynamics of the group. Individuals will support the concepts and follow that leader who is willing to make them part of the overall process. Understanding the “why” behind the change process is the catalyst for making the change possible and ultimately sustainable.
    Forbes School of Business Faculty
    Reference:
    Heath, C. & Heath, D. (2008). Made to Stick: Why some ideas survive and others die. New York: Random House.

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    “Navigating the Challenges of Middle School: Addressing Issues and Solutions for Students and Educators”

    For your final research paper, I want you consider any issue affecting middle schools and their children. Areas of concern can range from problems associated with transitions in middle schools, struggling readers, emotional problems and their solutions, classroom management in the middle school, preparing middle graders for high school and beyond… the list is endless!!! I’d like to see your topics by the end of this week so that you begin working on your paper. You must have at least six references and your paper should be presented APA style, a maximum of six pages, double-spaced in Times New Roman 12 point font. The rubric will be posted later by I need to remind you that your work will be run through the plagiarism software.

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    Title: The Evolution of Political Parties in the United States: A Comparative Analysis of Past and Present Platforms

    Step 1.
    Thesis Statement, Outline, and Annotated Bibliography
    Overview
    In this assignment, you will write a thesis, an annotated bibliography to support the thesis, and an outline of your research paper. You will turn in a single PDF of your written work.
    Step 1: Choosing a Topic
    This course will consist of three mastery assignments that will contribute to a full research paper. For the final project in this course, you will write a research paper over one of the three prompts below:
    The Constitution specifies the delegation of power between the federal and state governments – a balance that was argued from the very beginning by the Federalists and Anti-Federalists. Compare the modern delegation of powers to those argued for and against in 1787.
    Compare the powers of the House and the Senate as well as the balance of power of the states within Congress. Think about which are the most powerful and how they impact both state and federal politics and policy.
    Look at the major political parties of the United States, both past and present. Think about how the platforms of the various political parties have evolved over time and how older parties became the modern political parties of today.
    Choose your preferred prompt from above, as this will be the topic you focus on for all of the mastery assignments in this course. Each mastery assignment will guide you through various stages of the writing process. This first assignment will focus on the prewriting stage.

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    Theory Application Paper: Swanson’s Theory of Caring in Obstetrics

    Select a Nursing Theory- Select one specific nursing theorist and nursing middle-range theory that best fits your area of practice. Ex. Pender’s Health Promotion Model, Kolcaba’s Comfort Theory, Beck’s Postpartum Depression Theory, etc)
    APA Student Title Page- (No Abstract Needed)
    Include the following information on the Student title page in 7th ed. APA format:
    Assignment name in Bold Font: (Ex. Theory Application Paper: Swanson’s Theory of Caring in Obstetrics)
    Skip a Line
    Your Name
    Name of University
    Course Number and Name
    Instructor’s Name
    Date of Submission (Month, Day, Year)
    Introductory paragraph – Capture the reader’s attention (ex. Grabbing statistics) and introduce the rationale for selecting the specific nursing theory for your area of nursing over other nursing theories (Do not write in first person; Include a purpose statement of what you will describe in the paper as the last sentence of the introductory paragraph.) Next, begin the Body of Paper.
    Theory Description (Level 1 Header) Briefly describe the theory.Give overview of theory purpose, scope, concepts, structure, and unique focus.
    Rationale (Level 1 Header) Discuss the rationalefor selecting the theory for implementation in your specific practice setting. (Do not use first person)
    Implementation Plan (Level 1 Header) Describe a plan to implementthe theory in your area of practice for your entire department or organization.
    Barriers to Implementation (Level 1 or 2 Header, your choice) Discuss potential barriers or challenges to the implementation plan and how to overcome these barriers and challenges. 
    Conclusion (Level 1 Header) Conclusion paragraph with concluding statements to summarize the content and re-state or re-phrase the original purpose statement.
    APA Reference Page- Please be sure to support your paper with in-text citations. Please use 5 peer-reviewed resources.
    Additional Instructions: Your assignment should be typed into a Word or other word processing document, formatted in APA style. Paper should be a minimum of 4-5 pages in length, excluding the title and references pages.  (You may increase the number of pages of the body of the paper up to 7-8 pages if needed).  This is a scholarly paper and should not be written in first person.  Paragraphs should have a minimum of 3 sentences.  Paraphrasing should be done using in-text citations.  Direct quotes should be rare and used only when the content can be said in no other way. If using direct quotes, you must include page or paragraph number. 
    Complete this assignment and submit it to this assignment dropbox by Sunday at 11:59 pm 

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    “Building Community through Discussion: Response to Classmates”

    first 2 attachments are classmates response to discussion assignment. Last attachment is original discussion assignment instructions. please ONLY provide a response to classmate’s discussion post.

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    “The Impact of Systemic Oppression and Incarceration on Black Males: A Literature Review”

    Chapter II Literature Review
    ·     
    Setting the stage for this chapter
    ·     
    The purpose of this review of the literature is…. It will
    cover how it is organized
    I.             
    Black
    Males’ Incarceration
    a.    
    History
    of the Penal System
    i.     Federal, State and Local
    b.    
    Systemic
    Oppression / Racism
    i.     Arrest Rates for Black Males
    ii.     Reasons for the arrest
    iii.     War on Drugs and policing policies
    iv.     School to Prison Pipeline

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    Title: Using Educational Theory to Enhance Learning for Diverse Student Populations

    As a school leader, you will be required to provide training or professional development to teachers on a variety of subjects. One such topic is helping teachers use sound educational theory to inform their practice, specifically in the education of diverse student populations. The purpose of this assignment is to create a polished and professional, narrated presentation that could be used to educate teachers on how to use theory to develop appropriate learning experiences for all students. Based on your field of study and student population, create a PowerPoint presentation in which you:
    Provide a summary of four learning theories that support the instruction of diverse students. (One of which must be Bloom’s Taxonomy). Include:
    Name of theory and theorist.
    Basic description of the theory.
    Explain why applying this theory to classroom practice would enhance the learning of diverse student populations.
    Describe two instructional activities teachers could implement that are aligned with this theory.
    This presentation should be designed so it can be posted online in an educational forum or on your school website for teacher professional development. Incorporate appropriate narration, animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists. Review the “Creating a Successful PowerPoint Presentation” document in the resources for additional assistance in completing this assignment.
    Support your presentation with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.
    Length: 8-10 slides (not including the reference slide)
    Include verbal narration for this presentation
    Notes Length: 150-250 words for each slide
    Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information.