Protests now and then

3/30: Final due date. Use the class to revise.

3/29: All handwritten drafts were turned in. We continued to revise.

3/28: We continued to revise.

3/27: B and C BLOCKS: My outline of where I would go with this is attached below. See "Cont Am Cult photos and quotes next steps" attached below

3/26: B AND C BLOCKS: We worked n groups on the protest photography assessment. Please see "Starting the group photo assessment ...)" attached below.

3/23: B AND C BLOCKS: Please see "Protest photography preparing for assessment" (attached below). We worked on reacting to and paraphrasing the quotes in class today. We'll work in assessment groups on Monday.

3/22: B and C BLOCKS HOMEWORK: Please take the connections you found today between one set the photographs that you chose and explore those similarities further. To do this, you will need to carefully and completely describe what you see (paragraph form for each photograph - include "plot, setting, character, relationship, props, clothing color, light, contrast, etc.) then use the simulates to analyze AND write about why that matters (what does it tell you about the connections between these protests and why do they matter? How does it inform your thinking about the use of messaging and tactics, their effectiveness, etc.? ) I am looking for a page and a half or so of writing.

In class: please see "Protest photography preparing for assessment" attached below.

3/21: B BLOCK: Please take the connections you found today between one set the photographs that you chose and explore those similarities further. To do this, you will need to carefully and completely describe what you see (paragraph form for each photograph - include "plot, setting, character, relationship, props, clothing color, light, contrast, etc.) then use the simulates to analyze AND write about why that matters (what does it tell you about the connections between these protests and why do they matter? How does it inform your thinking about the use of messaging and tactics, their effectiveness, etc.? ) I am looking for a page and a half or so of writing.

In class: please see "Protest photography preparing for assessment" attached below.

C BLOCK: HOMEWORK: Choose two photographs from the ones you explored today that you believe connect to the photographs we saw from the marches last week. PRINT the two photographs from this week's work, PLUS the two from the marches last week that you want to compare and bring these to class. You can print by dragging the photograph onto the desktop of the computer where it will show up as an image (.jpeg). If you have trouble, come see me in the a.m. tomorrow.

IN CLASS: To start: commit to looking at photographs from 3 of the 5 movements (one movement will overlap). As you did for last week's march photographs, focus on the 2-3 photographs that you find most interesting: describe what you see and use those descriptions to analyze how the photographs illustrate the goals, the tactics and the message of the movement. Make note of connections you see between these and what you know about the goals of the walkout last week. It is very important that you reserve judgments based on your personal view of the goals of the protests and instead analyze what you see in the photographs and how what you see speaks to the goals of the movement. After you are done, meet together in your pairs, to talk both about the notes you added yesterday and about the photographs you chose, what you saw in them (in terms of the goals+), about their effectiveness (given the goals and the audience) and make a list of similarities (add these to the google doc) that you see between photographs (tactics, messages, style, etc.) and movements (goals, messaging, tactics, etc.).

B BLOCK: HOMEWORK: Choose two photographs from the ones you explored today that you believe connect to the photographs we saw from the marches last week. PRINT the two photographs from this week's work, PLUS the two from the marches last week that you want to compare and bring these to class. You can print by dragging the photograph onto the desktop of the computer where it will show up as an image (.jpeg). If you have trouble, come see me in the a.m. tomorrow.

IN CLASS: To start, meet together in your pairs from yesterday and compare the notes you each added to the google docs about the movements. Remember that the goal here is to understand each movement's central focus, its goals, its tactics and messaging and how these all fit together. Do NOT make judgments about whether these goals are right or wrong in your opinion - your job is to understand what they are. Once you are on solid footing with each movement, decide how you will divide up the movements so you can look at the photographs. Each of you (in your pairs): commit to looking at photographs from 3 of the 5 movements (one movement will overlap). As you did for last week's march photographs, focus on the 2-3 photographs that you find most interesting: describe what you see and use those descriptions to analyze how the photographs illustrate the goals, the tactics and the message of the movement. Make note of connections you see between these and what you know about the goals of the walkout last week. It is very important that you reserve judgments based on your personal view of the goals of the protests and instead analyze what you see in the photographs and how what you see speaks to the goals of the movement. After you are done, talk about the photographs you chose, what you saw in them (in terms of the goals+), about their effectiveness (given the goals and the audience) and make a list of similarities (add these to the google doc) that you see between photographs (tactics, messages, style, etc.) and movements (goals, messaging, tactics, etc.).

3/19: C BLOCK: Your task today is to explore the roots of last week's March for Our Lives walkout by looking at recent protest movements in this country in search of insight and connections. Below is a partial list of protest movements in this country over the past 5 or so years (I took many of these from what I saw looking over your shoulders on Friday). Pair up , and as a pair, choose 5 out of the 7 movements* listed to examine more closely (you must choose at least one of the following: Black Lives Matter or Take a knee - you could choose to do both). For each movement, split up the articles (so that each of you reads one for each of the movements). Take notes as you read (this is independent work). Once you have finished reading, compare notes about the articles you've read and together summarize the goals, tactics and messages for each movement (share these group notes with each other and with me at cathy_nicastro@wrsd.net). After working through each of the movements, together spend some time looking at the photographs of the protests. For each movement, choose 2-3 photographs that particularly grab your attention.

* If you came up with movements that I did not, and would like to substitute one or two of those for one or two of mine, please find background articles (as I have) that explain the movement AND features photographs of the protests. Write down the title, author and name of publication + URL for these articles.

NEXT - working alone: Each of you (in your pairs): commit to looking at photographs from 3 of the 5 movements (one movement will overlap). As you did for last week's march photographs, focus on the 2-3 photographs that you find most interesting: describe what you see and use those descriptions to analyze how the photographs illustrate the goals, the tactics and the message of the movement. Make note of connections you see between these and what you know about the goals of the walkout last week. It is very important that you reserve judgments based on your personal view of the goals of the protests and instead analyze what you see in the photographs and how what you see speaks to the goals of the movement. IF there is time in class, begin to talk about the photographs you chose, what you saw in them and make a list of similarities (add these to the google doc) that you see between photographs (tactics, messages, style, etc.) and movements (goals, messaging, tactics, etc.). HOMEWORK: If there is NOT time in class to explore similarities, please do that for homework, each member of the group should add to the google doc

HERE ARE THE PROTEST MOVEMENTS AND LINKS:

Read more about: Occupy Wall Street here and here, (photographs here), about sexual assault here and here, about Black Lives Matter here and here (photographs here), about Keystone pipeline here and here, about the Women's 's March (watch) here and here, about the March for Science here and here , about Take a knee here and (watch) here.

B BLOCK: Your task today is to explore the roots of last week's March for Our Lives walkout by looking at recent protest movements in this country in search of insight and connections. Below is a partial list of protest movements in this country over the past 5 or so years (I took many of these from what I saw looking over your shoulders on Friday). Pair up , and as a pair, choose 5 out of the 7 movements* listed to examine more closely (you must choose at least one of the following: Black Lives Matter or Take a knee - you could choose to do both). For each movement, split up the articles (so that each of you reads one for each of the movements). Take notes as you read (this is independent work). Once you have finished reading, compare notes about the articles you've read and together summarize the goals, tactics and messages for each movement (share these group notes with each other and with me at cathy_nicastro@wrsd.net). If there is time after working through each of the movements, together spend some time looking at the photographs of the protests. For each movement, choose 2-3 photographs that particularly grab your attention.

* If you came up with movements that i did not, and would like to substitute one or two of those for one or two of mine, please find background articles (as I have) that explain the movement AND features photographs of the protests. Write down the title, author and name of publication + URL for these articles.

HOMEWORK (B Block): Each of you (in your pairs): commit to looking at photographs from 3 of the 5 movements (one will overlap) tonight (CHOOSE the movements before the end of class). As you did for last week's march photographs, focus on the 2-3 photographs that you find most interesting: describe what you see and use those descriptions to analyze how the photographs illustrate the goals, the tactics and the message of the movement. Make note of connections you see between these and what you know about the goals of the walkout last week. It is very important that you reserve judgments based on your personal view of the goals of the protests and instead analyze what you see in the photographs and how what you see speaks to the goals of the movement.

HERE ARE THE PROTEST MOVEMENTS AND LINKS: