Dale Banham

Rationale This enquiry uses the life of Thomas Clarkson (who is buried just a few miles from our school) to explore the issue of slavery. Pupils explore why Thomas Clarkson became so passionate about abolishing slavery and how he managed to achieve his aim of ending slavery in the British Empire. Centering this enquiry around a powerful story and focusing on one individual allows pupils to connect more closely with the learning experience. This enquiry allows pupils to explore the role of the individual in history. They assess the contribution Clarkson made to the anti-slavery campaign by weighing his contribution against that of other factors and other individuals. It also incorporates a strong citizenship dimension by exploring current issues surrounding slavery and involving pupils in running a campaign for a statue of Clarkson to be erected in the local area. Learning Aims (History driven) To help pupils understand: • The origins of slavery and its links to the development of the British Empire. • How the slave trade worked, who benefited and its impact on Africa. • The conditions slaves had to endure on the slave ships and on the plantations. • The key factors that led to the abolition of slavery. • The role of the individual in history. • That slavery remains an important issue at the start of the 21st century. To develop pupils’ ability to: • Appreciate what motivated people living in the past. • Cross-reference written and visual sources. • Select and deploy information carefully in order to (i) inform and (ii) persuade an audience. • Write causal explanations. • Engage in controversial debates and improve their speaking and listening skills. • Use ICT effectively – both (i) as a research tool to keep up-to-date with current issues and (ii) to organize and communicate their ideas creatively. • Run an effective ‘political’ campaign. Strategy driven ‘Initiative Overload’ • Promoting Citizenship • Literacy Across the Curriculum (Speaking & Listening, Editing & Redrafting, Writing for audience/purpose, Reading for meaning) • ICT Across the Curriculum • Assessment for Learning (Modeling, Marking, Target setting) • Engagement, Motivation – pupils connecting with the learning experience • Working creatively and collaboratively • Learning Styles (VAK) Teaching and Learning Activities/Resources LESSON 1: What changed Thomas Clarkson’s life? (Initial Stimulus Material & Outline) (1a) What is the link between Thomas Clarkson and Bob Marley? Meet pupils at the door. They are told to enter and sit down in silence and to try and solve the puzzle on the board. As they enter play ‘Redemption Song’ by Bob Marley and have the lyrics on their desks. Pupils have to work out the connection between the song and a picture of Thomas Clarkson (include a brief early history – local man, son of a school teacher who in the 1780s was studying at university with the intention of entering the church.) Explain that you will display clues one by one until they work out the connection. Start with more obscure clues, gradually making it easier for pupils to spot the link (eg - packet of cigarettes - a bag of sugar – pictures of a speculum oris, thumb screw, iron handcuffs, leg shackles, slave ship etc). Rationale/Comments The aim here is to break up the pattern of the school day. Create an environment where pupils are knocked out of the comfortable pattern of everyday life in school. Things are going to be a bit different in this lesson, this is important, this will make you think … Teaching and Learning Activities/Resources (1b) What made Thomas Clarkson so angry? Explain what links Clarkson to slavery (enters an essay writing competition at Cambridge on topic of slavery that changes his life – so appalled with what he finds out that he devotes the rest of his life to ending slavery – travels thousands of miles, enduring attempts on his life, illness and bankruptcy). Provide an overview of the history of the slave trade and how it operated. Use powerful visual and written sources. Also a film clip (eg – 10 min from Amistad, and/or Roots, Geldof’s visit to Cape Coast Castle) Rationale/Comments The prime consideration at this stage of the enquiry (1a & 1b) is to get pupils really interested in the subject matter. For the rest of the enquiry to work pupils must ‘care’ about the topic. Powerful source material is therefore essential at this stage of the enquiry. It is also important to challenge commonly held misconceptions and to set Britain’s role in the slave trade in its broader historical context (eg – Slavery had existed for centuries, Britain not the only country involved, role of some African tribes). Teaching and Learning Activities/Resources LESSONS 2 & 3: What did Thomas Clarkson find out? (Research skills) (i) Recap – Pupils sequence 5 or 6 visual images that show different stages of the slave trade (eg – capture, slave forts, slave ships, auction, plantations). In groups pupils then have to write a caption (max 50 words) for each source. (ii) Set up main task – Fill in the Clarkson story – helps form the Society for the Abolition of the Slave Trade – his role is to travel the country researching slavery, finding witnesses and organising a national campaign. (iii) Know your enemy: What arguments were used to defend the slave trade? Explore who benefited from the trade and what arguments supporters of the trade put forward to defend it. Use these arguments to structure the activity that follows (ie – pupils in role as Clarkson finding evidence that challenges these arguments). (iv) The Clarkson Challenge: Can you find evidence to defeat those who defended the trade? Explain to pupils that they will follow Clarkson’s journey around the country and learn more about the slave trade through his eyes. They will need to keep detailed notes as at the end of the journey they will have to deliver a speech, write a pamphlet and design a logo for the campaign. Provide a structure for note-taking, explore different strategies and model the skill. Rationale/Comments Use of visual sources aids recall. Extension Activity – Continuing to work as a group pupils have to write a 100 word explanation of how the slave trade worked. This requires them to edit their work and decide on what information is essential in order for their explanation to make sense. Structure through key investigative questions. Ideally these should be generated by the pupils from section (iii) – this provides a sense of ownership. However, it is important that the following themes are covered: What was the impact upon Africa? How were slaves captured and sold? What were conditions like on the slave ships? What was life like on the plantations? Encourage pupils to experiment with note-taking (eg – Use Mind Map). Teaching and Learning Activities/Resources LESSON 4: How to win support and influence people. Explore what makes an effective campaign and the key elements within it. Pupils have to produce: a pamphlet (writing to inform), logo and speech (writing to persuade). Model through speeches and logos produced at the time (eg – the speeches of Wilberforce and Pitt, Wedgewood’s famous logo). Rationale/Comments Explore the importance of oracy, literacy techniques, writing for purpose/audience etc. Keep the written sources lengthy. Explore the arguments put forward and the techniques used (eg – loaded language). Discuss how these speeches would have been read – where would pupils place ‘emphasis’ and how. Teaching and Learning Activities/Resources LESSON 5: Was William Wilberforce the real hero of the abolition of slavery? Why has Clarkson’s contribution been overlooked? Provide an overview (timeline) of campaigns to abolish the slave trade and slavery in the colonies. Concentrate on key dates and turning points. Use this to introduce the key question – Who deserves the credit? Explain that the ‘traditional interpretation’ is that Wilberforce played the dominant role. Explore ‘Where does this interpretation come from?’ – identifying the origins in the biography of Wilberforce written by his sons in 1838 and the influence it has exerted over subsequent historical accounts. Raise questions about the validity of this view. Encourage critical thinking - What does William Wilberforce’s biography tell us about the sons who wrote it? Pupils can identify other key individuals who played an important role from the timeline. Rationale/Comments The aim here is to help pupils connect with quite difficult content (ie – the complex interaction of causes that led to slavery being abolished in the British Empire) by focusing initially on the controversy caused by WWs biography. This provides a way into exploring other factors. It gives pupils something to test and rally against. The motivation of pupils increases if they sense injustice! At this stage pupils’ main sense of outrage will be that Clarkson’s contribution is often overlooked. They should be more engaged in the debate/controversy having spent the previous two lessons in role as Clarkson, following in his footsteps. Additional layers of complexity can then be added in the following lesson(s) (ie – how other individuals/groups are also often omitted from the story) … Teaching and Learning Activities/Resources LESSONS 6-7: How should the story of the anti-slavery movement be told? How important was Clarkson’s contribution compared to other factors? Explore Clarkson’s role in more detail. Pupils weigh this contribution against other factors: - The role of other individuals/campaigners (Sharp, Equiano, Cugoano, Ignatius Sancho, Phyllis Wheatley, Anthony Benezet) - Religious Groups (The Society of Friends, Quakers, Methodists) - Politicians/MPs (Pitt, Fox, Granville, Thomas Fowell Buxton) - Slave Revolts (Case Studies: Haiti, Jamaica) - Political & Economic factors Small groups of pupils can be directed to become ‘experts’ on a particular individual/case study. Their task is to prepare a 2 minute class presentation in which they prove the importance of the factor they have researched. This is a good opportunity to model how to ‘prove’ rather than simply ‘say’ – ie – the use of causal connectives (this led to/meant that/resulted in … without …). Class presentations should naturally lead into a debate about the relative importance of key factors/individuals. A whole class debate could take the form of a world cup draw, boxing match, big brother competition or balloon debate. Rationale/Comments This approach provides an opportunity to explore the role of the individual in history – in particular how the actions of individuals need to be placed in their broader historical context and judged carefully against other factors. We were very keen for pupils to see that Clarkson had not single-handedly achieved his aims and that other campaigners and socio/economic factors also played an important role. Writing frames could be provided to help lower attainers. However, we have found that the modeling of writing style is more important – ie – moving pupils from (i) ‘saying’/describing what an individual did to (ii) ‘proving’ that what this individual did was important. The modeling of causal connectives is therefore crucial. One way of demonstrating this is through active demonstration - pupils on their knees (knowledge tellers) are dragged to their feet by the connective rope and become knowledge transformers. Actions are clearly linked to consequences. The placing of a speaking and listening activity before an extended writing task is deliberate. It enables pupils to clarify their ideas and form a firm argument before they start the writing process. This is also one of the reasons for the active learning activity that starts the next lesson … Teaching and Learning Activities/Resources LESSON 8: Writing causal explanations: Is it right to single out one individual? Active learning – Play ‘The Strongest Link’. Pupils in same groups as previous lesson. They brainstorm links between their individual/factor and other factors. Plan on paper first then use different colour wire to demonstrate the link between their factor and another table’s factor (red = strong link and is worth double points, use different colour wire for tentative links). They must be able to explain the link(s) they make. A different person in their group must take responsibility for being able to explain each link they make. Award points for quality of explanations, award bonus points if a group spots a link that another group has missed. Build this understanding into the piece of extended writing that follows: ‘Thomas Clarkson played the key role in ending slavery in the British Empire.’ To what extent do you agree? Provide two clear targets for the piece of writing (and subsequent self, peer and teacher assessment): 1. Pupils must ‘prove’ rather than ‘say’ 2. Pupils should explain links Rationale/Comments For teachers who are worried about classroom management issues (or health and safety!) this activity works effectively on a whiteboard with pupils coming up to the front to draw and explain links. This task provides the ideal opportunity for summative, formative and diagnostic assessment. The writing task allows teachers to assess understanding from the previous four lessons. Marking/Feedback can be focused on the two targets opposite. Self and peer assessment should be encouraged. Teaching and Learning Activities/Resources LESSON 9: A never ending story: What would Clarkson be angry about today? Pupils use web sites to research whether slavery ended in 1833 and if it still exists today. (i) Their first task is to produce a timeline charting the key laws that have been introduced in an attempt to stop slavery in other parts of the world. (For example – slavery prohibited by the 1948 Universal Declaration of Human Rights and the 1956 UN Supplementary Convention on the Abolition of Slavery, the Slave Trade and Institutions and Practices Similar to Slavery.) (ii) Their last task is to produce a Mind Map outlining the types of slavery that exist today (for example – bonded labour, forced labour, child labour) and providing specific case studies that prove that the issue has not gone away. The Anti-Slavery International web-site (http://www.antislavery.org/) is an excellent source of information for this research task. Rationale/Comments The end to this enquiry is very important. It links the past with the present, enabling pupils to spot long-term trends. It is crucial for pupils to see that the ‘story’ story does not end in 1833 and that the anti-slavery campaign has as much relevance in the modern world as it did in Clarkson’s day. The commonly held misconception is that slavery is part of our history rather than our present. The reality is slavery continues TODAY despite the fact that it is banned in most of the countries where it is practiced. Teaching and Learning Activities/Resources Extension: How should Thomas Clarkson be remembered? (Running an Active Citizenship Campaign) Explore how Clarkson has been remembered since his death. Move on to - How should Thomas Clarkson be remembered? Having established that Thomas Clarkson played an important yet largely forgotten role in the campaign to abolish slavery, pupils work in groups, running a campaign designed to: • Raise the profile of Clarkson in the local area • Petition for a statue (or a form of commemoration of their own choosing) to be erected locally in his memory. This campaign incorporates pupils: • Involving the local media and local people in their campaign. • Planning and producing a PowerPoint presentation – which is then performed to members of the local community • Designing a newspaper front page and lead article • Writing letters to their local council and local MP • Producing a web site • Keeping a video diary of their campaign • Reflecting on the effectiveness of their methods Rationale/Comments This activity gives pupils a real insight into how to run a ‘campaign’. In particular the important role that local councils and the media play in the decision making process. It encourages pupils to: • Use ICT creatively to inform, entertain and most importantly persuade an audience to support a particular point of view. • Work creatively and collaboratively on a significant end product. In terms of promoting citizenship, pupils gain an insight into: • The role of the local council in the decision making process. • The role of the local media in raising public awareness of key issues. For more resources on Thomas Clarkson and examples of pupils’ work see: http://www.holbrookhigh.suffolk.sch.uk/ Go to: ‘Subjects’ Then – click on ‘History’ http://www.holbrookhigh.suffolk.sch.uk/his...Pages/index.htm http://www.holbrookhigh.suffolk.sch.uk/his...ages/movies.htm

On Friday I heard that our school’s application for specialist school status (leading in history) has been turned down by the DfES (Specialist Schools Designation Team - whoever they are). This has come as a complete shock and left me feeling angry, extremely disappointed and confused. On a personal level I feel like this is a real kick in the teeth after everything I have tried to do for the last 10 years. I also feel that this is an example of how subject specialism and the history education community is under-valued despite the great work that is going on at the moment. Number crunchers and SMART target setters seem to rule the world! Sorry to trouble you all with this but I do not really know what to do next. I have written a letter and any suggestions about how to follow this up would be gratefully received. Do you know of anyone I should contact? Are other history departments having a similar experience? I am completely fed up with this kind of crass decision making and want to take this matter further. Any ideas welcome!

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: How do people in America today view JFK? Is he seen as a hero? Is his reputation growing/declining? Why?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: What was JFK’s greatest achievement?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Did the press know about JFK’s affairs – especially with Marilyn Monroe? If so, why did they keep quiet about it? Why didn’t JFK’s private life create a scandal?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: To what extent did JFK improve relations between the USA and the Soviet Union after the Cuban Missile Crisis?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: How dangerous was the disagreement between the Soviet Union and the USA over Berlin? Was this potentially more dangerous than the Cuban Missile Crisis?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Would JFK have been re-elected? If so, by what kind of margin?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: How important was JFK’s contribution to the civil rights cause? Did he do more than any President before or since?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Did JFK play the key role in ending the Cuban Missile Crisis? Was the final decision his or did he follow advice from others?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Was JFK aware of the plots to kill Castro? If so, did he do anything to try and stop them?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Could JFK have done anything to stop the Bay of Pigs invasion?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Is there clear evidence that the CIA and the mafia worked together? If so, where, how and why?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: What were JFK’s plans for the CIA, had he been re-elected?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Is there any link between the assassinations of JFK, Malcolm X, Martin Luther King and Robert Kennedy?

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Was JFK about to ‘drop’ Lyndon Johnson? If so, why? Background details of the people answering this questions can be found at: http://educationforum.ipbhost.com/index.php?showtopic=1169

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: What evidence is there that JFK was going to pull out of Vietnam? Background details of the people answering this question can be found at: http://educationforum.ipbhost.com/index.php?showtopic=1169

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: Was JFK aware of the plots to kill Castro? If so, did he do anything to try and stop them? Background details of the people answering this question can be found at: http://educationforum.ipbhost.com/index.php?showtopic=1169

My Year 10 (aged 14-15) are now starting on a piece of coursework: 'Why is JFK remembered so positively?'. I have attached the questions they came up with in groups. Answers and different views from experts would be great for when we start back in September or for pupils to look at over the Summer. Question: How do people in America today view JFK? Is he seen as a hero? Is his reputation growing/declining? Why? Background details of the people answering this question can be found at: http://educationforum.ipbhost.com/index.php?showtopic=1169

Bob Dylan, The Lonesome Death of Hattie Carroll (1964) William Zantzinger killed poor Hattie Carroll With a cane that he twirled around his diamond ring finger At a Baltimore hotel society gath'rin'. And the cops were called in and his weapon took from him As they rode him in custody down to the station And booked William Zantzinger for first-degree murder. But you who philosophize disgrace and criticize all fears, Take the rag away from your face. Now ain't the time for your tears. William Zantzinger, who at twenty-four years Owns a tobacco farm of six hundred acres With rich wealthy parents who provide and protect him And high office relations in the politics of Maryland, Reacted to his deed with a shrug of his shoulders And swear words and sneering, and his tongue it was snarling, In a matter of minutes on bail was out walking. But you who philosophize disgrace and criticize all fears, Take the rag away from your face. Now ain't the time for your tears. Hattie Carroll was a maid of the kitchen. She was fifty-one years old and gave birth to ten children Who carried the dishes and took out the garbage And never sat once at the head of the table And didn't even talk to the people at the table Who just cleaned up all the food from the table And emptied the ashtrays on a whole other level, Got killed by a blow, lay slain by a cane That sailed through the air and came down through the room, Doomed and determined to destroy all the gentle. And she never done nothing to William Zantzinger. But you who philosophize disgrace and criticize all fears, Take the rag away from your face. Now ain't the time for your tears. In the courtroom of honor, the judge pounded his gavel To show that all's equal and that the courts are on the level And that the strings in the books ain't pulled and persuaded And that even the nobles get properly handled Once that the cops have chased after and caught 'em And that the ladder of law has no top and no bottom, Stared at the person who killed for no reason Who just happened to be feelin' that way without warnin'. And he spoke through his cloak, most deep and distinguished, And handed out strongly, for penalty and repentance, William Zantzinger with a six-month sentence. Oh, but you who philosophize disgrace and criticize all fears, Bury the rag deep in your face For now's the time for your tears. The Art of Hattie Carroll by Phil Ochs http://www.cs.pdx.edu/~trent/ochs/hattie-carroll.html Brief Background to the Case http://www.expectingrain.com/dok/who/c/carrollhattie.html

THE MEDIUM, THE MESSAGE & THE MYTH Using film to explore historical interpretations Dale Banham (Head of History, Holbrook High School, Suffolk) and Russell Hall (Head of English, Kesgrave High School, Suffolk) Why is this important? (1) A powerful medium – ‘A weapon that cries out to be used’ (Trotsky) (2) Myth-slaying - Guarding against ‘History by Hollywood’ and superficial representations of key individuals in history "The destruction of political or social myths dressed up as history has long been part of the historian’s professional duties." (Hobsbawm) (3) Critical thinking skills (4) Pupil motivation DEPTH STUDY (6 weeks): Why is JFK remembered so positively? Lesson 1: The Hook – Oliver Stone’s JFK How does the director make his audience care about JFK? Teacher led, step by step analysis of the opening 5 minutes of Oliver Stone’s JFK. Step 1: Explore the use of music. Pupils listen to the music that opens the film (block out the visual image). What tone does the music set? (Pupils select from word/phrase bank) Step 2: Analyse the commentary. Play the rest of the extract – continuing to block out the visual images. Study tone, style and use of loaded language. Step 3: Examine Stone’s choice of visual images. Play the extract again – this time concentrate on the images Stone has selected. Focus on: * the overall message being presented (again – pupils could select from a word/phrase bank) * the selective use of colour. Why does the director want these images to stand out? * the way in which the director positions two unrelated clips next to each other to create a new meaning Homework Question 1: Study the first 5 minutes of the film ‘JFK’. How does the director make his audience care about JFK? Lesson 2: Critical Thinking Why does the director want to create such a positive impression? * Brainstorm: What motives might the director have for creating such a positive impression of JFK? (Encourage pupils to think about the aims of a filmmaker – to educate, inform, entertain, persuade, make money?) * It is important that pupils realise that a film such as JFK is not simply entertainment. As it entertains, it persuades. In fact, if the audience is not persuaded, it will lose interest. * Pupils find out more about the director. Study a brief biography of Oliver Stone and an interview - in which he discusses his past, political standpoint, his views on history and the role of the filmmaker. And I'm looking back on my life and I realize that the toll that I had to pay, or that my generation had to pay, to get through that period was unnecessary. It was unnecessary because it was all a series of expedient political decisions by Johnson and Nixon. And it changed the course of our lives and time forever. And it's hard to get back, because once you've lost that spot of innocence, perhaps, that you had when Kennedy got killed and then Nixon performed his acts, his sinister designs, all that shaped us to the way we are now. Movies have to make money, you've got to make them so they're exciting, they're gripping, people want to go see them. That's a very hard thing to do because people are more and more jaded, it seems, from the hours of television and the speed of modern life. I am not trying to be a historian and a dramatist; I'm a dramatist, a dramatic historian, or one who does a dramatic interpretation of history. Kennedy would have grown, was growing in office. It's clear that he had a great sense of humor. It's clear that he had an ability to listen to people. He went through hell on Cuba; he learned. He said so himself… No question that he would have gotten more power in '64. He would have won and he would have consolidated his power. He would have kicked out a few of these people … he would have grown. And I think we would have had what Gorbachev and Reagan achieved. Khrushchev had also grown, it's an interesting parallel. Khruschev's an interesting man. These two guys would have come together. Instead it's interesting that Kennedy falls, Khrushchev follows within a few years. That was the early détente attempt, and it would have worked. We would have saved trillions of dollars. The world today would be different. Kennedy would have been a great leader. Taken from ‘History and the Movies. Conversation with Oliver Stone’ - by Harry Kreisler (17 April and 27 June, 1997) Homework Question 2: Use your own knowledge and Sources B (short biography of Oliver Stone) and C (interview with Oliver Stone) to explain why Oliver Stone wanted to create a positive impression of JFK in the first five minutes of his film. Analysing Interpretations * Explain that most people follow the Oliver Stone line – ie – JFK the hero. Reinforce this by getting pupils to interview parents/older relatives – How do they remember JFK? Make sure pupils record the words they use to describe JFK and use these at the start of the next lesson. Display words on a positive to negative continuum. * Introduce the ‘BIG QUESTION’: Why is JFK remembered so positively? Use previous knowledge to brainstorm reasons why people become heroes or heroines (see Henry V example). Then explore possible reasons: (1) ACHIEVEMENTS: Is his record as President enough to explain his heroic status? (Lessons 3&4) Start by exploring what happened during his presidency. Provide an overview of the problems JFK faced as President (Foreign Policy – Berlin, Cuba, Vietnam. Domestic Policy – Congress, Civil Rights, Poverty, Economy, Organised Crime, Space Programme). Exploit the OVERVIEW LURKING WITHIN THE DEPTH (Cold War, Civil Rights, US political system). Pupils then carry out structured research (allow them to choose their method – eg - linear notes, Sorting Frame or Mind Map) into how JFK dealt with these problems. Follow up with whole class discussion: How effectively did JFK deal with the problems he faced whilst in office. End by asking: Does what happened during his presidency explain why JFK is remembered so positively? (2) IMAGE: Did glamour overshadow quality? (Lesson 5)· Explore the way in which JFK changed politics – the ‘new politics’, the first TV president, spin and manipulation of the media. Discuss – Do we remember image or reality? Is this a case of an individual being remembered not for what he was as a politician but for what he appeared to be? When we remember JFK do we remember policies or an image? JFK was the first ‘TV president’. His presidency seems to mark the start of a new era in politics; an era in which image and gestures were more important than policies and politics became a form of show business. To be sure, the Kennedys have had - and continue to have - a political impact on the nation.... But politics hasn't been this family's calling card in the mass culture for some time. Even in the aggregate the Kennedys have never had the political impact of Martin Luther King Jr., FDR, or even Reagan. If President Kennedy is still revered today, it's more because of his glamorous style and because he died young than for any specific accomplishments. "The Cultural Meaning of the Kennedys," by Steven Stark (January, 1994) Did the reason why he became so revered have more to do with his glamorous style and because he died young than any specific achievements as President? As an individual Kennedy was ‘the most glittering political hero of the modern age’ (Walden). Consider the extent to which people had been blinded by his magnetism and charisma. This is the argument put forward by Seymour M. Hersh (The Dark Side of Camelot, 1997) I began writing this book knowing that it would inevitably move into a sensitive area: When is it relevant to report on the private life of a public man? The central finding that emerged from five years of reporting, and more than a thousand interviews with people who knew and worked with John F. Kennedy, is that Kennedy's private life and personal obsessions - his character - affected the affairs of the nation and its foreign policy far more than has ever been known. This is a book about a man whose personal weaknesses limited his ability to carry out his duties as president. It is also a book about the power of beauty. It tells of otherwise strong and self-reliant men and women who were awed and seduced by Kennedy's magnetism, and who competed with one another to please the most charismatic leader in our nation's history. Many are still blinded today. (3) The Assassination: What impact did it have in the short-term (Lesson 6) * Pupils explore public reaction to the death. Ted Sorenson stated: Countless individuals have noted that the President's death affected them even more deeply than the death of their own parents. The reason, I believe, is that the latter situation most often represented a loss of the past - while the assassination of President Kennedy represented an incalculable loss of the future. The Public Papers of the Presidents: John F Kennedy (1963) Those who the gods favour die young? - Compare to more recent events – eg – Diana and the lives and deaths of Elvis, Marilyn, James Dean, Jimi Hendrix, John Lennon, Kurt Cobain and Jim Morrison. It's not simply that an untimely death fulfills a romantic image. Dying young freezes the stars at their peak: like the promise of Hollywood itself, they remain forever young and beautiful - the perfect icon. Most important, however, were the timing and circumstances of Kennedy's death. Had Kennedy lived, he might be remembered as a successful or an unsuccessful president, but not as a legendary hero. His untimely death and the dramatic conditions surrounding it gave rise to his legend: in mythic style a young king promising a new world was killed in a public place in the presence of his beautiful queen, and his realm changed forever. Political Paranoia as Cinematic Motif: Stone's "JFK" – R.S. Robins and J.M. Post * Explain how Kennedy’s tragic and shocking death had influenced what has been written about him. After his assassination America felt a profound sense of loss and a great deal of sympathy for the family left behind. In the immediate aftermath the media were highly selective, exaggerating his achievements and ignoring his mistakes. * Investigate the role played by Jackie Kennedy – creation of the Camelot myth. Discuss – To what extent did Jackie rescue JFK’s reputation? The Camelot myth came into existence later than most people think—it was only after Kennedy’s assassination that Jackie offered the metaphor as a way to characterize the Kennedy years. On a cold November day, only days after her husband’s murder, Jackie summoned Theodore H. White, a noted journalist and loyal friend of the Kennedy family, to the compound at Hyannisport, Mass. She insisted that White publish her statements in Life magazine, which had chronicled her marriage to JFK, and their life together— including the children and the pets. She knew the popular weekly was capable of profound image-making. In the exclusive interview, Jackie recounted for the first and last time the events of the assassination in Dallas, providing graphic details of the shooting and vivid descriptions of the drive. In the margins of his notepad, White noted “her calm voice and total recall” of the events. Then she confessed, “I’m so ashamed of myself - all I keep thinking of is this line from a musical comedy.” “Camelot,” the Broadway musical starring Richard Burton and Julie Andrews, had opened in December 1960, a few weeks after Kennedy was elected president. The Kennedys had attended the show and loved it. Jackie told White that at night, they would listen to a recording of the musical on their Victrola before they went to sleep. Jack’s favorite song came at the very end of the musical, and his favorite lines were, “Don’t let it be forgot, that once there was a spot, for one brief shining moment that was known as Camelot.” “There’ll be great presidents again—and the Johnsons are wonderful, they’ve been wonderful to me—but there’ll never be another Camelot again,” she said. White’s notes, now known as the “Camelot Papers,” suggest that this was anything but an off-hand reference: “all she could repeat was, ‘Tell people there will never be that Camelot again.’” Jackie was nervous about how history would remember her husband, so she enlisted White’s help, to “rescue Jack from all these ‘bitter people’ who were going to write about him in history.” She wanted Americans to remember that her husband was “a man of magic,” that his presidency was truly special, and that the era was “a brief, shining moment”— just like the song said. Extract from ‘Jackie as Myth-maker’ by Amanda Endewelt (ABCNEWS.com) (3) The Assassination: What impact has the controversy over the assassination had on JFK’s reputation? (Lesson 7) * Explore the controversy surrounding the assassination. When the Warren Commission published their report in 1964 most Americans believed its findings. Today most Americans believe that JFK was killed as a result of a conspiracy. Why have interpretations changed so much since 1964? * Pupils investigate how and why interpretations have changed since the Warren Commission’s report in 1964 - combination of new evidence (Zapruder Footage, Dallas Police Tapes) & changing attitudes and values. Pupils use a living graph to identify the key factors that caused interpretations to change. Once again – exploit the overview lurking within the depth – impact of Vietnam, Watergate, Iran-gate on American attitudes, culture and beliefs. JFKs assassination is a kind of mirror, which reflects the researchers (and societies) own preoccupations and prejudices. What caused interpretations of the assassination to change? 64 – Warren Commision’s report – accepted, supported by media 64-66 – series of books attacking report: 64 – Joesten’s ‘Oswald: Assassin or Fall Guy?’, 65 – Fox’s ‘The Unanswered Questions’, 66 - Pophin’s ‘The Second Oswald’, Thompson’s ‘Six Seconds in Dallas’ and most famously – Epstein’s ‘Inquest’ and Mark Lane’s ‘Rush to Judgement’. As a result attitudes start to change.· 67 – Garrison case – increased media publicity, accelerates availability of materials on the case (eg – Zapruder Footage) 66-76 – increased opposition to war in Vietnam. This changes the political context and radicalises large numbers of Americans. Also increased revelations against US intelligence and security services. CIA exposed – over their covert operations in domestic politics. Information became increasingly available about the US intelligence and security services. [During this period they came to dominate ‘conspiracists’ thinking about the assassination.] During this period it was also discovered that US policy on Vietnam was changed just two days after JFK’s death and that this had been concealed. Blame therefore shifted further towards the military/industrial complex. Early 70s – Watergate (President Nixon’s attempt to bug the offices of the Democrats) opens many American’s eyes to the possibility of a conspiracy involving leading figures in the establishment. More books – for example Anson’s ‘They’ve killed the President’. 70s – Ford establishes Rockefeller Commission to investigate CIA activity in US. Late 70s/Early 80s – Formation of HSCA – Senate investigation (but made up of Congressmen with nothing to gain – no political profit). Sprague sacked when not allowed larger research team. BUT discovery of acoustic evidence – Dallas Police Tapes – conclusion JFK probably assassinated as a result of a conspiracy. Chief Counsel for HSCA hints at mob involvement. More books on the assassination (eg -Anthony Summers’ ‘Conspiracy’ and Lifton’s ‘Best Evidence’ - which looked closely at the medical and forensic evidence and in particular the initial statements made by doctors at Parkland hospital, Dallas. 1991 – The JFK film is released by Oliver Stone. One film changes history? One film creates history? Film had a massive impact. It rekindled interest in the assassination when major factual TV documentaries and 100s of books had not! It puts the assassination back on the front page and led in 1994 to the formation of the Assassination Archives Review Board (created by Congress). New documents are released. * Reasons for changing nature of historical interpretations (new evidence but really changing attitudes and values of the interpreters/society at the time in which the interpretation was produced – (link to King John) * Explore the link between conspiracy theories and positive interpretations of JFK - How has the controversy over the assassination changed the way we look at JFK? – ie – JFK the great, progressive, liberal martyr – killed because of the threat he represented to the establishment. Those who argue the case for conspiracy in the JFK Assassination, frequently do so from the perspective that when JFK was killed, a great symbol of Progressive liberalism was snuffed out, and with his death, the hopes of revolutionary "progressive" reform in American society was snuffed out as well. Always, JFK is seen as one who would have been at home with the radicals of the late 1960s who marched against the war in Vietnam and demanded an end to the Cold War, and who argued for more action on social justice issues of civil rights and poverty. To the likes of an Oliver Stone, the murder of JFK represented a conspiracy by reactionary forces who wanted to stop the progressive ideas of greater action for social justice and the end of the Cold War from being implemented. As conspiracy author Jim Marrs put it: But it may be worth considering what kind of America we might have today if President Kennedy had lived. Imagine the United States if there had been no divisive Vietnam War, with its attendant demonstrations, riots, deaths, and loss of faith in government. There may not have been the scandals of Watergate, other political assassinations, or the Iran-Contra Pentagon-CIA attempt at a "secret government." Detente with Communist Russia and China might have come years earlier, saving hundreds of millions of wasted defense dollars--dollars that could have been put to use caring for the needy and cleaning up the environment. Picture a nation where no organized-crime syndicate gained control over such divergent areas of national life as drugs, gambling, labor unions, politicians, and even toxic waste disposal. (Jim Marrs, Crossfire, p. 589). To what extent can films such as ‘JFK’ change history? (Lesson 8)· * Pupils examine Stone’s portrayal of the Garrison trial – focussing on 2 key scenes (use of Zapruder film and the closing speech). The Zapruder film is integral to JFK. According to Scalia, Stone said ‘The only thing I want people to remember when they walk out of this movie is the Zapruder film and to remember back and to the left’. * Explore reactions to the film (showed how truly powerful the film medium can be – caused a nation to re-examine its history and led to the release of important documents) Discuss - How soon after JFK’s death could the Oliver Stone film have been made? Having looked at the events in the thirty years after his death in the previous lesson, pupils can reflect on the way values and attitudes changed, and pinpoint the earliest possible moment at which a film embodying this interpretation could have been made. Lesson 9: Extended Thinking - Pulling it all together: Formation, Organisation & Communication of Ideas Class Debate – Why has JFK been remembered so positively? What was the key factor? Extended Writing (pulling together what has been covered in lessons 3-8): Question 3: ‘The nature of JFK’s death is the main reason his reputation grew in the years after the assassination.’ To what extent do you agree with this statement? Lessons 10-12: Creative Thinking – The Big End Product: How should JFK be remembered? Discuss - How should JFK be remembered? Pupils produce their own 2-minute summary of JFK combining visual images and commentary. Storyboard in pairs first – then share ideas with another pair and form a production team of 4. Pupils present their ideas using PowerPoint or DVD/Video. Using a Learning Log In order to tease out the learning it was important for pupils to reflect on their own decisions made during the planning and production stages of filmmaking. Our aim was to make explicit the mental processes involved in the ‘production’ of history. Pupils kept a ‘learning log’ to reflect on what they had been doing. It was the unpicking of the choices that pupils had made that was central to their learning. Why had they chosen a particular combination of visual images? Why had they chosen to include certain details in their commentary but to ignore others? When it came to editing their film, why had they cut some sections of the narrative but left others? Follow-up class discussion highlighting differences in their interpretations and possible reasons for this. Focus on: * Why interpretations differ and how historical interpretations depend on the selection of sources. * The issues involved in trying to make history as objective as possible. It was interesting to explore conflicts that had arisen between their roles as historian and as filmmaker. How did they ensure that their interpretation had dramatic impact, involved and engaged their audience? As film director, did they feel the need to cut any details that an historian would want to leave in? Pupils were also encouraged to analyse the films made by other production teams. Each ‘film’ was very different. Why was this? We discussed the nature of the differences in their interpretations and possible reasons for this. Why is it important to allow enough time for this? * A creative end-product - film-making can inspire pupils - it can get them thinking creatively and it can help them to get ‘inside’ some of the factors that shape historical interpretations. * The depth study had come full circle, starting with pupils analysing a film interpretation of JFK and ending with them producing their own. Having shown them the tricks of the film-makers trade, to deny these pupils the opportunity to put their new found knowledge into action would have been much like showing a child a sweet shop and then closing the door. * History as reconstruction - Limiting pupils’ films to two minutes was crucial. Faced with a wealth of visual source material (photographs and ‘news’ clips) and a broad knowledge of JFK’s presidency, pupils were forced to make choices. This helped pupils understand something of the historian’s method and to see ‘history’ as ‘reconstruction’. All histories omit facts because there are too many facts to put in any account. Historians constantly make both conscious judgements and unconscious choices about what facts to omit in order to craft their book, film or documentary into some length and shape that can be managed. Pupils had to make the same decisions. They were therefore able to see that what the historian produces is no more than an attempted reconstruction of past events and that all historical interpretations are made up of differing patterns and blends fact, fiction, imagination and point of view.