Using the film Lalee’s Kin, show how race and socio-economic status intersect (connect) in the United States to keep Black people impoverished.

reflection 1
Having done a “close reading” of the films Lalee’s Kin and 4 Little Girls, respond to these prompts:
1. Using the film Lalee’s Kin, show how race and socio-economic status intersect (connect) in the United States to keep Black people impoverished. Be specific by providing detailed examples from the film.
2. Using Spike Lee’s film 4 Little Girls, show how his use of aesthetic techniques of cinematography reveal how race and socio-economic status intersect (connect) in the United States to keep Black people impoverished. Be specific by providing detailed examples from the film. *Use the PowerPoint of aesthetic techniques of cinematography to cite specific techniques that Spike Lee uses.
reflection 2
Read the following SRs (supplemental readings). After reading them, answer the questions below.

Article: “Five myths about the Lost Cause,” Washington Post, 14 January 2021 (https://www.washingtonpost.com/outlook/five-myths/five-myths-about-the-lost-cause/2021/01/14/78853464-55f9-11eb-a08b-f1381ef3d207_story.html)
Article: ” “Time to stop whitewash,” Times Union (Albany, NY), 20 Feb 2021 (https://www.timesunion.com/opinion/article/COMMENTARY-Time-to-stop-whitewash-15967124.php) (The article is also attached to this assignment.)
Article: “Florida bill to shield people from feeling ‘discomfort’ over historic actions by their race, nationality or gender approved by Senate committee,” CNN.com, 20Jan2022 (https://www.cnn.com/2022/01/19/us/florida-education-critical-race-theory-bill/index.html)
Article: “Meet the moms of color from Texas fighting book bans at their kids’ schools,” NBC.com, 28Jan2022 (https://www.nbcnews.com/news/nbcblk/meet-moms-color-texas-fighting-book-bans-kids-schools-rcna13701)

1. Tell me what EACH supplemental reading is about AND what is its thesis (main argument or point)? Go through each SR, one-at-a-time, and answer this question for each SR.

2. Now tell me what you think about EACH supplemental reading. Were you surprised by the information or not surprised? Why? Explain your responses in detail, making sure to go through each SR, one-at-a-time. Do NOT quote from the SRs to build your essay. I’ve read the SRs so I know what they say. I want you to paraphrase the SRs.

3. All of us have agendas but many people don’t realize this about themselves. On the other hand, many people do know this fact about themselves and they openly discuss, or hide, their agendas to influence how something is done (this speaks to the difference between persuasion and manipulation). So, answer this question: What are these SRs saying about the inherent nature of US history? In other words, why are there different “versions” of US history AND what agendas do they serve?

4A. Pretend that you are teaching a US history course at a high school in the Philadelphia area. What “version” of history would you teach, and why? Be specific by stating which people are centered in the course’s materials (book, other resources), and the emphasis of the course (social history, economic history, or political history).

4B. What would you say to someone who criticized your “version” of US history? What would you say to them about the purpose of your teaching “agenda”?

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