Malcolm X- Part 2 and Wrap-up

Wow, the last week has been VERY BUSY with instructional technology and collaborative media work. I'm going to try to do short posts about a few of my recent activities including:

"Malcolm X" film by Spike Lee, Study part 2

Intro.: Excerpts from "Malcolm X: the facts, the fictions, the film" (NY Times article by Sheila Rule)

"...Director Spike Lee traces the black leader's dramatic evolution, from impoverished child, hustler and thief to convict to angry spokesman of the Nation of Islam contemptuous of "blue-eyed white devils" and, finally, after a pilgrimage to Mecca, to the powerful humanist who used his rhetorical gift to repudiate racial exclusivity before being gunned down at the age of 39."

"Mr. Lee says that his film does not glorify any one phase of the black leader's development but rather looks at "all the different Malcolms as making up one Malcolm."

"I know he was constantly evolving; I like the total evolution, the many transformations he made, because all of those together made Malcolm," Spike Lee said, adding that he realized that "there is a specific Malcolm some hold dear more than the other parts of Malcolm. Baraka and nationalists want their own Malcolm; the Nation of Islam definitely don't want you to push the Malcolm after he left the Nation of Islam. People just pick and choose what Malcolm fits their own personal agenda or own political beliefs."

Betty Shabazz, his widow said: "He said freedom by whatever means necessary to bring about a situation where members of the African diaspora were respected and treated as human beings wherever they reside," she said recently. "A lot of people didn't like that and said 'freedom by whatever means necessary' is violence.

Questions Part 2:

8. What did Elijah Muhammad and his Nation of Islam believe and teach about white men/white people? (That some were evil/"white devils" or that all were "white devils"?)


9. What else did Elijah Muhammad teach: regarding sex, marriage, drugs, alcohol and eating pork?


10. Why did Malcolm X start to question Elijah Muhammad and question Elijah Muhammad's beliefs/viewpoints? Why did Malcolm start to see him as hypocritical and dishonest? What are some of the things he discovered about Elijah Muhammad?


11. What was Malcolm's decision about the Nation of Islam? What was the Nation of Islam's reaction to Malcolm's actions? What did the Nation of Islam do? (towards Malcolm and his family)


12. After returning from his trip/pilgrimage to Mecca, what did Malcolm say about skin color? (and good human beings vs. bad/evil human beings?)


13. The film implies that other people may have been involved with killing Malcolm X in addition to, or instead of, the Nation of Islam. What do you think is suggested?


14. What do you think about the ending of the film? (with Nelson Mandela and the African and African American school kids shouting "I am Malcolm") Why do you think Spike Lee ends the film this way?


15. Do you have any other comments about Malcolm X, the man or the movie? Do you think this was worth studying?

"Malcolm X" Film Study/Discussion Questions

Here is part 1 of the Study Questions for Spike Lee's film "Malcolm X", the film that we are studying in Studio Production in honor of Black History Month.

IMPORTANT DISCLAIMER ABOUT THIS PROJECT AND THESE QUESTIONS: I'm not trying to endorse or promote any particular viewpoint or belief except for wanting people to study/examine American history and to improve ethnic/race relations. I am trying to encourage people to: think for yourself and oppose racism and hatred.


1. At the beginning of Spike Lee’s film “Malcolm X” there is a sound collage of many very intense and provocative statements that Malcolm X made at different points in his life (read and portrayed by actor Denzel Washington) combined with the American flag burning and footage of the Rodney King beating. Why do you think Spike Lee starts the film this way? How do these particular Malcolm X statements and this sequence make you feel? Is it an effective intro? Why or why not?


2. After watching the entire film compare and contrast Malcolm X’s beliefs that are stated at the beginning of the film (earlier in his life) with his beliefs at the end of the film (later in his life). Evaluate: after watching the film and learning about Malcolm X’s life do you have a different feeling about the film’s opening statements?


3.Where did Malcolm X live and grow up as a young man? What was his nickname as a young man? What was Malcolm X’s original name? Why did he change his name?


4. Where was Malcolm X born? Where did Malcolm X live when he was a child? As a young man, what did he do for work and what was his lifestyle?


5. What happened to Malcolm X’s family when he was still a young child? What was Malcolm’s father’s occupation? What are some other events from his childhood that influenced his views?


6. Why did Malcolm get sent to prison? What inspired him to start thinking and living life differently?


7. Evaluate: what is the difference between how Malcolm X views white people as a young man, during and after prison and later in life?



To be continued…

Technology Media Projects- Uploading Videos and Animation

One of the many technology skills I'm teaching students is how to produce and upload videos to the internet. This technology skill includes many aspects such as; learning how to compress and expand files, how to import and export files, gaining an understanding of the different types of media files, understanding file size and learning different types of media-producing applications. Another aspect of this skill is learning about safety and ethical issues such as; protecting privacy and respecting copyright laws.

One of the many video projects we are working on this quarter is learning how to produce short stop-motion animation videos. Once this skill is mastered these techniques can be applied to addressing specific issues or presenting facts and information in innovative ways. This short project will fit in well with upcoming longer, more detailed media project such as the production of public service announcements. I have included a few examples of these recent student-produced animation videos from our Ning network.


Find more videos like this on Frontier Studio Production

Black History Month

The following post is an excerpt from my Ning educational network:

Black History Month is recognized and celebrated every year during the month of February. Why does it have to be during the shortest month of the year? (as many African American comedians and writers have pointed out). I think Black History should be part of history/cultural studies all the time, not just during February, but on the other hand it's important to recognize this time. After we get back from Feb. Break, I want to pay respect to Black History Month by watching, analyzing and discussing some important and influential films. There are many films that are often recommended for Black History Month including films such as: "The Color Purple", "Glory", "Rosewood", "To kill a mockingbird", "A soldier's story", "Ray" and "Ali"- to name just a few.

The first film I would like to show in recognition of Black History Month is "Malcom X" (1992) by Spike Lee. The criteria I used in selecting this film is based on several factors. First of all, Malcolm x was a very important and influential leader in American History and during the struggle for Civil Rights. Also, Malcolm X is a person who is often misunderstood and misrepresented in our country. Another reason I want to show this film is that is directed by Spike Lee, who is an African American filmmaker considered by many to be one of the great American Directors of our time. Spike Lee's filmography includes great films such as: "Inside Man" (2006), "Bamboozled" (2000), "Crooklyn" (1994) and "Do the right thing" (1989)- and many others. The film also features the excellent actor Denzel Washington in the title role. I plan on comparing and contrasting Spike Lee's movie with documentary news clips of the real Malcolm x and having some follow-up study questions/class discussions. I think all the video students will find the film (and related activities) interesting and thought-provoking.

Here is the trailer for the "Malcolm X" movie:


Clips from actual Malcolm X news footage:
("I am not a racist"- Malcolm X)

Instructional Technology- Educational Social Networks

A lot of the Instructional Technology curriculum work that I am designing and implementing with students and teachers involves the use of educational social networks such as Ning networks. The address of the ning educational network for my video/studio production classes is: studioproduction.ning.com. This educational network is a good example of effective, creative and safe use of instructional technology. Educational networks can be a helpful way to work with students because they are an innovative way for teachers to post assignments online and for students to submit their work online. There are many other helpful aspects that can be utilized such as: the use of hyperlinks, interactive discussions and blogs and you can post videos, photos and audio clips. Educational social networks also let teachers moderate the content of the sites.

Another effective educational network at my school is: frontierregional.ning.com. This network was set up by Kevin Murphy, another teacher in our Frontier Regional Technology Dept. Kevin and I will be doing some colloborative work with instructional technology that will include the use of these networks, in addition to other resources. Right now these networks are by invitation only, to keep them safe and secure for students. Please send me an e-mail at MerrickJ@frsd.deerfield.ma.us if you are a faculty, staff or parent who wants an invitation to join these networks and see what we're working on, in terms of technology projects.

Instructional Technology

This spring semester of 2009 I am working on a Practicum in Instructional Technology as part of my Teacher License and Master's Degree Program through M.C.L.A. (Massachusetts College of Liberal Art). The focus of my Practicum is the effective, safe and creative use of Instructional Technology (hardware and software) with students and teachers. I will be working with some middle school, high school and special education/life skills teachers and students during this Practicum. I will be developing and enhancing projects with the use of technology tools and technology instruction. If you are a Frontier faculty or staff member who is intereted, please let me know. I will be scheduling specific times for this work. More to come on this Project soon...

2008 Frontier Student Video Show

While I'm deciding what collaborative media project to work on next, I'm posting some of the student videos from last year's Frontier Student Video Show (from May 2008).
Enjoy! Come check out this year's Student Video Show in May, 2009.