Dimensions of Racial Discrimination & Violence

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COMMUNICATION STUDIES 141
Paul Von Blum
Fall Quarter 2019
Films of Persuasion
Take-home mid-term 2
Due: Friday, December 6, in my office (2333 Rolfe Hall). From 9 am to 12 noon. Papers will be
accepted in class on Wednesday, December 4. Please dont ask for extensions.
PLEASE SUBMIT YOUR PAPERS IN STAMPED, SO THAT I CAN RETURN THEM BY MAIL. FOR DOMESTIC
MAIL, THREE REGULAR STAMPS WILL BE SUFFICIENT. THIS IS NOT AN
OPTIONAL REQUIREMENT.
ANSWER ANY ONE OF THE FOLLOWING QUESTIONS. THERE ARE NO “CORRECT”
ANSWERS PER SE. EFFECTIVE, WELL-SUPPORTED, CLEARLY WRITTEN ESSAYS MAY
BE CONSTRUCTED FROM A VARIETY OF PERSPECTIVES. THE PROMPTS RELATE TO
BUT USUALLY GO BEYOND THE SPECIFIC COURSE MATERIAL IN ORDER TO
STIMULATE BROADER AND DEEPER ANALYSIS AND APPLICATION RATHER THAN
MERE FACTUAL RECALL. THE OBJECTIVE IS TO ANALYZE THE PROBLEM
CAREFULLY, SYNTHESIZE MATERIALS EFFECTIVELY, AND EXPRESS YOUR VIEWS
AND CONCLUSIONS COHERENTLY. BE SURE TO MAKE APPROPRIATE REFERENCES
TO FILMS, DISCUSSIONS, AND EXTERNAL SOURCES WHEREVER RELEVANT AND
APPROPRIATE TO YOUR RESPONSE. THE ESSAY SHOULD BE TYPED AND BE
APPROXIMATELY 6-7 PAGES IN LENGTH.
WRITING MATTERS: AS NOTED IN CLASS, ESSAYS SHOULD ADHERE TO HIGH STANDARDS
OF CLARITY, CONCISENESS, ORGANIZATION, GRAMMAR, AND PUNCTUATION. BE SURE
TO PROOFREAD YOUR PAPERS CAREFULLY.

1. We start with a broad prompt that ties everything together: It is December 2019. You are
presenting a paper at the massive, week long National Undergraduate Conference on Human Rights
in Washington. D.C. Among the presenters are student representatives from major human rights
organizations, including Amnesty International, the American Friends Service Committee, the AntiDefamation League, the Childrens Defense Fund, Doctors Without Borders, the Human Rights
Campaign, the NAACP, Reporters Without Borders, Southern Poverty Law Center, and many others.
Some presenters plan to focus on specific regions like Sudan, Iran, Turkey, Saudi Arabia, Cuba, the
U.S. or on specific topics like torture, the denial of civil liberties, child labor, sexual trafficking and
forced prostitution, female genital mutilation, racial discrimination, absence of health care, and many
others.
Your paper is different. Your perspective is to show the value of film in raising public consciousness
about human rights issues and abuses. You will use at least four of the Communication Studies 141
films to reveal the historical record of human rights abuses and their contemporary implications and
significance. You will show why (or why not) films are a valuable way to raise broad public
knowledge and consciousness of worldwide human rights issues.
In your essay, offer a basic thesis about the value of film for this purpose and use details (scenes,
characters, and themes) from at least four films we have discussed this term. Discuss how these
films would be useful in promoting educational awareness and to what audiences. Your range of
topics is broad, so you will need to be selective in what you select.
2. Good Night and Good Luck addresses the moral courage of iconic journalist Edward R.
Murrow in countering corporate resistance to his exposure of the malevolence of Senator Joe
McCarthy. Indeed, Murrows moral courage in the face of powerful opposition is the hallmark of
what this entire course has been about. We have seen this issue throughout the films we have seen
and discussed: Judge Ernst Janning, who made the wrong moral choice; Sophie and Hans Scholl,
who made the right moral choice; Mose Wright, who made the right moral choice; Mr. Wright (in
Rosewood), who made the right moral choice; etc.
This prompt gives you the opportunity to weigh in on a real life journalistic dilemma loosely related
to the Murrow story. It was briefly discussed in class. A former student about 20 years or so ago
was working as a TV investigative reporter in a small market city. Through diligent work, he
discovered substantial corruption among some local influential business leaders. He brought his
findings to his managing editor at the TV station and asked to report it on television. His
investigation was entirely accurate and flawless.
His editor congratulated him on a job well done. Then he told him that some of these business
leaders were major advertisers to the station and would likely be very upset at this report. He also
said that if the withdrew their advertising, the revenue loss could result in layoffs, implying that even
this young reporter could be in jeopardy. The managing editor then said that the reporter could run
the story if he really wanted to, but that he strongly advised against it.
You (once again!) are a close friend. He turns to you for advice. He tells you that he went into
journalism because Edward R. Murrow inspired him. But he feels severely conflicted, because this
is a really good job. He asks you to write a 6-7 page letter to him suggesting what he should do, with
all supporting reasons, using the class films (and anything else you would like) as support.
3. For many years, the controversial issue of affirmative action has generated intense debate on
college and university campuses and throughout the nation. The courts have still upheld affirmative
action, although hesitatingly, and it remains unclear what the conservative majority of the present
U.S. Supreme Court will strike down in public colleges and
universities. Proponents of affirmative action policies maintain that the long history of American
racism needs to be corrected through policies that give disadvantaged groups of people, including
African Americans, preferential treatment in such areas as college admissions and job promotions.
They see affirmative action as one small part of reparations. Opponents generally dont deny the
record of historical racism, but claim that preferential treatment would be unfair and actually would
lead to reverse racism. They want college admissions done strictly on merit without regard
whatever to race and ethnicity and some believe that historical racism has mostly if not completely
dissipated.
In Communication 141, we have discussed four films addressing racial issues: two segments of
Eyes on the Prize (Awakenings and Fighting Back), Rosewood, and Sankofa. All four
deal with major historical dimensions of racial discrimination and violence in America. The focus of
this assignment is to determine what impact, if any, these films should have on affirmative action
debates. Do the themes and issues in these films support arguments for affirmative action? Or do
they actually provide reasons to oppose affirmative action today? Or are they irrelevant to such
contemporary debates? Whatever your view (not necessarily limited to the choices above), show
what impact these films have on the affirmative action debate in your view. In composing your
answer, make appropriate reference to scenes, characters, and/or issues in all four films.
4. A. He is a lover of his country who rebukes and does not excuse its sins. Frederick Douglass
B. We have destroyed their [Vietnamese] most cherished institutions: the family and the village. We
have destroyed their land and their cropsWe have corrupted their women and children and killed
their men. Dr. Martin Luther King, Jr.
C. The Oriental doesn’t put the same high price on life as does a Westerner. Life is plentiful. Life is
cheap in the Orient. General William Westmoreland, quoted in Hearts and Minds
Hearts and Minds is a powerful critique of American participation in the Vietnam War. Yet as
James Lowen writes in Lies My Teacher Told Me, many, even most undergraduates know very little
about that tragic history. He notes pointedly, As we college professors get older, we grow even
more astonished at what our undergraduates dont know about the recent pastIt makes little sense
and surely does no good to blame the students. It can hardly be their fault. Those sentiments, in
some ways, have been mirrored in our class discussions. Loewen goes on to argue that [h]igh
school graduates have a right to enough knowledge about the Vietnam War to participate
intelligently in debates.
This prompt gives you the opportunity to follow up on another major theme of the class: the role of
film as a historical corrective. That means the way that film, specifically Hearts and Minds, can
provide knowledge and education fundamentally missing in standard textbooks, classes, and other
conventional instructional settings. How do you think that this film serves that function? Use
specific scenes and elements from the film in composing your answer. The quotations at the top of
the prompt may be helpful in composing a broader response. The first by Frederick Douglas
reiterates a point made throughout the class: calling out what is wrong with the country is in fact a
high form of patriotism and perhaps a key function of education. The second by Dr. King represents
a powerful critique of the War. The final by General Westmoreland reflects the racism and
imperialism of that war. Your answer does not imply any particular position on the war itself. You
may he pro or anti war or anywhere in between. The focus of this prompt is on the value of Hearts
and Minds as valuable historical source material.
5. We end with another broad prompt. Imagine that UCLA recognizes its finest students by inviting
them to join the prestigious Bruin League for Educational Excellence and Progress (BLEEP). This
program employs UCLA undergraduates as public speakers throughout the Los Angeles area.
BLEEP students talk about their personal course work to diverse community audiences.
Imagine too that you have been selected to join this distinguished program because of your general
academic accomplishments and your exemplary performance in Communication 141. Along with
your $1500 prize, you are expected to make a major presentation focusing on your interest in the films
you have studied in class. Specifically, you are requested to show one of the course films and make a
detailed presentation about themes noted later in this assignment. You have the option of speaking to
any one of the following groups:
CENTRAL HIGH SCHOOL
Your audience consists of approximately 40 high school juniors and seniors from an inner city high
school. Most of the students are members of ethnic and racial minority groups and many know
English as a second language. The school traditionally sends very few of its graduates to college and
the drop-out rate is usually very high.
LOS ANGELES LAW AND ORDER ASSOCIATION
Your audience consists of approximately 40 citizens interested in legal, criminal justice, and related
topics. Members include police officers, attorneys (mostly prosecutors), judges, and interested
laypersons. Most members of the group are politically and socially conservative.
WESTSIDE FEMINIST CENTER
Your audience consists of approximately 40 women of different ages and backgrounds, although most
are white, upper middle class teachers, professors, doctors, lawyers, and similar professions. All
share a strong interest in feminist theory and practice.
MULTICULTURAL LEAGUE
Your audience consists of approximately 40 adults from all racial, ethnic, and national backgrounds.
In recent years, large numbers of people from various Asian cultures and Islamic communities have
participated in Alliance activities. The organization is dedicated to intercultural communication and
understanding.
OLD PEOPLE’S ACTION LEAGUE (OPAL)
Your audience consists of approximately 40 highly political senior citizens, aged 65-99, and dedicated
to advancing their interests in aggressive public ways. Recently OPAL members conducted highly
visible agitational actions in Washington, D.C., protesting the high price of prescription medicines,
and better access to affordable health care, including expanding Medicare to all citizens.
BLEEP keeps extremely detailed records of its educational activities. Accordingly, you are requested
to provide a written version of your presentation (approximately 6-7 pages) in advance of your public
appearance. Your essay should include the following elements:
A. The audience you have selected and why you think the particular film would be valuable for that
group. Indicate specifically what your basic objectives are in making your presentation. What, in
short, do you hope to accomplish?
B. An analysis of the specific themes and scenes from the film that you will discuss. Show in detail
how your view of the film advances your objectives with your particular group. Discuss your film
closely as it relates to your answer to item A above.
NOTE; THIS IS INTENTIONALLY OPEN-ENDED. IT PROVIDES AN OPPORTUNITY TO
COMBINE ARTISTIC AND RHETORICAL ANALYSIS. YOU MAY CHOOSE ANY THEME OR
TOPICS HERE; NO ONE FILM MUST NECESSARILY BE PRESENTED TO ANY SPECIFIC
GROUP, HOWEVER NATURAL IT MAY SEEM. YOU ARE LIMITED ONLY BY YOUR OWN
IMAGINATION

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