MOVE & Memory: A 2014 Look at the 1985 Bombing of Osage Ave.

SPRING UNIT PLAN PROJECT American History 11th grade, 1st period

Title: MOVE & Memory; A 2014 Look at the 1985 Bombing of Osage Ave. Subject/Topic Areas: Philadelphia history, Black Power movement, urban crisis, personal rights, police brutality, oral history, interviewing techniques, source bias, documentary film Key words: MOVE; Osage Ave.; Philadelphia; Philadelphia Police Department; Mayor Wilson Goode; memory; primary & secondary sources; bias; documentary film; footage; testimony; official; local; mainstream; police brutality Designed by: Daniel Symonds (with help from existing multimedia resources) Time Frame: Taught from March 24th to April 1st (7 lessons total) School: High School of the Future, Philadelphia School District

Brief summary of Unit: MOVE & Memory: A 2014 Look At the 1985 Bombing of Osage Ave represents my full-hearted effort to provide my 11th grade students with an engaging, personally meaningful and historically rigorous social studies learning experienceexactly the sort of thing that has been difficult to achieve in a 8:00am class with abysmal attendance, students with high rates of failure. MOVE & Memory probes questions of personal freedom, police brutality, and how events do and dont become part of a popular historical understanding. Because the bombing of Osage Ave. is local to our school and to students homes, I hope to pique students interest long enough for them to see that historical narratives are emotional, contested, changing, and politically consequential. In addition to its local appeal, MOVE & Memory addresses themes of racial tension, civic negligence, class conflict, and state violence that have percolated throughout our study of American History this year. Using differentiated instruction and with the assistance of guest speakers, I hope to increase learners confidence in their intellectual and historical thinking capabilities. Students will be supported to examine the bias in various sources and to answer questions about the manufacture and consequences of historical memory. This five-day mini unit concludes with an all-class interview of school employee who has vivid recollections of the MOVE bombing. In the 6th and 7th days of the unit (not included), students will write a formal reflection about the interview so as to prepare for an upcoming interview with someone from their own neighborhood. Sequence: Lesson One: Introduction & Essential Questions Lesson Two: Documentary as Evidence: Screening The Bombing of Osage Ave. Lesson Three: Comparing Documentaries, Comparing Histories Lesson Four: Interview Prep & Gallery Walk Lesson Five: Hallway Historians: Interview with Ms. Davis Lessons Six & Seven: (not included) Editing and Presenting Written Interview Reflections

Established Goals: From Common Core Standards, History/Social Studies Grades 11-12 CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-LITERACY.RH.11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. CCSS.ELA-LITERACY.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Big Ideas: The bombing of 62nd and Osage Ave. by the city police was a pivotal event in the history of Philadelphia that still reverberates today. The MOVE bombing is part of a national history of violent confrontations concerning Black social and political progress. History lives in the memories of individuals, which frames their understanding of the world. Memory is selective. Documentaries and other historical sources have a specific perspectives. The sources we view determine the stories we know and tell The people around us are historical experts about the events that they have witnessed (and so are you). History is an ongoing debate about which memories are worth remembering, for who, and why.

Essential Question: What caused the MOVE bombing at 62nd and Osage Ave in on May 13, 1985? Is the MOVE bombing worth remembering? What have been the effects of the MOVE bombing? What was the MOVE organization? What rights do the police (or others) have to respond to illegality? What was life in Philadelphia like in the 1980s? What history should we remember? What does it mean to be part of history? How does history impact the life of an individual? Where does history come from? How do documentaries and other sources demonstrate bias?

Goals & Objectives Students will know (content/concepts) Students will be able to (skills, performance assessments) Every community has history Write about and participate in a that is significant to many class discussion about people, even if that history is not significant events in your home, in the textbook or other block, or neighborhood traditional sources of curricula. Write and discuss the basic History with a lowercase h still outlines of the 1985 MOVE matters. confrontation: immediate The prevailing economic, social, causes, effects, and persons and political issues in involved. Philadelphia and other American Complete a brief quiz about the cities in the 1980s. main events and conflicts surrounding the MOVE People were affected by the MOVE bombing in different bombing. ways at different times. Their Complete a graphic organizer opinions can change over time. comparing the perspectives of How to identify perspective in two different documentaries historical sources (especially about the MOVE bombing, films) that results from tone, showing how the two films characterization, omission, portray the same event emphasis, and other traits differently. Compare the burning of the Write and discuss connections Pennsylvania abolition hall to between a gallery of relevant the bombing of Osage Ave. images and the major themes of the conflict surrounding MOVE How to prepare for, conduct, and summarize interviews with Read and discuss reactions to people on a specific topic an article about the burning of the Pennsylvania abolition hall in Students are capable historians 1838. whose questions and research can produce meaningful insight Generate a series of interview to real-world issues. questions for a witness of the MOVE bombing Write about the experience of interviewing Ms. Davis and her particular perspective on the MOVE bombing Periodically write and update answers on classroom posters containing essential questions about the MOVE event and the nature of historical memory

Materials & Equipment Daily breakfast Guiding powerpoint presentation Printed student materials Note-cards with historical events written on them (day one) Documentary Film: Scribe Media/WHYY: The Bombing of Osage Ave. Documentary Film: Frontline: The Bombing of West Philly Documentary Film: Philadelphia: The Great ExperimentBreakthrough 78-94 Smartboard, projector, video and film recorder Poster paper Markers Instructional Techniques Class discussion Whip around the room Think-Pair-Share Gallery Walk Class presentations Photo, Film analysis Primary source analysis Oral Interviews Exit Tickets (verbal and written) Graphic organizers

March 24, 2014 MOVE & Memory Day 1: Introduction & Essential Questions

Overview: This lesson will introduce students to the 1985 MOVE bombing and lay out an inquiry framework for the week Essential Questions Who and/or what is the source of history? --What is the most important event from your home, block, or neighborhood? What is the Philadelphia MOVE bombing? What was the impact of this event? Does the MOVE bombing matter today? What are reasons to forget about it? What are reasons to remember it? Enduring Understanding In 1985, Philadelphia became known as the city that bombed its own people. The bombing of the MOVE house was once international news, but there are many people today who know nothing about it. Historical memory changes over time, and this has consequences. In your own life, there is history that may be meaningful to you that is unknown to others. Goals & Objectives --Students will write and discuss questions about the source of history and history local to them --Students will learn about the basic outlines of the bombing of Osage Ave. and learn about our path of study for the week. --Students will take notes about the MOVE bombing, generate questions regarding the MOVE bombing, and make predictions about the meaning of this historical investigation. Standards CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Materials Powerpoint Notecards Film clip: Philadelphia: The Great Experiment Procedures: (5-10 minutes) Intro: teacher gives a card to each student that has a different past event written on each, some major (first Black President, Phillies win the World Series, stock market crashes) and some minor (Samsung opens a new factory, Mr. Symonds buys a tube of

toothpaste, James Brown turns 60). Students read their event and tell the class whether it is or isnt history, with no other guiding definition of what is meant by history. On board, teacher will mark down events under each column of history/not history, then ask students to generate their own pair of events that will/will not make history ask students to identify patterns of what makes it/what doesnt concluding rhetorical question: what history gets remembered, and why does that matter?

Neighborhood Writing Activity: (15 minutes) Think about the biggest event that has ever happened in your household or neighborhood. What is this event important? Who knows about it? How long do you think the event will be remembered? Students write and share out, teacher ties back to earlier board notes about patterns of what matters to historical memory. (5 minutes): mini lecture teacher talks with powerpoint and students follow along Philadelphia became the city that bombed its own people. In 1985 the State and Philadelphia police bombed a home in West Philadelphia. The bomb set fire to the home and the fire department was told to not put out the flames. The fire spread to the entire block, destroying 61 homes. The target was the MOVE organization, a back to nature commune of mostly Black radicals who espoused self-reliance, fighting the system, and against technology fiercely in favor of animal rights, were vocal protestors and neighbors about the things they believe in all members adopted the last name Africa. Leader of MOVE was John Africa, who died in the 1985 bombing. were armed, and in 1978 an ongoing standoff with the city that began over MOVEs un-neighborly conduct ultimately led to the death of a police officer, forced eviction from MOVEs Powellton Village residence, and the arrest of 9 move members. those members are still in jail. (10 minutes): film clip specifically about the MOVE bombing
http://www.historyofphilly.com/media/#http%3A%2F%2Fi.historyofphilly.portalbounce.com%2Fen%2Fusermedia.html%3Fv%3D2304

(5 minutes): whip-around-the-room: one word/one sentence reactions to film

(10 minutes): Students work independently or in groups to fill out remaining part of worksheet, which asks them to summarize about MOVE, argue in favor or against further study, to list different groups impacted by the event, and to identify possible sources of information. (3 minutes) Teacher collects papers and explains the schedule for the week, reminds of breakfast incentive for students who arrive on time. Assessment Students verbal participation and completed worksheets.

NAME_______________________________

MOVE and Memory: Day 1 Todays agenda: (5 minutes): History or Not? activity and reflection (5-10 minutes): Neighborhood history (10-15 minutes): mini-lecture about Osage Ave., film clip (20 minutes): Studying MOVE: why and how? (5-10 minutes): grading this unit homework: Ask an adult (details at the end of class)
Neighborhood history:
1. Think about the most important event that has ever happened in your neighborhood. Why does this event matter? Who knows about it? How long do you think this event will be remembered?
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

2. Write down anything you know about 62nd & Osage Ave., which is in the Cobbs Creek neighborhood of West Philadelphia.
____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

NAME_______________________

MOVE & Memory: Introductory Notes

1. What happened on May 13, 1985 on 62nd & Osage Ave? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. Do you think we should study this event? Why or why not? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. List three people or groups who you think were most impacted by the MOVE bombing: I.____________________________________ II.___________________________________ III.___________________________________ 4. List three specific ways we can find out more about the MOVE bombing. If you want to say, for example, books or websites, be clear about what kind of book or website you are referring to. I.____________________________________ II.___________________________________ III.___________________________________

March 25, 2014

MOVE & Memory Day 2: Documentary as Evidence: Screening The Bombing of Osage Ave. Overview Students will view an in-depth documentary, The Bombing of Osage Ave., to gain a more detailed understanding of the diverse opinions of residents and victims of the bombing. Essential Questions What happened on May 13, 1985 at 62nd & Osage? What caused the MOVE bombing? What were the effects of the MOVE bombing? Enduring Understanding The MOVE was a seminal, life-changing event that was largely unanticipated. The struggle to assign blame has been contested since the day of the bombing. Goals & Objectives Students will learn more about the roots of the conflict between MOVE, the neighborhood, and police leading up to the events of May 13, 1985. Students will fill out a graphic organizer detailing the different perspectives and explanations about MOVE offered by persons featured in the documentary. Standards
CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Materials Powerpoint Student worksheet Film: The Bombing of Osage Ave. Procedures Daily agenda written on board with timing of activities for late arrivals (5 minutes) DO NOW: What is a documentary film, give examples. (5 minutes) Discussion of documentary format with class. Written on board, things to look out for in any documentary: --when was this film made? (1985)

--for what audience? --who is talking --who is not talking --how are people described --what music or other background information is setting the tone (35 minutes): film viewing with notes --teacher reviews graphic organizer for film --watch film the remainder of class --occasional interruption from teacher to cover key points and to highlight differing perspectives of residents, MOVE members, etc. (5 minutes): share out --students will share out what they have and write down a reaction answer at the bottom of their graphic organizer. For homework: Ask someone at home or in your neighborhood what they know about the MOVE bombing. Come back and report to the class.

March 26, 2014

MOVE & Memory Day 3: Comparing Documentaries, Comparing Histories Overview Students will learn more about perspective in documentary and compare yesterdays documentary to a competing documentary perspective. Students will read about the burning of the Pennsylvania abolition hall and describe how it relates to the MOVE bombing. Essential Questions
What caused the MOVE bombing at 62nd and Osage Ave in on May 13, 1985? Is the MOVE bombing worth remembering? How do documentaries and other sources demonstrate bias?

Enduring Understandings --Different sources present MOVE members and the 1985 bombing in different ways. --The MOVE bombing can be seen in the context of previous conflicts between a mostly-white Philadelphia government and Black citizens and allies. Goals & Objectives Students will compare how two documentaries portray members of MOVE, the Philadelphia City government, and Osage Ave. residents. Students will conduct a close reading of a news article and compare it to the MOVE bombing Objectives: Complete comprehension questions on worksheet Update answers to essential questions with writing on wall posters Film in comparison answers to film graphic organizer Read Pennsylvania Hall fire article (aloud); discuss as a class Standards
CCSS.ELA-LITERACY.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Materials Powerpoint Film Graphic organizer: film comparison Reading: Pennsylvania Hall fire 1838

Procedures 5 minutes DO NOW: Is MOVE worth remembering? Why or why not ? 5 minutes: Essential Questions on the wall. Students use markers to write and update answers on the wall posters about:
Should the MOVE bombing be remembered? Yes or No because. Where does history come from? What have been the effects of the MOVE bombing? How does history impact us today? 10 minutes: independent questions: comprehension questions on yesterdays documentary. 15 minutes: --As a class, read-aloud the Pennsylvania Hall article (can skip to last two paragraphs for time) --Discussion: What are the similarities and differences between the burning of the Pennsylvania Hall and the burning of MOVE? --Think-Pair-Share: How might memory of the Pennsylvania Hall change peoples impression of the MOVE bombing? Would people be more or less likely to blame the city government if they knew about the history of Pennsylvania Hall? 15 minutes: Frontline Documentary: The Bombing of West Philly --students will watch 8 minutes of this documentary and note its perspective/bias. --in graphic organizer, students will compare the different constructions of MOVE and Philadelphia residents and describe the specific techniques used to influence the perspective of the films.

NAME____________________________

DATE: 3.26.14

MOVE & MEMORY:

Comparing Documentaries, Comparing Histories

DO NOW: (3 Sentences): Based on our study so far, why do you think that the bombing of MOVE does or does not matter? Why is it interesting or boring? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ **be prepared to share** Review: The Bombing of Osage Ave Yesterday we watched most of the documentary film, The Bombing of Osage Ave. (1986, Scribe Media Center, Philadelphia). Answer these difficult questions: 1. Who are the main characters of this documentary? Who does most of the talking? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 2. What other history, events, and community concerns did the documentary connect with the MOVE bombing? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Do you best to summarize the main point of the documentary in a single sentence. ____________________________________________________________________________ ____________________________________________________________________________ READ-ALOUD TOGETHER: Pennsylvania Hall Burning Before we read:

What are the similarities and differences between the burning of the Pennsylvania Hall and the burning of MOVE? How might memory of the burning of Pennsylvania Hall change peoples impression of the MOVE bombing? Would people be more or less likely to blame the city government if they knew about this event?

Next, we will watch another documentary about MOVE

Film Review: FRONTLINE: The Bombing of Philadelphia (first 7-8 minutes) 4. How is MOVE described by the narrator of the FRONTLINE Documentary? ____________________________________________________________________________ ____________________________________________________________________________

Draw comparisons between the Osage Ave. documentary and the FRONTLINE documentary

March 27, 2014 MOVE & Memory Day 4: Interview Prep & Gallery Walk Overview

Students will review interview techniques and generate questions for tomorrows interview with Ms. Davis. As they begin to generate questions, I will pass around photos for individuals and groups to look at, in the hopes of sparking new questions. Essential Questions
What was life in Philadelphia like in the 1980s? What history should we remember? What does it mean to be part of history? How does history impact the life of an individual?

Enduring Understandings The people around us are historical experts regarding the events they have witnessed (and so are you) History is an ongoing debate about which memories are worth remembering, for who, and why. History lives in the memories of individuals, which frames their understanding of the world. Memory is selective. Standards
CCSS.ELA-LITERACY.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Materials Student handout Gallery photos Powerpoint Procedures 5 minutes DO NOW: question on memory vs. forgetting 5-10 minutes: Interview tips Teacher reviews the difference between leading and open-ended questions. Asks for verbal feedback and examples. 10 minutes: MOVE interview question-writing workshop (introduction) Teacher explains activity and solicits examples Using the wall posters and other notes as a guide, students will write questions for tomorrows interview with Ms. Davis. Questions should try to cover three broad categories: 1) Historical details 2) Immediate and Long-term reaction and 3) So what? Is it history worth remembering?

15 minutes: Informal gallery walk/question workshop. Students look at the MOVE photos on the wall as they write and edit questions for the interview with Ms. Davis. 5 minutes: interview question list Students share out the questions they have written and teacher facilitates student voting on which questions we will ask Ms. Davis. Assessment: Students completed question list, DO NOW answers

NAME_________________________ todays class agenda: DO NOW (w/ breakfast) review of yesterdays homework What do we still need to know about the MOVE bombing? Why do we care? Practicing Interview skills

MOVE & MEMORY Day 4: Cross-Generational Memory

DO NOW: 3 sentences, be prepared to share your answer The struggle of man against power is the struggle of memory against forgetting What does this quote mean to you? Do you agree that fighting power requires a fight against forgettingand fighting to remember? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ We are going to be interviewing our Philadelphia elders about their memory of the MOVE bombing and what it represents to them. As we prepare to work in the community and understand new perspectives, we have to develop good interviewing skills. Task: Working with the person next to you, come up with three tips about asking good questions partners name_____________________________ examples: listen closely to what your interview subject is saying find a quiet place to interview avoid asking yes/no questions dont interrupt your interview subject ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

NAME(S)______________________________________________________________ Preparing to Interview: Based on what we still need to know about the MOVE bombing, come up with a list of interview questions that you can ask someone in order to uncover their knowledge and memory of the MOVE bombing on 62nd & Osage. ask about historical details

ask about their immediate and long-term reactions find out why they do/dont think MOVE matters

1. __________________________________________________________________________ 2. __________________________________________________________________________ 3. __________________________________________________________________________ 4. __________________________________________________________________________ 5. __________________________________________________________________________ 6. __________________________________________________________________________ 7. __________________________________________________________________________ 8. __________________________________________________________________________ 9. __________________________________________________________________________ 10. _________________________________________________________________________ 11. _________________________________________________________________________ 12. _________________________________________________________________________ 13. _________________________________________________________________________ 14. _________________________________________________________________________ 15. _________________________________________________________________________

Gallery of Images:

Police and firefighters duck after others were hit by gunfire at the start of the Aug. 8, 1978, shoot-out. Officer James Ramp was killed and many others were injured. (Michele Tranquilli) source: http://articles.philly.com/2010-05-06/news/24958732_1_cops-move-compoundmove-members

W. Wilson Goode and Frank Rizzo (foreground) are shown shaking hands in the midst of Philadelphia's 1983 Democratic mayoral primary race. After losing, Rizzo put his support behind Goode, a move that Republican mayoral candidate John Egan said led to a high-paying position for Rizzo at Philadelphia Gas Works. (AP Photo/Cliff Hence, file) source: http://www.newsworks.org/index.php/local/off-mic/65468-pgw-run-and-ruined-by-politicans

Above, Birdie Africa, the only child survivor of the bombing of the MOVE house. This is a picture from 2011. Birdie Africa later changed his name to Michael Ward. On the day of the attack, he ran out of the burning house naked and covered in flames. He survived his third-degree burns and went on to live a normal life, although he was forever with the lifelong burn scars on his abdomen, arms and face. (source: http://globalgrind.com/2013/09/26/11-things-you-didnt-knowabout-the-time-police-bombed-an-american-neighborhood-move-philadelphia-list/)

A frame from the television footage of the state police helicopter, as it dropped the satchel of explosives on the MOVE house. (source: http://ioneglobalgrind.files.wordpress.com/2013/09/05171985inq_400.jpg?w=700&h=600)

A photograph in Powelton Village from the day of the MOVE bombing. (source: http://www.lehighvalleylive.com/joeowens/index.ssf/2010/05/move_inferno_of_osage_avenue_f.html)

The immediate aftermath of the bombing: http://ioneglobalgrind.files.wordpress.com/2013/09/move3.jpg?w=850

Cleanup at the site of the MOVE bombing (source: http://citypaper.net/cmsAdmin/uploads/thumb3/pff_letthefireburn-photo07_.jpg)

6221 Osage Ave, rooftop bunker in 1985 (source: http://move.whgbetc.com/)

MOVE members in background and community leaders in foreground during 1978 Powelton Village standoff (source: http://move.whgbetc.com/)

MOVE 1978 house in Powellton Village (source: http://move.whgbetc.com/)

August 8th, 1978 police standoff with MOVE (source: http://move.whgbetc.com/)

The site of the former MOVE house in 2011. (Source: http://farm9.staticflickr.com/8221/8394301710_198d89c8c6_o.jpg)

Bystanders and police watch as the MOVE house burns on May 13, 1985 at 62nd & Osage

March 28, 2014 MOVE & Memory Day 5: Interview With Ms. Davis Overview Students will take a summative quiz on the unit to date and, as a class, interview Ms. Davis about her memory of the MOVE bombing. Essential Question
What does it mean to be part of history? How does history impact the life of an individual? What is the Civil Rights movement? How is it studied, and how do people remember it?

Enduring Understanding History lives in the memories of individuals, which frames their understanding of the world. Memory is selective. The people around us are historical experts regarding the events they have witnessed (and so are you) Standards
CCSS.ELA-LITERACY.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.

Materials Powerpoint Student materials Recording equipment Procedures 5 minutes DO NOW: Describe a story joke that you like to share. Do you always like to share it? Why or why not? Teacher uses this DO NOW as a segue to remind students that Ms. Davis has an emotional connection to this history, and we must be careful in approaching sensitive topics with respect and caution. 5-10 minutes QUIZ Silent quiz on MOVE information, mostly to check comprehension

5 minutes: Interview prep Hand out student interview question, written verbatim from yesterdays contributions. Solicit last questions before passing class to students and moving to the hallway. 25 minutes: Interview, finally. Students conduct interview with Ms. Davis about MOVE bombing, using question sheet as a guide. 5 minutes: Wrap-Up Whip-around-the-room: reactions to the interview answers and/or interview process. Students take final notes to prepare for more polished reflection on Monday.

Assessment Students completed quizzes and preliminary writing on the interview with Ms. Davis.

NAME________________________________

MOVE & MEMORY: Interviewing Local Experts

DO NOW: Think and describe a story, joke, or thought that you like to share with other people. Why do you like to share it? Do you always feel comfortable sharing it? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ MOVE QUIZ: Preparing to interview Ms. Davis

What was the date of the MOVE bombing?_________________________________________________________________________ Where did the MOVE bombing take place? ____________________________________________________________________________ What organization dropped the bomb on the MOVE house? ____________________________________________________________________________ What is MOVE? What did the organization stand for? ____________________________________________________________________________ ____________________________________________________________________________ Pick one other event in Philadelphia history that you think connects with the MOVE bombing. Explain the connection between this event and the MOVE bombing. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

INTERVIEW NOTES WITH MS. DAVIS: Use this section to take notes on what you hear from

Ms. Davis about her knowledge and memory of the MOVE bombing. On Monday, you are responsible answering the following questions about todays interview.

To Ms. Davis, what is most important to remember about the MOVE bombing? What specific people, events, and questions does Ms. Davis most focus on? Why does she think it is or is not worth remembering? Do you agree? (take notes however you want to: this section will not be graded) ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

POSSIBLE INTERVIEW QUESTIONS (written by you, yesterday)

Historical Details

Are you familiar with the history of 62nd & Osage Ave. in West Philly? (Aayonna) What happen the day of the MOVE bombing? (Jessica) When did you move to Philadelphia (Tierra) Did you have family on that block? (Jalil)
Immediate and long-term reactions

How would you describe your feelings the day of the MOVE incident (Star) What did you think was going on at first? (April) Did you try to help the people? (Jennifer) Did you smell the smoke? (Naieem) What was the after effect of the bombing? (Brianna) Do you think this bombing could have been avoided? How? (April) Do you believe MOVE was to blame over the police or vice versa? (Clarence)
Why MOVE does/does not matter (is it history?)

Do you think that MOVE actually matters to history? (Aayonna) Why was the MOVE so big here [in Philly]? (Tyrell) How did you feel about the cops? (Eric) Do you really care of was concerned about the bombing? (Demond) Do you still have bad nightmares about the bombing (Gavin)

NAME____________________ DO NOW: Did you enjoy the interview with Ms. Davis? What about the interview was surprising or interesting? Would you like to interview other people for future projects in this class?

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Reflecting On Your Interview With Ms. Davis

What did Ms. Davis have to say about the MOVE bombing? To Ms. Davis, what is most important to remember about the MOVE bombing? What specific people, events, and questions does Ms. Davis most focus on? Why does she think the event is or is not worth remembering? Use the questions below to prepare for your verbal testimony that answers the following question: What did Ms. Daviss answers focus on Who or what did Ms. Davis think was to blame for the MOVE bombing? What indication did you have that Ms. Davis did/did not think the event was important? After you summarize what you learned from Ms. Davis, describe one difference between your thoughts on the MOVE bombing and Ms. Daviss thoughts.

***YOU MUST WRITE OR PRESENT YOUR REFLECTION AS AN AUDIO RECORDING TO RECEIVE ANY CREDIT***

____________________________________________________________________________ ____________________________________________________________________________

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

NAME____________________________

BLACK PANTHER 10 Point Programs

DO NOW: _________________ is the most important thing in life. ________________ will help me succeed.

My best quality is ______________________________________. My relationship to school is ___________________________. Schools relationship toward me is ___________________. What is the biggest problem in the world?

In America? _______________________________________________________________________________________ In Pennsylvania? _______________________________________________________________________________________ In Philadelphia? _______________________________________________________________________________________ In your neighborhood? _______________________________________________________________________________________ At SOF? _______________________________________________________________________________________ In your house? _______________________________________________________________________________________

Lets read the Panther 10 point program, as a class. Select your favorite panther 1. Describe the social, political, and economic climate in which this document was written. How did these circumstances influence the document?

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

2. What do you most agree with on the list? Why?

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. What would you change? Why? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

What issues do you care most about? In your revolutionary struggle, what are your goals? Make your own 10 point program! Be prepared to share your program with your classmates at the end of the week. For a perfect score of 60 points, your program must include all of the elements of the checklist below.
YOUR TEN-POINT PROGRAM Project sheet

black panther party button, 1967

Is labeled with name & title

Has ten different goals that are clearly written Has been checked for flow, grammar, and punctuation On paper that is neat and free of scratch-outs Includes a picture, logo, or other appropriate image Must share at least three points of your platform with the rest of the class