Name: Social Protest Film, The Laramie Project – Guided ...

Name:

Social Protest Film, The Laramie Project – Guided Viewing Journal

The purpose of this assignment is to examine a contemporary visual text for rhetorical strategies. To this end
you will complete this Guided Journal. Completion of this journal counts as one Daily grade and will be
essential to completing the Rhetorical Analysis Paper that you will write after viewing the film. The Guided
Journal will be assessed based on the following criteria:

Assessment:

 All responses are thorough, insightful, and developed
 Opinions are supported with examples from the given texts (either the readings or the film)
 Writing is done in complete, coherent paragraphs (not bullets or “notes”)

The Guided Journal often calls for you to speculate, state your opinions, and record your reactions. Please be
honest, but also respectful in your writing. Make sure your language is appropriate in tone, including diction,
and content. It is entirely possible that your opinions will not always coincide with the opinions of your teacher
and/or your peers. Your teachers are committed to creating an environment where it is safe for all to express
their opinions. It is required that you commit yourself to the same goal.

Please note: although this is called a “journal,” this writing is NOT confidential. All responses should be
considered public.

Timeline:

Day One:
Previewing and writing
Begin watching The Laramie Project

Day Two:
Continue watching The Laramie Project
Complete corresponding journal assignments

Day Three:
Final viewing segment
Post viewing discussion and writing

The Laramie Project is a contemporary social protest film. The film is broken up into segments. At each
segment we will stop the film and take time to write in the Guided Journal. Each journal prompt specifies how
long you should write. If that amount of time is not adequate to develop a response, you may need to continue
your writing after the time is called. It is recommended that you read the journal assignments BEFORE viewing
the segment. This will help you think about what to look for.

If you MISS A DAY OF VIEWING, you may use the reserve copy of the film in the library. Please note: you
may not check the film out of the library. You will have to view it there, on the computer, with headphones.

Day One

Before the film
Read the article below. It comes from the FBI’s official website (http://www.fbi.gov/about-
us/investigate/civilrights/hate_crimes/shepard-byrd-act-brochure)

Hate Crime in the U.S.

New Stats and a Continuing Mission
11/19/07

Last Tuesday, a 22-year-old white supremacist named Gabriel Laskey was sentenced for his role in a
hateful attack on Temple Beth Israel, a Jewish synagogue in Eugene, Oregon.
A few years earlier, Laskey, his brother Jacob, and two other men had thrown rocks etched with
swastikas through the stained glass windows of the temple, right in the middle of religious services.
You can just imagine how the peaceful worshippers felt.
It’s just one recent example of a hate crime—traditional offenses like vandalism, arson, or even
murder motivated by various forms of prejudice that not only impact individuals and families but often
escalate fear and tension across communities.
We’ve been investigating such crimes of bias as far back as the 1920s, often as a backstop to state
and local authorities, as part of our mission to help protect civil rights. And we’ve been keeping
statistics on what are now called hate crimes—as required by law—since 1991.
Today, we’re releasing the latest suite of hate crime numbers that we’ve collected in concert with our
law enforcement partners. It’s one third of our trilogy of annual crime statistics, along with Crime in
the U.S. and Law Enforcement Officers Killed and Assaulted.
Here’s an overview of the findings…and you can delve into the full report for many more
details:
 Incidents and Offenses: A total of 7,722 incidents and 9,080 offenses were reported by

participating agencies in 2006.
 Offense Type: Nationwide, 5,449 offenses were classified as crimes against persons, with

intimidation (46 percent) and simple assaults (31.9 percent) accounting for most crimes. There
were three murders during the year. Of the 3,593 crimes against property, the overwhelming
majority (81 percent) were acts of vandalism or destruction.
 Offenders: Of the 7,330 known offenders, 58.6 percent were white and 20.6 percent were black.
 Victims: A total of 9,652 victims were identified. More than half—52.0 percent—were targeted
because of their race.
 Locations: Most incidents, 31 percent, took place near or at homes and residences. Another 18
percent occurred on highways or streets.

o Journal Assignment 1: How serious is the problem of hate crimes? (10 minutes)

Write in response to any/all of the following questions. You must include at least one detail from the FBI article
within your response.

o Do hate crimes occur in your community?
o Have you ever heard of/witnessed/experienced anything that fits the definition of hate crime?
o Why do you think hate crimes spiked in 2001?
o Why do hate crimes receive a special classification?
o What is the root cause of hate crimes?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 1: The opening of the film (approximate viewing time = 10 minutes)

o Journal Assignment 2: Setting and Conflict (5 minutes)
Write in response to any/all of the following questions. You must use at least 3 specific, observable details from
the film to support your answer.

o The opening of the film establishes the setting. How is the town of Laramie portrayed in the opening
sequence?

o The fear Moisés Kaufman and his crew feels about visiting Laramie is clearly established early on. Do
the attitudes demonstrated by the residents of Laramie justify that fear?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 2: “Matthew” (approximate viewing time: 3 minutes)

o Journal Assignment 3: Characterization (3 minutes)

Using no less than 3 details from the film, explain how Matt is initially characterized. Describe the kind of
person he seems to be.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Segment 3: “A Wyoming Queer” (approximate viewing time: 3 minutes)

o Journal Assignment 4: Different perspectives (3 minutes)

In the opening statements of this segment, Matt’s friend claims that the people of Wyoming don’t care about
sexual orientation. The testimony of the gay citizens of Laramie tell a different story. Why do you think these
two groups see the situation so differently?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 4: “Karaoke Night” (approximate viewing time: 6 minutes)

o Journal Assignment 5: Walking in Matt’s footsteps (5 minutes)

Respond to any/all of the following prompts.

o Write down a line that strikes you as very “economical” (it reveals a lot). What do you think it reveals?
o This sequence essentially walks you through the night of the attack and the morning Matt was

discovered. You sit in the bar, on the barstool where he sat. You see through the dark, the dirt tracks the
truck followed. You see the fence he was tied to and the view looking down from that spot. You see the
sunrise and the view as the biker who found him might have seen it. What effect might the filmmakers
be trying to create? Why?
o At this point in the film, how do you, as the viewer, feel about the attack? Who in the film so far do you
sympathize with the most and why?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Segment 5: “The Statement of Facts” (approximate viewing time: 10 minutes)

o Journal Assignment 6: Characterization (5 minutes)

Respond to any/all of the following questions. Use no less than 3 specific references to details from the film in
your response.

o Russell Henderson and Aaron McKinney make their first appearances in this segment. How do the
citizens of Laramie seem to view them?

o How did the media depict them?
o What are your feelings about them?
o Did the onslaught of the media at the end of the segment distract you from your feelings about them?
o What statements from the media do you recall?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Day 2

Segment 6: “Saturday 3 p.m. October 10th” (approximately 13 minutes of viewing time)
o Journal Assignment 7: Looking for the unifying idea (5 minutes)

What seems to be the common thread unifying the testimony and visuals within this segment? Cite at least 4
examples from what you saw and explain how they are connected.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 7: “Sunday 9 a.m. October 11th” (approximate viewing time: 3 minutes)

o Journal Assignment 8: Identifying the cause (3 minutes)

What attitudes have been demonstrated in the words of the people of Laramie that might contribute to the
climate of fear expressed by its gay citizens? Give at least 2 specific examples from the film.

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Segment 8: “Sunday 3 p.m. October 11th” (approximate viewing time: 11 minutes)

o Journal Assignment 9: Juxtaposition (4 minutes)
This segment juxtaposes several attitudes including a heartwarming story of the parade, the views of the
Catholic priest, and the views of the Reverend. Does this juxtaposition imply that there has really been a
cultural shift since Matthew’s attack, or that a problem still remains? Explain.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 9: “Monday 4:30 a.m. October 12th” (approximate viewing time: 5 minutes)
o Journal Assignment 10: More Juxtaposition (3 minutes)

There are at least 3 examples of juxtaposition in this segment. Identify one. Explain the effect created.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 10 “The State vs. Russell Henderson – Five months later” (approximate viewing time: 11 minutes)
o Journal Assignment 11: Personal reaction (3 minutes)

Several people seem to feel sympathy for Russell. At this point in the film, do you have any? If yes, what
moved you to feel sympathetic? If no, what did you see in the segment to reinforce your negative feelings
toward him?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Day 3

Segment 11 “The State vs. Aaron McKinney – Six months later” (approximate viewing time: 20 minutes)

o Journal Assignment 12: Resolution (5 minutes)
Respond to any/all of the following:

o This segment ends with a question: “What comes out of it that is concrete and lasting?” How would you
answer that question?

o We have many emotional outcomes from Matthew’s death. What are some of the emotional outcomes
the film depicts?

o How does the film question the idea that emotional reactions are enough?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Segment 12: “October 13, 1999 – University of Wyoming Theater ‘Angels in America’ (approximate viewing
time: 3 minutes

o Journal Assignment 13: Symbolic ending (3 minutes)

The ending of the film suggest symbolism. What could be symbolic about the final lines and images of the film?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Post Viewing

Discuss each of the following quotes from the film. For each quote, consider

1. how these statements are examined in the film
2. the questions these statements raise about hate crimes (not just about Matthew Sheppard and Laramie,

Wyoming)
3. how these ideas resonate in your own experience and community.

o “If you think violence is what they did to Matthew, they did do violence to Matthew. But you know,
every time you are called a fag or a dike or a les, do you realize, that’s violence. That is the seed of
violence.”

o “There is this whole idea: if you leave me alone I leave you alone. It’s even supported in Western
literature: live and let live. That is such crap. Basically what it boils down to is I don’t tell you I’m gay
and you won’t beat the crap out of me. What so great about that? That’s a great philosophy?”

o “Any crime is a hate crime. You murder somebody, you hate them. It has nothing to do if you are gay or
a prostitute or…I don’t know.”

o “Laramie is this kind of a town. If it wasn’t this kind of a town then why did this happen here? We have
to be sad that we live in a town, a state, a country where things like this happened. We need to own this
crime. Everyone needs to own it. We are like this.”

o ”I would like nothing better than to see you die, Mr. McKinney. However, this is the time to begin the
healing process. To show mercy to someone who refused to show any mercy. I give you life in the
memory of one who no longer lives. May you have a long life and may you thank Matthew every day
for it.”

After your discussion, write down some of the highlights of your conversation.

__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________

Written response: As a class, discuss the rhetorical strategies used by the film makers. What strategies seemed
most effective?

During the discussion, write down specific rhetorical strategies that were used in the film.

__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________
__________________________________________________________________________________________

__________________________________________________________________________________________

Final response: Choose one person from the film. Write a letter to that person. In it, explain your reaction to
some idea from the film. Discuss how their words and/or actions impacted your thinking on that idea.

Dear _____________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Sincerely,
____________________________________

http://www.tolerance.org/supplement/hate-crimes- legislation- high-school
In October 2009, President Barack Obama signed into law the Matthew Shepard and James Byrd, Jr. Hate
Crimes Prevention Act. The new law expands the definition of hate-crime victims, requires additional tracking
of hate crimes by the FBI and removes previous restrictions on the prosecution of hate crimes.

IN THE SENATE OF THE UNITED STATES April 28, 2009
SECTION 1. SHORT TITLE.

This Act may be cited as the `Matthew Shepard Hate Crimes Prevention Act'.

Congress makes the following findings:
(1) The incidence of violence motivated by the actual or perceived race, color, religion, national origin, gender, sexual
orientation, gender identity, or disability of the victim poses a serious national problem.
(2) Such violence disrupts the tranquility and safety of communities and is deeply divisive.
(3) State and local authorities are now and will continue to be responsible for prosecuting the overwhelming majority of
violent crimes in the United States, including violent crimes motivated by bias. These authorities can carry out their
responsibilities more effectively with greater Federal assistance.
(4) Existing Federal law is inadequate to address this problem.
(5) A prominent characteristic of a violent crime motivated by bias is that it devastates not just the actual victim and the
family and friends of the victim, but frequently savages the community sharing the traits that caused the victim to be
selected.
(6) Such violence substantially affects interstate commerce in many ways, including the following:
(A) The movement of members of targeted groups is impeded, and members of such groups are forced to move across
State lines to escape the incidence or risk of such violence.
(B) Members of targeted groups are prevented from purchasing goods and services, obtaining or sustaining employment,
or participating in other commercial activity.
(C) Perpetrators cross State lines to commit such violence.
(D) Channels, facilities, and instrumentalities of interstate commerce are used to facilitate the commission of such
violence.
(E) Such violence is committed using articles that have traveled in interstate commerce.
(7) For generations, the institutions of slavery and involuntary servitude were defined by the race, color, and ancestry of
those held in bondage. Slavery and involuntary servitude were enforced, both prior to and after the adoption of the 13th
amendment to the Constitution of the United States, through widespread public and private violence directed at persons
because of their race, color, or ancestry, or perceived race, color, or ancestry. Accordingly, eliminating racially motivated
violence is an important means of eliminating, to the extent possible, the badges, incidents, and relics of slavery and
involuntary servitude.
(8) Both at the time when the 13th, 14th, and 15th amendments to the Constitution of the United States were adopted, and
continuing to date, members of certain religious and national origin groups were and are perceived to be distinct `races'.
Thus, in order to eliminate, to the extent possible, the badges, incidents, and relics of slavery, it is necessary to prohibit
assaults on the basis of real or perceived religions or national origins, at least to the extent such religions or national
origins were regarded as races at the time of the adoption of the 13th, 14th, and 15th amendments to the Constitution of
the United States.
(9) Federal jurisdiction over certain violent crimes motivated by bias enables Federal, State, and local authorities to work
together as partners in the investigation and prosecution of such crimes.
(10) The problem of crimes motivated by bias is sufficiently serious, widespread, and interstate in nature as to warrant
Federal assistance to States, local jurisdictions, and Indian tribes.

SEC. 7. PROHIBITION OF CERTAIN HATE CRIME ACTS.
Chapter 13 of title 18, United States Code, is amended by adding at the end the following:`
(a) In General- 1) OFFENSES INVOLVING ACTUAL OR PERCEIVED RACE, COLOR, RELIGION, OR NATIONAL
ORIGIN (2) OFFENSES INVOLVING ACTUAL OR PERCEIVED RELIGION, NATIONAL ORIGIN, GENDER,
SEXUAL ORIENTATION, GENDER IDENTITY, OR DISABILITY

FREE EXPRESSION- Nothing in this Act shall be construed to allow prosecution based solely upon an individual's
expression of racial, religious, political, or other beliefs or solely upon an individual's membership in a group advocating
or espousing such beliefs.