DWF Dialogue Guide

8/4/2019 DWF Dialogue Guide

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DIVIDED WE FALLSCREENING AND DIALOGUE GUIDE

Heres what you need to host a film screeningand dialogue in your community:

1. DVD of the FilmYou can find the film on Amazon or Netflix. You can alsopurchase the educational version of the film for public screenings

at the official website: www.dwf-film.com

2. Movie PostcardsWe can mail you 50 movie postcards upon request. These movie postcardscontain ordering information on the back. Place movie postcards on the seats ofyour audience members before the doors open and announce that people can find

the film on our website. We hope you will encourage people to share the film withtheir family and friends. Thank you!

3. Response CardsYou can print out response cards for audience members to share theirown stories and reflections after the screening by printing out thetemplate at the end of this guide. After the event, you can type up theresponses and post them on the website directly or mail them to us.

4. Guidelines for Your Screening and DialoguePlease read carefully through these guidelines for your screening and dialogue.


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INTRODUCTION TO GUIDE

Divided We Fall (2008) chronicles a college students journey across the U.S. in the

aftermath of 9/11, capturing stories of fear and violence against her community.

Since its release, the film has inspired deep community dialogues about ways to

address racism, religion, hate, and healing in the long-term aftermath of September

11, 2001.

More than a decade later, the message of the film is powerful now more than ever

The film promotes change one person at a time through a story that reveals the way

fear can hijack our humanity. It offers us inspiration to overcome fear and hate

through connecting hearts and minds. The following guidelines are aimed toprovide facilitators with tools for deep dialogue. And it inspires other young people

to turn fear into creative action.

The following guidelines are aimed to equip you with tools for deep dialogue. We

designed these guidelines to help facilitators steward personal reflections and

discussions that will move people through examining the impact of watching the

film and invite everyone to imagine a better world. The overall goal is to build

community through each dialogue, and the proposed activities reflect an emphasison community-building rather than debriefing the content of the film.

The following structure and activities for your deep community dialogue are meant

to be guides to be applied flexibly. Watch the film beforehand and decide which

suggested dialogue activity to use for your dialogue. We recognize each dialogue

deserves to have its own life. The best facilitation comes from having experienced

leaders who are comfortable and confident in a plan they execute. As such, please

think about how you can integrate these suggestions into your own best practicesand experiences. The entire program will run between 2 hours and 2 and 1/2 hours.

For questions about the logistics of your screening, or to invite the filmmakers to

your event, contact Jodi Elliott, tour director, [email protected]


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PREPARING FOR YOUR DIALOGUE:

SETTING TONE AND GROUND RULES

At the beginning of your event, introduce any community members or experts in theaudience and then set a few ground rules. Please read ideas about setting ground

rules in the Appendix of this packet.

Each dialogue will have different schedules so facilitators must use judgment about

how much time to spend on setting tone and guidelines. Something as simple as

lighting a candle and inviting people to be respectful, to listen, and to avoid judging

other speakers while the candle is burning can be a short effective way to invite

people to be at their best in the dialogue process. Some examples include:

Our shared commitment is to learn from each other. Acknowledge and valuepeoples differences in their backgrounds, values, and life experiences.

Trust that people are always doing the best they can.

Speak your discomfort.

Maintain confidentiality.

What other guidelines wouldyou like to add?


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CHECK LIST FOR YOUR FILM SCREENING

Before the doors open for your event, please be sure you have tested the sound and

picture of the DVD, your volunteers are ready, and you have placed movie

postcards and response cards (optional) on the seats of your audience members.

30-45 Minutes Preparation Time

Arrange to arrive at the venue at least 30 min before the screening to test sound and

picture with the projectionist or organizer.

Two Wireless Microphones

If the venue is large, arrange one wireless microphone on stage and one for

audience members during the discussion.

Three or Four Volunteers

Blogger Take notes on the discussion by hand or on a laptop; write a

reflection piece on the event and email to Jodi Elliott [email protected]

Photographer Take photographs at the event; email 2-3 of the best photos to Jodi

Elliott at [email protected].

Usher Pass out response cards for people to share their own stories and

reflections. These will be posted on our website. You can place

these response cards on peoples seats before the doors open. You

can also place movie postcards on seats. After the show, collect

these response cards, type them up and post on our website or mail

them to us directly. Contact Jodi Elliot at [email protected]

Runner If mics are necessary, the runner will pass the wireless

microphone to audience members during the discussion session.


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INTRODUCING THE FILM

In your welcome to the audience, you are invited to read this message from the

filmmakers Valarie Kaur and Sharat Raju:

Welcome! We are humbled and grateful to share our film with you and wish we

could thank you in person. The journey to make this film began when a twenty-

year-old college student faced a choice in the aftermath of Sept. 11, 2001: to turn

away from the confusion and fear outside her bedroom window or to confront the

whirlwind and leap into it. She leapt. The stories she found inspired a growing

circle of friends to devote their time and talent toward something bigger than any of

us. We were all in our twenties, working for free. We lived on chocolate, maxed

out credit cards, and somehow raised enough in tiny donations to make Divided We

Fall. Our story spread through word-of-mouth and propelled us on an international

tour that brought us to tonight. Tonight, you are joining a groundswell of people

across the United States in a dialogue about racism and religion, fear and

forgiveness, who we are as a nation and who we want to be. We put the film in

your hands as a testament to what is possible when people reach deep into hate and

violence in order to transform it. May tonight open a space for renewal and healing

May it allow us to honor those who died on Sept. 11 and its ongoing aftermath.

And may it inspire you to tell your own untold stories.


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DIVIDED WE FALL DIALOGUE #1:

SHARED HOPE AND HEALING

Appreciative inquiry is a form of reflection, storytelling, and problem solving that

invites people to identify and share peak and positive experiences in their past to

help to create imagination, bonds, energy, and connections for change in the future.

Activity

Invite people to pick a partner, preferably someone he or she doesnt know, then

read one of the questions below and give the dyads 5-10 minutes to share a story.

1.Name a moment when you have you been seen as an outsider. How did yourespond? Now name a moment when you saw someone as an outsider. How

did you respond?

2.What surprised or upset you in the film? What made you the most hopeful?

3.Whose story in the film resonated with you? What would you like to say tothem?

4.When have you been at your best in taking some small or big step to stop biasand hate, and what helped you to be effective in taking action?

After the dyads, invite volunteers to share their partners' stories and what they

learned helped people to take action. As a facilitator, take notes on the themes and

summarize them at the end to create a group theory on successful ways to takeaction.

Closing

Invite people to share one word or sentence about an insight they will take with

them at the end of the event.


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EMBODIED REFLECTION AND INTROSPECTION

This is a reflection process that invites people use all the senses to explore body

reactions and sensations to the film. It helps people to be aware of their experience

at a deeper level and to reflect on the impact of the film. From gaining insight into

the impact of the film on the mind, body, and spirit, people can explore what they

learned in a more complete way. It is safer and more productive to alternate

reflection about positive reactions and negative reactions. Please read Valaries

story about how she used somatic reflection with young people:

http://www.valariekaur.com/tubman-middle-school-augusta-ga

Activity

After the film ends, read the following questions to your audience for individual

reflection. Allow a few moments of silence between questions:

1. When did you feeling a visceral identification with something or someone inthe film?

2.When did you feel the most hopeful when watching the film? Where in yourbody did you feel the relief, hope, or some calm? (Invite them to notice what

happens in their stomach, chest, and throat.)

3.When did you feel anger or pain when watching the film? What did you feelin your body? (Invite them to notice any changes in sensation in their bodies.)

4.Let yourself remember in your body the tense and relaxed moments andalternate between the two to explore what you learned though this somaticinquiry.

5.What is your body telling you about the way you experienced the film and theissues it presents?


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Now invite people to find a partner to share what they learned about through this

somatic inquiry and reflection for 10 to 15 minutes. (Some people may not have any

visceral reactions and for the purposes of this discussion, this is okay). Bring the

group together and invite people to share with a group.

Closing




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DISCOMFORT AND ENGAGEMENT

Discomfort is an important part of life, but we can manage discomfort productivelyrather than demonizing others. This activity is designed to explore why and how to

deal with discomfort.

Note to facilitators

We recognize that these issues can be sensitive. It is important to encouragepeople

to take risks while also making sure the atmosphere is a safe place.We recommend

using some of the discussion guidelines mentioned earlier in these materials, and re-emphasizing them before this activity.

Opening

Discuss the scene inDivided We Fall where Rachel Neumann shares her discomfort

seeing turbaned men at a train station shortly after September 11, 2001. Compare

with recent discussion on the sensitivities of people who feel uncomfortable with

the idea of an Islamic community center a few blocks away from Ground Zero.How do images of turbans or mosques impact our bodies? Where and how do we

feel discomfort? You may also choose to tell stories (or elicit stories from the

audience) of other more ordinary situations in daily life. They can range from the

serious to issues dealing with taste (a song heard at a family members funeral

having only sad associations) to the more offbeat (a distaste for a certain chain

restaurant because thats where you pulled over once while carsick, even though the

restaurant had nothing to do with why you were sick).

Framing the Problem

Such responses are natural and sometimes useful to protect ourselves (warning

earlier humans against a poisonous mushroom they saw someone unluckily eat, for

instance). Yet they also are problematic when they harm other people or divide us

as a country.


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Activity

Invite people, either with a partner or as a whole group, to brainstorm the

consequences of acting on our discomfort without examination. Possible answers

include: we close ourselves off from different experiences, we losediversity in ourlives, we are governed by our fears, we inconvenience (or even oppress) other

people, we unfairly ascribe actions to others, and soforth.

Looking for Solutions

Invite people, in small groups or as a large group, to brainstorm ways to overcome

these feelings. Some possible answers or talking points might include educating

ourselves more about the source of the discomfort, challenging assumptions (is theproject really a Ground Zero Mosque?), prioritizing values, and practicing

empathy. There are two options for the final segment:

Option 1: Individual Reflection

Invite people to take 5-8 minutes to write confidentially about a source of

discomfort in their lives. Do they fear Muslims? Southerners? Gays and lesbians?

Conservatives? The undereducated or the rich or the poor? A particular type of

ideology? What is the root of this fear? Is the fear having a negative effect on other

peoples lives? How could you fight this fear?

Close the individual reflection by asking participants to write anonymously, on an

index card, what they will do to fight this fear. Then the facilitator can

read a selection of the answers, and perhaps map or chart them in categories

(suggested categories might include education, dialogue, and personal reflection,

though these categories are by no means exclusive or authoritative), in the hope of

leaving people with a sense of how they and the people sitting around them canfight fear in their lives and communities.


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Option 2: Facing a Source of Discomfort

Invite people to write confidentially, on an index card, a source of discomfort.

These cards will be shuffled and shared anonymously by the facilitator, who will

lead a discussion about ways to overcome the discomfort in this particular situationPlease note: This activity will likely be sensitive and challenging. Reinforce the

norms of risk-taking and assuming the best of each other, while working to ensure

that people are always respectful toward each other and other people.

Closing




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DIVING DEEPER INTO THEMES

Watch the film ahead of time and think about some questions that you can raise to

discuss these themes in the film. If you are connected with a community member

or an expert, work with them ahead of time on questions for the audience and topics

for discussion.

Activity

Choose Dialogue Questions on the DVD Menu and project on the screen after the

film ends. Choose one question and explore. Or pursue one of the followingsuggested topics:

Remembrance and Renewal through Storytelling

Valaries Life and Journey: Courage and Inspiration

Untold Stories and What They Tell Us about Who Constructs History

American Identity: Who Counts as American?

National Security and Civil Rights

Sikh Americans and Religious Pluralism

Stereotyping, Profiling, Discrimination, and Hate Violence

The Way Forward: Storytelling, Truth-telling, Forgiveness, andReconciliation


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APPENDIX:

GUIDE FOR SETTING GROUND RULES

Whenever you hope to facilitate conversations on multicultural issues, whetherpreparing for a one-hour workshop or weaving such discussions into a yearlong

class, a vital first step is the development of guidelines for participation. These

guidelines, often referred to as "ground rules," should provide the community

within a workshop or class a frame to ensure open, respectful dialogue, and

maximum participation.

Generating a List of Ground Rules

There are several effective ways to create ground rules. If time is an issue, as it

tends to be in short workshops of one to two hours, it may be necessary for you to

simply list the ground rules for the group. Be sure to inquire whether the ground

rules are agreeable, and mention that if you had more time together, you would

have preferred the group to generate the list.

A second way to create ground rules is to list those rules you commonly use, then

ask for additional ground rules from the participants. When somebody proposes aground rule, ask the other participants if they agree to it. If most do, add it to the

list.

The best way to create ground rules, if you have the time, is to allow the

participants to generate the entire list. Ask them to think about what they, as

individuals, need to ensure a safe environment to discuss difficult and controversial

issues. If the participants are having difficulty coming up with ground rules, or if

they do not come up with a particular ground rule you feel is important to the

success of your facilitation, try to prompt them toward it. If they still do not

mention it, you can add it to the list.


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Examples of Widely Used Ground Rules

Ground rules should be developed and adapted for every unique context.

Appropriate ground rules may depend partially on age, region, social class, and

other contextual factors. The following list of common ground rules frommulticultural education classes and workshops should serve only as a starting point

for your process of creating a similar list suitable to your own situation:

1.Listen actively -- respect others when they are talking.

2.Speak from your own experience instead of generalizing ("I" instead of"they," "we," and "you").

3.Practice timely attendance.

4.Do not be afraid to respectfully challenge one another by asking questions, butrefrain from personal attacks -- focus on ideas.

5.Participate to the fullest of your ability -- community growth depends on theinclusion of every individual voice.

6.Instead of invalidating somebody else's story with your own spin on theirexperience, share your own story and experience.

7.The goal is not to agree -- it is about hearing and exploring divergentperspectives.

8.Be conscious of body language and nonverbal responses -- they can be asdisrespectful as words.

It is also important to set a ground rule for how participation will be managed. Do

you prefer for participants to raise their hands and be called on, or for people to

speak freely? Remember that some people -- especially those who tend to be

introverted -- need more time to process thoughts and speak; so the latter option

may exclude them from the discussion. Still, the formal process of raising hands to


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be recognized may detract from the collective atmosphere needed to discuss

multicultural issues.

Strategies and Notes

1.It is very helpful to post the ground rules somewhere visible during the entirecourse of a class or workshop. Some teachers and facilitators who are with a

certain group over an extended period of time will bring the list of ground

rules (on news print or some other transportable medium) back to the group

for every session or class period. They can then refer back to the list when

they sense that participants are failing to sufficiently follow one or more of the

items.

2.Challenge the participants on the ground rules early and often. If you do notset a tone of strict adherence to the items early in the process, it may become

impossible to enforce them later.

3.If you are using more than two or three ground rules, try focusing onparticular items during appropriate activities or discussions. For example, if

you are facilitating a discussion in a large group, state before the discussion

starts that you would like to focus on active listening. Challenge participants

to refrain from any side discussions. The same can be done if you are

facilitating an experiential activity, by introducing it as a "silent" activity.

4.You must MODEL these ground rules in your own participation. This isespecially true for an item such as #2 (speak from your own experience). Be

sure that your own language reflects ownership and responsibility by using as

many "I" and "me" statements as possible.

5.If a particular ground rule is routinely broken, bounce it back to theparticipants. A fruitful discussion can often arise from a close examination of

why the participants are not adhering to particular items.

6.Revisit the ground rules occasionally, and if time allows, ask whether theparticipants would like to add any new items.


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Rethinking Ground Rules

If a goal of multicultural education is to challenge current structures and

assumptions about educational engagement, we must look closely at all guidelines

we use in our classes and workshops, asking ourselves who they support and who,if anybody, they privilege. As such, many multicultural educators and facilitators

have begun to rethink the idea of ground rules and ways they are currently

implemented.

Recent critical analysis of common ground rules have resulted in a collective

reconsideration of their role. This is because too often, ground rules that are put in

place, whether by an educator/facilitator or by participants, privilege the already-

privileged groups in a given dialogue. For example, in a dialogue about race, whiteparticipants will often support ground rules meant to keep anger out of the

discussion--ground rules focused on a Eurocentric idea of respect. When we

consider who is protected by ground rules like "attack the idea, not the person," it

becomes apparent that, intentionally or not, they protect the participants

representing privileged groups.

While I do not advocate dropping ground rules altogether, I do support the idea of

seriously studying these issues and the possible ramifications of ground rules that

might ultimately support the status quo by providing safety and comfort for those

who, for the sake of their own learning, most desperately need to be made to feel

uncomfortable. Consider opening this conversation within your class or workshop

or among colleagues, and challenge yourself to make sure that the discussions and

dialogues you are setting up do not further oppress historically oppressed people.

Source:

Awareness ActivitiesEdChange Multicultural Pavilion

http://www.edchange.org/multicultural/activities/groundrules.html


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We invite you to share your own stories and your reflections on the film in the space below and/or on the back of this form.The filmmakers will read all comments, and they will be posted on our website along with other viewer responses from acrosthe country. (If you do NOT want your comments posted, please let us know in your response.) PLEASE PRINT CLEARLY.

DIVIDED WE FALLA M E R I C A N S I N T H E A F T E R M A T H

VIEWERRESPONSE

Demographic information (we use this data to show the diversity of our audiences)

Your age:__________ Gender: __________________ Race/ethnicity:________________________________________________

Religious or spiritual affiliation (if any):_________________________________________________________________________

Nationality (country or countries of which you are a citizen):______________________________________________________

Would you like to be in touch with the filmmakers? Please write your name and email to join our newsletter:

DIVIDED WE FALLA M E R I C A N S I N T H E A F T E R M A T H

VIEWERRESPONSE

Demographic information (we use this data to show the diversity of our audiences)

Your age:__________ Gender: __________________ Race/ethnicity:________________________________________________

Religious or spiritual affiliation (if any):_________________________________________________________________________

Nationality (country or countries of which you are a citizen):______________________________________________________

Would you like to be in touch with the filmmakers? Please write your name and email to join our newsletter:

We invite you to share your own stories and your reflections on the film in the space below and/or on the back of this form.The filmmakers will read all comments, and they will be posted on our website along with other viewer responses from acrosthe country. (If you do NOT want your comments posted, please let us know in your response.) PLEASE PRINT CLEARLY.

DWF Dialogue Guide

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Transcript of DWF Dialogue Guide