EDUCATIONAL RESOURCE

STEP

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Additional support is provided by The Andy and Beth Burgess Family Foundation,

Hal Jackman Foundation, Artscape Foundation, CineSend and through

contributions by individual donors.

Lead Sponsor Exclusive Education Partner Supported by

An agency of the Government of OntarioUn organisme du gouvernement de l’Ontario

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The Film

“Step is life!” More than just a hobby for a trio of high school seniors at the Baltimore Leadership School for Young Women, the step team represents an escape and an outlet, a way out and a way to express themselves. Step is a moving chronicle of the trials and triumphs of visionary choreographer Blessin, overachieving introvert Cori and smart cookie Tayla as they prepare to be part of the school’s first-ever graduating class, and (fingers crossed) the first in their families to go to college. The key to their success and drive comes from stepping, which provides incomparable lessons in sisterhood, teamwork and having a winning attitude. But realizing their dreams of college admission and state championships amidst poverty, violence and adolescent temptations like boys and booze will require more than just fancy footwork. In step, as in life, you must fight if you want to win. Angie Driscoll

https://www.hotdocs.ca

The Filmmaker

Amanda Lipitz is a Tony Award-winning Broadway producer and documentary filmmaker. She served as executive producer and creator of MTV’s ground-breaking series Legally Blonde—The Musical: The Search for Elle Woods. She associate produced A Broadway Celebration for PBS as part of the White House music series. Her first foray into Broadway producing was at the age of 24 with Dirty Rotten Scoundrels, starring John Lithgow. Her other producing credits include Legally Blonde—The Musical (Broadway), Modern Orthodox, starring Jason Biggs and Molly Ringwald, The Performers (Broadway), starring Cheyenne Jackson, Henry Winkler and Alicia Silverstone, and A View from the Bridge (Tony Award). Lipitz is represented on Broadway this season by the critically acclaimed, Tony Award–winning best play The Humans (Pulitzer Finalist). In 2008, Lipitz was named by Jewish Women International as one of their “10 Women to Watch.” Lipitz graduated with a BFA in Theatre from Tisch School of the Arts and now serves on the board of the school. She also recently became a trustee of New York University and also serves on PONY (Playwrights of New York). In addition to producing, Lipitz is responsible for some of the most innovative sponsorships on Broadway, including partnerships with Tiffany & Co., PBTeen, Maybelline and Apple.

Source: http://www.amandalipitzproductions.com

Educational package written and compiled by Noelle Morris noellemorris00@gmail.com

TEACHER’S GUIDE

This guide has been designed to help teachers and students enrich their experience of Step by

providing support in the form of questions and activities. There are a range of questions that will

help teachers frame discussions with their class, activities for before, during and after viewing the

film, and some weblinks that provide starting points for further research or discussion.

Directed by Amanda Lipitz

2016 | USA | 83 min

STEP

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Pre-Viewing Activities

Have students create a KWL chart for some or all of the following terms: (a) Freddie Gray, (b) charter school and (c) step dance.

Set a purpose for viewing by having a discussion about one or more of the questions or quotations from the Extension Activities section of this guide. Have students share the statement and what they think or believe about it with the class.

Viewing Activities

Have students keep track of any words, terms or ideas they don’t understand. After viewing the film, have students look up the definitions.

There are three dancers who are profiled in the film: Blessin, Cori and Tayla. Have students take notes for one of these individuals.

Have students make notes on the different types of footage and techniques that are used throughout the documentary. Students can consider the purpose and effectiveness of the footage and techniques in their notes.

Pause the film at various points. Have students discuss or record their immediate reactions, and then discuss as a class in a Post-Viewing Activity.

Have students jot down two to three ideas for discussion, or questions that the film raises in their minds. As an Extension and/or Post-Viewing Activity, students can enter their questions into an online response or polling system and can vote on the questions or issues they would like to explore in further detail. Encourage students to use multiple levels of Bloom’s Taxonomy.

Post-Viewing Activities

Have students choose one of the events or stories from the film and write a diary entry from one of the subject’s perspectives.

Show the students their quotations from the Pre-Viewing Activity, and see if their opinions were changed, altered or enhanced by the film.

Discuss with students their initial reactions to the various characters and situations addressed in the film. Did their reactions change by the end of the film? Why?

Ask students for their takeaway: in one sentence, what is this film about? Have students share their takeaways in pairs or small groups, and then as a class. What are the similarities and differences between the students’ takeaways? You may also wish to enter all of the takeaways into a word cloud generator, such as Wordle (http://www.wordle.net), to see the frequency of certain words used by students in their takeaways.

Have students participate in a Socratic discussion on the film. Guidelines for Socratic discussions can be found here: http://www.authenticeducation.org/documents/WhatSeminar04.pdf

Have students complete an exit note. The exit note should contain one idea that demonstrates what they learned from the film, as well as one question that they still have about the topic.

Have students conduct an online investigation into the history of stepping. Students should be able to answer the five Ws and are encouraged to incorporate multimedia into their findings.

In the film, Cori and Blessin both deal with numerous challenges in their home lives as they try to obtain an education. Cori says, “It’s not the first time the power’s

VIEWING THE FILM WITH STUDENTS

The following three subsections are intended to provide you with a range of Pre-Viewing,

Viewing and Post-Viewing activities. They are followed by a set of questions based upon the

film’s larger thematic domains, some follow-up questions and quotations, sample curricular

outcomes and a page of weblinks for further investigation.

been out. It happens. For me, for my family, the idea of comfortability has been cyclical. It’s on and off. It’s really frustrating to live like that because as soon as you get comfortable, it seems like one thing goes bad, and when one thing goes bad, everything goes bad. I don’t want to live like this and I don’t want my family to have to live like this. So I’m going to work my hardest to make it not happen in my life.” Blessin says, “As of right now, there’s no food in the refrigerator. I mean, I’m not eating, that’s fine. I’m just waiting for my sister to come home so she can order something, but he’s six. But it’s okay, though. You just gotta make the best out of what you have. Because if I didn’t, I would be angry, upset and a bitter person, and I don’t want to be that type of person.” Using the quotations as prompts, have students write a one-page reflection on the obstacles that the girls face, but also their attitudes towards their circumstances.

Students can extend their understanding of the film and investigate the police-related death of Freddie Gray. What happened in this case, and what was the outcome? Have students present their findings. You may wish to guide students with specific graphics and interactive resources from The New York Times (http://www.nytimes.com/ Search for “Looking for Accountability in Police-Involved Deaths of Blacks”).

In the film, Gari takes the Lethal Ladies to visit the mural of Freddie Gray and says, “First of all, I wanted to show you guys the importance of these images to symbolize how 40, 50, 60 years later, we still have to protest for our rights as African Americans. As women, we are considered the bottom of the barrel as African American women…. So you have to understand as young black women, it could have been us, it really could have been y’all, and it still can be.” Have students view some of the images (http://www.baltimoresun.com/ Type “Art related to Freddie Gray, Baltimore unrest” into the search function of the website) and then conduct additional research into Gari’s statement. Based on the film and the additional research, what issues do African American women continue to face?

At one point in the film, the girls debate whether they would be Malcolm X and Martin Luther King, Jr. Have students create a biography or Facebook page for one of these individuals, providing an overview of their lives and contributions to the civil rights movement.

The film confronts issues of implicit and explicit bias. Have students complete the Implicit Association Test from Project Implicit (https://implicit.harvard.edu/implicit/) and reflect on

their results in a written response. Students will not have to register to use the website.

Have students explore the Economic Policy Institute’s interactive website (http://inequality.is), which allows students to explore the connections between gender, ethnicity, age, education and income. Students will learn about economic inequality, how it was created and solutions to the issue.

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Baltimore Leadership School for Young Women: Learn more about the college preparatory charter school featured in the film. http://www.blsyw.org

Black Lives Matter: This organization campaigns against systemic violence directed at Black people. The website includes information about the organization, how individuals can get involved and up-to-date social media postings. http://blacklivesmatter.com

Justice Center—The Council of State Governments: “Breaking Schools’ Rules: A Statewide Study on How School Discipline Relates to Students’ Success and Juvenile Justice Involvement” presents the results of a study that followed close to one million Texas public-secondary-school students for at least six years. Findings from this study suggest that students who are suspended or expelled are more likely to repeat a grade, not graduate from high school and/or go to jail. https://csgjusticecenter.org/ Type the name of the study into the search function of the website.

Revisionist History: In episodes four, five and six of his Revisionist History podcast, Malcolm Gladwell explores how educational inequality continues to thrive in the US, despite efforts to reform the American school system. All podcasts are between 30 and 38 minutes, and can be listened to online. http://revisionisthistory.com

Psychology Today: In “Why Should We Dance?” Christina Devereaux explores how dance can be used to process feelings and deal with trauma. https://www.psychologytoday.com/ Type the title of the article into the search function of the website.

TED: In “A Visual History of Social Dance in 25 Moves,” Camille A. Brown explores the history and origins of African American social dances and traditions, as well as why people continue to dance. http://www.ted.com/ Type “Camille A. Brown” into the search function of the website.

TED: In “Help for Kids the Education System Ignores,” Victor Rios reflects on his own experiences as an inner-city youth and suggests strategies on how we can shift our perspectives from labelling “at-risk” youth to “at-promise.” http://www.ted.com/ Type “Victor Rios” into the search function of the website.

The Lethal Ladies: The Instagram account for the Lethal Ladies of BLSYW. https://www.instagram.com/lethalladies

Time magazine: “Go Behind Time’s Baltimore Cover with Aspiring Photographer Devin Allen” includes images from photographer Devin Allen of the Baltimore protests following Freddie Gray’s death, as well as Allen’s Time cover. http://time.com/ Type the title of the article into the search function of the website.

Toronto Life: In the 2015 article “The Skin I’m In,” Desmond Cole reflects on his more than 50 experiences of being stopped, questioned and carded by the Toronto police. http://torontolife.com/ Type the title of the article into the search function of the website.

Vanity Fair: “What the Data Really Says About Police and Racial Bias” from July 2016 presents links and key findings from 18 academic studies, legal rulings and media investigations into police officers and racial bias. http://www.vanityfair.com/ Type the title of the article into the search function of the website.

WEBSITES AND ONLINE RESOURCES

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Questions for Pre-Viewing or Post-Viewing Activities

What influence does the step team have on the girls’ lives and ambitions?

What issues do the girls face in the film, at home, at school and on the team?

What are the different restrictions and opportunities faced by each of the girls in the film?

What or who encourages the girls to continue to strive for their dreams? What obstacles do they face, and how do they overcome these obstacles?

Over the course of the film, we learn about the families of the film’s subjects. What roles have the subjects’ family members played in their lives? How have the girls been shaped by their family lives?

How important is familial support during the teenage years? How does your family support your interests, and what other support systems do you have access to?

What influence do the teachers and adults at the school have on the students, and how do they support their dreams? Are there people other than your parents who help you and encourage you?

What does the film suggest about getting an education?

Despite their experiences, many of the girls in the film are resilient and still have hope. Why do you think this is? How would you react if you were in their position?

When speaking with Paula Dofat, Blessin says, “Blessin hid from herself.” What does she mean by this?

In the film, Gari tells Blessin that it’s not too late. How important are second chances? Can you think of a time when you have been given a second chance?

When Gari takes the team to see the Freddie Gray memorial, one of the students says, “I didn’t like how they tried to portray Baltimore. It was like a lot of bad stuff going on. But when you put on local news like WJZ, people was cleaning up, but CNN didn’t showcase that. They only showcased us fighting.” What does she mean by this? How are narratives (especially around racial bias) created and perpetuated in the media?

Consider what the filmmakers decided to capture on film. Are there any scenes that stand out, and why? What might have been left out of the film, and why?

What did you know about the death of Freddie Gray before watching the film? What did you learn as a result of watching the film?

What are the different issues and themes that surface in this film?

How are issues of gender, race and socioeconomics presented in the film?

How does the film deal with issues of freedom, equality, human dignity, and individual and collective rights and responsibilities?

Can you think of other ways that the documentary could have been filmed and edited? How would this change the way you interpreted the film?

EXTENSION ACTIVITIES

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1. “I’m a first-generation college student. I’m the only person in my family who has a degree. I live on Gilmore Street where Freddie Gray was murdered, so I’m very well rounded with what goes out in these streets.” Gari

2. “Step is a complete getaway for me. A complete erase from home. My community is pretty poisonous, I’m not even going to lie. It feels good to know that you and your teammates are all on the same page and that you’re just moving as one.” Blessin

3. “I want them to understand that this is way bigger than stepping. It’s about not making excuses, making sacrifices, having a positive attitude. I know it gets tough…. They come home to no lights, come home to violence in their neighbourhood, not having food in the refrigerator, not having a refrigerator at all. But when they come to step practice, all those things are erased out of their mind. So that is why they can succeed—because they can make it through step practice, so they can make it through life.” Gari

4. “I’m kind of an introvert. I’m not very dramatic. But all those parts come out of me when I step. I’m just everything that step is not.” Cori

5. “My mom is like a magic wand in human form. I never had to worry about where my next meal would come from or where we would be staying. At one point, we were homeless and I actually didn’t even know it.” Cori

6. “I’m like a notch down from Beyoncé because I do still mess up. Beyoncé don’t mess up. Well, if she do, she just pulls it off so good that I just don’t even notice it.” Tayla

7. “When I was coming up, the police were my biggest heroes. I grew up in Northwest Baltimore…. They would walk the beat, they would come to school, talk to you, and that’s why I wanted my job as a correctional officer. And I love my job. I love it. Some deserve to be there, and some don’t. A lot of our children are lost. They have no one. And I feel like it’s my obligation and my civic duty to help them.” Maisha

8. “When my mom didn’t show up for parent night, I’m not going to say that I expected her to be there. But when I actually seen her not show up, I was just thinking, okay, she promised me she’d be here. Where is she?” Blessin

9. “We must remember that college is a business.” Paula Dofat

10. “If I don’t have it, I’m gonna find a way. I’ve been doing it my whole life.” Blessin

11. “Why does the step team get your best and I don’t, in this building, in a classroom? I was where you were. School is what got me out of Brooklyn. College is what’s going to get you out of Baltimore. I need to make sure that you are right when you leave this building. So understand—Am I always going to be on your case, until June 3? Yes. Because I expect more from you.” Chevonne Hall

12. “You know, Hopkins looks for a certain type of people. And I didn’t know I was one of them.” Cori

13. “We are all human, we all go through things. The common denominator between every human is we have problems, and they will keep coming, and so you get up from that place. You can’t stay there.” Triana

14. “Step taught me discipline, step taught me to be courageous. Make people smile, make people laugh, make people want to dance. Step gave me a mission that if you come together with a group of powerful women, the impact will be immense. I’m very happy to be a part of that.” Blessin

15. “Good evening, everyone. We stand here today on the precipice of the future. It’s not a distant reality. We began high school as children but we’re leaving here as adults, or at least something pretty close to it. The future is truly in our hands so let’s make the most of it.” Cori

QUOTATIONS FROM THE FILM TO EXPLORE

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“Step taught me discipline, step taught me to be courageous. Make people smile, make people laugh, make people want to dance. Step gave me a mission that if you come together with a group of powerful women, the impact will be immense. I’m very happy to be a part of that.” Blessin

Step explores the impact of step dance on the lives of Blessin, Cori and Tayla. The girls use step to explore their creativity, to escape from different aspects of their lives and to come together within their community.

Think about your own hobbies and talents. What is the hobby that you are most passionate about, and why?

Your task is to create a two- to three-minute video where you will showcase your passion. Think of it like a mini-documentary. You can use video clips, images, music, voiceovers and whatever else you feel will be effective, creative and moving. Before shooting, you will need to complete a script and storyboard to pitch to your teacher.

Once your video is complete, consider uploading it to YouTube and having a mini-documentary film festival in your class.

CULMINATING ACTIVITY: WHAT’S YOUR PASSION?

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ACTIVITY RUBRIC: WHAT’S YOUR PASSION?

Knowledge/Understanding

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Understands and persuasively represents

the hobby/passion

Communicates with a limited degree of understanding and persuasiveness the

hobby/passion

Communicates with a moderate degree

of understanding and persuasiveness the

hobby/passion

Communicates with a considerable degree

of understanding and persuasiveness the

hobby/passion

Communicates with a high degree of

understanding and persuasiveness the

hobby/passion

/5

Thinking/Inquiry

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Use of planning skills (gathering information and

research; scripting and storyboarding)

Uses planning skills with limited

effectiveness

Uses planning skills with some

effectiveness

Uses planning skills with considerable

effectiveness

Uses planning skills with a high degree of

effectiveness/5

Application

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Makes connections within and between the film and personal knowledge and

experience, other texts, and the world outside school

Makes connections within and between

various contexts with limited effectiveness

Makes connections within and between

various contexts with some effectiveness

Makes connections within and between

various contexts with considerable

effectiveness

Makes connections within and between

various contexts with a high degree of

effectiveness

/5

Communication

2.5 2.9 3.0 3.4 3.5 3.9 4.0 5.0

Communicates for the intended audience(s) in oral,

visual and written forms

Communicates for the intended audiences and

purposes with limited effectiveness

Communicates for the intended audiences and

purposes with some effectiveness

Communicates for the intended audiences and purposes with considerable effectiveness

Communicates for the intended audiences and purposes with

a high degree of effectiveness

/5

Comments: Total: ___ /20 = ___ /100

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EXAMPLES OF CURRICULUM EXPECTATIONS

COURSE OVERALL EXPECTATIONS

Grade 9–12 English

• generate, gather and organize ideas and information to write for an intended purpose and audience.

• demonstrate an understanding of a variety of media texts.

• identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Grade 11 Media Studies

• demonstrate an understanding of a variety of media texts.

• deconstruct a variety of types of media texts, identifying the codes, conventions and techniques used and explaining how they create meaning.

Grade 11 Media Arts

• analyze, through examination and reflection, their initial response to media art works, using various strategies and modes of communication.

• identify and explain the messages in and meanings of media texts.

• describe the characteristics of particular media genres and forms, and explain how they help to convey meaning and influence the audience.

Grade 9–12 Dance

• demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups and communities.

• demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

• demonstrate an understanding of the social, cultural and historical origins and development of dance forms, including their influence on each other and on society.

Grade 10 Integrated Arts

• demonstrate an understanding of various functions of the arts in past and present societies.

• demonstrate an understanding of symbols and themes associated with art works produced by various cultures, and describe past and present influences on various arts disciplines.

Grade 9–12 Healthy Active Living Education

• demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living.

Grade 11 Dynamics of Human Relationships

• explain how self-concept and self-esteem influence personal well-being.

• demonstrate an understanding of how self-concept influences an individual’s interactions with others.

• demonstrate an understanding of various social and cultural influences on relationships.

Grade 9 Family Studies

• demonstrate an understanding of various types of relationships and of skills and strategies for developing and maintaining healthy relationships.

• describe lifestyles in diverse families and the impact of a range of factors, including social and cultural factors, on these lifestyles.

• describe the functions and responsibilities of families and the diverse ways in which families fulfil them.

Grade 11 Family Studies

• demonstrate an understanding of the role parents play in affecting how children form relationships within and outside the family.

• identify and describe environments provided by families, care-givers and others that offer positive conditions for child development.

Grade 12 Family Studies

• analyze theories and research on the subject of individual development, and summarize their findings.

• analyze theories and research on the subject of parent-child relationships and their role in individual and family development, and summarize their findings.

• demonstrate an understanding of the critical role that a family plays in the socialization of its members.

• analyze the many relationships that are a part of human development.

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Grade 11 Housing and Home Design

• demonstrate an understanding of the relationship between housing and various human needs and wants.

• explain what happens to people when their housing needs are not met, and demonstrate an understanding of laws and policies related to housing standards in Canada.

• demonstrate an understanding of the economic and legal considerations associated with housing.

Grade 11 Gender Studies

• demonstrate an understanding of how attitudes, behaviours, roles and norms relating to gender are socially constructed, and of the complexity of gender as a concept and as a lived experience.

• analyze sexism and the dynamics of power relations with respect to sex and gender in a variety of contexts.

• analyze representations of women and men in media, popular culture and the arts, and assess the effects of these representations.

• analyze a range of social, political, economic and environmental issues relating to gender in Canadian and global contexts.

Grade 11 Equity, Diversity and Social Justice

• explore topics related to equity, diversity and/or social justice, and formulate questions to guide their research.

• create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods.

• assess, record, analyze and synthesize information gathered through research and inquiry.

• demonstrate an understanding of a range of historical and contemporary Canadian equity and social justice issues.

• demonstrate an understanding of how social activism can be used to support equity and social justice objectives.

Grade 12 Equity and Social Justice

• explore topics related to equity, diversity and/or social justice, and formulate questions to guide their research.

• assess, record, analyze and synthesize information gathered through research and inquiry.

• communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry and communication skills.

• demonstrate an understanding of a range of perspectives on and approaches to equity and social justice issues, and of factors that affect inequity and social injustice.

• analyze, in historical and contemporary contexts, the dynamics of power relations and privilege as well as various factors that contribute to power or marginalization.

• evaluate the contributions of individuals and groups and/or movements identified with specific aspects of the struggle for equity and social justice.

Grade 11 Introduction to Anthropology, Psychology and Sociology

• use a psychological perspective to explain how diverse factors influence and shape human mental processes and behaviour.

• use a sociological perspective to explain how diverse factors influence and shape individual and group social behaviour.

Grade 12 Human Development Throughout the Lifespan

• demonstrate an understanding of threats to healthy development throughout the lifespan and of a variety of protective factors that can increase an individual’s resilience and reduce the impact of these threats.

• demonstrate an understanding of social-emotional development throughout the lifespan and of ways of influencing such development.

• demonstrate an understanding of various influences on personality development and identity formation throughout the lifespan.

Grade 12 World Issues: A Geographic Analysis

• analyze relationships between demographic and political factors and quality of life in various countries and regions.

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HEADERGrade 12 World Geography: Urban Patterns and Population Issues

• analyze interrelationships between social conditions, access to natural resources, government policies, and economic disparities within and between countries or regions.

• analyze global and regional population trends, and assess their impacts on society, the economy, and the ability of societies to meet basic human needs.

• analyze impacts of a variety of factors on human rights and quality of life in selected countries.

Grade 11 American History

• describe various social, economic and political events, trends and developments in the United States since 1945, and analyze their key causes and consequences.

• analyze how various events and developments have affected specific groups in the United States, and relations between the United States and other countries, since 1945.

• analyze how various groups, trends and cultural developments have affected identity, citizenship and heritage in the United States since 1945.

Grade 12 Law

• use the legal studies inquiry process and the concepts of legal thinking when investigating legal issues in Canada and around the world, and issues relating to international law.

• analyze various key concepts, legal systems and issues in criminal law, in Canada and internationally.

Grade 12 Challenge and Change in Society

• demonstrate an understanding of the causes and effects of social change.

• demonstrate an understanding of how forces influence and shape social patterns and trends.

• demonstrate an understanding of how various social structures and conditions support or limit global inequalities.

Grade 11 Politics

• use the political inquiry process and the concepts of political thinking when investigating issues of political importance in various communities and ways to address them.

• explain the political importance of some current issues and analyze various perspectives associated with these issues.

• analyze some issues of political importance in terms of their causes, their impact and ways in which they have been addressed.

• identify and analyze a political issue, with the goal of developing a personal plan of action to address this issue.

Grade 12 Politics• use the political inquiry process and the concepts of political thinking when investigating issues, events and

developments of national and international political importance.

The Overall Expectations listed above are from the Ontario Curriculum. Complete course descriptions, including all Overall and Specific Expectations can be found at: http://www.edu.gov.on.ca/eng/teachers/curriculum.html