Film 214 Dr. Ayers Annotated Bibliography Purpose The purpose of this assignment is to develop the skills necessary to conduct film research. This is an important first step in the writing process. See Film Analysis 11-14; 1037-1040 for more information. 1) Skills/Knowledge: As a result of completing this assignment, you will be able to: a. Utilize the library resources to gather research related to a film. b. Critically read sources in order to assess their credibility, argument, and value to your research. c. Summarize the historical, artistic, cultural, and industrial context of a film. Assignment Requirements 1) Part One: Film Context Summary a. Choose a film from the syllabus and write 150-350 words that provide general context for that film. (Richard Maltby’s essay on It Happened One Night in Film Analysis is a great example of how to discuss film context.) b. Along with the sources you use in your annotated bibliography, you may also use sources with more general information—such as imdb.com and wikipedia.org—as long as you clearly cite these sources. c. The goal here is to provide a general overview of the film, including important production, stylistic, cultural, and historical contexts. Example: i. Boyz n the Hood (Singleton, 1991) premiered on July 2, 1991, and it went on to earn two Academy Award nominations (Best Director and Best Original Screenplay). Boyz was director John Singleton’s debut film, and at the age of 24, Singleton was the youngest person ever to be nominated in the Best Director category (Ridley). NYU Professor Manthia Diawara argues that Boyz fits within a broader movement of 1980s and 1990s Hollywood cinema that he terms “new black realism.” For Diawara, the cycle of films of which Boyz is a part “are about Black males’ initiation into manhood, the obstacles encountered that often result in death and separation, and the successful transition of some into manhood and responsibility toward the community” (608). Singleton echoes these claims, and he cites as inspiration for Boyz a desire to represent, in a realistic way, the lives of young black families in South Central LA in the 1980s: “It’s a story that a lot of those cats used to make in the ‘80s, in the suburbs, but made in the ‘hood. I loved the pictures, but none of those people looked like me. So me and my friends would catch the bus up to Hollywood, and we’d go see the movies, and we spent the whole time going down Vermont talking about the movie we would make. And the movie that we would make would always be something like what I did with Boyz N The Hood” (Singleton, qtd. in Ridley). The late Roger Ebert declared Boyz to be “an American film of enormous importance,” and history has borne out Ebert’s prediction. The film screened at the Cannes film festival, currently holds a 96% “fresh rating” on Rotten Tomatoes, Film 214 Dr. Ayers and has been selected by the Library of Congress for preservat ...

1. Film 214 Dr. Ayers
Annotated Bibliography
Purpose
The purpose of this assignment is to develop the skills
necessary to conduct film research. This is
an important first step in the writing process. See Film Analysis
11-14; 1037-1040 for more
information.
1) Skills/Knowledge: As a result of completing this assignment,
you will be able to:
a. Utilize the library resources to gather research related to a
film.
b. Critically read sources in order to assess their credibility,
argument, and value to
your research.
c. Summarize the historical, artistic, cultural, and industrial
context of a film.
Assignment Requirements
1) Part One: Film Context Summary
a. Choose a film from the syllabus and write 150-350 words that
provide general
context for that film. (Richard Maltby’s essay on It Happened
One Night in Film
Analysis is a great example of how to discuss film context.)

2. b. Along with the sources you use in your annotated
bibliography, you may also use
sources with more general information—such as imdb.com and
wikipedia.org—as
long as you clearly cite these sources.
c. The goal here is to provide a general overview of the film,
including important
production, stylistic, cultural, and historical contexts. Example:
i. Boyz n the Hood (Singleton, 1991) premiered on July 2, 1991,
and it went
on to earn two Academy Award nominations (Best Director and
Best
Original Screenplay). Boyz was director John Singleton’s debut
film, and
at the age of 24, Singleton was the youngest person ever to be
nominated
in the Best Director category (Ridley). NYU Professor Manthia
Diawara
argues that Boyz fits within a broader movement of 1980s and
1990s
Hollywood cinema that he terms “new black realism.” For
Diawara, the
cycle of films of which Boyz is a part “are about Black males’
initiation
into manhood, the obstacles encountered that often result in
death and
separation, and the successful transition of some into manhood
and
responsibility toward the community” (608). Singleton echoes
these
claims, and he cites as inspiration for Boyz a desire to
represent, in a
realistic way, the lives of young black families in South Central

3. LA in the
1980s: “It’s a story that a lot of those cats used to make in the
‘80s, in the
suburbs, but made in the ‘hood. I loved the pictures, but none of
those
people looked like me. So me and my friends would catch the
bus up to
Hollywood, and we’d go see the movies, and we spent the whole
time
going down Vermont talking about the movie we would make.
And the
movie that we would make would always be something like
what I did
with Boyz N The Hood” (Singleton, qtd. in Ridley). The late
Roger Ebert
declared Boyz to be “an American film of enormous
importance,” and
history has borne out Ebert’s prediction. The film screened at
the Cannes
film festival, currently holds a 96% “fresh rating” on Rotten
Tomatoes,
Film 214 Dr. Ayers
and has been selected by the Library of Congress for
preservation in the
National Film Registry.
2) Part Two: Annotated Bibliography
a. Find at least TWO credible sources that discuss your chosen
film. Use the JFK
library’s databases and book collection to find your sources.

4. You may also use
our textbook—Film Analysis—as a source.
b. Your sources should ideally be peer-reviewed, but if they are
not, be sure to
indicate why they are credible sources.
i. See Film Analysis 1020-1022 for more on evaluating sources.
c. At the beginning of each annotation, include a bibliographic
entry for the source
in Chicago or MLA format.
d. Each annotation should be 150-350 words in length and
should include the
following:
i. An explanation of why the source is credible, i.e. they
published in Film
Analysis, they are a professor at a university, the source is peer-
reviewed,
they write for the New York Times (a credible publication), etc.
ii. A summary of the main argument(s) and idea(s) of the
source.
iii. At least TWO key quotes from the source.
iv. A description of why this source is valuable to your research
and/or how it
provides crucial context for the film.
e. Example:
i. Diawara, Manthia. “Black American Cinema: The New
Realism.” In Critical
Visions in Film Theory, edited by Timothy Corrigan and
Patricia White, 594-609.

5. Boston: Bedford/St. Martin's, [1993] 2010.
1. Manthia Diawara is a Professor of Cinema Studies at New
York
University. This essay comes from an anthology of important
film essays,
edited by two prominent film scholars. Diawara’s narrative and
aesthetic
analysis locates Boyz N the Hood (1991) within a larger
movement of
1980s American film that he terms “new black realism.” These
films
“provide alternative ways of knowing Black people that differ
from the
fixed stereotypes of Blacks in Hollywood. The ideal spectators
of the films
are those interested in Black people’s perspectives on American
culture.
White people and Whiteness are marginalized in the films,
while central
positions are relegated to Black people, Black communities, and
diasporic
experiences” (598). Diawara argues that the narrative of Boyz
uniquely
addresses black spectators through its use of narrative time and
aesthetic
realism: “These films [of new black realism] produce an effect
of realism
by creating an overlap between the rite of passage into manhood
and the
narrative time of the story” (606). This source is valuable
because it
provides important information for understanding independent
black
cinema of the 1980s and 1990s. This source also provides
crucial

6. historical, cultural, and aesthetic context that is necessary for
fully
understanding Boyz N the Hood.
Film 214 Dr. Ayers
Criteria for Success
5=Exemplary, 4= Proficient, 3=Acceptable, 2=Marginal,
1=Unacceptable, 0=Absent
Film Context Summary:
5 4 3 2 1 0 Utilizes sources for support of the summary
5 4 3 2 1 0 Establishes context for the production of the film
5 4 3 2 1 0 Establishes historical and cultural context for film
5 4 3 2 1 0 Establishes artistic context for the film
5 4 3 2 1 0 Summary is 150-350 words in length
Annotated Bibliography Source #1:
5 4 3 2 1 0 Bibliography format is correct (Chicago or MLA)
5 4 3 2 1 0 Source is credible
5 4 3 2 1 0 Clearly identifies the credibility of the source
5 4 3 2 1 0 Clearly identifies the main argument(s) and idea(s)
of the source
5 4 3 2 1 0 Annotation includes two quotations from the source
with citations
5 4 3 2 1 0 Describes why this source is valuable to your
research
5 4 3 2 1 0 Annotation is 150-350 words in length
Annotated Bibliography Source #2:
5 4 3 2 1 0 Bibliography format is correct (Chicago or MLA)
5 4 3 2 1 0 Source is credible

7. 5 4 3 2 1 0 Clearly identifies the credibility of the source
5 4 3 2 1 0 Clearly identifies the main argument(s) and idea(s)
of the source
5 4 3 2 1 0 Annotation includes two quotations from the source
with citations
5 4 3 2 1 0 Describes why this source is valuable to your
research
5 4 3 2 1 0 Annotation is 150-350 words in length
General:
5 4 3 2 1 0 Writing is free of typos, spelling errors, and
grammatical errors
_________ Total Score (out of 100)
Extra Credit: Up to 5 points for each additional annotation (up
to 10 points)
LAB EXERCISE
1
Properties of Hydrates
OBJECTIVES
• Explore the characteristics of hydrates
• Find the percentage of water contained in various hydrates
• Determine if dehydration is a reversible or irreversible change
• Determine the mathematical relationship between starting
mass and mass lost

8. EQUIPMENT AND MATERIALS
• Hydrated copper sulfate
• Hydrated ferrous sulfate
• Hydrated cobalt chloride
• Epsom Salt
• Sugar
• 4 Test tubes
• Test tube holder
• Test tube rack
• Ring stand
• Crucible & lid
• Iron ring
• Porcelain triangle
• Bunsen burner & striker
• Water bottle
• Magnifying glass
INTRODUCTION
Hydrates are chemicals that contain water molecules as part of
their crystalline
structure. The water molecules in a hydrate crystal can be
removed by heating. Some
compounds evolve water when heated, but do so due to
decomposition.
Anywhere you see a numbered step in italics you should be
recording
information in your lab notebook.
Part I
DATA COLLECTION
Place a small amount (pea-sized) of the three hydrated salts and

9. the sugar into
separate test tubes. Set up a neatly organized table in your lab
notebook to record your
observations.
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1. Describe the appearance of each of the substances.
Heat each of the test tubes gently over a bunsen burner for
about 1 minute. Be sure to
hold your tube at an angle and not pointed at another student.
Do not allow the tube to
become red hot.
2. Record any notable observations while the substance is
heating.
3. Describe the appearance of each substance after heating.
Allow the test tubes to cool in a beaker for a few minutes after
heating. Using your water
bottle, add 2-3 drops of water to each test tube and record your
observations for each
substance below.
4. How does the color of each substance after the added water
compare to the starting
color?
DATA ANALYSIS
5. What conclusions you can draw from your data. (Which
reactions were reversible or
irreversible?) Explain how your observations and data support

10. these conclusions.
Part II
DATA COLLECTION
Set up a data table in your lab notebook for five samples similar
to the following:
Before heating
Mass of crucible & sample:
Mass of crucible:
Mass of sample:
After heating
Mass of crucible & sample:
Mass of crucible (from above):
Mass of sample:
Mass of water lost by dehydration:
Find the mass of a clean, dry crucible and record in your data
table. Add 1-3 grams of
hydrated copper sulfate to your crucible. Weigh and record the
total mass in your table.
Attach an iron ring to a ring stand and place the wire triangle on
the iron ring. Set your
crucible in the triangle. Heat the bottom of the crucible gently
with the bunsen burner.
Be careful not to apply so much heat that the bottom of the
crucible becomes red hot -
that may cause the salt to react with oxygen and ruin the
experiment.
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6. Record your observations on the appearance of the salt at

11. different times during the
heating.
Once it appears that the salt has stopped changing color, heat
the salt for an additional
5 minutes. Allow the sample to cool and find the total mass of
the salt and crucible and
record in your table.
Repeat this process with 3 new samples of copper sulfate, using
different masses. You
also need to get one set of data each from two different groups.
DATA ANALYSIS
7. What trends do you see in the data table? Try graphing two
pieces of data against
one another and establish an algebraic equation that relates the
two quantities.
8. Using the data from your experiments, find the mass% of
water in each sample of
the original hydrate.
9. Find the mass% of water in each sample for your shared data.
INTERPRETATION
10. Examine the results from your hydrate samples. Are the
mass percentages from
your samples consistent? Should they be? Are they similar to
the samples from other
groups’ data? Explain your answers.
11. The actual formula for the hydrated copper sulfate is
CuSO4·5H2O. Calculate the
mass percentage of water in copper sulfate. Are your values
higher or lower? What

12. could account for the error? What could you do differently in
the experiment to get more
accurate results?
Part III
Data Collection
Place a pea-sized amount of Epsom Salt in a test tube
12. Describe the appearance of the salt. What is the chemical
formula of Epsom Salt?
As in Part I, heat your test tube gently over a bunsen burner for
about 1 minute. Be sure
to hold your tube at an angle and not pointed at another student.
Do not allow the tube
to become red hot.
13. Record any notable observations while the salt is heating.
14. Describe the appearance of the salt after heating. What
differences do you notice
between heating this salt and the original three salts?
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15. In Part II you used a constant color of the salt to determine
when the salt was
finished losing water. Propose an experimental method you
could use to determine
when the Epsom Salt is finished dehydrating.
In the Conclusions section of your lab report, be sure to discuss
how the concepts in this

13. lab relate to the conservation of mass, potential sources of error
and how those errors would
impact your results.
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