Language Learners:

• Discuss personal experiences or perceptions of obstacles to voting in the United States for English language learners. Explore obstacles that go beyond comprehension of English, including topics such as citizenship status, racialization, misinformation, intimidation/fear, distrust in the system, and prior experiences in country of origin.

Diverse Learning Spectrum:

• Pre-prepare handouts with fill-in-the-blank charts. Consider offering sentence stems and/or word banks to engage reflection on the emotional responses the film generates in students as they watch.
  For example: When Lucy McBath talked about losing her son to gun violence, it made me feel _____________ (sad / upset / angry / confused) because _______________________.
• Use metaphors such as “running in an unfair race” to discuss concepts of racism and sexism. Ask students if they have ever felt like they have been treated unfair because of their race, sex, ability, or otherwise.

Advanced/college-level extension:

Write an analysis evaluating the core arguments of the documentary, incorporating an in-depth, engaged discussion of how at least one (1) of the following scholarly concepts is at play in the film, even if not explicitly named: white supremacy; anti-blackness; misogyny (or misogynoir); feminism; terrorism; capitalism (or anti-capitalism); patriarchy; intersectionality; xenophobia.