Welcome to our Post-War Era Unit. We will examine, Culture/Song, Politics and War in a Somewhat chronological order, but also paired thematically.
BLOG IDEA: Connection Journal (Text to Text, Text to Self, Text To World/History) - Three comments
La Bamba and American Graffiti are meant to display the culture of the Era as well as the power of music to define a generation.
|
|
1. We will Watch La Bamba with the following focus question "What does this film show about the culture of the 1950s"
2. We will conclude the film and then watch two small clips and students will have to relate the history of the documentary "The 1950s's" and Part of "Crash Course 1950s." We will synthesize the film "La Bamba" by relating it to the two youtube clips.
-Crash Course - Watch 0:00-5:04
2. We will conclude the film and then watch two small clips and students will have to relate the history of the documentary "The 1950s's" and Part of "Crash Course 1950s." We will synthesize the film "La Bamba" by relating it to the two youtube clips.
-Crash Course - Watch 0:00-5:04
|
|
3. Complete the assignment on Music in the 1950s and 1960s before we watch American Graffiti.
birth_of_rock_n_roll______1950s.docx | |
File Size: | 14 kb |
File Type: | docx |
4. Post - La Bamba - we will have small group discussions in the film. Then a class discussion.
4 Corners discussion statements (Strongly Agree, Sort of Agree, Sort of Disagree, Strongly Disagree):
-Bob redeems himself by the end of the movie.
-I don't excuse Bob's behaviour, but I understand him
-For the movie to be interesting it needed to have Bob in it
-The movie could have been fine without Bob
-Bob is in the top 5 of villains from the course
-Who are worse villains than Bob?
4 Corners discussion statements (Strongly Agree, Sort of Agree, Sort of Disagree, Strongly Disagree):
-Bob redeems himself by the end of the movie.
-I don't excuse Bob's behaviour, but I understand him
-For the movie to be interesting it needed to have Bob in it
-The movie could have been fine without Bob
-Bob is in the top 5 of villains from the course
-Who are worse villains than Bob?
Racism and Intolerance
We will view a ppt on Racism and Intolerance in the USA and three video clips. For "The National" only watch 0:00-4:45.
brief_history_of_racism_in_the_united_states.ppt | |
File Size: | 5157 kb |
File Type: | ppt |
|
|
|
We will watch 42, Mississippi Burning, Selma or Mudbound to Tackle the concepts of Racism and Intolerance.
|
|
|
|
1. Assignment for Mississippi Burning --- create questions from using "Webb's Depth of Knowledge" See last page of the document below.
2. Below is an alternate assignment create by another teacher. It is for students who may not be able to complete the "depth of knowledge" example.
2. Below is an alternate assignment create by another teacher. It is for students who may not be able to complete the "depth of knowledge" example.
webbs_depth_of_knowledge-_create_6_levels_of_questions_-_last_page_for_students.docx | |
File Size: | 1657 kb |
File Type: | docx |
mississippi_burning_worksheet.docx | |
File Size: | 16 kb |
File Type: | docx |
https://www.awesomestories.com/jackie.assignment
http://www.teachwithmovies.org/guides/selma.html
https://community.macmillan.com/community/the-english-community/bedford-bits/blog/2015/04/03/selma-and-selma-writing-assignments
3. The assignment for 42 and Selma (since they were both shown in separate rooms and students chose) is a "Connections Journal."
Students are to make
Text to Text (movie to movie/text/book/magazine/tv show/biography) connection
Text to Self (movie to own lived experiences) connection AND
Text to World (Movie to current events, news, recent history, social movements/trends)
Each response should be detailed at the grade 11/12 level. No word maximum or minimum.
http://www.teachwithmovies.org/guides/selma.html
https://community.macmillan.com/community/the-english-community/bedford-bits/blog/2015/04/03/selma-and-selma-writing-assignments
3. The assignment for 42 and Selma (since they were both shown in separate rooms and students chose) is a "Connections Journal."
Students are to make
Text to Text (movie to movie/text/book/magazine/tv show/biography) connection
Text to Self (movie to own lived experiences) connection AND
Text to World (Movie to current events, news, recent history, social movements/trends)
Each response should be detailed at the grade 11/12 level. No word maximum or minimum.
Culture and Songs of the Era
|
|
60s_musical_influences.docx | |
File Size: | 14 kb |
File Type: | docx |
70s_musical_influences.docx | |
File Size: | 13 kb |
File Type: | docx |
Korean War and 1960s Culture
|
|
Vietnam
1. We will start with a video of Crash Course from History. Then will watch "Vietnam War Simplified"
If hardly any time, we can play on (4:11-13:08) in Crash Course.
Or we can also watch "History Oversimplified - the Cold War" Watch 4:15-6:00
|
|
|
2. We will view a small powerpoint on the vietnam war in photos. Also have another short Vietnam powerpoint.
|
|
|
|
|
GMV - For a Class Discussion, have a picture of the main characters on a white board. Students get randomly assigned to photos. Have 3 mins to discuss what each character represents/is meant to teach us. What life lessons do we learn? What do they remind us? Photos below.
gmv_-_characters.docx | |
File Size: | 2174 kb |
File Type: | docx |
For assessment - there are options. We can do a film review.
Or We can write down 12 facts in detail that we learned through the Youtube videos, the PPTs and the Lecture.
Then, over the course of the two films about Vietnam, provide detailed examples from the film of the facts you recorded.
Or We can write down 12 facts in detail that we learned through the Youtube videos, the PPTs and the Lecture.
Then, over the course of the two films about Vietnam, provide detailed examples from the film of the facts you recorded.
good_morning_viet_nam_film_review.doc | |
File Size: | 42 kb |
File Type: | doc |
"On the review website Rotten Tomatoes.com, Apocalypse Now has an incredibly high 99% rating. The consensus is: "Francis Ford Coppola's haunting, hallucinatory Vietnam war epic is cinema at its most audacious and visionary." In his original review, Roger Ebert wrote: "Apocalypse Now achieves greatness not by analyzing our experience in Vietnam, but by re-creating, in characters and images, something of that experience." The Los Angeles Times' Charles Champlin wrote: "It towers over everything that has been attempted by an American filmmaker in a very long time." The movie is widely regarded by many as a masterpiece of Hollywood, and is frequently cited as one of the greatest films of all time."
We will watch Crash Course War in Asia and/or a Youtube Crash Course in Cinema about Apocalypse Now - and then watch the film.
|
|
Post Viewing;
1. Kids can check out: http://mentalfloss.com/article/68031/17-fascinating-facts-about-apocalypse-now
2. Possible Questions for Apocalypse Now if we choose to do a discussion circle.
1. Kids can check out: http://mentalfloss.com/article/68031/17-fascinating-facts-about-apocalypse-now
2. Possible Questions for Apocalypse Now if we choose to do a discussion circle.
possible_discussion_prompts.docx | |
File Size: | 15 kb |
File Type: | docx |
Assignment: Students take an 11 X 17 sheet. Fold in half, then trifold (so it makes 6 equal squares). In each square - one important fact that they've learned about the Vietnam war (from the Videos we watched, or their own knowledge, or can search online). Then 6 pictures of scenes from the film that demonstrate it, or six salient quotes or a mix of quotes / pics that demonstrate their learning.) Application level learning.
OR
Skit: 6 facts about Vietnam war and then a skit of famous scenes/lines from the film.
OR
Skit: 6 facts about Vietnam war and then a skit of famous scenes/lines from the film.
The Space Race and Culture/Politics/Military History - Forest Gump and Apollo 13 (AKA: The Post-War Era Through the lens of Tom Hanks
|
|
Forrest Gump
1. Each day prior to the movie (which will take us three blocks) we will do a small history lesson to help us understand the events that occur during the film.
2. We will also watch a youtube video which goes over facts and myths.
3. For fun and if we have time: https://www.buzzfeed.com/briangalindo/15-things-you-didnt-know-about-forrest-gump
1. Each day prior to the movie (which will take us three blocks) we will do a small history lesson to help us understand the events that occur during the film.
2. We will also watch a youtube video which goes over facts and myths.
3. For fun and if we have time: https://www.buzzfeed.com/briangalindo/15-things-you-didnt-know-about-forrest-gump
forrest_gump_history.ppt | |
File Size: | 3812 kb |
File Type: | ppt |
forrest_gump.docx | |
File Size: | 10 kb |
File Type: | docx |
Possible Assignments:
1. Blog Idea: What are four events from the lifetime of my students that Forest would likely be at. Why?
2. Choose some of the questions from the Forrest Gump Handout above. (Choose 12)
3. Students each make a statement about Forrest Gump that can be argued. Each student writes their statements on the whiteboard. Students then choose three to respond to (5-10 sentences for each one). Comment on three other blogs. Create a discussion in the discussion forum.
-See below for samples.
1. Blog Idea: What are four events from the lifetime of my students that Forest would likely be at. Why?
2. Choose some of the questions from the Forrest Gump Handout above. (Choose 12)
3. Students each make a statement about Forrest Gump that can be argued. Each student writes their statements on the whiteboard. Students then choose three to respond to (5-10 sentences for each one). Comment on three other blogs. Create a discussion in the discussion forum.
-See below for samples.
Fun and a Canadian Connection
|
|
1. When we watch ARGO - we will start with some background information on the "Iranian Revolution" - students will have to incorporate this information into their class discussion of the film. Show the youtube video "Iranian Revolution 1979."
|
2. Go over Notes on the Iranian Revolution. Distribute handout to students.
3. We will eventually have a small quiz on the information contained in these notes. Don't lose the notes.
4. You will get a chance to condense the notes and bring something into the quiz with you - often a sticky note with whatever you want written on it. 5. Watch "Argo." 6. Quiz and Discussion |
argo_quiz.docx | |
File Size: | 15 kb |
File Type: | docx |
Hotel Rwanda and Black Hawk Down (A look at Africa and Conflict)
|
|
1. As a class, we will begin by watching part of a larger Documentary on the Rwandan Genocide (0:00-13:00) and a Powerpoint; Also a small video on "Operation Restore Hope" - About Somalia
|
|
rwanda.ppt | |
File Size: | 1536 kb |
File Type: | ppt |
2. We will take a look at the website of a photographer named Jeremy Cowart. He has taken photographs of Rwandans engaged in Reconciliation.
Portraits of Reconciliation - The New York Times (nytimes.com)
3. We will watch a small powerpoint giving some details about RWANDA and then watch the film.
4. Class Discussion
5. Placemat Assignment
Portraits of Reconciliation - The New York Times (nytimes.com)
3. We will watch a small powerpoint giving some details about RWANDA and then watch the film.
4. Class Discussion
5. Placemat Assignment
htf_-_6_boxes_theme_quotes_ratings_etc.docx | |
File Size: | 73 kb |
File Type: | docx |
mb_example_of_placemat_assignment_for_htf.pdf | |
File Size: | 546 kb |
File Type: |
Alternate Titles to Consider
Thirteen days, Goodbye Lenin, American Sniper
|
|
|
2018 -Class Desire in order of popularity - Hotel Rwanda, Argo, Black Hawk Down, Apollo 13, Gump, Blues Bros, 13 days, Goodbye Lenin...
2019 - Argo, Hotel Rwanda, Forrest Gump, Blues Brothers, Apollo 13, Goodbye Lenin, Blackhawk Down, 13 Days,
2019 - Argo, Hotel Rwanda, Forrest Gump, Blues Brothers, Apollo 13, Goodbye Lenin, Blackhawk Down, 13 Days,
BLOG IDEA: Connection Journal (Text to Text, Text to Self, Text To World/History) - Three comments
End of the Course
History Through Film Awards Sheet - Will be used during the last day - For a Ceremony - Like The Oscars
Students will receive their ballots prior to the last day of classes as a final assignment. Mr. Fitton will take them in and tabulate the awards and the next day students will present them to the class in a Red Carpet Gala. With envelopes. And key scenes from the films that made it. Usually we will break it down to the top 4 in each category. (Either a ppt/keynote or by showing youtube videos)
Students will receive their ballots prior to the last day of classes as a final assignment. Mr. Fitton will take them in and tabulate the awards and the next day students will present them to the class in a Red Carpet Gala. With envelopes. And key scenes from the films that made it. Usually we will break it down to the top 4 in each category. (Either a ppt/keynote or by showing youtube videos)
|
|
|
|
|
|
Alternative Activity Ideas to put into any film
1. Students create blog topics that could be argued after we watch a movie. They put them on the board when we get to the lab. Students must choose three and respond to them (see Forrest Gump Unit lesson for examples.
2. Students watch a film and create a statement that could be used for a four corners debate "Strongly Agree, Somewhat agree, somewhat disagree, Strongly Disagree). We then read out the statements and then students go stand by a whiteboard with each debate statement. Then discuss why they are standing where they are standing!
2. Students watch a film and create a statement that could be used for a four corners debate "Strongly Agree, Somewhat agree, somewhat disagree, Strongly Disagree). We then read out the statements and then students go stand by a whiteboard with each debate statement. Then discuss why they are standing where they are standing!