OUTCOMES: Students will understand
that movies can be evaluated from an ethical point of view. They will know how
to evaluate the ethics of a film.
CONDITIONS: The viewing of the film and
the class discussion that follows will require a least two class periods. This
is basically a repeat of lesson 4.
ACTIVITIES:
Teacher
Student
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¨ You must preview the film before the class. Choose one from the list in the Appendix or a film that you feel confident you could discuss in terms of its ethics. You need to know what the ethical dilemma(s) is. ¨Introduce the film. Give an overview – the who, what, when, and where. ¨Before beginning the
film, hand out the Video Worksheet (see Appendix). Show the students
exactly how you expect them to complete the form. The purpose of this
worksheet is to help them review what happened in the
film. ¨Begin the film and
stop it regularly to review with the whole class. Fill out sections of the
worksheet together. ¨ At the end of the
film, review the worksheets as a group. ¨ Discuss the film. You
might lead the discussion by asking 1) What was the ethical problem in
this film? 2) How would the story have turned out if the decision had been
different? 3) How would you have handled this situation? Ask the students
to now complete the Film Review II (See Appendix). You have to lead them
through this. Give an example. List one event that happened, write down
what you as the audience thought about that event (e.g. The lead character
kissed the girl, the audience assumes that he’s after her money). Then,
write down how this issue was resolved (e.g., the lead character actually
falls in love with the girl), whether you are for or against this
resolution, and, finally, what value is under this resolution (e.g. love
conquers all). ¨ Chart the main issues
on the board (love, happiness, death,…) ¨ Review what you have
done today. HOMEWORK: Ask the
students to continue working on their scrapbook of ethical dilemmas,
looking in the newspaper or magazines as
sources. (see Overview).
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¨This is not the way
that you usually see a movie. You have to keep your mind working. Keep
asking yourself why the character is deciding that
way. ¨ Ask your neighbor if
you don’t understand. Get some help! ¨Have you ever been in
a similar situation? What would you decide? Why? What do you believe that
makes you decide that way? ¨Remember your class
rules. |
MATERIALS AND
RESOURCES:
Video and VCR.
METHOD OF ASSESSMENT: Students may be assessed
using the Life Skills Rubric
for teamwork, cooperation,
initiative, and problem-solving.
MODIFICATIONS /
ACCOMODATIONS: Begin by defining some terms
that the
teacher might want to come
up in the discussion, such as “the good of the majority”,
“the least costly
emotionally”, and so on. The teacher can then tie these phrases to the
definitions that are posted
in the room.
STANDARDS: Language Arts, grade 9/10,
Analysis …and Media Communication,1.11.