Study Guide byC. K. Robertson, Ph.D. and Peter Samuelson, Ph.D.

v2.11.0801

for Character EducationFILMclips

EPISODE 2KINDNESS ・ SELF-CONTROL

GOOD SPORTSMANSHIP

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Table of Contents(CLICK A THEME OR CLIP BELOW TO JUMP TO PAGE)

(FOR ADDITIONAL RESOURCES CLICK HERE)

GOOD SPORTSMANSHIPChariots of Fire

The Legend of Bagger Vance The Mighty Ducks

Parenthood

KINDNESSThe Sandlot Seabiscuit

Forrest Gump Charlotte’s Web

SELF-CONTROL Finding Nemo

Bend it Like Beckham Jimmy Neutron: Boy Genius

Seabiscuit

All clips are under copyright and are used with permission from copyright holders.

None of the movies represented in the Film Clips Series is rated higher than PG-13 by the Motion Picture Association of America, except for three of the movies in Episode Eight (“Glory”, “Born on the Fourth of July”, and “Saving Private Ryan”). No inappropriate material is included in any of the individual film clips.

Educational StandardsPages 36-40The film clips in this series meet the performance standards.

Spanish/English OptionsOptions for audio and subtitles in English or Spanish are available in “Set-tings” on the main menu of the DVD. Spanish audio is available for most, but not all film clips.

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Welcome to Film Clips for Character Education.

© Film Clips Spirit of America

The following pages contain an exciting new approach to character education which reaches students through a medium for which they have a natural affinity: Hollywood movies. In this nine-part series, clips from the movies are used to assist teachers and students engage in reflection and discussion about character and moral action.

At its core are clips from popular Hollywood movies that exemplify key character traits and issues surrounding moral development. The clips provide students with situations that relate to ‘real life’ experiences and draw them into a natural engagement with the subject. This approach not only stimulates students’ thinking on moral action and character, but enhances their engagement with the regular curriculum in the areas of Language Arts, Social Studies, and Fine Arts.

In this guide you will find resources to help you create the greatest impact with Film Clips. Four clips are listed under each key character trait, for the purpose of illustrating some positive or negative aspect of the given trait and stimulating creative reflection and discussion. This study guide provides a great deal of flexibility for the teacher to use Film Clips most effectively. You will want to use your discretion regarding the appropriateness of both the clips and the suggested activities to the age as well as the intellectual and emotional skill levels of your students.

With this in mind, this study guide can help you take a fresh approach to character education, using the letters F-I-L-M to summarize the appropriate steps:

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Fitting clips to lesson plans and standards.Pages 36-40A list of key education standards covered by the clips and activities suggested in this guide is also available at www.FilmClipsOnline.com.

Creating a Lesson Plan:The teacher can choose to create one 45–50 minute class session, by showing all four clips under a key theme, pausing after each for reaction and discussion (25–30 minutes), and then doing one of the following exercises (15–20 minutes). Alternatively, the teacher can create four 30 minute class sessions by showing one clip, pausing for reaction and discussion (10–15 minutes), and doing one of the following exercises (15–20 minutes).

Introducing clips to students.Pages 6-20As you prepare to show a film clip, you can introduce it with a plot synopsis. This gives students who have not previously seen the movie from which the clip is taken some context for understanding the clip.

Pause the DVD after the on-screen teaser question following the clip.

Listening to students discuss the clips. Pages 6-20The on-screen teaser question following a film clip is designed to initiate thoughtful discussion. The follow-up “Going Deeper” questions should encourage further personal exploration. These questions can be addressed in the context of the whole class, or by splitting the class into small groups and

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then having the groups report back to the larger class after they have explored their thoughts and opinions, or through a written exercise to be handed in later. The quotations help students build higher order thinking skills, foster analysis of the quotation and relate the film clip to their own lives and the topics they are discovering in class.

Character “Word Wall” A “word wall” can help your students develop/build their vocabulary in terms of meaning, context, and relevance. The words below come directly from the video clips themselves or the question prompt at the end of each clip. Developing a word wall is a great way to introduce key vocabulary terms at the beginning of a unit or develop piece by piece as your class explores a unit of study.

Sportsmanship Integrity Empathy

Win/Lose Kindness Self-Control

Succeed Compassion Temptation

Moving students to reflection & action. Pages 20-35 Suggested activities to engage the students more deeply with the issues raised by the film clips.

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Good Sportsmanship

Theme: Sore LosersFilm: Chariots of Fire(PG) 1:23

In the Olympic trials in the early years of the twentieth century Cambridge track star Harold Abrams finally has a chance to compete against his rival, Scottish missionary-turned-Olympic-athlete Eric Liddell. After losing the race, Harold replays the defeat in his mind again and again, refusing to let it go. It will take harsh words from his girlfriend to help him regain some perspective.

This 1981 film from Enigma Productions and Twentieth Century Fox is directed by Hugh Hudson, written by Colin Welland and produced by David Puttnam. It stars Ben Cross, Ian Charleson, Nigel Havers, Cheryl Campbell, Alice Krige, Lindsay Anderson, Dennis Christopher, Nigel Davenport, Brad Davis, Peter Egan, John Gielgud, Ian Holm, and Patrick Magee.

Teaser Question: Were you ever afraid to try something because you didn’t want to fail?

Going Deeper: Is playing a sport always about winning? How do you feel when you try your best and lose?

Making Choices: You have worked very hard to prepare for the most important game of your life ... and you lose. What have you learned? Do you still want to play the game? How do you feel towards those who won?

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“I have missed more than 9000 shots in my career. I have lost almost 300 games. On 26 occasions I have been entrusted to take the game winning shot . . . and missed. And I have failed over and over and over again in my life. And that is why . . . I succeed.” —Michael Jordan

“If we learn from losing, we become winners in the end.” —Unknown

Theme: Honesty Film: The Legend of Bagger Vance(PG-13) 1:00 Once he had given up on himself. Now, thanks to the mysterious caddy, Bagger Vance, this one-time natural has come back to challenge the world’s greatest golfer. During the big match, while brushing some twigs from around his ball ... the ball moves. According to the rules, a golfer must count this as an extra stroke, as if he had hit the ball one more time, thereby hurting his chances to win. However, no one saw what happened except the golfer, his caddy, and a young boy who desperately wants his hero to win.

This 2000 film from DreamWorks is directed by Robert Redford, written by Jeremy Leven and produced by Robert Redford, Michael Nozik, and Jake Eberts. It stars Will Smith, Matt Damon, and Charlize Theron.

Teaser Question: What would you do if you were in this situation? Going Deeper: Is it more important to win or to play by the rules? Is it okay to break the rules if you are not caught? What about “bending” the rules? What if you think a particular rule is foolish? What if everyone else bends the rules?

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Making Choices: You studied hard for a big test and made a sheet of notes to help you remember. You bring the sheet with you to the test, not knowing it is against the rules. After the test you find out what you did was wrong. The penalty for breaking the test rules is an automatic “F.” You only referred to your notes once. What do you do now? Tell the teacher? Leave things as they are? How will you feel if you don’t tell your teacher? Who could you talk to about this?

“No legacy is so rich as honesty.” —William Shakespeare

“A liar will not be believed even when he speaks the truth.” —AesopTheme: Playing Fair Film: The Mighty Ducks(PG) 1:00

They are the ultimate underdogs, a hockey team that no one expects to win. Facing a team tougher and bigger than they are, their coach comes up with a strategy to even the odds; he tells his team captain to fake an injury that will get the star of the opposing team benched. The team captain must decide whether winning is really worth the price.

This 1992 film from Walt Disney Pictures is directed by Stephen Herek, written by Steven Brill and produced by Jordan Kerner and Jon Avnet. It stars Emilio Estevez, Josh Ackland, Lane Smith, Heidi Kling, Josef Sommer, and Joshua Jackson.

Teaser Question: Have you ever stood up to someone who wanted you to do something wrong?

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Going Deeper: What is more important: winning the game or following the rules?

Making Choices: Even though your team follows the rules, your opponents don’t. You have a chance to win the game if you cheat. What do you do?

“You have no control over what the other guy does. You only have control over what you do.” —A. J. Kitt

“Rather fail with honor than succeed by fraud.” —Sophocles

Theme: Having FunFilm: Parenthood(PG-13) 0:46

It is not easy to be part of a team when you are not really that good. Everyone is afraid that you will blow it when the ball comes to you. Your dad, the team’s coach, asks you to take a chance and play second base. Immediately, one of your teammates begins to complain.

This 1989 film from Imagine Entertainment is directed by Ron Howard and written by Lowell Ganz and Babaloo Mandel. From a story by Lowell Ganz, Babaloo Mandel, and Ron Howard. It is produced by Brian Grazer and stars Steve Martin, Jasen Fisher,Tom Hulce, Rick Moranis, Martha Plimpton, Keanu Reeves, Jason Robards, Mary Steenburgen, and Dianne Wiest.

Teaser Question: Have you ever not had fun because you were so focused on winning?

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Going Deeper: Can you lose and still have fun? What are some good ways to handle the pressure? What is the point of playing games? Is it to improve yourself, to win, to participate, to have fun, to include others or a combination of these things?

Making Choices: You are about to pick sides for a game. A friend of yours who is not very good and never gets picked is in the group from which you are choosing. Do you pick your friend, even if it means your side will probably have less chance of winning?

“It’s supposed to be fun, the man says ‘Play Ball’ not ‘Work Ball’ you know.” —Willie Stargell

“You gain strength, courage, and confidence by every experience in which you really stop to look fear in the face. You must do the thing which you think you cannot do.” —Eleanor Roosevelt

KindnessTheme: Including OthersFilm: The Sandlot(PG) 1:28

He has moved to a new town and doesn’t know anyone. He tries to join the neighborhood boys who play sandlot baseball, but he doesn’t know how to play the game. He is an outcast before he is even given a chance. But he has one new friend, the team’s best player and most popular kid, who chooses to stand up for this newcomer against the ridicule of the team.

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This 1993 film from Twentieth-Century Fox is directed by David Mickey Evans, written by David Mickey Evans and Robert Gunter and produced by Dale de la Torre and William S. Gilmore. It stars Tom Guiry, Karen Allen, Denis Leary, and James Earl Jones.

Teaser Question: What can you do to make new kids feel welcome?

Going Deeper: Could you care for someone you don’t like? Have you ever been “the new kid” and tried to join a group? What were you feeling as you waited to see if the group would accept you?

Making Choices: A new student who joins your class grew up in a foreign country. The student speaks with an accent and does not fit in easily. Your friends make fun of the new student. What do you do?

“Three things in human life are important. The first is to be kind. The second is to be kind. The third is to be kind.” —Henry James

“Be kind, for everyone you meet is fighting a hard battle.” —Philo

Theme: CompassionFilm: Seabiscuit(PG-13) 1:07

Seabiscuit is a remarkable story about a remarkable horse, and the people whose lives intersect because of him. In this scene, Seabiscuit’s future owner meets Seabiscuit’s future trainer for the first time. The future owner of Seabiscuit learns a lot about the trainer’s values in this simple, yet powerful scene.

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This 2003 film from Universal Pictures and Dream Works is written for the screen and directed by Gary Ross from the book by Laura Hillenbrand. It is produced by Kathleen Kennedy, Frank Marshall, Gary Ross, and Jane Sindell. It stars Tobey Maguire, Jeff Bridges, Chris Cooper, Elizabeth Banks, Gary Stevens, and William H. Macy. Teaser Question: How would you describe a kind person?

Going Deeper: Do you think your parents focus more on the things you do wrong than the things you do right? How about your teachers? Does encouragement or criticism help you do better? What makes a person worth something? Making Choices: You are part of a group project to build a model house out of smooth sticks and small sheets of cardboard. One of the group members is smart in many ways, but is clumsy and messy when it comes to building things. How can you help this person become a valued member of the group?

“How far you go in life depends on your being tender with the young, compassionate with the aged, sympathetic with the striving and tolerant of the weak and strong. Because someday in life you will have been all of these.” —George Washington Carver “We who lived in concentration camps can remember the men who walked through the huts comforting others, giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything can be taken from a man but one thing: the last of the human freedoms to choose one’s attitude in any given set of circumstances, to choose one’s own way.” —Victor Frankl

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Theme: Sensitivity to OthersFilm: Forrest Gump(PG-13) 1:34

“Mama says stupid is as stupid does.” He knows he is different from everyone else. He looks different, he walks different, he talks different. All the other kids remind him that he is different, and they exclude him because of it. All the kids, that is, but one...

This 1994 film from Paramount Pictures is directed by Robert Zemekis and written by Eric Roth from the book by Winston Groom. It is produced by Wendy Finerman, Steve Tisch, and Steve Starkey and stars Tom Hanks, Robin Wright, Gary Sinise, Mykelti Williamson, and Sally Field.

Teaser Question: Is it hard to include people who are different? Why? Why not?

Going Deeper: What made Jenny seem like an angel to Forrest? Have you ever been an angel to someone? Who has been a “sweet voice” to you? Why? Why is it easier to be nice to someone who is different when you meet him or her alone than when you are with your friends? Making Choices: There is a student in your class that no one likes. You know this student is really good at math. None of your friends are good at math and are getting together to study for a big test. Should you invite this student to join in? What will you tell your friends?

“Each friend represents a world in us, a world possibly not born until they arrive, and it is only by this meeting that a new world is born.” —Anais Nin

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“Alone, all aloneNobody, but nobody

Can make it out here alone.” —Maya Angelou

Theme: SelflessnessFilm: Charlotte’s Web(G) 0:57

Charlotte the Spider is dying, and Wilbur the Pig feels so helpless. Then he realizes that there is one thing he can do for her: save her egg sack with all her babies in it. To do this he needs help from Templeton the Rat, who doesn’t help anyone unless there is something in it for him. This 1972 animated film from Paramount Pictures is directed by Charles A. Nichols and Iwao Takamoto and written by Earl Hamner Jr. from the book by E. B. White. It is produced by Joseph Barbera and William Hanna and stars the voice talents of Debbie Reynolds, Paul Lynde, Henry Gibson, and Agnes Moorehead.

Teaser Question: Should kindness be based on what you can get in return?

Going Deeper: Why do you think Templeton acts selfishly? Why do you think Wilbur acts selflessly? Who do you think is happier? Why? Is it easier to do a favor for a friend than it is for a stranger? Is it easier to do something for a popular person than for someone nobody likes? Why?

Making Choices: A sick friend needs blood in order to get better. It is not a life-or-death situation, but it is needed. You are old enough to give blood, but you are deathly afraid of needles. Will you go ahead and give blood? What if your

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friend might die without it? What if you were asked to give one of your kidneys in order for your friend to live? What if it were for a total stranger, but you were one of the few people who were a match?

“Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you.” —Diana Spencer

“No act of kindness, no matter how small, is ever wasted.” —Aesop

Self-Control

Theme: Avoiding/Facing TemptationFilm: Finding Nemo(G) 2:23

Marlin, an overprotective clownfish, has lost his son, Nemo, and will do anything to find him and bring him safely home. In his search for his son, Marlin finds himself surrounded by three sharks who are determined to break their instinctive habit of eating fish. “Fish are friends, not food.” This sounds good until a drop of blood sets Bruce the shark into an uncontrollable frenzy. This 2003 film from Buena Vista Pictures and Walt Disney Pictures is directed by Andrew Stanton, written by Andrew Stanton, Bob Peterson, and David Reynolds and produced by Graham Walters. It stars Albert Brooks, Ellen DeGeneres, Alexander Gould, Barry Humphries, Eric Bana, and Bruce Spence.

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Teaser Question: What do you have trouble resisting? What do you do to avoid being tempted?

Going Deeper: Do friends help you resist temptation or are they more often the source of temptation? How does peer pressure contribute to your ability to resist temptation? What personal qualities are necessary to resist doing the wrong thing? Making Choices: You find a wallet with over $100 cash in it. Do you return the cash and the wallet to the owner? Do you take the cash and tell the owner you found it empty? Does it make any difference if you are alone or with others? Does it make any difference if you know the owner? Does it make any difference if you desperately need money? Are you tempted to take the cash? How would you feel if you returned the wallet without the cash? How would you feel if you returned it with the cash?

“Good habits result from resisting temptation.” —Ancient Proverb

“By constant self-discipline and self-control you can develop greatness of character.” —Grenville Kleiser

Theme: Keeping Your CoolFilm: Bend It Like Beckham(PG-13) 1:52

In a girls’ soccer match, Jess, a British player of Pakistani descent, is fouled by an opposing player who insults Jess by calling her something very offensive.

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This 2002 film from Twentieth Century Fox is directed by Gurinder Chadha, written by Gurinder Chadha, Guljit Bendra, and Paul Mayeda Bergesand. Produced by Deepak Nayar and Gurinder Chadha. It stars Parminder Nagra, Keira Knightley, Jonathan Rhys Meyers, Anupam Kher, Archie Panjabi, Shaznay Lewis, and Frank Harper.

Teaser Question: If someone were mean to you, what would you do? Why? Going Deeper: How can anger get in the way of helping you achieve your purpose? Can anger ever be helpful? How? How can you keep your head when everyone around you seems to be losing theirs? (cf. Rudyard Kipling’s poem “If”) Making Choices: A popular kid confronts you outside school and accuses you of stealing something of his. This is the second time he has accused you of something you didn’t do, and you wonder if this kid has something against you. You deny stealing anything. Soon you are calling each other names. You feel yourself getting angry. What would be the best way to end this encounter? How many different ways are there to solve this problem?

“I think the guys who are really controlling their emotions... are going to win.”

—Tiger Woods

“Education is the ability to listen to almost anything without losing your temper or your self-confidence.”

—Robert Frost

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Theme: Self-DisciplineFilm: Jimmy Neutron: Boy Genius(PG) 1:26

Aliens have kidnapped all the parents in Jimmy Neutron’s neighborhood. Without supervision, the kids go wild. This 2002 film from Paramount Pictures is directed by John A. Davis, Steve Oedekerk, David N. Weiss, and J. David Stem. Written by John A. Davis, Steve Oedekerk, David N. Weiss, J. David Stem, and Dan Schnieder and produced by John A. Davis, Albie Hecht, and Steve Oedekerk. It stars Megan Cavanagh, Mark DeCarlo, Debi Derryberry, Jeffrey Garcia, Bob Goen, Mary Hart, Carolyn Lawrence, Andrea Martin, Candi Milo, Rob Paulsen, Crystal Scales, Martin Short, Patrick Stewart, Jim Cummings, David L. Lander, Kimberly Brooks, Paul Greenberg, Laraine Newman, Jeanie Elias, Michael Hagiwara, John A. Davis, and Keith Alcorn. Teaser Question: How do you behave when adults are not around? Why? Going Deeper: When is goofing around okay? When isn’t it okay? What makes a “mature” person? Making Choices: You are with your friends and they are about to do something that your parents have expressly forbidden you to do. Your friends say that your parents are too strict and that their own parents allow them to do things your parents won’t allow. What do you do if you disagree with your friends? What do you do if you disagree with your parents? Who can you trust to discuss this problem with?

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“You can never conquer the mountain. You can only conquer yourself.”

—Jim Whittaker

“A man makes inferiors his superiors by heat; self-control is the rule.”

—Ralph Waldo Emerson

Theme: Letting GoFilm: Seabiscuit(PG-13) 1:48

When an opposing rider fouls Red, Seabiscuit’s jockey, Red focuses all his energy on getting back at the offending jockey. Refusing to let go of what happened, totally lost in his anger, Red fails to see another horse come up from behind. The result is that Red loses the race. Later, Seabiscuit’s trainer and owner confront Red only to find him unable to move past that foul. This 2003 film from Universal Pictures and DreamWorks is written for the screen and directed by Gary Ross from the book by Laura Hillenbrand and produced by Kathleen Kennedy, Frank Marshall, Gary Ross and Jane Sindell. It stars Tobey Maguire, Jeff Bridges, Chris Cooper, Elizabeth Banks, Gary Stevens and William H. Macy. Teaser Question: Is it okay to be angry? Why? Why not? Going Deeper: Why do people get angry? Some people say that we only get angry when we feel that we may partly be to blame for the problem. Others say that fear leads to anger. Do you agree or disagree? Do you ever feel “out of control” when you are angry? What is this like? What are some ways you can manage your anger so that it works in everyone’s best interest? Who can help you with this?

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Making Choices: Your friend is having a temper tantrum. What do you do? You are righteously angry. What is an appropriate way to express your feelings?

“Hold yourself responsible for a higher standard than anybody else expects of you. Never excuse yourself. Never pity yourself. Be a hard master to yourself-and be lenient to everybody else.” —Henry Ward Beecher

“He who angers you, conquers you.” —Elizabeth Kinney

Moving students to reflection & action.Many of these activities are created as original exercises for this Film Clips curriculum. Others have been adapted from existing resources, including the superb National Middle School Association guide, Treasure Chest: A Teacher Advisory Source Book, edited by Cheryl Hoversten, Nancy Doda and John Lounsbury. We heartily commend this and similar resources from the NMSA and related education organizations.

Food for Thought! 13 Ways to utilize quotes and maxims taken from

or related to the film clips:

1. Build higher order thinking skills by encouraging students to analyze quotes and how they may relate to the associated film clips, their own lives, or a topic they are discovering in class.

2. Use quotes as journal starters and essay prompts.

3. Use quotes as tools to strengthen student writing. Quotes are especially effective in supporting a line of thought expressed by the writer.

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4. Improve students test skills. Quotes found in Film Clips are character-based and comparative in nature which is common among state writing tests, the SAT, and many analytical writing prompts.

5. Use quotes to connect concepts across multiple curricula.

6. Students often like to use Film Clips quotes as homework discussion starters with their parents or guardians.

7. Encourage students to share with the class their own quote (one they have heard or read before, or have heard passed down as family favorite sayings) and reflect upon its meaning and context.

8. Students, teams, or collaborative pairs can develop their own personal “Code of Character” or “team motto” based on one of the quotes.

9. Language arts teachers may wish to have students share their own maxims for life or a favorite quote they have heard or read. Scribe that saying on the board just as the students wrote it in the assignment, and have the class interpret the quote for what it means to them.

10. This can then lead to a grammatical analysis of the quote where the students can edit the student’s rendition of the quote for spelling, punctuation, tense and part of speech.

11. History and social studies teachers often like to have the students research or discover who the author of the quote is, where they came from, when the quote may have been said, and look for any special context or history behind the quote.

12. Use a classroom “Quote of the Week” that provides a theme and a daily assignment, possibly taken from one of the suggestions above, each day of the week.

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13. As students learn and analyze more quotes, they provide great material to use for extra credit questions and assignments. This is an excellent way to keep the quotes fresh and in the mind of the students.

Idea Starters!1. Have students participate in a Random Acts of Kindness week for your class or school.

2. Explore Service Learning and have your students work in groups or as one whole class come up with a service learning project that relates to anti-bullying or a monthly character trait at your school.

3. Write a Thank You note to your best friend or your newest friend.

4. Celebrate a Classmate activity: Have your students write one nice thing about someone in class who is not necessarily their best friend. Do this three days in a row (or once weekly for three weeks), each time having them write about someone different. Each time read out what was written.

5. Give each student a sheet of paper with the name of every classmate on it. Then next to each name, have your students write one positive word or adjective that describes each person. Once everyone is done collect and compile the list. Make individualized bookmarks for each student and under his/her name at the top of the book mark, write down the list of words that were created for them.

6. Role play different scenarios from each movie, where applicable. Students can demonstrate the right way and wrong way to handle various situations dealing with anger, integrity, or any other character challenge.

7. Have your students list 60 things that they are thankful for: 20 people, 20 objects, and 20 inanimate objects such as sight, smell, etc…

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8. Have students compare & contrast two of the different film clips in this episode.

9. Have each student identify a time they showed self-control/self-discipline in their lives and what led them to this act. Then have them identify a how that made them feel?

10. Have each student identify two things that make them angry, and then brainstorm ways (as a class) to avoid anger.

Good Sportsmanship Keeping a Journal As a homework assignment or an in-class activity, the students will write two entries in their journal under the heading of “Good Sportsmanship” answering the following questions:

Of all the examples of good sportsmanship demonstrated in the clips, which was your favorite? Why? Write about a time in your life when you demonstrated good sportsmanship.

Tell of a time when you did not demonstrate good sportsmanship? Define “Good Sportsmanship.”

Activity 1: Creating a Class Coat of Arms Performance Objective: To build a healthy sense of teamwork by creating a personalized coat of arms.

Materials Needed: Poster paper, markers, masking tape

Teachers Instructions: Before the session, the teacher will draw a coat of arms on a large sheet of chart paper, dividing it into six roughly equal parts. Cut the coat of arms into six sections, marking the top of each section on back of the paper.

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Divide the class into six groups and ask each group to complete a task which will contribute to an overall group project when put together.

GROUP ONE’S TASK: Decide on class colors and create a design using those colors on your piece of the coat of arms. Be prepared to tell the class why you chose those particular colors (for example, blue for loyalty and red for boldness). GROUP TWO’S TASK: Decide on a class mascot and draw that mascot on your section of the coat of arms. Be prepared to tell why you chose that mascot (for example, a lion for confidence and strength).

GROUP THREE’S TASK: Design a symbol that represents your class on your piece of the coat of arms. Be prepared to tell why you chose that symbol (for example, a star because this is a bright and impressive class). GROUP FOUR’S TASK: Decide on a class motto and write this on your section of the coat of arms (for example, “Moving Forward Together”). GROUP FIVE’S TASK: Decide on the class’ contribution to the rest of the school and draw a symbol of that contribution (for example, a smiling face to show how your class always brings joy and laughter to the rest of the school).

GROUP SIX’S TASK: Choose three words that you hope people will remember when they think of your class and write them on your piece of the coat of arms (for example, “Bright, Cheerful and United”). Offer assistance and encouragement to the groups throughout the exercise.

At the end of their work, ask each group to select a representative to read the group’s task to the class and show the results. The different drawings are placed carefully on another larger piece of paper to show the final resulting coat of arms. The groups can discuss the ways in which teamwork

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was happening in this exercise, both within each group and between the task groups. Were there times when bad sportsmanship occurred? Why?

Activity 2: Character Traits Performance Objective: To identify goals for ourselves by seeing what we admire in others. Materials Needed: Papers with numbers 1-5 at the top, followed by numbers 1-10 below, and another set of numbers 1-10 on the other side of the paper.

Teachers Instructions: Ask your students to consider five people, real or fictional, they truly admire. They should then write the names of these people on the top part of their paper.

Using the bottom of the paper, have your students list ten qualities or character traits that they associate with their five role models (for example: Loyalty, Strength, Friendliness etc).

Break up the class into groups of four or five students each. Ask each student to name some people they admire and share their character traits with the others in their group.

Ask group members to review their separate lists of traits and come up with a single shared list of important traits that they can all agree on.

Ask one person from each group to report to the rest of the class on what they came up with and why those traits were important to the group members.

How many of the traits are part of good sportsmanship?

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Activity 3: Tic-Tac-Toe Performance Objective: To understand the importance and difficulties of leadership and communication. Materials Needed: Large sheets of paper with Tic-Tac-Toe grids drawn on each sheet, pencils and blindfolds.

Teachers Instructions: Divide the class into groups of four students each. Two members of each group are blindfolded and a sheet of paper with the Tic-Tac-Toe grid is placed between them. Each of the other two students in the group sits next to one of the respective blindfolded players and acts as a leader in the Tic-Tac-Toe game.

Using verbal instructions only, the leaders guide their respective blindfolded partners in the game, telling them what to draw and where to draw on the grid. No physical help may be given, only verbal directions.

At the end of the round, the pairs reverse their roles with the former leaders now being the blindfolded players. On the next round, partners can be swapped, then again without blindfolds on anyone, but still with one partner in each pair acting as a leader and guiding the partner (who can see) in the game.

At the end of the entire exercise, ask the students to talk about the different kinds of teamwork and leadership that they experienced. What was it like being blindfolded and relying totally on the leadership of another? What was it like when you could see but still had to take another person’s instructions? What was it like to be the leader and what difficulties or frustrations did you face? What role did good sportsmanship play in the exercise?

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Activity 4: Role Play Performance Objective: To express opinions on a topic through written, oral, or dramatic expression. Materials Needed: Paper, pencil, props for skits. Teachers Instructions: Divide the class into groups of five students.

Instruct the groups to come up with a situation contrasting good sportsmanship and poor sportsmanship, and to develop a short role play or “skit” presenting this situation.

Have each group presents their skit to the whole class. After all the role plays have been performed, the teacher leads the whole class in a discussion on the ideas contained in the skits regarding good sportsmanship. Assessment of the Activities:Evaluate all group presentations using a rubric. Suggested points include: Cooperation/teamwork – 20 Quality of ideas – 40 Organization/accuracy – 20 Oral presentation – 20 Optional Teaching Strategies: Have students write a short reflection paper examining the rewards and difficulties involved in being a good sport.

Have students make posters about good sportsmanship and then post them in the classroom or in the school hallways.

Have students create puppets and put on a puppet show of a sports scene where one character is a good sport and another is a poor sport.

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Multiple Intelligences Addressed: Verbal-Linguistic Visual-Spatial Bodily-Kinesthetic Logical-Mathematical Musical-Rhythmic Interpersonal Intrapersonal

Kindness

Keeping a Journal As a homework assignment or a class activity, ask your students to write two entries in their journal under the heading of Kindness answering the following question:

Of all the examples of kindness demonstrated in the clips, which was your favorite? Why?

Tell of a time when you showed kindness in your life. What were the consequences?

Tell of a time when you were unkind. What were the consequences?

Activity 1: To Belong or Not to Belong? Performance Objective: To discuss how it feels to be included or excluded and to design ways to include others. Materials Needed: Sheets of paper and markers or crayons for each student.

Teachers Instructions: Hand out three sheets of paper per student, along with colored markers/crayons.

Ask the students to think about a time when they felt really included, when they truly belonged, to a group.

Instruct them to use their markers to make a picture of how it felt to be included, to belong. The picture can be whatever they want to color, abstract or otherwise, as long as it conveys their feeling of belonging.

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Now ask your students to recall a time when they felt excluded from a group, when they did not belong. How did that feel? Instruct them to create a picture on the second sheet of paper of the way it felt to not belong, to be excluded.

Break your students nto small groups of four and ask them to share their pictures among themselves.

Using the extra sheets, instruct the members of each group to think of themselves as a Welcoming Committee for the class and encourage them to dream up various signs that can let others know that they belong (for example, a smiling face, representing acceptance). Have the groups share their signs with the rest of the class and discuss the various ways in which they can help others feel included.

Activity 2: The Seat of Honor Performance Objective: To encourage the practice of sharing with others the things we appreciate about them.

Materials Needed: One chair in the front of the room, facing the class. One blindfold. Teachers Instructions: Ask each student, one at a time, to sit in the Seat of Honor and then blindfold that student. Randomly invite the other students to say to that classmate the things that they appreciate about him or her (for example, “You are always generous with others,” or “You always make people feel welcome.”) Only positive statements may be offered.

After everyone has had a chance to offer his or her words of appreciation, the first student removes the blindfold and goes back to his/her normal seat, while another student is chosen to come forward, be blindfolded and sit in the Seat of Honor.

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The same exercise is repeated for this next student, and so on until each person in the class has had a chance to experience the Seat of Honor.

After everyone has had his or her opportunity, discuss what it felt like to be “honored.” What did it feel like to praise the other students when it was their turn? Is it more difficult to honor someone else or to insult them or put them down? Activity 3: A Family Tree of Kindness Performance Objective: To remember the people who have shown kindness to us in times past and to consider the individuals to whom we have shown kindness or to whom we need to show kindness. Materials Needed: Sheet of paper for each student with her/his name in the middle, preceded by five blank lines above and followed by five blank lines below.

Teachers Instructions: Ask each student to recall the individuals who have at different points in that student’s life, shown kindness to him/her. Instruct them to write down the names of five of these “kindness-givers” on the lines above their own name.

Ask each student to consider five individuals either to whom they have intentionally shown kindness, or need to reach out to with kindness. They should write these names in the blanks below their own name.

Discuss the kinds of ways in which the kindness-givers reached out and showed care and concern. What did they say or do to show kindness?

Discuss what it is about the persons whose names are on the bottom of each sheet that made us show kindness, or want to show kindness, to them. What difficulties do we face in showing kindness? What obstacles are there to overcome?

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How did the kindness we received from the people above our name help us to reach out to the ones below our name? How can we keep the Family Tree of Kindness going?

Activity 4: Role Play Performance Objective: To express opinions on a topic through written, oral, or dramatic expression. Materials Needed: Paper, pencil, props for skits.

Teachers Instructions: The teacher divides the class into groups of five students.

Instruct the groups to come up with a situation where someone displays kindness to someone else, and to develop a short role-play or “skit” to present this situation. Have each group presents its skit to the whole class.

After all the role-plays have been performed, lead the whole class in a discussion of the ideas contained in the skits regarding kindness.

Assessment of the Activities:Evaluate all group presentations using a rubric. Suggested points include: Cooperation/teamwork – 20 Quality of ideas – 40 Organization/accuracy – 20 Oral presentation – 20 Optional teaching strategies:Have students write individual papers about a time when someone said or did a kind thing toward them. What did it feel like to be on the receiving end of kindness?

Have students work together to create an audio/visual presentation showing examples of kindness.

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Have students re-enact the scene of one of the clips, but with a different ending.

Multiple Intelligences Addressed:Verbal-Linguistic Visual-Spatial Bodily-Kinesthetic Musical-Rhythmic Interpersonal Intrapersonal

Self-Control Keeping a Journal As a homework assignment or in a class activity, have your students write two entries into their journal under the heading of Self-Control answering the following question: “Of all the examples of self-control demonstrated in the clips, which was your favorite? Why?”

Write about a time when you have shown self-control in your life. What were the consequences?

Write about a time when you were not able to demonstrate self-control? What were the consequences?

Activity 1: Pushing Buttons Performance Objective: To consider the different ways to respond to various levels of provocation. Materials Needed: Each small group of four students needs a sheet of paper with five “buttons” drawn on it. If desired, the buttons can be colored, from yellow (1) all the way to bright red (5).

Teachers Instructions: Divide the class into several small groups, each with four members. Ask the class as a whole what it means to say that someone has “pushed our buttons.” After some explanation of this, hand out one sheet of paper

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per small group. On each sheet of paper is drawn five buttons, one below another from the top of the page to the bottom. Space is left next to each button for group members to add information about each of the buttons. Challenge group members to consider what kinds of things people can do to provoke them only a little bit, and then to write these things next to the first button.

Ask group members to consider what kinds of things said or done to them would constitute a slightly greater threat or provocation, and write some of these things next to the second button. In other words, a mild “Hey you!” may be easily shaken off and thus listed in the category one button area, while a direct verbal insult may raise the potential level of response and thus belong to a category two button area.

The group members should come up with increasingly annoying/offending behaviors or statements and put them next to buttons three through five. Ask the various groups to share their results with the rest of the class. In what ways do the groups differ in their feelings about specific types of behavior or insults? Were there differences within the groups themselves? Asks your students to talk about what kind of responses they associate with each button (for example, button one: “I can walk away from someone and ignore them;” button two, “I respond with a sarcastic comment, etc.”)

Activity 2: Simon Says Performance Objective: To explore the difficulties in self-control.

Materials Needed: None.

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Teachers Instructions: Before this activity, quietly instruct two students to mess up on purpose during the game— one early in the game and one later in the game.

Line up the class and announce that they are going to play the familiar game “Simon Says.” Proceed to play the game (for example, “Simon says, ‘Raise your right arm.’ Simon says, ‘Raise your left arm.’ ‘Lower your right arm.’”). Those who respond to commands that do not begin with the words “Simon says” are out.

At the end of the game, ask your students to explain why it is difficult at times to stop ourselves. How important was good listening in this, and in other real-life situations where self-control is needed?

Ask the two students who were instructed to mess up to identify themselves and then ask the class how much the actions of these two students influenced the responses of other students in the game. What is the connection between peer pressure and self-control?

Activity 3: Count to 10 Performance Objective: To identify times when we were able to control ourselves.

Materials Needed: Pens and paper. Teachers Instructions: Divide the class into groups of three or four.

Instruct the groups to create a list describing as many ways as possible to keep from blowing up, getting upset, angry etc. (for example, to count to 10 before saying or doing anything). After about 3 minutes of brainstorming, the groups read off their lists, which is recorded on the board. Are there things

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that were mentioned by more than one group? Are there any ways that were listed by all the groups?

Ask the students to write down one way to keep from blowing up that was new to them, something that they would like to try for themselves. Each student should then write on a separate sheet of paper the words “The next time I feel like I am going to blow up or get upset, I will try to _________.”

Have your students return to their small groups, share what they wrote, and discuss what they intend to do the next time they feel they are about to blow up.

Assessment of the Activities:Evaluate all group presentations using a rubric. Suggested points include: Cooperation/teamwork – 20 Quality of ideas – 40 Organization/accuracy – 20 Oral presentation – 20 Optional Teaching Strategies: Have your students write an essay explaining when it might be a good thing to get upset or lose control.

Have your students create their own game to test self-control (for example, a staring contest or red light/green light).

Multiple Intelligences Addressed:Verbal-Linguistic Visual-Spatial Intrapersonal Interpersonal Logical-Mathematical

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Fitting Clips to Educational Standards:In recent years, assessment of the academic progress of students has been standardized through the creation of a set of measurable and obtainable goals or standards. Listed here are sample standards that we believe are fulfilled by utilizing the film clips, teaser questions, and various exercises listed in this guide.

Language Arts Standards (Elementary)Topic: Listening/Speaking

Standard: Recalls, interprets, and summarizes infor-mation presented orally.Standard: Uses oral language for different purposes: to inform, to persuade, and to entertain.Standard: Responds to literal, inferential, and evalua-tive questions on orally presented material. Standard: Acquires new vocabulary in each content area and uses it correctly.Standard: Participates in discussions related to cur-ricular learning in all subject areas.Standard: Determines the meaning of a word based on how it is used in an orally presented sentence.

Topic: WritingStandard: Uses a writing process that involves pre-writing, drafting, revising, editing (can involve peer editing, proofreading, and publishing.)

Topic: Literature Standard: Experiences traditional and contemporary literature in a variety of media.

Social Studies Standards (Elementary)Topic: Information Processing

Standard: Gathers information through reading, listening, observing and surveying.Standard: Locates and utilizes information from a variety of sources, e.g., books, newspapers, atlases,

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glossaries, photographs, videos, computer software, others.Standard: Selects and discusses the main idea from a reading passage or listening activity.Standard: Distinguishes between fiction and non-fiction stories.Standard: Analyzes information from two or more sources for agreements, contradictions, facts, and opinions.

Topic: Problem SolvingStandard: Identifies and states a problem related to topic under study.Standard: Chooses a solution to a problem after supplying the evidence.Standard: Shows respect toward others.

Fine Arts Standards (Elementary)Topic: Artistic Skills and Knowledge: Creating, Performing, Producing

Standard: Identifies and applies dramatic elements of plot, setting, character, and dialogue.Standard: Identifies implicit and explicit main ideas, details, sequences of events, and cause-effect relationships in dramatic presentations.Standard: Describes and demonstrates the role and responsibility of the audience.Standard: Demonstrates an awareness that drama comes from all cultures throughout time and compares and contrasts cultures through drama activities.

Language Arts Standards (Middle & High)Topic: Listening/Speaking

Standard: Follows oral directions and asks questions for clarification.Standard: Listens and responds to various language patterns and literary forms including regional dialects.

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Standard: Responds to literal, inferential, and critical questions.Standard: Evaluates messages and effects of mass media (print, radio, cinema, television, internet).

Topic: WritingStandard: Uses a writing process that involves pre-writing, drafting, revising, editing (can involve peer editing), proofreading, and publishing.Standard: Writes paragraphs that include unifying ideas and supporting details (may include topic sentence and clincher sentence).Standard: Produces paragraphs and compositions for a variety of purposes (exposition, description, narration, and persuasion).Standard: Experiments with organization, style, purpose, and audience.Standard: Uses available electronic communication technologies in writing.

Social Studies Standards (Middle & High)Topic: Cultural Geography

Standard: Identifies various ethnic groups in the Americas, Europe, and Oceania, and describes their impact on the development of the regions (e.g., linguistic patterns and cultural contributions).Standard: Assesses cultural expression of art, music, and literature.Standard: Explains how social institutions (religion, government, and economics) influence the attitudes and behaviors of people.

Topic: Cultural GeographyStandard: Categorizes important social and cultural developments of the Americas, Europe, and Oceania.

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Topic: Problem SolvingStandard: Identifies and defines a problem.Standard: Formulates possible alternatives/solutions to a given problem.Standard: Collects evidence using appropriate, reliable data.Standard: Chooses a reasonable solution from among the various alternatives.Standard: Identifies areas for further study.Standard: Follows established rules.Standard: Shows respect toward others.Standard: Works with a group, following set rules of procedure to complete an assigned task.Standard: Formulates and defends position on issues.Standard: Identifies and uses alternative methods of conflict resolution.Standard: Participates in planning for effective civic actions and demonstrates effective civic actions.Standard: Recognizes the rights of others to present different viewpoints.

Fine Arts Standards (Middle & High)Topic: Artistic Skills and Knowledge: Creating, Performing, Producing

Standard: Demonstrates social discipline and appropriate group contribution. Standard: Uses imagination to form and express thought, feeling, and character.

Character-Related StandardsStandard: Retells stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment.

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Standard: Gives examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.Standard: Demonstrates an understanding of good citizenship.

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Special Thanks to:

Georgia Department of EducationNorth Carolina Department of Public Instruction

National Middle School AssociationAmerican School Counselor Association

Character Education PartnershipCenter for Media LiteracyCenter for Civic EducationDirectors Guild of America

Screen Actors Guild of AmericaWriters Guild of America

American Federation of MusiciansOf the United States and Canada

Buena Vista PicturesDimension Films

DreamworksLions Gate Films

LucasfilmMetro-Goldwyn-Mayer Films

Miramax FilmsNew Line Cinema

Paramount PicturesPixar Animation

Touchstone StudiosTwentieth Century Fox

United ArtistsUniversal Pictures

Walden MediaWalt Disney Pictures

Warner Bros. The Weinstein Company

Visit us online atwww.FilmClipsOnline.com

Film ClipsSPIRIT OF AMERICA

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California 93035

Phone: (805) 984-5907Fax: (805) 984-2397

E-mail: info@filmclipsonline.com

Study Guide design by Scott C. Gold • ScottCGold@gmail.com