Objective:

Students will be able to improve their film-viewing literacy and begin looking at history
using their critical thinking skills.
CT Standards:
2.4 Demonstrate ability to participate in social studies discourse through informed
discussion, debate and effective oral presentation.
3.2 Analyze and evaluate human action in historical and/or contemporary contexts from
alternative points of view.
PRE-CLASS
1. Pre-Class - Teacher will make 95 copies of the Film literacy video guide.
2. Pre-Class Teacher will load up the PowerPoint.
3. Pre-Class Teacher will load up the different YouTube videos and make sure all
the advertisements have been played.
CLASS
4. Students will enter the room from hallway. PowerPoint will be on the screen,
teacher will prompt students to do the warm up, which will be on the PowerPoint.
They will have three minutes to complete it. After three minutes, students will
pass in their sheets, and teacher will lead a three-minute conversation asking
about the students about their favorite films and whether or not they connect to
history. Teacher will attempt to make connections through most of the films.
5. Teacher will lay out the plans for the day telling the students they will be doing an
interactive PowerPoint while filling out viewing guides for the films and trailers.
6. Teacher will read the objective and explain why film-viewing literacy is
important.
MORALITY
7. Teacher will tell students to look at question 1, read the questions and then teacher
will press the link after they have read the questions. After the clip ends, give
students a minute to answer the questions.
8. Teacher will ask the students how they feel the illustrators show Scar as evil and
Mufasa as good. Then comment on the various details in the pictures that show
these traits such as claws, dark mane, scar, voice. Informal Assessment
Participation.

9. Explain that this good vs evil is a common trait throughout many films using
these films as examples.
MOOD
10. Teacher will explain that many film genres use specific colors and music to set the
mood by showing the pictures on the screen.
11. Teacher will tell students to look at question 2, read the questions ad then teacher
will press the link after they have read the questions. After the clip ends, give
students a minute to answer the questions. Teacher will then ask them what they
thought the mood of the film was and how it is shown. Informal Assessment
Participation.
12. Teacher will explain the ups and downs of the trailer talking about the hopeless
mood at the beginning, the turning point in the middle, and then the rebelliousness
at the end.
PERSPECTIVE
13. Teacher will ask the students if they understand what perspective is. Then explain
that the two films are about the same event and made by the same director, but
from two very different perspectives.
14. Teacher will tell students to look at question 3a., read the questions ad then the
teacher will press the link after they have read the questions. After the clip ends,
give students a minute to answer the questions.
15. Teacher will tell students to look at question 3b., read the questions ad then the
teacher will press the link after they have read the questions. After the clip ends,
give students a minute to answer the questions. Teacher will then have students
attempt to answer question 3c. on paper and as a class.
16. Teacher will explain the idea of different perspectives and how it is seen across all
kinds of different sources. Explain that many films only show one side and
dehumanize the enemy, but combined, this film shows both perspectives.
PLOT
17. Teacher will tell students to look at question 4, read the questions ad then the
teacher will press the link after they have read the questions. After the clip ends,
give students a minute to answer the questions.

18. Teacher will ask the students how morality, mood, and perspective can be seen in
the trailer and how the quote shows that good and evil may be too black and
white. Connect to history such as WWII fire bombing.
19. Teacher will define these four aspects of film.
20. Teacher will introduce the TV series Into the West and tell students that they will
be using the previously taught aspects to look at the show.
21. Teacher will introduce Loved by the Buffalo and explain that well see him as a
kid originally.
22. Teacher will introduce Jacob Wheeler.
23.
Teacher will explain the directors perspective and what
humanistic films are.
24.
Teachers will remind students that their homework is to
read pages 448-451 and take Cornell notes.