Documentary Guide and Poster MSCHOLASTIC Cary pe ee ene) ey LIONSGATEwojueseides ssepisucs ays 40 24 ee ee plnoys uapays y>p3 “uoIssnsip -seumo ejouyi6e] oy pewsep “404 0} Buuiojied ypioeses ‘wy wooussD)> 0 94p819 Uy PUD nyueno > puD ang azies s|OI9440 21nd 0} peusnja: st eng “si0eK wowitien08 “0 peBuojeq ong 5 exD}{ “ying Aopyuosoid jnogo ereae 2 Pajso) jo4) aj}0q joB2] oO sayy woym 19A0 ajndsip © 04 eng Brus eanyny 24) ul js1Bojoquo9jod Je Uo|ssnosIp ss0p9 © ajo18U99) dn-MoTIOd ‘000'09S$ 19 uoBaq “010}40q YiNEg Ul BINIYSU] SIH 420]g YI 1 PUD pUNdIB oY) Jo 4no 404) om Bulppiq so1ey S| x@u "| OY) ong ‘skop /| Jay JOqUIOW equ} xnoIg JoALy oUUeAoY>) Burmojjo} Lom 9¢"a$ 1 ‘SUDIII\ e2LNDYy JeuMopUD| oy) Woy pajUDIB s! eng aAowal O} Jo} BOSIY5 ul winasnyy Lorsstuiiag ‘Avon UOsYy YiNY 5,0}0q0q YINDs 4DeU UIBLO UI xed 7 Plo!4 24) cl plos st ong @q 01 Jedd yoy sjueuiBD4, eu0g si8Ad81p UOsy>UpUB}] ang 410M Jo sinoy OOO'OE 40n0 u! Aojdsip 10} padded ain seuog snidggz 5,995 Ilys 0ys oy soyD1Ddo1d low sang awoseq Z1Ue,, ‘wio9j uoyoanaxe ong ourBuo ay) Jo sequiow y J0 8090 ou 51 Joy! XOr 7 OY Jo suipwias oy pasoxoosip Ayouu oy siBojoquoajod Ply ay) 1 uosy>upuay — J peAojdsip puo ‘UosPUpUE} JeyD PewoU s1 ‘s8U0g J8y jo pojpuoy som ong moy xa! | 84) eng pud ‘O10N|UI09 1 oy B Bursiazadns ‘uoyoao (94, JO UoIDADDxe ayy UI PepIO so [jam st sAqayjos ey papuayo osjp aug 1g urd || puo-urd sang yo uoyo. ojo Z1UayA “eInWNsU| 61 "V10Z ‘| 29quieseg uo Supe} 10) 9} >peIg e411 pa sup YW “EL INVSONIG Apaup st *pjo40q YInos ur youpesay je 4. e4n4ysuy J 49punojoo puo‘Active viewing while watching a film—specifically a documentary film—allows students to think deeply and critically about the subject matter. See below for pre- and postviewing activities that will engage students in active viewing of the webcast on December 5, 2014, and the DINOSAUR 13 documentary, which airs on CNN on December 11, 2014, at 9 p.m. and 11 p.m. ET Visit scholastic.com/dinosaur13 for activities based on the film and to read the documentary magazine. Engage students in active viewing of the film and/or webcast by posing the following questions. Have students record their answers while watching. © Whet were some of the tools and techniques that Peter Larson aand his team from the Black Hills Institute used to excavate and transport Sue's remains? @ How much money was originally given to Maurice Williams for excovating and removing Sue from his land® Was a contract created and signed? © How did the community of Hill City, South Dakota, react once Sue the T. rex was seized? @ Ailes the court batile, who did Sue legally belong to and why? Have students look at the major divisions of the geologic time scale. Encourage research of the Mesozoic era, particularly the Cretaceous peried, when the I. rex dominated North America. Using their own research and what they have learned from DINOSAUR 13 as well as the Scholastic webcast, students should create a firstperson narrative of the story of Sue the T. rex. The narrative can begin at the dinosaurs birth or death and should discuss what Earth looked like millions of years ago. Students should also tell the story of Sue's discovery, her seizure, the legal battle, cand her prep and display. This narrative can take the form of an essay, a collage, a drawing, or a painting. Exclusive LIVE Webcast PRON ENS Ee ole Moderated by CNN's fe Join paleontologist Peter Larson and director Todd Miller to discuss fossil hunting and Sue the Tyrannosaurus rex #DINOI3 scholastic.com/dinosaur13A Documentary Se eee A documentary film, unlike narrative film, tells a true story. Like ony story, there is o cost of characters with their individual perspectives and points of view. Answer the following questions and think criticolly about the perspective, intent, and historical accuracy of a documentary film of your choice. © Name of the film and director, 8 (dent the people and places that are the focus of the film. How do these people relate to the premise of the film? © What are three facts from the film that you found interesting? Why and how does this relate to the premise of the film? © What do you think the filmmaker’s intention was when creating this documentary? © Identify cinematic elements used in the film that you found aided in telling the story, e.g., music, camera work, use of archival footage. @ Do you feel thatthe filmmaker did an acceptable job of telling the story? Explain any changes you would make tothe film to enhance the valve of its storytelling, @ Would you recommend this documentary to a friend or family member? Why or why not?