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Sara Youssef- CI 402 T1 3/1/2012 Name: Societal Portrayals in Film and Media Class/Subject: United State History

Date: March 13, 2012 Student Objectives/Student Outcomes 1. Students will be able to analyze film and media and decipher social commentary, inferences, and innuendos about certain topics and portrayals. 2. Students will be able to draw insights and criticisms from texts by gathering the authors’ main points, evidence, and conclusions. Content Standards: 16.A.3c Identify the differences between historical fact and interpretation. 16.B.5b (US) Analyze how United States political history has been influenced by the nation’s economic, social and environmental history. Materials/Resources/Technology:    Computer/Projector YouTube Clip http://www.youtube.com/watch?v=CReDRHDYhk8 Online Article http://blogs.smithsonianmag.com/movies/2011/11/from-d-w-griffith-to-the-grapes-ofwrath-how-hollywood-portrayed-the-poor/

Teacher’s Goals:    Time: 10:00 Engaging Video Clip:  Teacher will project YouTube clip displaying Charlie Chaplin and the Assembly Line in the time of the Industrial Revolution and introduce it to class before playing, explaining the film is silent, and to pay close attention to the implications the film maker is trying to make about assembly lines. Teacher will foster discussion about interpreting social commentary from media. Teacher will aid students in strategy towards dissecting an article through using Directed Reading Thinking Activity (DR-TA). Teacher will strive to increase student awareness of social portrayals in the media.

10:05 Quick Discussion about the video clip:

Teacher will ask the following questions to foster some discussion about film. Teacher will respond accordingly to students’ answers/questions:    What time period (years) in American History is this clip portraying? What clues, hints, images lead you to this conclusion? Is the film making a statement about the society of the time? If yes, what led you to believe this statement? What societal roles do the characters in the clip portray? Is there an apparent social hierarchy? From what you know of this time period does this seem to be factual?

10:20 Formal Lesson Introduction: Following the clip we just watched, we are going to read a blog article about film and societal portrayals, and then try and find ways to relate it to the clip we watched.  Teacher will distribute article (http://blogs.smithsonianmag.com/movies/2011/11/from-d-wgriffith-to-the-grapes-of-wrath-how-hollywood-portrayed-the-poor/) to students, and also project it on screen.

10:22 The teacher will read article with students, ask for volunteers to read as well, ask questions, and check for understanding according to DR-TA: by asking for predictions of what the author of the article is intending, and clarifying terms and phrases that may be unfamiliar to students. Ask the following the questions and respond to students responses accordingly:   What are the authors of this blog trying to say about films? The authors list various films that tackle social issues. Can you think of a film recently that tackles a social issue?

10:32 Assessment/ Checks for understanding: Teacher will reconvene students after article is finished being read with them. Teacher will ask students:   What observations and conclusions did you make after reading the article? How is the article’s argument related to the video clip we watched in the beginning of class?

10:50 Review Teacher will re-recite the overall objective of the lesson:  Media portrayal of societies are up to interpretation of the film maker, as well as the audience (which includes the author of the article). When watching films, or

any other source of media, keep in mind, that there is always an intended response or argument the maker has.