CALM 20

Juno (2008) Film Discussion Questions

CALM 20 Outcomes:
● develop strategies for identifying unhealthy relationships and for dealing with exploitation and
violence in relationships
● identify positive elements of relationships; i.e., trust, integrity, respect, responsibility
● examine support systems for assessing and maintaining health and well-being
● identify support systems and resources for unhealthy relationships and strategies for
contacting/using them

1. Screenwriter Diablo Cody asserts that the film “raises a lot of questions about love, freedom, marriage
and where we’re ultimately supposed to wind up in life.”

● What did you feel were the key themes in the film?

There were comedic references filled throughout the film but it was more of an artistic expression
of the complexities and illusions that can be encountered in a relationship. One of the primary
complications that Juno faces is the decision of what to do with her pregnancy. Initially, Juno considers
having an abortion, but she ultimately decides against it. This decision creates tension between Juno and
her best friend, Leah, who thinks that Juno is making a mistake. Juno also struggles with her relationship
with Paulie. Although the two are close friends, they are not in a romantic relationship, and Juno must
navigate her feelings for Paulie while dealing with the pregnancy. Another key element of the film is its
exploration of family dynamics. Juno's relationship with her parents is unconventional but loving. Juno's
father, in particular, is a source of support and humor throughout the film. Juno also forms a bond with the
couple who wants to adopt her baby, Mark and Vanessa but the Loring's marriage is depicted as strained
to say the least and Juno must navigate their complex relationship dynamics while deciding whether or
not to give them her child.

The film's dialogue is also a key element, characterized by its stylistic choices of utilizing wit and
sarcasm. To me Juno was an unique and entertaining film that explored complex themes and emotions
with humor and sincerity. Juno's struggles with her pregnancy, her relationships, and her family dynamics
are portrayed with sensitivity and nuance, and the film's dialogue and characters create a distinctive
atmosphere that sets it apart from other mediums.

● To what extent did you think that the film took these issues seriously?

The film tried to make the content palatable to a large audience via the use of humor. Although
some parts of the film felt slightly uncomfortable it was artistically and tastefully done with funny
relatable humor. I also think that the world building was fairly realistic but was missing some vocabulary
that reflects realistic highschoolers speaking.

Despite the film's use of humor, it does not trivialize the serious issues it tackles, such as teenage
pregnancy and abortion. Rather, the humor tends to bring a sense of relief in times of a difficult situation
and provides a fresh and authentic perspective on such issues.
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The film takes the issue of teenage pregnancy seriously by acknowledging the emotional and
practical challenges that Juno faces. The decision to have a baby at such a young age is not portrayed as
an easy one, and the film realistically depicts the physical and emotional toll that pregnancy can take on a
person. The movie also examines the consequences of Juno's decision to carry the pregnancy to term,
including the potential impact on her future and the relationships with those around her.

In terms of the issue of abortion, the film portrays the decision as a difficult and personal one,
without taking a specific stance on the issue. Juno initially considers having an abortion but ultimately
decides against it, which is a valid and respectable choice. The film acknowledges the potential benefits
and drawbacks of each option, and ultimately, it is left to the viewer to decide which choice they would
make in Juno's shoes.

● How did you see our theme of coming of age play out?

Juno takes the issues of teenage pregnancy and abortion seriously while using humor to provide a
fresh and authentic perspective. The film acknowledges the emotional and practical challenges that come
with these issues while also exploring the potential consequences of the choices that are made. The film's
approach serves to create a unique and engaging exploration of complex themes and emotions.

2. Actor Elliot Page said “I think it has an extremely universal message, about growing up being true to
yourself, and that’s really what matters. And it kind of does have that all-you-need-is-love quality to it;
when you break it down, that’s all you really need.”

● Why do you think these themes are so popular in films?

The themes in Juno, such as self-love and personal growth, resonate with audiences because they
are relatable and speak to universal experiences. The film explores complex emotions and relationships in
a way that is accessible and engaging, which makes it widely accepted.

However, it can be argued that the themes of self-love in Juno avoid the complexities of life to
cater to a larger audience. While the film acknowledges the challenges and difficulties that come with
teenage pregnancy and parenthood, it presents a somewhat simplified view of personal growth and
self-love that may not fully capture the complexity of these issues.

● To what extent do you agree that love is all you need?

.
The idea of self-love, while empowering, can also be oversimplified and commodified in popular
media. Self-love is often marketed as a quick and easy solution to life's problems, when in reality, it
requires ongoing effort and introspection. The film's portrayal of Juno's journey towards self-love and
personal growth can be seen as somewhat sanitized or idealized, presenting a simplified version of these
concepts that may not fully capture their complexities.
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● How does love and being loved help or hurt how someone understands themselves or comes to a
sense of their own identity?

Juno's relationship with her family is a central aspect of the film. While her parents are initially
surprised by the news of her pregnancy, they ultimately offer unwavering support and encouragement.
This support is a crucial factor in Juno's ability to carry the pregnancy to term and make a plan for her
baby's future. The film emphasizes the importance of family support in difficult situations and highlights
the role that love and acceptance can play in helping people overcome challenges.

Additionally, the film touches on the importance of medical infrastructure and access to
healthcare in supporting pregnant individuals. Juno is fortunate to live in a western country with
comprehensive medical care, which allows her to receive prenatal care, testing, and delivery services. The
film portrays the medical professionals who care for Juno as competent and caring, and their support is
essential in ensuring the health of Juno and her baby.

Juno also relies on the support of her friends, particularly her best friend Leah, who provides emotional
support and a listening ear throughout her pregnancy. This relationship illustrates the value of social
support in navigating challenging situations, and the importance of love and friendship in providing a
sense of belonging and security.

3. In your opinion, does the film explore the difficult decisions that come with teen pregnancy accurately
and responsibly?

● What support systems does Juno have in her life that help her handle her pregnancy, as well as
other difficult situations she faces?

Although the film does not explicitly portray Juno's interactions with her school, it subtly
suggests a supportive educational environment. Juno's ability to navigate her pregnancy while attending
school and completing her studies is a testament to the understanding and flexibility of her educational
institution. The absence of overt judgment or exclusion from her peers suggests a relatively accepting
atmosphere, which is not always the case in reality.

4. Examine the nature of the relationships in Juno’s life. To what extent are they healthy or unhealthy?
Consider the following criteria:

Juno's parental figures in her life exhibit naive faults that contribute to her misguided decisions.
For instance, her biological mother's absence may have left a void in Juno's life, leading her to seek
emotional validation and stability elsewhere. This could explain why Juno, despite her youth, longs for a
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sense of belonging and attempts to fill that void by engaging in a serious romantic relationship. The
absence of a strong parental figure to guide and advise her may have resulted in Juno seeking love and
stability in the wrong places.

Juno's stepmother, Brenda, while supportive, also lacks the necessary guidance to help Juno
navigate her choices. Although Brenda is caring and offers a listening ear, she does not provide Juno with
the practical guidance or foresight required to make informed decisions about her future. Juno's
interactions with Brenda primarily revolve around emotional support rather than critical discussions about
the implications of her choices.

Healthy Relationships
Healthy relationships share certain characteristics that teens should be taught to expect. They include:

● Mutual respect. Respect means that each person values who the other is and understands the other
person’s boundaries.
● Trust. Partners should place trust in each other and give each other the benefit of the doubt.
● Honesty. Honesty builds trust and strengthens the relationship.
● Compromise. In a dating relationship, each partner does not always get his or her way. Each
should acknowledge different points of view and be willing to give and take.
● Individuality. Neither partner should have to compromise who he/she is, and his/her identity
should not be based on a partner’s. Each should continue seeing his or her friends and doing the
things he/she loves. Each should be supportive of his/her partner wanting to pursue new hobbies
or make new friends.
● Good communication. Each partner should speak honestly and openly to avoid
miscommunication. If one person needs to sort out his or her feelings first, the other partner
should respect those wishes and wait until he or she is ready to talk.
● Anger control. We all get angry, but how we express it can affect our relationships with others.
Anger can be handled in healthy ways such as taking a deep breath, counting to ten, or talking it
out.
● Fighting fair. Everyone argues at some point, but those who are fair, stick to the subject, and
avoid insults are more likely to come up with a possible solution. Partners should take a short
break away from each other if the discussion gets too heated.
● Problem solving. Dating partners can learn to solve problems and identify new solutions by
breaking a problem into small parts or by talking through the situation.
● Understanding. Each partner should take time to understand what the other might be feeling.
● Self-confidence. When dating partners have confidence in themselves, it can help their
relationships with others. It shows that they are calm and comfortable enough to allow others to
express their opinions without forcing their own opinions on them.
● Being a role model. By embodying what respect means, partners can inspire each other, friends,
and family to also behave in a respectful way.
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● Healthy sexual relationship. Dating partners engage in a sexual relationship that both are
comfortable with, and neither partner feels pressured or forced to engage in sexual activity that is
outside his or her comfort zone or without consent.

Unhealthy Relationships
Unhealthy relationships are marked by characteristics such as disrespect and control. It is important for
youth to be able to recognize signs of unhealthy relationships before they escalate. Some characteristics of
unhealthy relationships include:
● Control. One dating partner makes all the decisions and tells the other what to do, what to wear,
or who to spend time with. He or she is unreasonably jealous, and/or tries to isolate the other
partner from his or her friends and family.
● Hostility. One dating partner picks a fight with or antagonizes the other dating partner. This may
lead to one dating partner changing his or her behavior in order to avoid upsetting the other.
● Dishonesty. One dating partner lies to or keeps information from the other. One dating partner
steals from the other.
● Disrespect. One dating partner makes fun of the opinions and interests of the other partner or
destroys something that belongs to the partner.
● Dependence. One dating partner feels that he or she “cannot live without” the other. He or she
may threaten to do something drastic if the relationship ends.
● Intimidation. One dating partner tries to control aspects of the other's life by making the other
partner fearful or timid. One dating partner may attempt to keep his or her partner from friends
and family or threaten violence or a break-up.
● Physical violence. One partner uses force to get his or her way (such as hitting, slapping,
grabbing, or shoving).
● Sexual violence. One dating partner pressures or forces the other into sexual activity against his
or her will or without consent.

Rubric:

4 ● The student has demonstrated a thorough understanding of course concepts

● The student has engaged meaningfully with all aspects of the lesson, assignment, or
discussion
● Critical thinking is evident
● Personal connections and reflections are perceptive

3 ● The student has demonstrated a strong understanding of course concepts

● The student has engaged with most aspects of the lesson, assignment, or discussion
● Some critical thinking is evident
● Personal connections and reflections on the application of learning are basic

2 ● The student has demonstrated a basic understanding of course concepts

● The student has engaged with some aspects of the lesson, assignment, or discussion
● There is limited evidence of critical thinking
● The student made some attempt at personal connections or reflections
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1 ● The student has an emerging understanding of course concepts, but there may be gaps
in their knowledge
● The student has participated occasionally with some aspects of the lesson, assignment,
or discussion
● Thinking is underdeveloped
● The student did not make meaningful personal connections or reflections