Film UnitDear Parents,

As I mentioned on “Meet the Teacher” night, I believe that there is a great deal of value in teaching film much in

the same way that we explore literature. While it is not a study of the written word, it is in fact a study of language and how

stories are told.

In 1975 “One Flew Over the Cuckoo’s Nest,” became the first film in forty one years to win all five top Academy

Awards for best picture, actor (Nicholson), actress (Louise Fletcher), director (Milos Forman) and screenplay (Lawrence

Hauben and Bo Goldman). That same year it won all six of the Golden Globes it was nominated for, including Best

Screen Play. However, the importance of this film did not end in the 1970’s. In 2007, the American Film Institute ranked

this as the #33 Greatest Movie of All Time.

“One Flew Over the Cuckoo’s Nest,” is the story of Randall Patrick McMurphy, a man who thinks he can escape

doing work while in prison by pretending that he is crazy and finishing his short prison term in an insane asylum. But as

the film moves through an inevitable course of events that, ultimately, lead to the destruction of Mr. McMurphy, it takes on

much larger issues as well. Adapted from the novel by Ken Kesey’s 1962 bestselling novel, this film is set in the asylum

and explores the human mind, friendship and human rights. What does it mean to be crazy? What is mental illness? Even

if a person has a mental illness, do they have a right to stand up for themselves and fight a system that is not fair? What is

the importance of individuality versus a group mentality? These are only some of the ideas I would like to discuss in class.

In 1993, this film was described by the United States Library of Congress as “culturally, historically or aesthetically

significant” and selected for preservation in their National Film Registry. In agreement with this, I feel that the lessons

found in this film will enhance the class’s ability to “read” film. However, the film was rated R by the Motion Picture

Association of America. It received this rating primarily for language and sexual references. There is also a brief image of

blood/suicide. It is my professional opinion that this movie is appropriate for the age level and maturity of the class,

however I respect your rights as a parent to decide what your children are exposed to. Please fill out the consent below

and return it to class by Friday.

Sincerely,

Ms. Weinman

____________________________________________________________________________________________________________

I give____ I do not give _____ my permission for ______________ to view the film “One Flew Over the Cuckoo’s Nest” in class.

Signed ______________________

Lesson 1

What’s on for today and why:

What to Do:

How did it go?

Credit IFC Film School: Unit 2, Lesson 1 IFC_UNIT2.pdf; Professor Mike Lomonico

Resource http://www3.ifctv.com/filmschool/glossary.htm

Today we briefly discuss what it means to be sane vs. insane and who decides a person’s sanity. The discussion will be based upon a quote from Ray Bradbury. This will serve as the introduction to our unit on One Flew Over the Cuckoo’s Nest. We will then watch the beginning sequence of the movie, the first eleven minutes, while taking notes on specific elements such as Imagery, Music, Audio, and Symbolism etc. By only viewing the first sequence of the movie, students will be able to examine closely the techniques used in film to tell a story. They will also do a close viewing of this opening of the film and make inferences as to where the story will go. By opening this up to class discussion, they will be able to see the multiple ways a person can view the same scene and gain a better understanding of the importance of details in the film process and storytelling.

1. "Insanity is relative. It depends on who has who locked in what cage." -Ray BradburyHave this quote on the board when the students enter the classroom. Ask the students to think about the quote and write for a minute about their thoughts. After they are finished writing, open this up for class discussion. What ideas come to mind when you read this quote? What do you think it means? What image does the word cage create in this context? Who do you imagine the “who” might be referring to? What comes to mind when they think of the word “insane?”

2. IntroductionIntroduce students to the film One Flew Over the Cuckoo’s Nest. Tell them briefly that it was the winner of five academy awards and the first film in 41 years to win all the major awards: Best Picture, Best Director, Best Screenplay, Best Actor, & Best Actress. In total, it was nominated for nine academy awards. Spark there interest by noting who is in the film: Jack Nicholson, Christopher

Lloyd- Back to the Future, Brad Dourif- Lord of the Rings, Chucky, Vincent Schiavelli-Ghost, and Danny Devito-Twins, Junior, Batman Returns etc. Do not mention that this film is adapted from a novel by Ken Kesey.

3. The First Eleven MinutesDistribute the handout. Play the first eleven minutes of the film. While watching the movie, have students take notes on the elements listed on the handout. Remind them that nothing in film happens by accident and encourage them to keep in mind the terms they learned in the IFC film glossary. Stop the film right after the doctor explains that McMurphy is there to be evaluated to determine if he is in fact mentally ill and he asks McMurphy why they might think that he is ill.

4. DiscussionGive the students a few minutes to react silently to the film and finish any notes they were making. As a class, discuss their observations thus far. Discuss what they have learned about the characters in this opening sequence. Examine how they have learned these things and what cinematic tools were used to convey these stories or details.

5. HomeworkHandout the homework assignment and give a brief description of the choices and what you expect.

Are the students able to point out the cinematic tools used in the film? Are they able to call upon the vocabulary and terms they learned from the IFC film glossary? (previous unit) Are they able to see the connection between the way symbolism and imagery is used in film as they have explored in the past through text?

One Flew Over the Cuckoo’s NestWatch the film carefully. What do you notice about the following:

1. The images on the screen

2. The appearance of the actors

3. Background Sounds

4. Dialogue

5. The soundtrack, especially the lyrics of the opening song

6. The Setting

7. The choice of colors

8. The shot selection

9. Camera movement

10. Symbolism

One Flew Over the Cuckoo’s Nest

Assignment 1:

Using only what you observed in the opening of the film you saw today, do one of the following:

1. Write a short story about any one of the characters you have seen so far, including why they are in the hospital. Be sure to include all of the details you observed today,

but you may interpret them any way you would like. 2. Finish the dialogue between Dr. Spivey and Randle Patrick McMurphy. It must be at

least one page and include both why he believes he is being evaluated and whether or not he believes he is crazy.

3. Assuming you have never seen this film, write a film treatment for the rest of the movie. What do you think will happen to Randle Patrick McMurphy while he is there and whether or not he will stay in the institution?

4. Write a film treatment for the first 5-10 minutes of your life. What song would play during the opening sequence? What specific images would appear? What sorts of colors would you choose? Would there be dialogue? Who in your life would be included in this opening, if any one?

Lesson 2

What’s on for today and why:

What to Do:

How did it go?

Today we will talk about their assignments. By thinking about the work they did and the thought process they used to complete the assignments, the goal is to explore what they learned about the characters or themselves, depending on the assignment they chose, as well as how only a few moments of film can spark their own imagination and creativity. We will then watch approx 30 minutes of the film. It is important for the students to have some time to watch longer sections of film in order to take in the story without it being broken up. After I stop the film, I will ask certain questions about the scenes we just watched. We will discuss how their attitudes about the film may have changed now that they have seen more of it.

1. Discussion of AssignmentWe will start class by going over the homework assignment from the night before. Ask the students for feedback about the assignment. Which one did they choose? Ask if anyone would like to read his or hers aloud. What was their process in writing the assignment? What elements of the film did they keep in mind while working on it? What did they learn about the characters/themselves while working on it? Collect the homework. Only use approximately 10 minutes to do this.

2. Movie TimeToday watch approximately 30 minutes of the film. The goal today is to watch a large chunk of the film so that we have more time for activities and to allow the students to watch the film uninterrupted for a period of time. I may choose to pause the film periodically to point out a particular idea or technique, but this will based on the class and how engaged they are in watching the film. Encourage students to take notes and jot down questions while they are watching it. Stop the movie at 39 min.

3. Let’s Talk About ItTake a few minutes before the end of class to discuss what they watched today. What do they notice about the patients? Is there any sort of change in the patients’ behavior after McMurphy arrives? What are some examples of these changes? Do they think he is a good or bad influence on the patients? Is he crazy? What do they notice about medication time? Has their attitude about the movie changed at all now that they have watched more of it?

4. HomeworkDiscuss the homework assignment. Think about different scenes you watched today, for example: the scene where they are outside playing basketball in a fenced area and a bus leaves with certain patients, or when McMurphy wants to know what medicine he is taking, or when he enters the nurse’s station. Considering the film, write at least three paragraphs connecting the quote from yesterday to the film. What images does the word cage create in the context of this film? What are their thoughts about being crazy? About who makes the rules? About the institution?

Are the students engaged in the film and taking notes while watching it? Were the students able to discuss their assignments clearly and with detail? Were they able to recall specific details from the film? Were they able to discuss their attitude about the film so far and/or their attitude about their characters or themselves as a result of the assignment? Were they able to target specific examples from the film during class discussion?

One Flew Over the Cuckoo’s Nest

Assignment 2:

Keeping in mind what you have seen so far in this film, take a second look at the following quote:

"Insanity is relative. It depends on who has who locked in what cage."-Ray Bradbury

For tomorrow, write at least three-four full paragraphs connecting this quote to the film. Some ideas to consider:

1. What image does the word cage create in the context of this film? 2. Why might that be appropriate to the film’s title? 3. What are your thoughts about both the mentally ill and mental institutions based on

this film so far? Based on what you already know about them?4. Is Randle Patrick McMurphy crazy?

Lesson 3

What’s on for today and why:

What to Do:

Today we will take a break from watching the film. Instead, I will give students a copy of the corresponding pages from Ken Kesey’s novel One Flew Over the Cuckoo’s Nest. After reading it silently and then again a group, we will discuss that the film they have been watching was adapted from a novel. It is important for them to discuss this and the goal is for them to examine the value of the written language in storytelling and compare its effectiveness to the language and cinematic techniques used in the film. They will then split into five groups: screenwriters, cinematographers, sound technicians, set & costume designers and actors. Using the same text, we read as a class, student will create a 3-5 minute “film.” The objective is for students to understand the importance of the choices the director makes and the impact of those choices on the entire film.

1. Hand out a copy of the text.We will start by reading a copy of the text written by Ken Kesey, starting where the movie left off. We will briefly discuss that the film was adapted from a novel by Ken Kesey. After reading it silently, we will then use spirit reading to read it once through as a class. We will discuss any questions that are asked. We will talk briefly about language and how it is used in the novel compared to the way language is used in the film. Does the text create the same effect/mood/imagery as the film has up to this point? Is it told from the same point of view? Is the story the same?

2. Becoming the directorStarting from one corner of the room, have students count off by fives. This will create the five roles needed for each group. The five roles are screenwriters, cinematographers, sound technicians, set & costume designers and actors. Separate the students into two groups. Ideally, there should be more than one person per role. Give students a handout with the assignment, listing the responsibilities of each role. Go over them briefly.

3. Begin the processThe students are now ready to become directors. Each group must look at the text and decide which scene they would like to “film,” and how they wish to adapt it. The two scene choices are noted on the handout of the text. Do they want to do a straight adaptation or change it to the same POV as the film they have been watching? How do they change it from a text to a film in terms of dialogue? What feeling do they want to create? How do they plan to achieve/create this? As a group they should be taking notes, but one of the screenwriters should become the official recorder for one marked up text to be handed in. This need not be formal writing, but should include the reasons for why they made certain decisions.

4. Group WorkAfter making decisions and coming to agreement about the way the “film” should look, the dialogues, and how it should be acted out, begin putting the final touches together as a group. They should rehearse and if possible move on to the final filming, which can also be completed afterschool, or at the beginning of class tomorrow. I will supply the video camera, but student are responsible for filming.

What to DoContinued

How did it go?

Credit

1. Hand out a copy of the text.We will start by reading a copy of the text written by Ken Kesey, starting where the movie left off. We will briefly discuss that the film was adapted from a novel by Ken Kesey. After reading it silently, we will then use spirit reading to read it once through as a class. We will discuss any questions that are asked. We will talk briefly about language and how it is used in the novel compared to the way language is used in the film. Does the text create the same effect/mood/imagery as the film has up to this point? Is it told from the same point of view? Is the story the same?

2. Becoming the directorStarting from one corner of the room, have students count off by fives. This will create the five roles needed for each group. The five roles are screenwriters, cinematographers, sound technicians, set & costume designers and actors. Separate the students into two groups. Ideally, there should be more than one person per role. Give students a handout with the assignment, listing the responsibilities of each role. Go over them briefly.

3. Begin the processThe students are now ready to become directors. Each group must look at the text and decide which scene they would like to “film,” and how they wish to adapt it. The two scene choices are noted on the handout of the text. Do they want to do a straight adaptation or change it to the same POV as the film they have been watching? How do they change it from a text to a film in terms of dialogue? What feeling do they want to create? How do they plan to achieve/create this? As a group they should be taking notes, but one of the screenwriters should become the official recorder for one marked up text to be handed in. This need not be formal writing, but should include the reasons for why they made certain decisions.

4. Group WorkAfter making decisions and coming to agreement about the way the “film” should look, the dialogues, and how it should be acted out, begin putting the final touches together as a group. They should rehearse and if possible move on to the final filming, which can also be completed afterschool, or at the beginning of class tomorrow. I will supply the video camera, but student are responsible for filming.

5. HomeworkFor homework, gather any last minute thoughts about how they want the film to end up. Remember to bring any props the groups decided on. Write at least one paragraph about the process, how they feel about the group’s decision, their reasoning for certain choices, and what they think the overall outcome will be.

Have the students analyzed and demonstrated an understanding of the importance of the choices the director makes? Have they analyzed the importance of costume design and set and how these can enhance the director’s vision for the film? Have the students engaged in conversation about the cinematic techniques they will use in their film and used the correct terms in their discussion? Do the students exhibit an understanding of these terms and their individual roles on the directorial process as seen in the explanation of their choices?

IFC Film School: Unit 5, Lesson 1 IFC_UNIT5.pdf

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One Flew Over the Cuckoo’s Nest

Assignment 3:

The role of the director is incredibly important when trying to shoot the perfect the film.

Every detail about what you see and hear, what the actors are wearing, the music playing in the background, the way the light reflects on the actors face, are all carefully selected beforehand. You have before you a copy of the text from Ken Kesey’s novel. You will notice that it is very different from the film we have been watching in class. What makes the two different is not just the transformation from a written story to a film, but the vision of the creator.

Now it is your turn to sit in the director’s chair. You will be assigned a specific role and split

into two groups to create your own film adaptation from One Flew Over the Cuckoo’s Nest.

You can choose one of the following scenes:

1. The scene in which R.P. McMurphy needs only one more vote in order to change the schedule and watch the world series.

2. The scene in which R.P. McMurphy and the other patients “watch” the series, much to the disapproval of Nurse Racthed.

Rememeber, this is your film. The point of view, mood, dialogue etc is up to you so be

creative. The only rule is that it cannot be a silent film.

I will provide the video camera to shoot the film. You may come to me as a group during a free period or after school, or you can shoot it at the very start of class tomorrow. Keep in mind how much rehearsal your group needs and decide together when you would like to film it.

Both films will be shown in class tomorrow.

One Flew Over the Cuckoo’s NestDescription of Roles

Screenwriters: Should compare the text with how they envision the movie. What should be added/deleted in order to adapt the text to film?

Cinematographers: Should note and describe the camera movement and the angles, lighting.

Sound editors: Should decide on the music, background sounds, sound effects etc.

Set and Costume Design: Should decide on the look of the film, and what sort of costumes, props etc they want to use.

Actors: Should follow the vision of the film and pay attention to accents, subtext, and emphasis on certain words or lines.

Lesson 4

What’s on for today and why:

What to Do:

How did it go?

Today we will allow a few minutes for the groups to finish up if necessary. Today’s focus will be on presenting the two “films” and discussing the choices the “directors” made. We will then watch the same scenes in the film itself. The goal in this lesson is to understand and appreciate the amount of detail and choices go into telling a story through film. By reading the scenes from the novel and creating their own version of the film scene before watching the actual film scene, students are utilizing multiple literacy’s to look do a “close reading” of the film.

1. Directorial DebutDuring the first few minutes of class, allow the groups to review their film and if necessary record the scene. They have no more than two takes and the scene should not be longer than 5 minutes. Play the scenes for the class. Have one person from each group be the spokesperson and give a brief explanation of some of the choices that they made. This person should not be one of the actors to ensure the participation of everyone in the group.

2. The Real DealWatch the next 20 minutes of the film starting from the same group therapy scene focused on Billy Bibbit as they read in the text. Continue to watch through the voting scene and World Series scene they worked on. Start the film at 39 minutes and end at 58 minutes.

3. HomeworkHand out the assignment sheet. Tonight’s homework will consist of two parts. Part one is to write at least two full paragraphs describing their reaction to seeing how Milos Forman chose to direct the same scenes they worked on in groups. The second part of the homework is to post at least three comments on the voicethread I have created at http://voicethread.com/share/258465/

What was the outcome of the scenes the students filmed? Did they use a range of techniques including camera angles, close-ups and/or panning? Were the able to use the proper terms while explaining their choices? Did their interpretations/vision of the scene demonstrate a clear understanding of the major ideas present in the story thus far? Were all students able to participate and included in the process?

One Flew Over the Cuckoo’s Nest

Assignment 4:

Part One:

Please take a minute to think about the work you did in groups. Think about the text and the hard work you put into creating even a short scene though film. What was your reaction to seeing how Milos Forman chose to direct the same scenes you worked on? Did you like his interpretation of the scenes? Was it similar to how you imagined the scenes yourself? Please write at least two full paragraphs discussing your thoughts about the assignment, the outcome, and what you noticed about the process of directing.

Part Two:

I have created a Voice Thread link to use with a clip from this film. Using a combination of voice, text, and video to post a minimum of three comments on this clip. Please comment on what you observe in this film about both the way it is filmed as well as your observations about the characters and anything else you find relevant about the story. As in the past, remember that you can see me to borrow a microphone to use during a free period in this classroom or in the computer lab. Do not forget to think of this as a discussion and respond to each other’s comments as well.

The link is: http://voicethread.com/share/258465/

Lesson 5

What’s on for today and why:

What to Do:

How did it go?

Today we will discuss some of the comments that were posted to the voicethread site as well as other important themes that have been emerging in the film. The aim is for students to be able to not only notice and discuss the major ideas in the film but to be able to talk about how cameras and other tools help to show these ideas. We will then watch a large section of the film, approximately 35 minutes ending with the scene in which McMurphy receive electroshock therapy. This should take to the end of the period and I want students to have a chance for the scene to sink it before reacting to it and discussing it tomorrow.

1. Major Ideas

We will begin the class by discussing some of the comments that were posted on voicethread. What were some of the major ideas that were discussed? What are the major ideas that have emerged throughout the film? What is the role of women in this film? How does the camera show us this (i.e. the close up on Nurse Ratched’s face). Think about Harding’s reason for being there and the speech he gives about his wife, think about why McMurphy was in jail to begin with, and how we see Candy. How does the characters’ behavior change when they are called Doctor? What does this say about the affects of labeling?

2. Watch the FilmStart the film at 49 minutes. Remind students to jot down notes as they watch the movie. Pay special attention to the use of language in this scene. What about labels? What do they think this movie is saying about mental illness? Think about the quote from the first day: “Insanity is relative” End the movie at 1:27.

Were the students able to pull out and discuss major ideas in the film? Were they able to discuss these ideas in context to how the techniques and tools used in the film helped to illustrate these ideas?

Lesson 6

What’s on for today and why:

What to Do:

How did it go?

Today let the students guide the discussion. The last scene they watched included both suicide and electroshock therapy. This may have been surprising and/or disturbing. Address any questions and encourage them to talk about what they watched yesterday to ensure that they understood what was happening as well as to determine if they noticed how the way it was filmed told the story. The main part of today’s class will be to watch up until the last few minutes of the film. It is important that we get this much time in today so that we have time to really discuss the film’s ending and the film as a whole tomorrow in preparation for the end of the unit and the final assignment.

1. DiscussionEncourage the students to talk about what they watched yesterday. Ask if they have any questions. Ask them to note any other interesting/relevant thoughts about what they saw yesterday or any questions they have up until this point.

2. 2. Watch the FilmStart the film at 1:27 Remind students to jot down notes as they watch the movie. Stop the film at 2:04.

Did the students demonstrate an understanding of what is happening in the film? Did they understand the concept of electroshock therapy? Were they able to demonstrate these understandings in their discussion?

Lesson 7

What’s on for today and why:

What to Do:

Today will be a busy day. We will watch a short documentary on lobotomy procedures to give students a background knowledge on what is about to take place in the film. We will watch the final scenes of the film and discuss the ending, and major themes that arise. We will pay special attention to the cinematic features of the conclusion of the film. This discussion can be a powerful mode of assessment and their observations and ability to discuss this final scene will be an important indicator of their understanding of film and the IFC film glossary. We will then watch two “tributes” to the movie from youtube.com. This will be an introduction to their final assignment.

1. DiscussionAgain, encourage the students to talk about what they watched yesterday. Ask if they have any questions. Talk about what happened to Billy now that they have had time to react independently. Ask them to note any other interesting/relevant thoughts about what they saw yesterday or any questions they have. Discuss the term Lobotomy. Have they heard the term before? Do they know what it means?

3. LobotomyShow the following documentary on lobotomies http://www.blinkx.com/video/lobotomy/cgcWTYpPUG8PeJRoZMpzEw Discuss their reaction to this.

4. Watch the end of the filmDiscuss the final scenes of the film. What message does this give about mental institutions? About trying to cheat the system? About choices? McMurphy only has a few more months left in jail, but instead died because of his choice to be moved to the mental hospital. He was not crazy, but ended up in a worse mental state than any of the so-called "loonies." Discuss the irony of this. What about Chief Bromden’s decision to end McMurphy’s life? What does this say about right and wrong? About quality of life?

5.Chief BromdenWe really did not have a chance to look closely at him as a character. What was your reaction to finding out that he was faking it? How does the film portray him? How do the ending scene where he mentions his size and the final scene where he is running toward the trees remind you of an earlier discussion with McMurphy? (He compared him to a giant tree trunk. As he runs further from the hospital, he blends in even more with the trees). What do you notice about the final scenes? Does the music change? What sort of mood does this create? Is the emphasis still on McMurphy or has it moved to the Chief?

5. Further AnalysisBriefly discuss any last observations, questions, reactions or overall thoughts about the film.

Give the background to the title:

Wire, briar, limber-lock Three geese in a flock One flew east, one flew west (McMurphy, Billy)And one flew over the cuckoo's nest. (Chief)

What to DoContinued

How did it go?

1. DiscussionAgain, encourage the students to talk about what they watched yesterday. Ask if they have any questions. Talk about what happened to Billy now that they have had time to react independently. Ask them to note any other interesting/relevant thoughts about what they saw yesterday or any questions they have. Discuss the term Lobotomy. Have they heard the term before? Do they know what it means?

3. LobotomyShow the following documentary on lobotomies http://www.blinkx.com/video/lobotomy/cgcWTYpPUG8PeJRoZMpzEw Discuss their reaction to this.

4. Watch the end of the filmDiscuss the final scenes of the film. What message does this give about mental institutions? About trying to cheat the system? About choices? McMurphy only has a few more months left in jail, but instead died because of his choice to be moved to the mental hospital. He was not crazy, but ended up in a worse mental state than any of the so-called "loonies." Discuss the irony of this. What about Chief Bromden’s decision to end McMurphy’s life? What does this say about right and wrong? About quality of life?

5.Chief BromdenWe really did not have a chance to look closely at him as a character. What was your reaction to finding out that he was faking it? How does the film portray him? How do the ending scene where he mentions his size and the final scene where he is running toward the trees remind you of an earlier discussion with McMurphy? (He compared him to a giant tree trunk. As he runs further from the hospital, he blends in even more with the trees). What do you notice about the final scenes? Does the music change? What sort of mood does this create? Is the emphasis still on McMurphy or has it moved to the Chief?

5. Further AnalysisBriefly discuss any last observations, questions, reactions or overall thoughts about the film.

Give the background to the title:

Wire, briar, limber-lock Three geese in a flock One flew east, one flew west (McMurphy, Billy)And one flew over the cuckoo's nest. (Chief)

6. Last AssignmentThe final assignment will be to create a photo story based on a specific theme in the film. Show the following two examples of you tube clips even though not exactly a photo story.

1. http://www.youtube.com/watch?v=Ky343sipz8k 2. http://www.youtube.com/watch?v=ALUSl5Lr93o

Discuss of the choice of music and images create very different results even though they are using the same film. Handout assignment sheet

Were the students able to discuss further the major ideas in the film? Were they able to discuss these ideas in context to how the techniques and tools used in the film helped to illustrate these ideas? Were the able to discuss the final scene both clearly and specifically using the proper terms and in a knowledgeable manner? Where they able to make sophisticated observations about the major themes and ideas in the story and how the director was able to illustrate these ideas?

One Flew Over the Cuckoo’s Nest

Assignment 5:Your final assignment is to create a photostory for this film. We have worked with Photo Story 3 before so you should have access to the software at home or in the computer lab. For this assignment, I would like you to:

A. Focus on a specific idea from the film. Some examples include:

1. The role of women

2. Diagnosis and False Diagnoses of Insanity

3. Group vs. Individual Mentality

4. Friendship

5. Rebellion against and the questioning of authority

6. Voluntary vs. forced confinement

OR

B. You may choose to once more connect the quote from the first day of the unit and use images from the film to do this. If you choose this option, you must include the text in the final project.

Whichever one you select, you may choose to focus one character or several. Remember to use sites such as ccmixter.org and Google images to find material.

When you are finished, please write a one-page reaction that includes the following:

1.Your reaction to the movie, our discussions and the work you created in this unit.

2. What did you notice/ learn about film while completing these assignments?

3. Be sure to include a section that talks about the choices you made while creating both the photo story and the filming of the scene.

This assignment is due on MONDAY.