Dystopian Films (Bundled unit)

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DYSTOPIAN FILMS - bundled unit - four units combined - 25% discount - includes the following:

1. The Dark Knight
2. Blade Runner
3. The Matrix
4. Minority Report

This unit is 89 pages long!!

Each of the four units is included in the zip file (four separate files). The total page count includes the cover pages, CCSS standards, list of contents, and the back pages with contact information for each unit.

If each unit was bought separately the total cost would be $20.00


1. The Dark Knight - two units combined

CLICK HERE FOR MORE INFORMATION ON THE DARK KNIGHT



THIS UNIT IS SELF-CONTAINED

THIS FILM IS ABOUT TERRORISM, DUTY, AND BEING A HERO.

The CCSS “lay out a vision of what it means to be a literate person in the 21st century.” Integrating film into your curriculum is an excellent way to satisfy many of the new Common Core State Standards.

TEACHER TIP:
You don’t need to show entire films, just short clips of these films, to develop competences deemed essential in the new CCSS guidelines.

Even if you don’t know the film, chances are your students do. It is surprisingly sophisticated and the dialogue is interesting and provocative. The film helps students understand terrorism and sacrifice.

This unit contains all that you will need to discuss the film. The summary is very detailed so even if you or your students haven’t seen the film, all of the major points are covered and it looks great with the added images. Most students enjoy talking about films; reading a movie summary is appealing, and this summary is fairly easy to read. Even so, the film raises difficult philosophical issues and the discussion questions you’ll find here tackle topics related to heroism, terrorism, morality, and fairness (just to name a few).

All of the questions are either from the summary provided or are from the film itself (but then the excerpt from the film is provided). Some of the discussion questions use quotations from the film.

INCLUDED IN THIS UNIT ARE THE FOLLOWING:

➢ A test (ten multiple choice questions - answers provided)

➢ Discussion questions (There are three short scenes from the film – each quotation is followed by three questions – and there are four additional questions for a total of 13 discussion questions and or test questions.)

➢ Critical Lens Quotation Practice using a quotation from the film (includes an excerpt from the screenplay.)

➢ Two more excerpts from the script along with five discussion questions that refer back to the excerpts.

➢ Some amazing images from the film.

➢ An 18 page summary of the film from IMDBPro; the summary has some images from the film as well.

➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/ comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).

➢ Questions aligned with ELA-Literacy CCSS 8-12 – in particular with the following standards:

CCSS.ELA-Literacy.RL.8.1
CCSS.ELA-Literacy.RL.8.4
CCSS.ELA-Literacy.RL.9-10.3
CCSS.ELA-Literacy.RH.8.7
CCSS.ELA-Literacy.RH.9-10.4

I teach THE DARK KNIGHT as a TEXTURE TEXT or a CONTEXT TEXT usually alongside THE REPUBLIC. It is an excellent film to use when studying philosophical concepts including, but not limited to, the following: morality, ethics, sacrifice, duty, freedom, and fairness.


2. Blade Runner - two units combined

CLICK HERE FOR MORE INFORMATION ON BLADE RUNNER


This unit is self-contained

The CCSS “lay out a vision of what it means to be a literate person in the 21st century.” Integrating film into your curriculum is an excellent way to satisfy many of the new Common Core State Standards.

TEACHER TIP:
You don’t need to show entire films, just short clips of these films, to develop competences deemed essential in the new CCSS guidelines.

INCLUDED IN THIS UNIT ARE THE FOLLOWING:

➢ This unit allows for differentiated learning; some students may be more comfortable with the questions that focus on the lower levels of Bloom’s Taxonomy (remembering/ comprehension and simple applications/understanding), whereas other questions provide students the opportunity to focus on higher levels (analysis and evaluation).

➢ This unit is self-contained as all of the questions may be answered using the summary provided. However, watching the film is highly recommended.

➢ A summary of the film with images.

➢ A test with 15 multiple choice questions and answers. All of the questions can be answered by reading the summary.

➢ Two short answer questions.

➢ Essay questions and/or discussion questions.

➢ 16 essay questions and 5 passages that ask for analysis of a small section of dialogue. These questions vary as to difficulty and are aligned with the following Common Core Standards:

CCSS.ELA-Literacy.RL.8.1
CCSS.ELA-Literacy.RL.9-10.1
CCSS.ELA-Literacy.RL.9-10.2
CCSS.ELA-Literacy.RL.9-10.3
CCSS.ELA-Literacy.RL.11-12.1
CCSS.ELA-Literacy.RL.11-12.3
CCSS.ELA-Literacy.RH.9-10.4

I teach BLADE RUNNER as a TEXTURE TEXT or a CONTEXT TEXT usually alongside THUS SPAKE ZARATHUSTRA and FRANKENSTEIN. It is an excellent film to use when studying philosophical concepts including, but not limited to, the following: morality, ethics, sacrifice, duty, knowledge, and postmodernism.


3. The Matrix

CLICK HERE FOR MORE INFORMATION ON THE MATRIX


I use films as a way to introduce students to philosophy. I put a copy of the film in the library on reserve and my students are able to take the copy out for four hours at a time; they watch the film on their own time as a form of homework (one they usually enjoy). Students love talking about movies.

INCLUDED IN THIS UNIT ARE THE FOLLOWING:


➢ A multiple-choice test (for the first film only) with 15 questions and answers.

➢ Five pages of student-centered discussion questions - several may be used as essay questions.

➢ The zip file contains the test and questions as separate PDF

I have found that discussing films is a successful way to engage my students; most students get involved, even the shy ones, because almost all teenagers find it easy to talk about films, so they usually have something to say.

TEACHER TIP:
You don’t need to show entire films, just short clips of these films, to develop competences deemed essential in the new CCSS guidelines.

I teach THE MATRIX as a TEXTURE TEXT or a CONTEXT TEXT usually alongside THE REPUBLIC. It is an excellent film to use when studying philosophical concepts including, but not limited to, the following: knowledge, existence, sacrifice, and metaphysics.

4. Minority Report

CLICK HERE FOR MORE INFORMATION ON MINORITY REPORT


I use films as a way to introduce students to philosophy. I put a copy of the film in the library on reserve and my students are able to take the copy out for four hours at a time; they watch the film on their own time as a form of homework (one they usually enjoy). Students love talking about movies; this one has a great cast and is directed by Steven Spielberg.

INCLUDED IN THIS UNIT ARE THE FOLLOWING:


➢ A multiple-choice test with 15 questions and answers.

➢ Six pages of student-centered discussion questions - several may be used as essay questions. One question asks students to analyze a passage of the screenplay.

➢ The zip file contains the test and questions as separate PDF units.

➢ The first page of the screenplay.

I have found that discussing films is a successful way to engage my students; most students get involved, even the shy ones, because almost all teenagers find it easy to talk about films, so they usually have something to say.

Minority Report is an excellent film to use when studying philosophical concepts including, but not limited to, the following: free will, predetermination, metaphysics, duty, and justice. It also raises interesting questions about the difference between fact and opinion.

TEACHER TIP:
You don’t need to show entire films, just short clips of these films, to develop competences deemed essential in the new CCSS guidelines.

Here are some clips of the film:

Minority Report clips <

I teach MINORITY REPORT as a TEXTURE TEXT or a CONTEXT TEXT usually alongside THE REPUBLIC.


THIS UNIT COVERS MANY STANDARDS - HERE IS A DETAILED LIST OF THE CCSS 9-12 STANDARDS THAT THE ABOVE UNITS ARE ALIGNED WITH (FOR SPECIFICS ON WHICH UNIT COVERS WHICH STANDARD CLICK ON THE GREEN LINK BELOW EACH OF THE TITLES):

CCSS.ELA-Literacy.RL 9-10.1; 11-12.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL 9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
CCSS.ELA-Literacy.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
CCSS.ELA-Literacy.RL.11-12.3 Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Copyright © 2013, jellycat-in-the-snow productions
All rights reserved by author
Permission to copy for single classroom use only
Electronic distribution limited to single classroom use only

Keywords: political philosophy; History; social studies; ELA; Literature; logic; essay questions; CCSS; study guide; vocabulary; essay writing, Dystopia, films

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This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Total Pages
89
Answer Key
N/A
Teaching Duration
Lifelong Tool

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Dystopian Films (Bundled unit)
Dystopian Films (Bundled unit)
Dystopian Films (Bundled unit)
Dystopian Films (Bundled unit)
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