Episode 5 Study Guide - Film Clips for Character Education

FILMclips
Character Education
for
EPISODE 5
PRIDE ・ CITIZENSHIP ・HONOR
Study Guide by
C. K. Robertson, Ph.D. and Charlie Abourjilie
v2.11.0801
Table of Contents
(CLICK A THEME OR CLIP BELOW TO JUMP TO PAGE)
(FOR ADDITIONAL RESOURCES CLICK HERE)
PRIDE
Akeelah & the Bee
Star Trek: First Contact
Napoleon Dynamite
The Rookie
HONOR
War Games
It’s a Wonderful Life
Eight Men Out
Batman Begins
CITIZENSHIP
The Ant Bully
Star Trek IV: The Voyage Home
World Trade Center
The Spirit of America Montage
All clips are under copyright and are used with permission from copyright
holders.
None of the movies represented in the Film Clips Series is rated higher than
PG-13 by the Motion Picture Association of America, except for three of the
movies in Episode Eight (“Glory”, “Born on the Fourth of July”, and “Saving
Private Ryan”). No inappropriate material is included in any of the individual
film clips.
Educational Standards
Pages 20-24
The film clips in this series meet the performance standards.
Spanish/English Options
Options for audio and subtitles in English or Spanish are available in “Settings” on the main menu of the DVD. Spanish audio is available for most, but
not all film clips.
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Welcome to
Film Clips for Character Education.
© Film Clips Spirit of America
The following pages contain an exciting new approach to
character education which reaches students through a medium
for which they have a natural affinity: Hollywood movies. In
this nine-part series, clips from the movies are used to assist
teachers and students engage in reflection and discussion
about character and moral action.
At its core are clips from popular Hollywood movies that exemplify
key character traits and issues surrounding moral development.
The clips provide students with situations that relate to ‘real life’
experiences and draw them into a natural engagement with the
subject. This approach not only stimulates students’ thinking
on moral action and character, but enhances their engagement
with the regular curriculum in the areas of Language Arts, Social
Studies, and Fine Arts.
In this guide you will find resources to help you create the
greatest impact with Film Clips. Four clips are listed under
each key character trait, for the purpose of illustrating some
positive or negative aspect of the given trait and stimulating
creative reflection and discussion. This study guide provides a
great deal of flexibility for the teacher to use Film Clips most
effectively. You will want to use your discretion regarding the
appropriateness of both the clips and the suggested activities
to the age as well as the intellectual and emotional skill levels
of your students.
With this in mind, this study guide can help you take a fresh
approach to character education, using the letters F-I-L-M to
summarize the appropriate steps:
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 Fitting clips to lesson plans and standards
A list of key education standards covered by the clips and
activities suggested in this guide is available on pages 20-24.
Creating a Lesson Plan:
The teacher can choose to create one 45–50 minute class
session, by showing all four clips under a key theme, pausing
after each for reaction and discussion (25–30 minutes), and
then doing one of the following exercises (15–20 minutes).
Alternatively, the teacher can create four 30 minute class
sessions by showing one clip, pausing for reaction and
discussion (10–15 minutes), and doing one of the following
exercises (15–20 minutes).
 Introducing clips to students. Pages 5-16
As you prepare to show a film clip, you can introduce it with
a plot synopsis. This gives students who have not previously
seen the movie from which the clip is taken some context for
understanding the clip.
Pause the DVD after the on-screen teaser question following
the clip.
 Listening to students discuss the clips.
Pages 5-16
The on-screen teaser question following a film clip is designed
to initiate thoughtful discussion. The follow-up “Going Deeper”
questions should encourage further personal exploration.
These questions can be addressed in the context of the
whole class, or by splitting the class into small groups and
then having the groups report back to the larger class after
they have explored their thoughts and opinions, or through
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a written exercise to be handed in later. The quotations help
students build higher order thinking skills, foster analysis of
the quotation and relate the film clip to their own lives and the
topics they are discovering in class.
 Moving students to action. Pages 17-20
Suggested activities to engage the students more deeply with
the issues raised by the film clips.
Pride
Theme: Giving Your All
Film: Akeelah and the Bee
(PG) 2:00
Akeelah has a gift. She can spell
better than anyone she knows in
her neighborhood in south central
Los Angeles. Working against the
odds, she works hard with her coach to prepare for the National
Spelling Bee. But when she makes it all the way to the final
round, she overhears a heated conversation between her rival
and his father. Akeelah decides to lose on purpose in order to
let her rival win…and, in her mind, win the affection of his father.
But is this right?
This 2006 film from Lionsgate is written and directed by Doug
Atchison, and stars Laurence Fishburne, Angela Bassett, Keke
Palmer, Curtis Armstrong, and J.R. Villarreal.
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Teaser Question: Why is important to others that you do your
best?
Going Deeper: Have you ever intentionally not given your best
effort? Why?
“To know a man, observe how he wins his object, rather than
how he loses it; for when we fail our pride supports us; when
we succeed, it betrays us.”
—Charles Caleb Colton
“Many a man has finally succeeded only because he has failed
after repeated efforts. If he had never met defeat he would
never have known any great victory.”
—Oreson Swett Marden
Theme: Taking Pride In Your
Vision
Film: Star Trek: First Contact
(PG-13) 1:39
The crew of the Enterprise have
traveled back in time from the 24th
century to make sure that a pivotal
moment in their history occurs, the warp drive rocket launch
that would lead to human’s first contact with aliens. The inventor
of warp drive and captain of that crucial launch, Zephraim
Cochrane, is destined to be a great hero… even if he says he
wants nothing to do with that destiny.
This 1997 film from Paramount Pictures is directed by Jonathan
Frakes, written by Branon Braga and Ronald D. Moore, and
stars Patrick Stewart, Jonathan Frakes, Brent Spiner, Levar
Burton, Michael Dorn, Gates McFadden, Marina Sirtis, Alfre
Woodard, James Cromwell, and Alice Krieg
Teaser Question: What does it mean to be a great person?
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Going Deeper: When is modesty not helpful? What are some
things about yourself that you are proud of? Are there times that
you feel you have to hide your talents?
“Hope begins in the dark, the stubborn hope that if you just
show up and try to do the right thing, the dawn will come. You
wait and watch and work: You don’t give up.”
—Anne Lamott
“The price of victory is high… but so are the rewards.”
—Paul Bryant
Theme: Seeking Self-Esteem
Film: Napoleon Dynamite
(PG) 1:59
Napoleon’s brother desperately
wants to defend himself… and to
feel better about himself. So, it’s off
to Rex Kwon Do self-defense class.
But is this what he really needs question
This 2004 film from 20th Century Fox is directed by Jared
Hess, written by Jared Hess and Jerusha Hess, and stars Jon
Heder, Jonathan Gries, Aaron Ruell, Efren Ramirez, and Tina
Majorino.
Teaser Question: What is self-esteem? Why is it important?
Going Deeper: What are some ways that people and
companies around us tell us that we are not good enough?
Why do believe them? Who do you know that has great self
esteem? How does she or he do it?
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“It is not the critic who counts; not the man who points out how
the strong man stumbles, or where the doer of deeds could
have done them better. The credit belongs to the man who is
actually in the arena, whose face is marred by dust and sweat
and blood, who strives valiantly; who errs and comes short
again and again; because there is not effort without error and
shortcomings; but who does actually strive to do the deed;
who knows the great enthusiasm, the great devotion, who
spends himself in a worthy cause, who at the best knows in
the end the triumph of high achievement and who at the worst,
if he fails, at least he fails while daring greatly. So that his
place shall never be with those cold and timid souls who know
neither victory nor defeat.”
—Theodore Roosevelt
“That you may retain your self-respect, it is better to displease
the people by doing what you know is right, than to temporarily
please them by doing what you know is wrong.”
—William J. H. Boetcker
Theme: A Matter of Pride
Film: The Rookie
(G) 1:49
He once had dreams of being a
major league baseball player, but
that was a long time ago. Now, he
is a coach for the local school team,
This 2002 film from Walt Disney and Buena Vista is directed
by John Lee Hancock, written by Mike Rich, and stars Dennis
Quaid, Rachel Griffiths, Jay Hernandez, Beth Grant, Angus T.
Jones, and Brian Cox.
Teaser Question: What makes you proud? Why?
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Going Deeper: “If you don’t have dreams, you don’t have
anything.” What are some dreams that can make you want to
give your all?
“We aren’t born winners. We aren’t born losers. We are born
choosers.”
—Keith Davis
“Nothing in the world can take the place of Persistence. Talent
will not; nothing is more common than unsuccessful men with
talent. Genius will not; unrewarded genius is almost a proverb.
Education will not; the world is full of educated derelicts.
Persistence and Determination alone are omnipotent. The
slogan ‘Press On’ has solved and always will solve the
problems of the human race.”
—Calvin Coolidge
Honor
Theme: Piracy
Film: War Games
(PG) 0:59
David is a computer hacker who
has no problem using his online
skills to change his grades. And
he doesn’t stop there: In order to
impress his new girlfriend Jennifer, David decides to change
her biology grade from an “F” to a “C.” When Jennifer makes
it clear that she does not want to be involved in something this
dangerous, David assures her that no one will ever know. But
does that make it right?
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This 1983 film from MGM is directed by John Badham, written
by Lawrence Lasker and Walter Parkes, and stars Matthew
Broderick, Dabney Coleman, John Wood, and Ally Sheedy.
Teaser Question: Would you change your grade if you knew
you wouldn’t get caught?
Going Deeper: The internet makes it easier to do research and
write papers, but also makes it easier to skip a lot of work. When
do you cross the line by copying material from the internet?
When does it become cheating?
“There is a hole in the moral ozone and it’s getting bigger.”
—Michael Josephson
“Rather fail with honor than succeed by fraud.”
—Sophocles
Theme: Responsibility
Film: It’s a Wonderful Life
(Not Rated) 5:29
The Great Depression was a very
scary time for people throughout
the country. Many people lost their
jobs and had no money. Only a few
managed to stay on top of everything during these grim years,
while others panicked. In this scene from one of the most
popular movies of all time, George Bailey, owner of the local
Building Savings and Loan, has just gotten married and is about
to use the money he has saved for years to take his bride on
a big honeymoon… until he sees a crowd gathered outside his
office, a crowd that is scared and desperate.
This 1946 film from Universal Studios is directed by Frank Capra,
written by Francis Goodrich, Albert Hackett, and Frank Capra,
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and stars James Stewart, Donna Reed, Lionel Barrymore,
Thomas Mitchell, Ward Bond, and Henry Travers.
Teaser Question: Do businesses and customers have
responsibilities to each other?
Going Deeper: In the movie, George always put others
before himself. Some people say it is important to take care of
yourself first. Should he have used his own money that he had
been saving for his honeymoon?
“All you can take with you is that which you have given away.”
—from It’s A Wonderful Life
Theme: Integrity
Film: Eight Men Out
(PG) 0:58
George “Buck” Weaver and his
teammates, the 1919 Chicago White
Sox are possibly the best team
to ever play baseball. However, when some of his underpaid
teammates decide to fix the world series, Buck must decide
wether he should join them or turn them.
This 1988 film from Orion Pictures and MGM is written and
directed by John Sayles, from a book by Eliot Asinof, and stars
John Cusack, Christopher Lloyd, John Mahoney, Charlie Sheen,
David Strathairn, and D.B. Sweeney.
Teaser Question: Can your friends count on your integrity?
Why?
Going Deeper: Have you ever had someone you trust let you
down? How do you view that person after that? What does
“honor” mean to you?
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“Regardless of the verdict of juries…no player who throws a
ball game…no player who undertakes, or promises to throw
a game…no player who sits in conference with a bunch of
crooked players and gamblers where the ways and means of
throwing a ball game are discussed, and does not promptly tell
his club about it…will ever play professional baseball again.”
—Judge Kenesaw Mountain Landis
“The strength of a nation is derived from the integrity of its
home.”
—Confucious
Theme: Honorable Intentions
Film: Batman Begins
(PG-13) 0:59
Billionaire playboy—that is the image
Bruce Wayne, secretly the Batman,
wants everyone to see. In order to fit
in, he acts like something he is not.
But when Bruce runs into someone very dear to him from long
ago and tries to convince her that there is more to him than
what she sees, he receives a tough lesson about the difference
between good intentions and right actions.
This 2005 film from Warner Brothers is directed by Christopher
Nolan, written by Christopher Nolan and David S. Goyer,
and stars Christian Bale, Michael Caine, Liam Neeson, Katie
Holmes, Gary Oldman, Morgan Freeman, Cillian Murphy, Tom
Wilkinson, Rutger Hauer, and Ken Watanabe.
Teaser Question: Can intentions be honorable without
action?
Going Deeper: “Actions speak louder than words”—what
does that mean?
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“It’s not who you are underneath. It’s what you do that defines
you.”
—from Batman Begins
“The smallest act of kindness is worth more than the grandest
intention.”
—Unknown
Citizenship
Theme: Democracy
Film: The Ant Bully
(PG) 0:56
“It’s the differences that make a
colony strong.” When a young boy
shrinks to the size of an ant, he
learns a lot about how much more
efficient teamwork can be. This 2007 film from Warner Brothers is directed by John A.
Davis, written by John A. Davis and John Nickle, and stars the
voice talents of Julia Roberts, Nicholas Cage, Meryl Streep, Paul
Giamatti, Zach Tyler, Regina King, Bruce Campbell, Lily Tomlin,
Cheri Oteri, Larry Miller, Alison Mack, and Ricardo Montalban.
Teaser Question: What does “E Pluribus Unum” mean?
Going Deeper: What divisions do you see around you: in crowd/
out-crowd, etc.? What does it take to help everyone think like a
colony instead of only for themselves?
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“No man should think himself a zero, and think he can do
nothing about the state of the world.”
—Bernard Baruch
“The only title in our democracy superior to that of President is
the title of citizen.”
—Louis D. Brandeis
Theme: The Common Good
Film: Star Trek IV: The Voyage
Home
(PG) 0:47
Spock, the half-Vulcan, half-human
Starfleet officer who believes in logic
above emotion, is challenged by his
human mother to consider the fact that his teammates made an
emotional decision to risk their own lives in order to save him.
“The good of the one,” she says, “outweighed the good of the
many.” Spock struggles to understand.
This 1986 film from Paramount Pictures is directed by Leonard
Nimoy, written by Steve Meerson, Peter Krikes, Harve Bennett,
and Nicholas Meyer, and stars William Shatner, Leonard Nimoy,
DeForrest Kelley, James Doohan, George Takei, Walter Koenig,
Nichelle Nichols, and Catherine Hicks
Teaser Question: Does the good of the many outweigh the
good of the few? Why? Why not?
Going Deeper: What does it mean to speak of majority rule?
How does it relate to the rights of the individual? Have you ever
had to decide between the one or the many? What did you do?
Why?
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“Isn’t everyone a part of someone else?”
—Budd Schulberg
“If you want to lift yourself up, lift someone else up.”
—Booker T. Washington
Theme: The Right Thing to Do
Film: World Trade Center
(PG-13) 0:59
When two New York City Port
Authority
police
officers
find
themselves trapped in the rubble
of September 11, 2001, both they
and the people who love them must
endure a horrible ordeal before they
are finally found. The lessons they
learn about life and hope and community will stay with them
forever.
This 2006 film from Paramount Studios is directed by Oliver
Stone, written by Andrea Berloff, and stars Nicholas Cage,
Michael Peña, Maggie Gyllenhaal, Maria Bello, Stephen Dorff,
Jay Hernandez, and Michael Shannon.
Teaser Question: What qualities define a good citizen?
Going Deeper: Have people ever looked down upon you
because of how you look or act? Have you ever treated
someone unkindly because of how they looked or acted?
“Today we are afraid of simple words like goodness and mercy
and kindness. We don’t believe in the good old words because
we don’t believe in good old values anymore. And that’s why
the world is sick.”
—Lin Yutang
I don’t think of all the misery, but of all the beauty that still
remains.
—Anne Frank
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Theme: Who Are We?
Film: Spirit of America
(Not Rated) 3:08
This 2002 montage is directed by
Chuck Workman and features brief
clips from over 110 films, all focusing
on different aspects of the American
identity. It was featured on the 2004
Academy Awards, and included
in a thirty-minute school program
cosponsored by the American
Association of School Counselors.
Teaser Question: What is the Spirit of America?
Going Deeper: What would you give up for a friend who has
earned your respect? How important is self-respect in earning
the respect of others?
“America is the greatest, freest and most decent society in
existence. It is an oasis of goodness in a desert of cynicism
and barbarism. This country, once an experiment unique in the
world, is now the last best hope for the world.”
—Dinesh D’Souza
“There is nothing wrong with America that cannot be cured by
what is right with America.”
—Bill Clinton
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 Moving students to action.
Suggested activities to engage the students more deeply with
the issues raised by the film clips.
Character “Word Wall”
A “word wall” can help your students develop/build their
vocabulary in terms of meaning, context, and relevance. The
words below come directly from the video clips or the question
prompt at the end of each clip. Developing a word wall is a
great way to introduce key vocabulary terms at the beginning
of a unit or piece by piece as your class explores a unit of
study.
HonorPrideCitizen
Intention
Sacrifice
Community
Integrity
Self-esteem Diversity
Hero
Character
Perseverance
Utilizing Quotes
Use as journal starters and essay prompts.
A tool to strengthen student writing, as in supporting a line of
thought expressed by the writer.
Develop analytical thinking. Quotes are character-based in
nature which is common among many state writing tests, the
SAT, and many analytical writing prompts.
Connect concepts across multiple curricula.
Homework discussion starters with parents or guardians.
Encourage students to share their own favorite maxim (one
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they have heard or read before, one passed down as a
family favorite, or one used often in class) and reflect upon its
meaning and context.
Inspire students, teams, or collaborative pairs to develop their
own personal “Code of Character” or “team motto” based on
one of the quotes.
Language Arts:
Scribe students’ favorite maxims or motto on the board and
have the class interpret it’s meaning.
This can then lead to a grammatical analysis of the quote
where the students can edit the student’s rendition of the quote
for spelling, punctuation, tense and part of speech.
History and Social Studies:
Have students research or discover who the author of the
quote is, where the author came from and when and where the
quote may have been said. Look for any special context or
history behind the quote.
Select a classroom “Quote of the Week” that provides a
theme for daily assignments, possibly taken from one of the
suggestions above.
As students learn and analyze more quotes, they provide great
material to use for extra credit questions and assignments.
This is an excellent way to keep the quotes fresh and in the
mind of the students.
Idea Starters!
1. Have students identify situations where there are everyday
opportunities to exhibit honor.
2. As a class write an “Honor Code” for your classroom. Have
students help create the code and then sign it. Post in the
front of the room and include on all student work.
3. Explore Service Learning and have your students work in
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groups, or as one whole class come up with a service learning
project that relates to anti-bullying or a monthly character trait
at your school.
4. Adopt a US soldier as a pen pal for your class, thanking
them for the way they are serving you and your country.
5. Celebrate a Classmate activity: Have your students write
one nice thing about someone in class who is not necessarily
their best friend. Do this three days in a row (or once weekly
for three weeks), each time having them write about someone
different. Each time read out what was written.
6. Give each student a sheet of paper with the name of every
classmate on it. Then next to each name, have your students
write one positive word or adjective that describes each
person. Once everyone is done collect and compile the list.
Make individualized bookmarks for each student and under
his/her name at the top of the book mark, write down the list of
words that were created for them.
7. Role play different scenarios from each movie, where
applicable. Students can demonstrate the right way and
wrong way to deal with challenges and adversity.
8. As a class, analyze Bill Clinton’s quote (under Spirit of
America) by brainstorming all the things wrong with America
and all things great about America. Then draw connecting the
positives that could help repair the negatives. (Compare and
contrast)
9. Have students list all the ways they have ever failed or
come up short in a task or challenge. Ask them how they
handled or dealt with that failure, and then as a group discuss
other possible ways to deal with those personal challenges!
10. Challenge each student to talk to/ or even eat lunch with,
three students that they do not normally speak to or eat with.
At the end of the month ask them how that went.
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11. Sponsor a “Laws of Life” or “Foundations for Life” Essay
contest in your school or just for your class, based on the
themes in Episode 5. (See, www.LawsofLife.org or http://
charactercounts.org/programs/FFL/index.html )
12. “Team 2 Care”: Have a school team or form a team
of your own to adopt your school’s Special Olympians, as
they prepare for their own Olympics throughout your school
year. Volunteer to coach, cheer, and lend a hand in any way
possible to these schoolmates you might not know as well as
some others.
Keeping a Diary
The students can be asked to keep a diary with 27 entries in
which they will record their favorite examples of the character
trait they saw demonstrated in the clips and examples of how
they have or have not shown this character trait in their own
lives. Also included are guides to other resources to help you
to use these film clips most effectively in your classroom. We
hope that this study guide will stimulate your own creativity to
help your students grow in their abilities for moral reflection
and action.
 Fitting Clips to Educational Standards:
In recent years, assessment of the academic progress of
students has been standardized through the creation of a set
of measurable and obtainable goals or standards. Listed here
are sample standards that we believe are fulfilled by utilizing
the film clips, teaser questions, and various exercises listed in
this guide.
Language Arts Standards (Elementary)
Topic: Listening/Speaking
Standard: Recalls, interprets, and summarizes information
presented orally.
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Standard: Uses oral language for different purposes: to
inform, to persuade, and to entertain.
Standard: Responds to literal, inferential, and evaluative
questions on orally presented material.
Standard: Acquires new vocabulary in each content area
and uses it correctly.
Standard: Participates in discussions related to curricular
learning in all subject areas.
Standard: Determines the meaning of a word based on how
it is used in an orally presented sentence.
Topic: Writing
Standard: Uses a writing process that involves prewriting, drafting, revising, editing (can involve peer editing),
proofreading, and publishing.
Topic: Literature
Standard: Experiences traditional
literature through a variety of media.
and
contemporary
Social Studies Standards (Elementary)
Topic: Information Processing
Standard: Gathers information through reading, listening,
observing and surveying.
Standard: Locates and utilizes information from a variety
of sources, e.g., books, newspapers, atlases, glossaries,
photographs, laser- disks, computer software, others.
Standard: Selects and discusses the main idea from a
reading passage or listening activity.
Standard: Distinguishes between fiction and non-fiction
stories.
Standard: Analyzes information from two or more sources
for agreements, contradictions, facts, and opinions.
Topic: Problem Solving
Standard: Identifies and states a problem related to topic
under study.
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Standard: Chooses a solution to a problem after supplying
the evidence.
Standard: Shows respect toward others.
Fine Arts Standards (Elementary)
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing
Standard: Identifies and applies dramatic elements of plot,
setting, character, and dialogue.
Standard: Identifies implicit and explicit main ideas, details,
sequences of events, and cause-effect relationships in
dramatic presentations.
Standard: Describes and demonstrates the role and
responsibility of the audience.
Standard: Demonstrates an awareness that drama comes
from all cultures throughout time and compares and contrasts
cultures through drama activities.
Language Arts Standards (Middle & High)
Topic: Listening/Speaking
Standard: Follows oral directions and asks questions for
clarification.
Standard: Listens and responds to various language
patterns and literary forms including regional dialects.
Standard: Responds to literal, inferential, and critical
questions.
Standard: Evaluates messages and effects of mass media
(film).
Topic: Writing
Standard: Uses a writing process that involves prewriting,
drafting, revising, editing (can involve peer editing),
proofreading, and publishing.
Standard: Writes paragraphs that include unifying ideas and
supporting details (may include topic sentence and clincher
sentence).
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Standard: Produces paragraphs and compositions for a
variety of purposes (exposition, description, narration, and
persuasion).
Standard: Experiments with organization, style, purpose,
and audience.
Standard: Uses available electronic communication
technologies in writing.
Social Studies Standards (Middle & High)
Topic: Cultural Geography
Standard: Identifies various ethnic groups in the Americas,
Europe, and Oceania, and describes their impact on the
development of the regions (e.g., linguistic patterns and
cultural contributions).
Standard: Assesses cultural expression of art, music, and
literature.
Standard: Explains how social institutions (religion,
government, and economics) influence the attitudes and
behaviors of people.
Topic: Cultural Geography
Standard: Categorizes important social and cultural
developments of the Americas, Europe, and Oceania.
Topic: Problem Solving
Standard: Identifies and defines a problem.
Standard: Formulates possible alternatives/solutions to a
given problem.
Standard: Collects evidence using appropriate, reliable
data.
Standard: Chooses a reasonable solution from among the
various alternatives.
Standard: Identifies areas for further study.
Standard: Follows established rules.
Standard: Shows respect toward others.
Standard: Works with a group, following set rules of
procedure to complete an assigned task.
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Standard: Formulates and defends position on issues.
Standard: Identifies and uses alternative methods of conflict
resolution.
Standard: Participates in planning for effective civic actions
and demonstrates effective civic actions.
Standard: Recognizes the rights of others to present different
viewpoints.
Fine Arts Standards (Middle & High)
Topic: Artistic Skills and Knowledge: Creating, Performing,
Producing
Standard: Demonstrates social discipline and appropriate
group contribution.
Standard: Uses imagination to form and express thought,
feeling, and character.
Character-related Standards
Standard: Retells stories that illustrate positive character
traits and will explain how the people in the stories show the
qualities of honesty, patriotism, loyalty, courtesy, respect,
truth, pride, self-control, moderation, and accomplishment.
Standard: Gives examples of how the historical figures
under study demonstrate the positive citizenship traits
of honesty, dependability, liberty, trustworthiness, honor,
civility, good sportsmanship, patience, and compassion.
Standard: Demonstrates an understanding of good
citizenship.
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Special Thanks to:
North Carolina Department of Public Instruction
Georgia Department of Education
Directors Guild of America
Screen Actors Guild of America
Writers Guild of America
American Federation of Musicians
Of the United States and Canada
Buena Vista Pictures
Dimension Films
Dreamworks
Lions Gate Films
Lucasfilm
Metro-Goldwyn-Mayer Films
Miramax Films
New Line Cinema
Paramount Pictures
Pixar Animation
Touchstone Studios
Twentieth Century Fox
United Artists
Universal Pictures
Walden Media
Walt Disney Pictures
Warner Bros.
The Weinstein Company
Visit us online at
www.FilmClipsOnline.com
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Film Clips
SPIRIT OF AMERICA
Produced by Michael R. Rhodes
www.FilmClipsOnline.com
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California 93035
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Study Guide design by Scott C. Gold • ScottCGold@gmail.com