Lesson and Activities
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KEY SUBJECT AREAS
Patterns of historical significance: Culture
Essential Standard Clarifying Objectives
7. C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions.
7. C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
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7. C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.
The goal in this lesson aims to meet North Carolina essential standards of 7th grade social studies. Goals in these standards are meant to build upon students’ understanding of the formations and events of their state and country. Discussion includes a focus on significant people, events, and movements, related to issues of slavery. When a people are mistreated, enslaved, alienated, and segregated there are patterns of the types of behavior observed in the majority/oppressors and patterns of the types of roles assigned to those who are being suppressed. For example, if we compare the ways in which African Americans in the U.S. were treated pre-civil rights era there can be observed patterns of human behavior where the white population subjugated people of a different skin color. This practice of segregating people who are different can be seen in many cultures throughout history. Today’s lesson involves building upon previous lessons about these cultural events and these various patterns and practices of behavior .
Here, we will expand on the lesson through identifying them in a media lesson involving critical analysis questions and answers. The media involved will be clips from the film Harry Potter and the Sorcerer’s Stone.
Pre-viewing Questions, Comments, and Materials:
Before viewing the following video clips it is wise to prompt students to be on heightened awareness for certain key points. The subject matter in the following clips contains dialogue which displays characteristics of conflict between different cultures/peoples. In each clip, students should be prompted to look for characteristics which display the subject matter of this lesson. These include class conflict, racism and prejudice and social issues between cultures. This clip and its associated activity are aimed to meet the essential standard 7. C.1.1 which “explain how culture unites and divides modern societies and regions.” These include topics such as enslavement of various peoples, caste system, religious conflict and Social Darwinism.Materials: Students will be provided materials aimed to aid them in identifying and sorting the information they find regarding the prompting questions they are looking answers to while viewing the clips.
Provide the students with a Venn-diagram or instructions on how to produce one before completing this lesson. This will be for a compare and contrast activity involving the patterns and types of behavior observed in the majority/oppressors and patterns of the types of roles assigned to those who are being suppressed. This will tie in a previous lesson which will have covered American slavery of African American and/or a lesson about the Holocaust and the events regarding the Jewish community.
Prompting Questions:
For the prompting questions below have students form groups where each group can be assigned to look for the different areas below. These groups will need to be able to share their information for the activities that will follow the viewing of the film clips.
Group One: Watch closely for how Harry is being treated by his family. Make a list as you find examples of these treatments. Document instances where Harry
is treated as a servant
is physically harmed
is verbally degraded/attacked
· Group Two: Keep your ears open for terms used in the dialogue that represent labels given to people/character.
write a list so that when we hold our class discussion your group can lay the foundation of terms and instances observed in the clips.
· Group Three: Look for the patterns of behavior and judgments displayed in this clip, be able to give specific instances.
(an example here would be where a student judges another based on appearance)
list a time where a Wizard judges (displays prejudice/racism) and Muggle
Where a Muggle placed judgement (prejudice/racism) on a Wizard.
· Group Four: Identify the source/type of conflicts and remember the name/word used to identify these groups or people.
(an example answer would be Muggle; magic and non-magic people.)
CLIPS:
Show Clip: Harry waking up to Petunia under the stairs- minute (4:09-9:40) where they leave the house for the trip to the Zoo.
Show Clip: Hagrid in the house in the ocean: where they are discussing Harry going to Hogwarts: “OH, and suppose a great muggle like yourself is going to stop him?" (15:45-17:35)
Show Clip: (46:35-45) Here, a student named Seamus talks about his personal background and his family’s race and class.
Lesson Activities:
Include the part of the clip where Malfoy in the hall before the sorting. (39:30-41:29)
Show in this same activity the clip of the sorting process: 42 min-46
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We have just watched the sorting process of separating the students into groups or “houses” and classes. In these clips we can decipher the associations made between the types of people who belong to each of the houses at Hogwarts. Have the students get into groups after viewing and write/type a short paragraph describing and identifying the types of people/groups being shown. Include your individual interpretations about what feelings you have about the significance of each house and the average types of students who fall into each one.
Activity :
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Using responsible techniques with media resources to pull references from the Internet which display major events where racial discrimination and segregation occur. We will be Comparing real world events, such as those we learned about in our previous lessons on African American history or the Holocaust, with examples from the film. Make sure to include the labels and terms we found from both the movie and the real world examples you find. This Activity is aimed to meet Information and Technology Standards (National Association for Media Literacy Education. (2007, November).
This Activity is aimed to meet Information and Technology: 7.SE.1 Apply responsible behaviors when using information and technology resources.
These goals include Essential Standard Clarifying Objectives
- 7.TT.1 Use technology and other resources for assigned tasks.
- 7. TT.1.1 Use appropriate technology tools and other resources to access information (search engines, electronic databases, digital magazine articles).
Activity:
http://www.edrawsoft.com/venn.php
Have the class compose a venn-diagram. A Venn diagram is an graphical illustration of the relationships between and among sets of data, groups of objects that share something in common. Have the class come together and construct a diagram based upon the information gathered by Groups about the Harry Potter information and the information they gather in their research activity. This aims to show them the characteristic of cultural issues and differences on an individual scale as compared and contrasted with larger examples from whole groups (such as African American culture). Complete the Venn-diagram to display the similarities and differences between the treatments and events relating to segregation, class conflict, and racism as they are in the real world events previously discussed and those portrayed in the film.Have the class compose a venn-diagram. A Venn diagram is an graphical illustration of the relationships between and among sets of data, groups of objects that share something in common.
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Class/Group Activity Worksheet
Name: __________________
Date: __________________
Group Number: ____________
Subject: Harry Potter Film Guide Activity
· Group One: Watch closely for how Harry is being treated by his family. Make a list as you find examples of these treatments.
· Group Two: Keep your ears open for terms used in the dialogue that represent labels given to people/character.
· Group Three: Look for the patterns of behavior and judgments displayed in this clip, be able to give specific instances.
· Group Four: Identify the source/type of conflicts and remember the name/word used to identify these groups or people. (Answer would be Muggle; magic and non-magic people.)
Today’s lesson involves learning these various patterns and practices of behavior. Then, we will expand on the lesson through identifying them in a media lesson involving critical analysis questions and answers. The media involved will be clips from the film Harry Potter and the Sorcerer’s Stone. Fill out the form below as we have a class discussion about the film and relative content from our preemptive lesson about culture in these content core goal areas from these NC Social Studies Standards of :
7. C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions.
7. C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
Harry Potter
(Contrasting)
o
Similar Characteristics
(Similarities)
Historical Events
(Contrasting)
Questions To Conclude (you may have this as an outside assignment for homework or a journal entry):
1) Now that we have discussed the similarities and differences between the film and real world events tell how you feel differently about slavery. Give an example of one aspect of the lesson that changed your view.
2) What have you found to be the most common treatment of a slave or a subjugated people? Do you think this is essential in maintaining the status?
3) Name some ways in which we have learned in our research about a people/or person rebelling against oppression. How do you connect with that person and in what ways?
4) In our previous lesson about laws we read the amendments to the constitution of the U.S.A. and in doing this we learned how a law was created. Thinking about the film we watched, write your version of a law you would propose be made. State its purpose and your goal for how it will help or protect a people/group/person.
5) How would you feel if you were Harry living under the Dursley’s house? Would you act differently than Harry Potter and how?
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