Theme: Caring for Others Film: Big Hero 6 (PG) 2:49
Robotics prodigy Hiro lives in the city of San Fransokyo. Next to his older brother, Tadashi, Hiro's closest companion is Baymax, a robot whose sole purpose is to take care of people. When a devastating turn of events causes Hiro to lose someone close to him, Baymax tries to comfort him.
This 2014 film from Walt Disney Animation Studios, and FortyFour Studios is directed by Don Hall and Chris Williams, written by Jordan Roberts, and Robert L. Baird and stars the voices of Ryan Potter, Scott Adsit, and Jamie Chung.
Teaser Question: What is required in a caring relationship when someone needs you?
Going Deeper: Why do some people sometimes do nothing to help someone who is need? Why do some people say they don't want or need any help when they actually do?
"Yet, taught by time, my heart has learned to glow for other's good, and melt at other's woe." - Homer
"When you are kind to someone in trouble, you hope they'll remember and be kind to someone else. And it'll become like wildfire." -Whoopie Goldberg
Theme: Reaching Out to Others Film: Bridge to Terabithia (PG) 0:45
A new girl at school teaches a boy who is usually alone what it means to tap into his imagination and experience adventures beyond the ordinary.
This 2007 film from Walt Disney Pictures and Walden Media is directed by Gabor Csupo, written by Jeff Stockwell and David Peterson, and stars Josh Hutcherson, Anna Sophia RObb, Zooey Deschanel, Robert Patrick, and Bailee Madison.
Teaser Question: Have you ever reached out to an outcast or bully? Why? Why not?
Going Deeper: A definition of grace is "Courteous Goodwill." How could someone have been an agent of grace to Leslie (the girl who doesn't have a T.V.? Who has been an agent ofgrace to you? How have you been an agent of grace to someone else?
"By "guts" I mean grace under pressure." - Ernest Hemmingway
"If a man be gracious and courteous to strangers, it shows he is a citizen of the world, and that his heart is no island cut off from other lands, but a continent that joins to them." -Francis Bacon Sr.
Theme: The Price of Empathy Film: The Incredibles (PG) 1:53
When superheroes are tossed aside by the people they help, they retire, and go into hiding. Years later, the greatest hero is simply an out-of-shape husband and father with a boring job. But even without using superpowers, he still finds a way to help others, even when it would get him in big trouble.
This 2004 animated film from Walt Disney and Pixar is directed by Brad Bird, written by Brad Bird, and stars the voice talents of Craig T. Nelson, Holly Hunter, Samuel L. Jackson, Jason Lee, and Wallace Shawn.
Teaser Question: What are the risks and rewards of empathy?
Going Deeper: Has anyone ever taken a risk for you and, if so, how did you feel about that? Have you ever done this for someone else?
"Men are only great as they are kind." -Elbert Hubbard
"Our duty is to be useful, not according to our desires but according to our powers." - Henri F. Amiel
Theme: When It Would Be Easier To Just Ignore The Right Thing Film: The Blind Side (PG-13) 2:19
One icy winter night, as Michael is walking down the road to the school gym, where he has been sleeping; Leigh Anne Tuohy with her husband Sean and children S.J. and Collins, pick Michael up and take him home for the night. However, when he tries to leave in the morning, Leigh Anne insists that he stay for dinner, and the children accept Michael matter-of-factly. Soon, Leigh Anne offers him a room and bed. As she starts offering him greater and greater favours, she begins to research Michael's records, including his career aptitude test results, where the only positive score was on protective instincts.
This 2009 from Alcon Entertainment and Left Tackle Pictures is directed by John Lee Hancock and is written John Lee Hancock and Michael Lee. It stars Sandra Bullock, Tim McGraw and Quinton Aaron.
Teaser Question: Why is important to do the right thing even if it inconveniences you?
Going Deeper: What difference would it have made if Leigh Anne would have believed Michael? Are there times when it is better to just believe the person than get involved?
"Compassion is the basis of all morality." -Arthur Schopenhauer
"When things go wrong don't go with them." -Elvis Presley
Moving Students to Action: Keeping a Journal: As a class activity, ask your students to write two entries in their journal under the heading of Kindness, answering the following questions: 1. Of all the examples of kindness demonstrated in the clips, which was your favorite? Why: 2. Who is the most empathetic person you know? How does it make you feel to be around this person? 3. Is empathy something we can learn or is it innate in human beings? 4. How does a family, a classroom, and a society benefit from empathy?
Activity 1: Whip Shares Performance Objective: Demonstrate social discipline and appropriate group contribution.
Materials: None
Teacher Instructions: 1. Whip shares are where each person in the circle gives a one-word response to a question. Afterwards, invite students to ask follow-up questions.
2. Examples of whip-share topics that can build empathy: A pet you've known has passed away A painful trip to the dentist's or orthodontist's office A time you were ill or hurt An experience with baby siblings or other baby relatives An experience with puppies, kittens, and other baby animals A time when you felt left out An embarrassing moment Getting cut from a team Losing an election 3. Examples of follow-up questions about a time when you were sick or hurt: "Monroe, how did you get help after you fell?" "Dede, how long were you out of school, and what did you do during that time?"
Activity 2: The Talk Show Game Performance Objective: Demonstrate social discipline and appropriate group contribution.
Materials: None
Teacher Instructions: 1. Group students in pairs.
1. In each pair, one plays the role of a talk-show host. The other plays the role of the guest on the show. 2. Present each pair with a scenario that involves empathy or lack of empathy. The goal is for the host to elicit an empathetic response by drawing ideas from the guest about some of the experiences, feelings, and attitudes associated with that scenario. 3. The host interviews the guest for one to two minutes, and then the leader gives a 30-second warning. 4. After the time expires, call for a break, and invite players to stop, switch roles, and take up a new scenario. The process is repeated: the new roles and topic are used within a one- to two-minute time frame. 5. After both students in each pair have played both roles, give the students a few minutes to reflect with each other about the exercise.
Possible scenarios for pairs: A student does not do well on a test. A girl who heard some gossip appears upset. A rumor about you is spreading around the school. You were in a fight with your best friend at lunch today. You liked your new shoes when you put them on this morning, but somebody made fun of them. You thought you would make the basketball team, but you got cut. Plan for Success: It is the guest who is practicing empathy by imagining himself or herself in the specific situation and trying to identify what it would feel like. The host should not give advice, but should try to ask questions that assist the guest in getting in touch with what it might be like to be involved in the given scenario. Hosts can ask questions which probe the details of a feeling.
6. Because this is a challenging line of questioning, in the beginning interviews will likely be short, composed of perhaps 4 or 5 questions. As students' skills grow, extend the questioning period.
7. Encourage the hosts not to use "why" questions during the interview process. Often when we ask others to explain why they feel a certain way, we are asking them to rationalize a non-rational experience. This can be confusing and may not forward the empathic experience.
8. Provide specific scenarios, not abstract generalizations. Before playing, model the game with a student, and ask the rest of the class to watch and listen carefully. Play the role of the host, and model asking questions that clarify what the scenario is and lead the guest to his or her own understanding of what someone might feel in this situation.
Interview example Scenario: a student does not do well on a test. Host: How do you feel about your grade on the test? Guest: I am disappointed and mad at myself. Host: What grade did you hope to receive? Guest: At least a C. Host: How does it feel when you're mad? What happens inside you? Guest: I get tense and crabby. Right now, I can't think about anything but that test. Host: Have you felt this way before? Guest: Yes-every time I get a bad grade. Host: What do you say to yourself or think about yourself?