Respect
Theme: Getting to Know You Film: Remember the Titans (PG) 2:17
There are many kinds of pioneers. This movie tells the tale of one such pioneer and the football players whose lives he helped transform. Based on a true story in the 1970s, an African American coach at a newly integrated high school must help his players not only win but, more importantly, look beyond appearances and see each other in new ways.
This 2000 film from Walt Disney Pictures is directed by Boaz Yakin and written by Gregory Allen Howard. It is produced by Jerry Bruckheimer and Chad Oman and stars Denzel Washington, Will Palton, Wood Harris, Ryan Hurst, Donald Faison, Craig Kirkwood, Ethan Suplee, Kip Pardue, and Ryan Gosling.
Teaser Question: How can you teach people to respect each other?
Going Deeper: What divisions do you see around you: black/white, in-crowd/out-crowd, etc? How can you overcome those divisions?
Making Choices: You are hanging out with a group of friends. One of your friends tells a racist joke. What do you do?
“Do unto others as you would have them do unto you.” —The Golden Rule
“We must learn to live together as brothers, or perish together as fools." —Martin Luther King Jr.
"Just because we are integrated does not mean we are not segregated." ---Eastern Guilford High School Student (Gibsonville, NC)
There are many kinds of pioneers. This movie tells the tale of one such pioneer and the football players whose lives he helped transform. Based on a true story in the 1970s, an African American coach at a newly integrated high school must help his players not only win but, more importantly, look beyond appearances and see each other in new ways.
This 2000 film from Walt Disney Pictures is directed by Boaz Yakin and written by Gregory Allen Howard. It is produced by Jerry Bruckheimer and Chad Oman and stars Denzel Washington, Will Palton, Wood Harris, Ryan Hurst, Donald Faison, Craig Kirkwood, Ethan Suplee, Kip Pardue, and Ryan Gosling.
Teaser Question: How can you teach people to respect each other?
Going Deeper: What divisions do you see around you: black/white, in-crowd/out-crowd, etc? How can you overcome those divisions?
Making Choices: You are hanging out with a group of friends. One of your friends tells a racist joke. What do you do?
“Do unto others as you would have them do unto you.” —The Golden Rule
“We must learn to live together as brothers, or perish together as fools." —Martin Luther King Jr.
"Just because we are integrated does not mean we are not segregated." ---Eastern Guilford High School Student (Gibsonville, NC)
Theme: Earning the Right to Lead Film: Babe (G) 3:29
When an orphaned piglet finds itself on a farm with a Collie for an adopted mother and a nervous duck for a friend, the adventures, and the lessons, begin. Even as the pig Babe helps a lonely farmer learn how to think in new ways, so an elderly sheep teaches Babe a thing or two about gaining respect by showing respect.
This 1995 film from MCA/Universal Pictures is directed by Chris Noonan and written by Dick King-Smith, George Miller and Chris Noonan. It is produced by Bill Miller, George Miller, and Doug Mitchell and stars Christine Cavana, Miriam Margolyes, Hugo Weaving, James Cronwell, Miriam Flynn, Evelyn Krape and Roscoe Lee Brown.
Teaser Question: How can a leader gain respect?
Going Deeper: When have you seen a person exemplify bad leadership? How easy is it to respect that person? How can they regain respect?
Making Choices: Your friend has been trying to make friends with the popular crowd. He joins them in making fun of the new kid. What do you do?
“All of the great leaders have had one characteristic in common: it was the willingness to confront unequivocally the major anxiety of their people in their time. This, and not much else, is the essence of leadership.” —John Kenneth Galbreath
“Education is the ability to listen to almost anything without losing your temper or your self-confidence." —Robert Frost
When an orphaned piglet finds itself on a farm with a Collie for an adopted mother and a nervous duck for a friend, the adventures, and the lessons, begin. Even as the pig Babe helps a lonely farmer learn how to think in new ways, so an elderly sheep teaches Babe a thing or two about gaining respect by showing respect.
This 1995 film from MCA/Universal Pictures is directed by Chris Noonan and written by Dick King-Smith, George Miller and Chris Noonan. It is produced by Bill Miller, George Miller, and Doug Mitchell and stars Christine Cavana, Miriam Margolyes, Hugo Weaving, James Cronwell, Miriam Flynn, Evelyn Krape and Roscoe Lee Brown.
Teaser Question: How can a leader gain respect?
Going Deeper: When have you seen a person exemplify bad leadership? How easy is it to respect that person? How can they regain respect?
Making Choices: Your friend has been trying to make friends with the popular crowd. He joins them in making fun of the new kid. What do you do?
“All of the great leaders have had one characteristic in common: it was the willingness to confront unequivocally the major anxiety of their people in their time. This, and not much else, is the essence of leadership.” —John Kenneth Galbreath
“Education is the ability to listen to almost anything without losing your temper or your self-confidence." —Robert Frost
Theme: Fitting In Film: X-Men (PG-13) 3:15
Do you ever feel like you don't fit in? Try being a mutant! Feared and hated by the very people they protect and defend, the students of Charles Xavier's School for Gifted Youngsters fight their evil counterparts as the X-Men, as they live and learn in the one place where they feel safe and respected.
Teaser Question: Why do people treat those who are different unkindly?
Going Deeper: Have people ever looked down on you because of how you looked or acted? Have you ever treated someone unkindly because of how they looked or acted?
Making Choices: You see someone you don't know being bullied by three people who are bigger and stronger than you are. What do you do?
“Cheirish forever what makes you unique, 'cuz you're really a yawn if goes." —Bette Midler
“If you want to be respected by others the great thing is to respect yourself. Only by that, only by self-respect will you compel others to respect you." —Fyodor Dostoyevsky
Do you ever feel like you don't fit in? Try being a mutant! Feared and hated by the very people they protect and defend, the students of Charles Xavier's School for Gifted Youngsters fight their evil counterparts as the X-Men, as they live and learn in the one place where they feel safe and respected.
Teaser Question: Why do people treat those who are different unkindly?
Going Deeper: Have people ever looked down on you because of how you looked or acted? Have you ever treated someone unkindly because of how they looked or acted?
Making Choices: You see someone you don't know being bullied by three people who are bigger and stronger than you are. What do you do?
“Cheirish forever what makes you unique, 'cuz you're really a yawn if goes." —Bette Midler
“If you want to be respected by others the great thing is to respect yourself. Only by that, only by self-respect will you compel others to respect you." —Fyodor Dostoyevsky
Theme: Self-Respect Film: Boundin' (NA) 4:42
Out on a desert plain not so long ago, a wise Jackalope happens upon a down in the dumps sheep. He has lost his once magnificient woolly exterior and feels ashamed to be seen in a hairless state. In time, the sheep will sheep will respect himself again, thanks to the Jackalope's wise counsel.
This 2003 animated short film from Pixar is directed by Bud Luckey and Roger Gould and written by Bud Luckey. It is produced by John Lasseter and Osnat Shurer and feature the voice of Bud Luckey
Teaser Question: How important is self-respect? Why?
Going Deeper: How do others repsond to you when you don't feel good about yourself? What does it take to regain a sense of your own worth?
Making Choices: A friend of yours develops acne and is embarrassed to be seen at school. How can you help this person?
“We are all something, but none of us are everything." —Blaise Pascal
“No one can ever make you feel inferior without your consent." —Eleanor Roosevelt
Out on a desert plain not so long ago, a wise Jackalope happens upon a down in the dumps sheep. He has lost his once magnificient woolly exterior and feels ashamed to be seen in a hairless state. In time, the sheep will sheep will respect himself again, thanks to the Jackalope's wise counsel.
This 2003 animated short film from Pixar is directed by Bud Luckey and Roger Gould and written by Bud Luckey. It is produced by John Lasseter and Osnat Shurer and feature the voice of Bud Luckey
Teaser Question: How important is self-respect? Why?
Going Deeper: How do others repsond to you when you don't feel good about yourself? What does it take to regain a sense of your own worth?
Making Choices: A friend of yours develops acne and is embarrassed to be seen at school. How can you help this person?
“We are all something, but none of us are everything." —Blaise Pascal
“No one can ever make you feel inferior without your consent." —Eleanor Roosevelt
Moving Students to Reflection and Action:
Keeping a Journal
As a homework assignment or in a class activity, the students write two entries into their journal under the heading of "Respect" answering the following questions:
1. Of all the examples of respect demonstrated in the clips, which was your favorite? Why?
2. Write about a time when you have shown respect to others in your life.
3. Write about a time when you have shown your respect.
4. Write about a time when you disrespected others.
5. Write about a time when you disrespected yourself.
Activity 1: "In Group/Out Group"
Performance Objective:
The learner will experience both respect and disrespect in a game and reflect on the experience through group discussion
Materials Needed:
A simple paper crown.
Teacher Instructions:
Tell students they are about to play a game, and that everything that happens after the start of the game is part of the game.
Then say. "The game begins now."
Divide the class into two groups: those who are wearing the color red somewhere on their clothes and those without red on their clothes.
(Note: If there are not enough children wearing red to make up about 1/4 to 1/3 of the class, pick some other surface feature that will make up two groups - like those who wear another color, those who wear glasses, etc.)
Instruct those students wearing red to go to a corner of the classroom, stand there and wait without talking.
If anyone talks, gently remind them they are to be quiet and say, "Anyone who wears red seems to have trouble being quiet."
Then take the students who were not wearing read and play a simple game with them ("Hangman", "Simon Says," etc.)
After a short time, tell the students who do not have on red to go to the corner and remain quiet.
Say to the students wearing red, "Those who wear red are special people. Who is wearing the most red?"
Give the paper crown to the student wearing the most red (or to the students with the biggest glasses, or the most whatever you choose, etc.)
Then declare, "The game is over."
Lead a whole group discussion focusing in on the feeling of the "out" group. You might ask, "What was it like to be treated a certain way just because you were wearing certain clothes? What was it like to be left out of the game? What was it like to have one person get the most attention from the teacher just because of something on the surface?"
Break the class in to triads to come up with examples of the way we disrespect people based on surface things like clothes or skin color or hair style. You can have the students share these examples with the whole group or have the students write them down and hand them in.
Activity 2: Debate
Performance Objective:
Students will learn to analyze a situation in terms of respect and to articulate a position in a debate.
Materials Needed:
Paper, pencil
Teacher Instructions:
Divide the class into two groups and announce that the class will hole a debate about the following situation:
"A young man goes into a store to apply for a job as a sales clerk. The man doing the interview notices the young man is wearing a T-shirt and his jeans are dirty and torn. It looks like he has not washed his face or combed his hair recently. the young man seems very qualified for the job, but the interviewer decides no to give the young man the job because of how he looks."
One group will give reasons to support the following statement: "The interviewer showed disrespect for the young man." The other group will give reasons to support the following statement: "The young man showed disrespect for the job by wearing dirty, torn clothes and not combing his hair."
Activity 3: Respect and Disrespect in the School
Performance Objective:
Students will learn to recognize respect and disrespect in their school and reflect on their observations through the group discussion.
Materials Needed:
Paper, pencil
Teacher Instructions:
Divide the class into triads. Each group will come up with as many examples as possible of respect they have seen demonstrated in school, and then as many examples as possible of disrespect they have seen in school.
After about five minutes of brainstorming, the triads will take their lists to another triad and trade on example of respect for one example of disrespect.
The teacher will ask each triad to share with the whole group either one example of respect or one example of disrespect that another group gave them.
Optional Teaching Strategies:
Set up a "mock trial" for those characters in the clips who demonstrated disrespect. The prosecutor presents a case designed to prove the characters' disrespect to a jury of their peers.
Students write a modern song or rap as a theme song for one of the clips demonstrating a clear message of respect.
Students make a list of the character traits they most admire about each of their classmates.
Involve students in peer mediation to solve conflicts.
Multiple Intelligences Addressed:
Verbal-Linguistic Interpersonal
Visual-Spacial Intrapersonal
Logical-Mathematical
As a homework assignment or in a class activity, the students write two entries into their journal under the heading of "Respect" answering the following questions:
1. Of all the examples of respect demonstrated in the clips, which was your favorite? Why?
2. Write about a time when you have shown respect to others in your life.
3. Write about a time when you have shown your respect.
4. Write about a time when you disrespected others.
5. Write about a time when you disrespected yourself.
Activity 1: "In Group/Out Group"
Performance Objective:
The learner will experience both respect and disrespect in a game and reflect on the experience through group discussion
Materials Needed:
A simple paper crown.
Teacher Instructions:
Tell students they are about to play a game, and that everything that happens after the start of the game is part of the game.
Then say. "The game begins now."
Divide the class into two groups: those who are wearing the color red somewhere on their clothes and those without red on their clothes.
(Note: If there are not enough children wearing red to make up about 1/4 to 1/3 of the class, pick some other surface feature that will make up two groups - like those who wear another color, those who wear glasses, etc.)
Instruct those students wearing red to go to a corner of the classroom, stand there and wait without talking.
If anyone talks, gently remind them they are to be quiet and say, "Anyone who wears red seems to have trouble being quiet."
Then take the students who were not wearing read and play a simple game with them ("Hangman", "Simon Says," etc.)
After a short time, tell the students who do not have on red to go to the corner and remain quiet.
Say to the students wearing red, "Those who wear red are special people. Who is wearing the most red?"
Give the paper crown to the student wearing the most red (or to the students with the biggest glasses, or the most whatever you choose, etc.)
Then declare, "The game is over."
Lead a whole group discussion focusing in on the feeling of the "out" group. You might ask, "What was it like to be treated a certain way just because you were wearing certain clothes? What was it like to be left out of the game? What was it like to have one person get the most attention from the teacher just because of something on the surface?"
Break the class in to triads to come up with examples of the way we disrespect people based on surface things like clothes or skin color or hair style. You can have the students share these examples with the whole group or have the students write them down and hand them in.
Activity 2: Debate
Performance Objective:
Students will learn to analyze a situation in terms of respect and to articulate a position in a debate.
Materials Needed:
Paper, pencil
Teacher Instructions:
Divide the class into two groups and announce that the class will hole a debate about the following situation:
"A young man goes into a store to apply for a job as a sales clerk. The man doing the interview notices the young man is wearing a T-shirt and his jeans are dirty and torn. It looks like he has not washed his face or combed his hair recently. the young man seems very qualified for the job, but the interviewer decides no to give the young man the job because of how he looks."
One group will give reasons to support the following statement: "The interviewer showed disrespect for the young man." The other group will give reasons to support the following statement: "The young man showed disrespect for the job by wearing dirty, torn clothes and not combing his hair."
Activity 3: Respect and Disrespect in the School
Performance Objective:
Students will learn to recognize respect and disrespect in their school and reflect on their observations through the group discussion.
Materials Needed:
Paper, pencil
Teacher Instructions:
Divide the class into triads. Each group will come up with as many examples as possible of respect they have seen demonstrated in school, and then as many examples as possible of disrespect they have seen in school.
After about five minutes of brainstorming, the triads will take their lists to another triad and trade on example of respect for one example of disrespect.
The teacher will ask each triad to share with the whole group either one example of respect or one example of disrespect that another group gave them.
Optional Teaching Strategies:
Set up a "mock trial" for those characters in the clips who demonstrated disrespect. The prosecutor presents a case designed to prove the characters' disrespect to a jury of their peers.
Students write a modern song or rap as a theme song for one of the clips demonstrating a clear message of respect.
Students make a list of the character traits they most admire about each of their classmates.
Involve students in peer mediation to solve conflicts.
Multiple Intelligences Addressed:
Verbal-Linguistic Interpersonal
Visual-Spacial Intrapersonal
Logical-Mathematical