I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
This pack contains a 22 slide PowerPoint, and an accompanying 16-page student booklet.
The lesson covers:
Starter - students review the cinematography of Alien - feedback
Explain past questions - exemplar question included; this will be returned to at the end of the session
**
Style and approach of Scott / how to start the analysis:**
Scott wanted a grimy sense of realism
Short reading activity - Scott explains how he rejected ‘traditional’ cinematographers in favor of new, unknowns - all to increase the realism of the film
**
Analysis Part 1 - The Nostromo (Exterior)**
Dicsussion of techniques used, their effect
Links to social/political contexts are made
Analysis Part 2 - The Nostromo (interior) - workplace of the future
Dicsussion of techniques used, their effect
Analysis of = The Ship, the sleeping/living quarters
Links to social/political contexts are made
Analysis Part 3 - The Death of Brett - in-depth /deep dive analysis
[this task has been designed to help students develop SKILLS, as well as their knowledge and understanding of Alien)
This section will break down each shot of this sequence
Screen the extract
Students (in groups) analyse the camera
Powerpoint then goes through each shot in detail (6 slides of focused analysis)
Assessment:
Exam question
Planning activity
(Optional - set assessment)
This pack has been designed for the updated EDUQAS Film Studies specification; first teaching SEPTEMBER 2023
**
This pack contains 1 52-slide PowerPoint presentation, and an accompanying 23-page student booklet
This lesson has been designed to cover the key social and political contexts surrounding the production of *Alien. *
1 - starter task - students to discuss then share/debate their own readings of the film
**2 - Starter Task 2 **- Students to review their own knowledge of 1970s America - feedback
**CONTEXT: 1970s USA was a time of immense upheaval across all levels of society **
Major social/political issues are listed and discussed
Key social issues relating to the study of the film are highlighted and reinforced here
Discussion about the use of CORPORATIONS as antagonist in 70s/80s ‘liberal science fiction films’ - establishes that Alien was part of larger trend that tapped in to social issues of the time
CONTEXT continued:
GLOBALISATION - defined and discussed
Consequence of GLOBALISATION on the US workforce/economy
Rise of corporations
Union busting / anti-union sentiment and action
Strikes and calls for workers rights dominate the era
Rise of NEOLIBERALISM as a formative force in US society
FILM ANALYSIS
Task - students reflect on their new contextual knowledge; create mind-map of all elements of Alien that link to, comment up or reflect these social issues
Analysis - Part 1 - The Nostromo - Workplace of the Future
Analysis of the film’s opening sequences
Student analysis task
Feedback with students - detailed notes are included in the PowerPoint to help students develop and consolidate their learning
What do the academics say? - a series of quotes from academic papers that reinforce and support our reading of the film
Analysis - Part 2 - Character introduction -
Student scene anlaysis - Breakfast / roles within the organisation
**Identify key themes that are established: **workers pay, exploitation, bonuses, working conditions!
Feedback with students - detailed notes are included in the PowerPoint to help students develop and consolidate their learning
**Character types/roles - **
Several short scenes are chosen and analysed. Extracts from the screenplay are highlighted, with specific links between character dialogue/characterisation and contextual issues studied earlier
Discussion of each crew member; their role and what they represent within the NEOLIBERAL structure of the CORPORATION
Analysis Part 3 - Character types
A discussion and break down of each character’s role on The Nostromo - a look at how each crew member represents a different type of worker
Ripley as ‘the perfect worker’
Analysis Part 4 - The Xenmorph
Xenomorph - scene analysis
Representation of ‘physical emodiment of the Corporation’s greed’
Analysis Part 5 - Ripley
Detailed analysis of Ripley from a feminist perspective - all points linked to contextual issues re: 2nd wave feminism
This pack contains a 36 slide PowerPoint presentation and an accompanying 12-page student booklet
The lesson covers:
Starter - most common crimes in the UK**
** Task: Pick ONE of these crimes and develop strategies to reduce instances of it
**Starter 2 - discussion: what can be done to prevent crimes?**
** Situational Crime Prevention**
Three features of SCP
Ron Clarke
Case study: New York Port Authority Bus Terminal
Displacement
Spatial
Temporal
Target
Tactical
Functional
** Evaluation of Displacement **
Environmental Crime Prevention
Wilson and Kelling: Broken Windows case study - reading task
**
Social and Community Crime Prevention**
Perry Pre-School Report
Evaluation of Social and Community Crime Prevention
Surveillance
Defintion
Two type of surveillance
Sovereign Power
Disciplinary Power
The Panopticon
Evaluation of Michel Foucault
CCTV Cameras
Synopticon
**Acurial Justice and Risk Management **
Feely and Simon
Risk Factors
**Punishment**
Task - pick and crime and discussion 1 - existing punishments, 2 - additional punishments students think are appropriate - this can be developed in to a larger debate about the role of punishment/rehabilitation in society
Two justifications for punishment:
Crime reduction
Retribution
** Funcitonalist view of punishment [overview]
Marxist view of punishment [overview]**
** Imprisonment Today**
Recidivism
** Imprisonment today**
Mass Incarcertation in ther USA
** Transcarceration
Alterantives to prison **
This pack can be used to introduce any DOCUMENATRY module for both Film and Media studies A Level courses.
This pack contains a 40-slide PowerPoint AND an accompanying YouTube video that covers the following topics/content
PART I -
What is a documentary - Student starter task: define ‘documentary’
Discussion of how uses of key elements may differ from narrative film
Student experiences with documentary
Types of Documenaty (task)
Technical conventions of Documentary (task)
True/false / discussion task
Introduction to Bill Nichols and ‘Documentary Modes’
Short research task - students given one ‘mode’ each and then asked to research for 10 mins - feedback to the class
Discussion for each of Nichols’ Modes
Polemic
Expository
Observational
Participatory
Reflexive
Performative
PART II -
John Grieson on what a documentary is
‘Edge of Reality’ - dealing with actuality; the real
Task - comparing the represenation of WWI in narrative film (Paths of Glory) with documentary film (They Shall Never Grow Old)
Slides are included that go through each clip and consolidate the key points
Fictional Actors / Social Actors
PLenary: this is to be added but suggest task is:
Research the documentary that you and your students will be studying for your course - note down:
Documentary mode
Conventions used etc
**This pack is designed for the AQA Paper 1 - Education, Theories, Methods Paper.
This pack contains a 54 slide PowerPoint presentation that covers the following:**
*** Slides 1 - 11 -** Break down of the exam, types of questions students will face and discussion of marks awarded for each question
Slide 12 - PEEEL - how to structure answers to 10 mark questions
*** Slides 14 - 19 -** How to plan and write a ten mark response to the question: **
Outline and explain two ETHICAL problems faced by sociologists using laboratory experiments**
Slides 21 - 23 break down of another 10 mark question RESEARCH METHODS question (unstructured interviews)
Slides 25 - 28 - break down of another 10 marks question RESEARCH METHODS non-Participant Obervations
SLIDES 35 - 54: How to answer 20 mark questions
**20 mark Research Methods question: **
Applying material from ITEM A and your knowledge, evaluate how far different factors may affect sociologists’ choice of research methods [20 marks]
**20 mark Research Methods in Context question: **
Applying material from ITEM B and your knowledge of research methods, evaluate the strengths and limitations of using written questionnaires to investigate working-class educational achievement. [20 marks]
Both 20 mark questions have slides that explain:
how to read and interpret the item
structure of 20 mark responses
Exemplar responses
** The pack also contains a 20 page booklet containing 10 exemplar 10-mark questions (with P.E.E.E.L planning activities for each question.)
**
The booklet also contains 10 20-mark questions with space for essay planning.
** An additional booklet is also attached - this booklet contains a sample response with assessment notes for the questio**n
Applying material from ITEM B and your knowledge of research methods, evaluate the strengths and limitations of using written questionnaires to investigate working-class educational achievement. [20 marks]
**The additional booklet also contains 2 additional RESEARCH METHODS IN CONTEXT questions with planning a tasks. **
This pack contains a 31-slide PowerPoint Presentaiton and accompanying 29 page student booklet
The lesson covers:
Starter task: In pairs, students discuss and reflect upon the design aspects of the film, specifically the Nostromo, and the Alien
Introduce exemplar question that can be set as assingment
Aethetics of Alien
Introduce ‘Metal Hurlant’ magazine and its influence on Scott
Introduce two main designers and their different design philosophies: Ron Cobb (Ship), H.R. Giger (Alien)
Task - what is the function of ‘the monster’ in horror/sci fi films? - example provided, points consolidated
Quick Re-cap of context session task
Establish the aesthetic of Sci-Fi films in the 1970s and show how Alien broke away from establishes tropes
Analysis - The Nostromo
Link mise-en-scene of the ship to meaning/contextual issues
Detailed analysis of the ship
Doors - designed to evoke the Alien’s mouth
Analysis H.R. Giger
Introduction to him/his style
Biomechanical nature of the Alien - “fusion of man and machine”
Case study - the Xenomorth - 1 - phallic symbol, 2 - psycho-sexual imagery of the film - linked to meaning and response
Analysis - The Derelict ship
Vaginal imagery of the film
Analysis - The Chestburster scene
Link to meaning - fear of feminine power, fear and anxieities surrounding gender roles in society at the time
Analysis The Xenomorph -
discussion of *Vagina dentata*
Reading - article then reflection
SUmmary
Plenary -
Essay question set / essay plan included in PowerPoint/booklet
This pack contains a 44 slide PowerPoint presentation and accompanying student booklet.
These lesson is a different style than the other BELIEFS lessons on this shop. However, the content is to the same quality (These are older versions of the lessons - the price is reduced to reflect this)
Lesson 1-
What is Globalisation? re-cap
Task - make a list of all the ways religion has been impacted by globalisation
Religious Fundamentalism
Examples
Characteristics of Religious Fundamentalism
Reading / comprehension activity
Research / potential presentation activity
Students to pick ONE Religious Fundamentalist group and then research the group using the criteria covered on previous slides
Cosmopolitanism
Pilgrims
Converts
Responses to Post Modernity
Resistant Identity
Project identity
Criticism of these view points
ASSESSMENT
10 mark question included
Teacher led planning activity
Peer assessment- Students in pairs to share their responses. Students will then develop/critique/re-write their partners work in an attempt to improve it
The second part of the lesson covers:
Monotheism
Steve Bruce: Fundamentalists:
Fundamentalists in the West
Fundamentalists in the Third World
Secular fundamentalism
Huntington:
Religions and the ‘clash of Civilisations’
Evaluation/Critiques of Huntington
Cultural Defence - examples
Poland
Iran
Religion and Development
God and Globalisation in India
Hinduism
Ultra-nationalism
This pack contains TWO lessons designed for the EDUQAS Film Studies course: Component 2 - Section B- DOCUMENTARY. Focus film: Amy
The lessons cover:
What does ‘filmmakers’ theories’ mean?
Introduction to Kapadia and his style
Analysis task - watch first 15 mins of Senna, and first 15 mins of Amy - what conventions does Kapadia adopt/reject in his approach to documentary?
Kapadia’s narrative film background and his ‘true-fiction’ approach
Research task
Article review to consolidation learning of Kapadia’s ‘filmmakers’ theory’
Lesson 2- Michael Moore
Who is Moore?
How does Moore define his style?
Criticisms of Moore’s style
Analysis - watch first 30 mins (or entire film) of Bowling for Columbine
Students to analyse his film and identify what conventions of documentary he uses/rejects
Detailed PowerPoint slides that explicitly explain each filmmakers unqiue approach, conventions of documentary they use and the ideological nature of their work.
plenary - essay planning and setting activity
Also included:
articles about Moore and Kapadia’s style
Sample responses
Filmmaker profiles for each filmmaker
and more…
This pack contains a 17 page PowerPoint and accompanying student booklet
This PowerPoint offers a basic introduction to the Paper 3 Crime & Deviance paper. The lesson covers:
Break down of Paper 3
this looks at question types, structure of the paper, past paper is included in the PowerPoint and booklet
Past paper activity can be used to drive a Q&A or a ‘deep dive’ with students discussing potential answers to questions so the teacher can assess pre-existing knowledge
Key terms defined: CRIME / DEVIANCE (with examples of each)
Discussion of the distinction between Crime and Deviance
Student led activity / debate - students are presened with SIX questions and are asked to discuss and feedback - this task could be used to guide a debate between groups of students
Consolidation task
students to research, define and provide examples for a list of key terms that will be used througout the module
Booklet - gapped handout, areas to fill in, space for note, all key information is recorded in the booklet
This pack addresses the PRODUCTION CONTEXT of Alien, and it contains: TWO POWERPOINT lessons:
**POWERPOINT 1 - New Hollywood (31 slides)
POWERPOINT 2 - EMERGENCE OF THE BLOCKBUSTER (16 slides)
Both PowerPoint are accompanied by a detailed student booklet
Both PowerPoints are full of images, are animated and have been designed with student engagement in mind (see screenshots for examples)
NEW HOLLYWOOD PowerPoint:**
Starter - Vertigo production context starter task (optional)
KEY TERMS defined
Q&A - Why did the studio system fail? - test student knowledge
NEW World = New Hollywood - history of post-war USA, studios failed to resonate with the public
NEW HOLLYWOOD
How did America change in the 50s/60s?
Counterculture
Studio productions in the 60s - films that failed to resonate with the boomer generation
Rise of New Hollywood
Easy Rider - analysis and feedback task
[detailed notes included on slides]
NARRATIVE CONVENTIONS of New Hollywood
What is an ANTI HERO?
THEMEATIC & STYLISTIC conventions of New Hollywood
Bonnie and Clyde: case study -analysis tasks
[detailed notes included on slides]
CONSOLIDATION:
Short writing task
Suggested: further reading/viewing for students
POWERPOINT 2 - Blockbuster era
STARTER task: re-cap the ways Alien DOES and DOES NOT reflect the New Hollywood of filmmaking
RE=CAP@ contextual issues addressed by Alien
THE RISE OF THE BLOCKBUSTER
Student discussion: view, opinion and thoughts on ‘80s’ cinema
Conventions of the Blockbuster task: watch several trailers; students to identify and discuss conventions of the BLOCKBUSTER
[detailed noted provided]
HIGH CONCEPT cinema
Alien: A film between production modes:
Assessment: detailed essay planning activity
Assessment: Question and essay plan provided
This pack contains a 56-slide PowerPoint and accompanying 25-page student booklet
The pack also contains a 2-page condensed overview of this topic - great exam planning resource!
This lesson covers:
Starter task - questions design to engage debate and dicussion of the topic
Starter task 2 - video short videos that lay out arguments explaining ethnic differences in crime (Akala, Secret Policeman: Racism in the Police)
Ethnicity and Crime
- Victim surveys
types of data produced / limitations
Self-Report Studies
types of data produced / limitations
- Intra-ethnic crimes
Evaluation of both Self Report / Victim surveys
Ethnicity , Racism and the Justice System
Reading tasks - students read short paragraphs and make notes on issues within the Criminal Justice System:
Policing
Stop and Search
Arrests and Cautions
Prosecution and Trials
Convictions and Sentencing
Prisons
Explaining the differences in Offending
Overview of differneces in ethnic offending
Left Realist view
Relative Deprivation
Marginalisation
Subcultures
Critiques of Left Realist View
Neo-Marxist view:
Paul Willis, Paul Gilroy
Gilory - Crimes of Resistance / criminalisation of certain crimes
Stuart Hall - Policing the Crisis
Failure of British Capitalism in the 1970s - ruling class response and criminalisation of certain groups
MOral Panics
Evaluation and critique of Hall's ideas
More Recent Approaches
Neighbourhoods
Ethnicity and Victimisation
Racial victimisation
Case study: Stephen Lawrence
Case study: Anthony Walker
Detail of statistics that show racial victimisation is a significant issues in Britain
Assessment:
30-mark assessment question
The booklet contains gapped sections, note taking and other activities.
There is space in the handout for the assessment; planning activity, copy of moderators report for this question.
This pack contains a 32-slide PowerPoint presentation that covers Quentin Tarantino’s experimental Auteur status [using Pulp Fiction as primary text]
The lesson covers:
Hyper-Real nature of QT’s work
Starter Task: revisit Auteur theory
Discuss exam questions - then introduce exam question this PowerPoint will answer
Group task - mind-map everything you know about QT and his signature style
Feedback - mind-map included within the PowerPoint - run through this with students after their task
optional research task
How to write an introduction to this question
The following signature features of QT’s ouevre are covered:
Subversion of genre / influences
Post Modern approach / narrative
French New Wave - influences (with scene analysis/comparison task)
‘Subversion of realities of social structures’ aka QT’s approach to representation (essay to be read by students then discussed)
More technical features and interior meaning - foot fetishism and representation of women in his films
mise-en-scene
Music
Essay planning acticity
Pack also includes:
Essay discussing QT’s approach to representation
sample essay
This pack contains a 23-slide PowerPoint and a 27-page student booklet.
The lesson covers:
Starter:
Labelling task - students add ‘labels’ to different groups in society
Feedback and discussion
Introducing: Labelling Theory of C&D
Case study: David Lammy: Hoodies - short video of MP D. Lammy discussing the different labels that are applied to him
Who Gets Labelled?
Cicourel [86] - The Negotiation of Justice / Class Bias
examples of class and ethnic bias are presented and can be discussed
The Negotiation of Justice / Class Bias
Case study - discussion of the Racial Disparity In Sentencing study
Students are presented with the findings of the report and are given time to discuss
Effects of Labelling
Primary Deviance
Secondary Deviance
Jock Young - discussion and critique
Deviance Amplification Spiral
'Mods and Rockers' video and feedback task
Reading/consolidation task
Jon Ronson - "So, You've Been Publically Shamed" video and dicusssion
John Braithwaite
Degenerative Shaming
Reinterogative Shaming
Evaluation of Labelling Theory
Booklet - contains several articles, tasks and assessment tasks.
30-mark exam question included and could be set to as homework / used as the basic for a planning/exam skills session.
This pack contains a 59-slide PowerPoitnt presentation and accompanying student booklet
This PowerPoint will take approx 3 lessons / hours and ends with an in class, timed assessment activity
The lessons covers:
Starter - How do students interpret the term ‘experimental’ cinema? - discussion and feedback
Introduce Pulp Fiction as our focus text, reinforce student areas, etc
Show past paper questions - student read questions - Q&A session to address student’s initial concerns
Read and evaluate the ‘Indicative Content’ provided by EDUQAS
Define: Mainstream cinema
Task - students to outline conventions of ‘mainstream’ cinema
Define: Experimental Cinema
Discussion task after definition provided
Students discuss the ways a filmmaker can experiment with film form, approach to ideology and representation
Conventions of Experimental / Post-modern cinema
Intertextuality
Self-referential
Fragmentation of Time and Space
Homage
Pastiche
Parody
Hyper-reality
Non-sequitors
Consoidation task - screen fist 5 minutes from Une Chien Andalou (this can obviously be swapped out for your own examples/texts)
Part II - Starter - re-cap conventions of EXP cinema
Students to work in pairs/groups to find their own examples of the Experimental conventions used in Pulp Fiction (could be set as a homework task)
**
Analysis of Pulp Fiction**
Part 1 - introductions - students are provided with a question ‘In What Ways Can Your Chosen Film be Considered Experimental’?
Key points to include in the introduction to the answer are provided to students/
Explain HIGH ART vs/ LOW ART as a convention of Post modern cinema
Compare a scene from The Wire with a scene from Superfly* - analysis task and feedback ***
This point links to the title card used to open the film
Discussion of ‘Pulp Fiction novels’ and how *Pulp Fiction the film reflects the post-modern approach
Part II - Experimental Techniques
Comparison between ‘Road Wars’ scene from Fast and Furious 7, and the ‘Royale With Cheese’ sequence from PF
Student’s analyse in groups then feedback
Analysis of Butch and Marcellus’ first meeting - task: analysis and feedback - breakdown of all experimental approaches used the in the scene
Part III - Representation
Students asks to discuss their views on representation of race and gender in PF
feedback
Introduce the view that Tarantino’s films subvert industry standard approaches to gender and racial representation
Reading task - read section from book to refinforce and develop this argument
students are encouraged to respond to this view and share their own thoughts on Tarantino’s approach
Examples from PF provided to support student understanding
Assessment - timed assessment. Mark scheme included.
This pack contains ONE PowerPoint presentation and one student booklet
This session is largely students led, hence the price
The PowerPoint covers:
Starter: students discuss their thoughts on the soundtrack/use of sound in Alien [feedback and class discussion]
KEY TERMS: task/re-cap
Students to make list of ajdectives that describe the sound
Short reading activity: define the sound of alien as ‘dread’
Anlaysis scene 1 - The Nostromo {interoir and exterior]
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 2 - TheFace Hugger
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 3 - The Death of Brett
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 4 -Ripley vs. Alien (final escape/chaotic sound)
screen extracts
student group anlaysis
class feedback and note taking
Consolidation:
Reading (two detailed analyses for students to review/annotate)
Guided essay planning activity
Optional assessment included
This pack contains a 51-slide PowerPoint Presentation and an accompanying 50 page student booklet
The lessons covers:
Starter - students to discuss and debate rise of secularism, why religious belief is in decline, etc.
Definitions of Secularisation
**Discussion of basic census data **- introduce the central arguement: secularisation is taking place!
Church attendance in decline - reasons for this, alternative ways to interpret this data
Decline in Baptisms, rise of Bogus Baptism
Task - what others reasons can students think of to explain a decline in church attendance?
Decline in Religious affiliation
The church is losing its influence as a social institution
Decline in number of clergy - “Linda Woodhead”
Steve Bruce - Reinforce the view that secularisation is happening
Explanations of Secularisation
Religious affiliation is in decline / reasons why this is happening are discussed
Growth of Social and Religious diversity undermines the mainstream organisations
**
Max Weber - Rationalisation**
Rationalisation
Desenchantment - Protestant Reformation and Maritn Luther
**
Steve Bruce - Technological World View**
Structural Differentiation
Disengagement
Privatised religion
Social & Cultural Diversity
Reading/comprehension activity for students to complete independently
Feedback / Q&A
Critics of Social and Cultural Diversity
Religious Diversity
Cultural Defence
Cultural Transition
Religion as a focal point for group identity
Secularisation in America
American Way of Life
Religion has become superficial in the USA
Steve Bruce - summary and supporting evidence
Critiques of Secularisation theory
Assessment / Consolidation
in-class quiz (with answers)
10- mark assessment
This lesson is an introduction to the Nature Vs. Nurture debate and has been designed for the AQA specification.
The lessons covers:
Gender Socialisation starter quiz
**Starter tasks **- questions about nature/nuture. This is designed to foster debate and talking point before we explore the debate in more detail
What are genes?
Defining: Nature/Nurture
Student task to expand upon understanding
Arguments in favour of nature: Darwin, Watson
Sociological evidence: Feral Children
Documentary / video links included - tasks to follow screening of short documentary about feral children [Oxana Malaya]
Genetic Evidence: separated twins: The Jim Twins
Nature/Nurture ‘evidence’ task
Essay question - includes question, item and an essay plan.
This pack contains:
49 slide PowerPoint
2 part student booklet
Essay planning booklet / assessment materials
The PowerPoint has been designed to answer the question: “How far does your chosen films reflect its production context?
[20/40]”
The PP covers:
Explanation of ‘Production context’
Starter: students reflect on ‘classica era’ films they have seen
Introduce exam / essay question for this module
Introductions
Case study: The Classical Era
Studio system / The Big Five & Little Three
Vertical Integration / Studio heads control everything!
Scorsese explains the Studio approach (video and task)
The Key signifers of the classical approach: macro and micro elements
Narrative in the Classical era
Protagonists of the CLassical Era
The Hays Code
Analysis task: Angels with Dirty Faces
Analysis of Vertigo: How does it reflect the production context?
Analysis of Ernie’s:
Narrative
Contunity editing
Star System
Orchestral Score
Shooting on a sound stage
Hays Code & Veritgo
The Studio’s attempt to enforce an alternative ending
Hitchcock’s refusal to attach the ending
Decline of the studios / rise of the auteur director as signified by the ending of Vertigo
PLenary:
Detailed essay planning activities
Assessment: students to write a 20-mark response using their plans.
This pack contains a 20-slide PowerPoint presentation and accompanying 7-page student booklet
Lesson
Starter:
Define:
State Crime (examples given, discussing encouraged)
Human Rights (examples given, discussing encouraged)
STATE CRIME:
1 - The Scale of State Crimes
2 - The State is the Source of Law
McLaughlin - Four types of STATE CRIME:
1 - Political Crimes
2 - Crimes by Security Forces and Police
3 - Economic Crimes
4 - Social and Cultural Crimes
Group Presentation tasks:
Students to research a pre-scribed example of a state crime
They are given lesson time to research the topic and then create a presentation - presentations to be delivered AFTER rest of this session has been delivered
Defining STATE CRIMES:
Domestic Law (Chambliss) - with examples)
Social Harms [Michalowski] - (with examples)
Zemiology - (with examples)
ARE THESE STATE CRIMES - task
International Law [Rothe and Millins]
HUMAN RIGHTS
definition re-cap from starter
Human Rights include:
1 - Natural Rights
2 - Civil Rights
Cohen and a discussion of Natural / Civil Rights
Discussion of the Irish Famine
Plenary - students to present their presentations. Class to make notes on:
Why and how do large numbers of normally law-abiding citizens become involved in atrocities?
This pack contains a 24 question quiz that tests student knowledge of DEMOGRAPHY.
The quiz is scored out of 37 points and is perfect for use as a starter task and/or plenary task.
Included:
QUIZ
Answer sheet