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Bread and Circuses: the Power of Negative EntertainmentKaren Lail and Jennifer Sullivan

Lesson #1 The Power of the BystanderLesson #2 The Power of the ViewerLesson #3 The Power of the CrowdLesson #4 The Power to ACT

Warning: This session is for motivated, civic-minded citizens who are willing to alter the course of history. Imagine it is your assignment to study the past in order to change the future. You are

to use your "power" to investigate the lives of people of ancient Rome and analyze Suzanne Collins' novel The Hunger Games to alter future perspectives on entertainment. It is your duty to make this change; are you ready for this challenge? Participants must read The Hunger Games

before the first day of camp.

UNIT ESSENTIAL QUESTION

How can our youth move beyond the poor choices of popular entertainment and promote positive role models and high aspirations for personal success?

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CONTENT RESEARCH PAPER

Bread and Circuses: The Power of Negative Entertainment

Suzanne Collins, contemporary young adult author, said it best with the quote “Happy Hunger

Games! And may the odds be ever in your favor (p.19).” Within this expression lies the idea that

negative entertainment has always played a significant part in the daily lives of history’s citizens

or bystanders. Ancient Rome and fictional Hunger Games capitol “Panem” are not very

different. It is from the realms of olden Roman civilization that “bread and circuses” was

developed and mimicked as a means to negatively entertain, control, or evoke power over the

population. Looking to ancient Rome, a dystopian future in The Hunger Games, and the high

ratings of reality television shows in present day America, one may note that human society has

been affected by negative entertainment. This lure, for the bystander, has evolved to “diffusion

of responsibility” and bullying (Darley, 1968).

This psychological condition, known as the bystander effect, can be seen in Ancient Rome,

Panem , and reality television. This mind frame “suggests that diffusion of responsibility derives

not simply from apathetic or alienating dispositions, but from the bystander’s response to other

observers’ indifference to an emergency situation” (Desoto, 2013). This lack of compassion is

becoming more of a widely accepted practice and has been attributed to negative entertainment,

whether televised or live.

In Gentile and Sesmas article “Developmental Approaches to Understanding Media Effects

on Individuals,” research states that “at least four effects of watching multiple hours of violent

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media have been noted.” These effects have been labeled as the following: aggressor effect,

victim effect, bystander effect, and appetite effect” (Donnerstein, et al, 1994). The bystander

effect describes how children and adults who watch a lot of violent entertainment tend to adjust

to gradually increasing amounts of violence, thereby becoming desensitized, more callous, and

less sympathetic to victims of violence (both in the media and in real life) (Gentile, et al, 2003).

Documented in many studies, women were labeled under the victim effect, unlike men who

were placed in the “aggressor, bystander, and appetite effects.” Not every person is affected the

same way by negative entertainment, but it is clear that the viewer learns “patterns of behavior”

from “various proximal and distal sources of influence.” This statement proves that “it is likely

that everyone will be affected by violent media in some way” (Gentile, et al, 2003).

One of the first noted fascinations with negative media began at the funeral of an aristocrat,

Junius Brutus, in 264 B.C. Slaves were ordered to fight to the death, revitalizing a custom

inspired by the Etruscans. The Etruscans preceded and then overlapped the Romans in the area

around what is now Tuscany. They believed human sacrifice offered at funerals pleased the

gods. The adoption of this deadly practice is one of many customs the Romans took from the

Etruscans (Hanel, 2008, p. 6-8).

Soon it gained popularity and rich citizens began staging funeral fights. Thus, the gladiatorial

games began. Noblemen ranking from dignitaries to emperors recognized the value of gladiator

games. They gained support and admiration by sponsoring lavish spectacles for the population

who enjoyed and appreciated free entertainment. Most gladiators were slaves, prisoners, and

criminals, but sometimes noblemen appeared as gladiators, thrilling the plebeians with their

exhibition fights. The noblemen were excused from fighting to the death. Women appeared as

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gladiators but apparently offended Roman sensibilities; they were banned from competing in

A.D. 200 (Watkins, 1997, p. 11-13). Fight schools opened to train gladiators, and those

exceptional fighters who survived the arenas vied for teaching positions in the schools (Hanel,

2008, p. 12).

The Roman public, or bystander, was not compassionate. Very few fighters were granted a

missus or raised thumb, allowing them to leave the arena alive. Instead, the crowd often would

shout “Iugula” or “kill him” (Hanel, 2008, p. 24-26). Often, these bystanders controlled the fate

of the victim. Over time the games grew more violent; Roman society embraced war.

Bystanders were believed to lose their sensitivity from watching the bloodshed, making them

hardened for battle (Nagle, 2007, p. 206). However, a mob mentality seemed to take over during

the games. Violent mobs empowered by events are seen throughout history. The acts of the

mob and the bystanders, who allowed the injustice to take place, can be seen in not only the

ancient past but in the 1992 beating of Reginald Denny during the Los Angeles riots or the 2001

soccer riot in Ghana that claimed 138 lives. Urban development, poverty, and mass gatherings

often lead to negatively energized environments.

Furthermore, research proves that worldwide audiences respond and relish negative

entertainment. In the article “Reality Bites,” networks have acknowledged that media creates a

side of human nature that is “uncomfortable.” “The part, when unrestrained, is insatiable. It

constantly wants more.” A sense of validation is felt when the viewers, or bystanders, watch

other people participate in cruel and selfish deeds on public television. These viewers see the

actors/actresses doing things “they themselves are doing, or wishing they could do,” creating that

sense of justification. Standards are lowered to satisfy the viewer and entertainment corporations

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comply for the sake of profit (Stepp, et al, 2002). It seems that these ideals were evident in

ancient Rome and in modern day literary pieces like The Hunger Games.

In addition, New York Times reporter Bill Carter in “Tired of Reality TV, but Still Tuning In”

has written that although viewers admit reality television is “overdone,” ratings are much higher

than scripted television. The economic benefits from these forms of entertainment show they

cost less to produce but command high-dollar commercial slots highlighting how the viewing

choices of the American population fuel the continued production of reality television (Carter,

2010).

Writing “Popular culture: Reality TV is NOT Reality” for Psychology Today, Jim Taylor,

Ph.D., shares that if people really did not prefer these shows they would be canceled due to low

ratings. However, that “would be like driving by a horrendous car wreck and having the strength

to not look at the carnage.” Reality shows promote becoming rich and famous through amoral

behavior. Taylor feels that viewers, or bystanders, enjoy reality television because contestants

fail “ in the most humiliating ways” (2011).

Negative entertainment has, from centuries past, appealed to the viewer. From ancient Rome,

to modern reality shows and contemporary novels like The Hunger Games, the viewer, or

bystander, has immersed themselves in the cruelties and disturbances once frowned upon. It has

been stated that “we don’t really know how we’d act until the moment is upon us. Sadly, the

science says we’re more likely to do nothing than respond” (Nocera, 2012).

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References

Carter, B. (2010, September 13). Tired of reality tv, but still tuning in. The new york times.

Retrieved from http://www.nytimes.com/2010/09/13/business/media/13reality.html?_r=0

Collins, S. (2008). The hunger games. New York: Scholastic Press.

Darley, J. M. ,& Latané, B. (1968). Bystander intervention in emergencies: Diffusion

of responsibility. Journal of Personality and Social Psychology 8, 377-383.

Desoto, K. (2013). The Political Bystander Effect: Evidence for Further Investigation. Online

publication of undergraduate studies. Retrieved from

http://steinhardt.nyu.edu/opus/issues/2010/fall/political_bystander_effect

Donnerstein, E. Slaby, R., & Eron, L.D. (1994). Mass Media Violence. In L.D. Eron, J.H.

Gentry, & P. Schlegel (Eds.) (1994). Reason to hope: A psychosocial perspective on

violence and youth. Washington, DC: American Psychological Association.

Gentile, D.A. & Jr. Sesma, Arturo.(2003, 16 October) Developmental approaches to

understanding media effects on individuals. Retrieved from

http://www.psychology.iastate.edu/~dgentile/106027_02.pdf

Hanel, R. (2008). Gladiators: fearsome fighters. Mankato, MN: Creative Education.

Nagel, D. B. (2007). Gladiator. In World Book Encyclopedia (Vol. 8, p. 206). Chicago: World

Book, Inc.

Nocera, Joe. (2012, December 7). It’s hard to be a hero. The New York Times. Retrieved from

http://www.nytimes.com/2012/12/08/opinion/nocera-its-hard-to-be-a-hero.html?_r=0

Stepp, E., & Welch, B. (2002). Reality Bites. Insights and New Horizons: Vision, Spring.

http://www.vision.org/visionmedia/article.aspx?id=877

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Taylor, J. M. (2011). Popular culture: Reality tv is not reality. Psychology Today. Retrieved from

http://www.psychologytoday.com/blog/the-power-prime/201101/popular-culture-reality-

tv-is-not-reality

Watkins, R. (1997). Gladiator. Boston: Houghton Mifflin Company.

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CONNECTION TO THE THEME

In the Bread and Circuses unit POWER can be defined through the goal of emPOWERment.

First, students need to be given the power or the ability to act to properly analyze, explain,

evaluate and support a topic. Once they understand the topic, empowerment may take place.

The effects of negative entertainment from the past, present and predicted future will be

examined to allow students to make up their own minds about what is best for society and how

they can enact change.

Dictionary sources like Merriam-Webster and thesaurus.net list synonyms for empowerment

that include affirmation, validation, and approval. Students, with knowledge and higher-level

thinking skills, will reach a point in which they are empowered to work to solve a real world

problem. The real-world problem is how to learn to counteract the power of negativity in our

society.

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TECHNOLOGY INTEGRATION

Several forms of technology will be introduced, reviewed, and utilized in the unit Bread and

Circuses: The Power of Negative Entertainment. Integrating technology in this camp unit will

enrich the experiences of the camp participants and lead them beyond being mere consumers.

This unit will inspire them to produce original content. Campers will collaborate to think

critically, make decisions, and work to solve the real-world problem of the negative impact of

reality television.

Day one will introduce our real-world problem. Many people believe that by studying

human history, mistakes may be averted in the future. We will begin our study of negative

entertainment with ancient Rome and the gladiatorial games. Students will be asked to view

French artist Jean-Leon Gerome's painting Pollice Verso (Thumbs Down), 1872,

http://blogs.getty.edu/iris/thumbs-up-or-thumbs-down-looking-at-gerome%E2%80%99s-pollice-

verso. By analyzing this artwork camp participants will be using visual thinking strategies (VTS)

http://www.vtshome.org to encourage careful observation and dialogue. Reenactments of

gladiatorial fights found on teachertube.com and www.pbs.org will be viewed and discussed. As

a group we will look at a few parts of the online interactive book, You Wouldn’t Want to Be a

Gladiator http://www.salariya.com/web_books/gladiator/. The group project will entail making a

public service message to try and educate other students about the power of negative thoughts,

speech and actions. Students will begin to work with Kids’ Vid

http://kidsvid.4teachers.org/index.shtml learning how to make a storyboard and beginning to

write their scripts. Each day a different aspect will be added to the message as clips address

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negative interactions (entertainment) from the past, present (reality TV) and possible future (The

Hunger Games). Day two will add filming and editing as students will be assisted by the

teachers, but will take ownership in the project. Students will have access to Flip cameras,

tablets, and laptops each day.

Also, throughout the week we will incorporate positive media in the lessons and activities.

By viewing Vista for Learning’s http://www.nextvista.org/carry-someones-problems Carry

Someone’s Problems camp participants will note how young people in any society can make a

difference. Each day campers will give feedback to instructors and continue the dialogue with

each other in a blog. Students will answer a specific question about the lesson of the day and

then have an opportunity to continue the conversation.

The technology has been selected to give a variety of perspectives to promote positive

thinking and communication. The power this insight will give to these young people will be

shared through their final product, the public service announcement. This announcement will

include music (example: Jamendo) and will be scripted, filmed, and edited by the students

guided by Kids’ Vid and produced with Windows Movie Maker.

Finally, we are working on getting a guest speaker to discuss the power of theatre via Skype.

Skype is a wonderful alternative to having a face-to-face visit. Student learning can be greatly

enriched by meeting authors, experts, and performers but these visits can be expensive (travel,

hotel, speaking fee, etc…). Using Skype, students may have a group video phone call with

anyone around the world. Our guest speaker still is to be determined, but we are planning on

using this service for this experience. The speaker will be a person involved with theatre and

will discuss the power of performance. This will enhance the PSA as students will be writing

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scripts from different points of view and acting out scenarios that demonstrate bullying, the

bystander effect, and the power of positive actions.

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CONTENT OUTLINE

Thesis: Looking to ancient Rome, a dystopian future in The Hunger Games, and the high ratings

of reality television shows in present day America one may note that human society has a

compelling need for negative entertainment, leading to a “diffusion of responsibility” and

bullying.

I. Psychological condition

A. Indifference of the observer

B. Attributed to negative entertainment

II. Four effects

A. Aggressor effect

1. Meaner

2. More aggressive

3. More violent

B. Victim effect

1. View the world as a scarier place

2. Viewers become more scared

3. Use more self-protective behaviors

a. carrying guns to school

C. Bystander effect

1. Watchers of violent entertainment

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2. Habitual

3. Desensitized

4. Callous

5. Less sympathetic to victims of violence

D. Appetite effect

1. “ The more one watches, the more one wants to watch.”

III. Male/Female

A. Women are associated with the victim effect.

B. Men are associated with the aggressor, bystander, and appetite effect.

C. Not everyone is the same.

D. Everyone will be affected some way by watching violent media.

IV. Ancient Rome

A. Fascination at a Funeral

1. Junius Brutus, 264 BC

a. Etruscans

b. Human sacrifice

2. Stolen customs

a. Funeral fights

b. Other influences

B. Gladitoral Games

1. Value

2. Fight schools

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C. Roman Public

1. Mitte!

a. Raised thumb - “Let him go.”

2. Iugula

a. Thumb down - “Kill him”

3. Lack of sensitivity

a. Violence hardens bystanders

D. Mob Mentality

1. 1992 Reginald Denny

2. 2001 Ghana Soccer Riot

3. The Herd Mentality – A. Expected events or situations may include: sports events, concerts, elections, dire situations (looting after Hurricane Katrina), gangs, demonstrations, minimal access to relief supplies, and extreme sales at stores.B. Expected reasons may be: group size, anonymity, losing self-awareness/fewer social inhibitions, pressures to conform, aroused emotions, surrounded by like-minded people, antisocial, poor family relationships, selfishness, competitiveness, panic, hysteria, and willingness to engage in dangerous behavior.

V. Reality Television

A. Audience relishes negative entertainment

1. Uncomfortable but insatiable

2. Sense of validation

B. Profit

1. Higher ratings

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2. Advertising

VI. Our Reality

A. Effects of negative entertainment

B. Counteracting negative thoughts and behavior

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Lesson #1: The Power of the Bystander

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEAfter this lesson students will be able to recognize the bystander effect in entertainment and in their personal lives.

POINT TO PONDERIt is easier and safer to ignore a stranger’s condition than to help him or her?

ESSENTIAL QUESTION How do humans contribute to negative group behavior?

CONTENTOutline the content you will teach in this lesson.

Thesis: Looking to ancient Rome, a dystopian future in the HG, and the high ratings of reality television shows in present day America one may note that human society has a compelling need for negative entertainment, leading to a “diffusion of responsibility” and bullying.I. Psychological condition A. Indifference of the observer B. Negative Entertainment. 1. cause 2. effectII. Four Effects

A Bystander Effect 1. Watchers of violent entertainment 2. Desensitized 3. Callous 4. Less sympathetic

(Donnerstein, et al, 1994, pgs 4,5)

II. PLANNING: KNOW / UNDERSTAND / DO

What 3 items are worth knowing?(Think about the content you have selected. What is important for students to KNOW?)

After the lesson,Students will KNOW the definition of bystander effect.

Students will KNOW many studies have been done documenting the bystander effect.

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Students will KNOW that gladiatorial games were one of the first forms of mass negative entertainment.

What are the enduring understandings that students should take away from the lesson?(Define the BIG Ideas.)

After the lesson,Students will UNDERSTAND why people in any circumstance may choose to be bystanders.

Students will UNDERSTAND that viewing certain negative behaviors can lessen empathy towards others.

Students will UNDERSTAND that throughout history negative entertainment, propaganda, and media contribute to bullying and bystander behavior.

What 3 items are important for students to be able to DO?(Define what students should be able to DO as a result of your lesson.)

After the lesson,Students should be able to react to situations with more understanding.

Students should be able to be more aware of their surroundings.

Students should be able to use their voice to make a difference.

III. PLANNING

HOOKDescribe how you will grab students’ attention at the beginning of the lesson. Be CREATIVE.

(5 min.) Show video of the Bystander Effect. http://www.youtube.com/watch?v=pMfNGG-pTzc (00:00-4:27. Discuss.

INSTRUCTIONExplain Step-by-step what you will do in this lesson.

TIME: 40 minutes1. Introductions

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http://www.youtube.com/watch?v=pMfNGG-pTzc

Include ALL support and teaching materials with your unit.

2. In your own words, write in your journals 1) What is the Bystander Effect? 2) Why is studying the Bystander Effect important? 3) Why should we make a difference? 4) Do we have the POWER to make a difference?

3. Is the Bystander Effect evident in entertainment? Have each student name one reality T.V. show. Write them on the large whiteboard. Students should have a 1-2 minute conversation with a partner to consider whether the shows they mentioned have anything in common with the Bystander Effect. Ask for volunteers to share their thoughts.

4. Give students a copy of The Hunger Games by Suzanne Collins. Put them in groups of two. Have them turn to pp. 59-60 and find words that describe the Capital and its citizens. Students will write those words on small dry erase boards. When finished, students should flip boards to show the other groups their answers. Groups should read pp. 20-24 and 238-239 and compare and contrast the reaction of the crowd at the reaping (pp. 20-24) and the reaction to the death of Rue (pp. 238-239). Groups will write answers on large sheets of paper and one member per group will present their responses.

5. Students will see a clip about the Bystander Effect http://tefltecher.wordpress.com/2010/11/29/the-bystander-effect

b. Give students slips of paper indicating which person in the video they are to become and a question to answer. 1) Peter – ill in London a) How are people responding to your illness? Describe their actions. b) What happened when Peter went back with new clothes? What was the response time? What differences did you notice in the way people interacted with him? 2) Ruth – ill in London a) What are the people around you doing? b) What do they believe is the best way to handle your situation? c) What happens when one person steps in? d) How did the woman interview seem insincere?

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http://tefltecher.wordpress.com/2010/11/29/the-bystander-effect

http://tefltecher.wordpress.com/2010/11/29/the-bystander-effect

c. Share answers.

6. Question to talk about: Do the Bystander Effect and bullying have anything in common?

ASSESSMENT

(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME: 15 minutes1. Discuss thought “POWER to make a difference”

2. Learning to make the difference through PSA

3. What is a PSA?Teacher resource: http://www.readwritethink.org/parent-afterschool-resources/activities-projects/mytube-make-video-public-30157.html Use – Bullying PSA athttps://www.youtube.com/watch?v=4xw1bHe5iPw&playnext=1&list=PLYOBV3fdHUJmoHfxoqQPAu3veC4FXx7yb&feature=results_main

4. Set up groups or partnerships.

5. Help groups/partnerships determine their PSA “Catch Phrase.”

6. Establish purpose and audience- let campers develop this – what will their message convey?

7. Brainstorm different scenarios of negative experiences that middle school students witness on a daily basis.

8. Campers will start to plan on paper their PSA – this will be part of their assessment.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE

STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES

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Bread and Circuses: the Power of Negative Entertainment

Self Assessment

Day: ___________ (1, 2, 3, 4)

Lesson Title:○ Lesson #1 The Power of the Bystander○ Lesson #2 The Power of the Viewer○ Lesson #3 The Power of the Crowd○ Lesson #4 The Power of ACT

1 Finish out this statementIn reflection, today’s lesson was

_____________________________________________. I found the subject of

______________________________________________________ to be

___________________________________________________________________ and

____________________________________________________________________. I

discovered that _______________________________ and

_______________________ ____________________________________ were

______________________________

_______________________________________________________________________.

For tomorrow’s camp session, I hope to

_______________________________________. Overall, I learned

_________________________________________________________

____________

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________________________________________________________________________

____________________________________________________________

LESSON #2: The Power of the Viewer“I just don't want to be another piece in their game, you know?” Peeta Mellark

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVE After this lesson students will be able to relate the bystander effect to ancient Roman sports and the reaping in the Hunger Games.

POINT TO PONDER Multiple viewings of violent entertainment will affect the viewer negatively.

ESSENTIAL QUESTION Why do people support some groups vehemently while rejecting others completely without first learning about the positive attributes of the rejected group?

CONTENT

Outline the content you will teach in this lesson.

Looking to ancient Rome, a dystopian future in the HG, and the high ratings of reality television shows in present day America one may note that human society has a compelling need for negative entertainment, leading to a “diffusion of responsibility” and bullying.

IV. Ancient Rome A. Fascination at a funeral 1. Junius Brutus, 264 BC a. Etruscans b. Human sacrifice

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c. Stolen customs and traditions B. Gladitoral Games 1. Value 2. Fight Schools C. Roman Public 1. Mitte! a.Raised thumb - “Let him go.” 2. Iugula a.Thumb down - “Kill him” 3.. Lack of sensitivity a. Violence hardened bystanders


What 3 items are worth knowing?

(Think about the content you have selected. What is important for students to KNOW?)

After the lesson,

Students will KNOW that humans throughout early history embraced the idea of negative entertainment for a variety of reasons. Gladiatorial games were one of the first forms of mass negative entertainment

Students will KNOW that the bystander effect is observed with individuals who watch a lot violent entertainment, causing the viewer to become “desensitized, more callous, and less sympathetic to victims of violence (media and real life)” (Donnerstein, et al, 1994, pgs 4, 5).

Students will KNOW that people have begun a trend of associating negative entertainment with reality TV.

What are the enduring understandings that students should take away from the lesson?

After the lesson,

Students will UNDERSTAND that they have the power to choose not to be a “bystander.”

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(Define the BIG Ideas.) Students will UNDERSTAND that all people can be affected by the Bystander Effect.

Students will UNDERSTAND that without awareness, the bystander effect will go unnoticed by the majority of entertainment viewers.

What 3 items are important for students to be able to DO?

(Define what students should be able to DO as a result of your lesson.)

After the lesson,

Students should be able to view works of art and interpret the scenes to explain historical events.

Students should be able to discuss information in a Socratic setting.

Students should be able to work together to peer edit scripts.

III. PLANNING

HOOK

Describe how you will grab students’ attention at the beginning of the lesson. Be CREATIVE.

TIME: 15 minutes

1 As students enter the room, they will be assigned a journal entry. Write on the whiteboard or hand out entrance tickets with instructions.

2 “Pretend you are from District 12. This is your first reaping. Your name is called and you have no sibling to take your place.

3 How would you win over the crowd?

4 What strategies will you use to try and win the game?

5 Hunger Games clip (The Reaping....taken from DVD...internet versions are poor in quality)

6 Sharing of journals

7 Group discussion

a Year after year crowds viewing the games become desensitized. Remind campers about the Point to Ponder:Multiple viewings of violent entertainment will affect

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the viewer negatively.

b. Does Peeta’s quote show he refuses to be a bystander? “I just don't want to be another piece in their game, you know?”

TIME: 20 min

1. Students will be asked to view French artist Jean-Leon Gerome's painting Pollice Verso (Thumbs Down), 1872, http://blogs.getty.edu/iris/thumbs-up-or-thumbs-down-looking-at-gerome%E2%80%99s-pollice-verso. By analyzing this artwork camp participants will be using visual thinking strategies (VTS) http://www.vtshome.org/what-is-vts/vts-in-action--2 to encourage careful observation and dialogue. Instructors will model these strategies by walking students through the process with various pictures of gladiators, bullying or the bystander effect. The information following is from the website above.Picture 1: Bullying http://bullyingpreventionnow.com/bullying-assemblies/high-school-bullying-assemblies Picture 2: Bystander Effect http://en.wikiversity.org/wiki/Bystander_effect Picture 3: Gladiator fight with animals http://www.miguelcoimbra.com/images/gallery2.php?bimg=galerie/books/2romans/gladiatorvslion.jpg&l=820&h=820

A.Higher Level Thinking Questions are as follows: a. What's going on in this picture? b. What do you see that makes you say that? c. What more can we find?

B.Facilitator Questions are as follows: a. Paraphrase comments neutrally b. Point at the area being discussed c. Linking and framing student comments

C. Students are asked to…. a. look carefully at works of art b. talk about what they observe c. back up their ideas with evidence d. listen to and consider the views of others

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e. discuss multiple possible interpretations

3. Students will learn about the history of gladiators and the reasons why this and other Roman forms of entertainment were so popular (From Discovery Education: Civilizations: Rise to Power, a Darker Side of Life,( 00:00-01:40 only).

4. Students will take newly learned strategies (VTS) and view reenactments of gladiatorial fights. (From Discovery Education: Unsolved History: The Roman Colosseum. Segment 4, 9:52). Topics to discuss: a. Roman audiences loved odd pairings. Name some of the odd pairings in The Hunger Games. b. How were the death blows for the gladiators different from the ways the tributes were killed? 5. Watch A Day at the Colosseum, segment 5, 5:02, from Discovery Streaming. Students should be able to discuss the similarities of cruelty and the obsession with the exotic in both ancient Rome and The Hunger Games.

6. In reflection, students will compare The Hunger Games crowd, the crowds of ancient Roman games, and that of the reality television show Toddlers & Tiaras. They will write descriptive words for the different crowds on three large sheets of paper hanging around the room.

ASSESSMENT

(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME: 30 min

1. The group project will entail making a public service message about civil discourse and the powerful force of positive thinking and behavior. Students will begin using the reproducible template from Solution Tree Press (2010): Public Service Announcement Scripting Template from http://www.solution-tree.com/free-repros(specific link) http://files.solution-tree.com/pdfs/Reproducibles_TTiG/publicserviceannouncement_scriptingtemplate.pdf Their previous day’s work can be incorporated into PSA rough draft. Scripts will reflect upon historical issues and The Hunger Games themes that

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students have learned about today.

2. Students will use a self-assessment form to note their progress on today’s PSA and the lesson.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES

Self-Assessment Form:

I am writing my portion of the PSA on ___________________________________________________________. I hope to let other students know ________________________________________________________________. I feel this is important because ___________________________________________________________________. Tomorrow I would like to _________________________________________________________________________.

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LESSON #3: The Power of the Crowd

I. DEFINE OBJECTIVES AND

CONTENT

LESSON OBJECTIVEThe students will hypothesize why mob mentality happens.

POINT TO PONDER

“All persons ought to endeavor to follow what is right, and not what is established.”― Aristotle

“A mob's always made up of people, no matter what. Mr. Cunningham was part of a mob last night, but he was still a man. Every mob in every little Southern town is always made up of people you know--doesn't say much for them, does it?”― Harper Lee, To Kill a Mockingbird

ESSENTIAL QUESTION

What causes people to develop a mob mentality?


Looking to ancient Rome, a dystopian future in the HG, and the high ratings of reality television shows in present day America one may note that human society has a compelling need for negative entertainment, leading to a “diffusion of responsibility” and bullying.

D. Mob Mentality 1. Rome’s poor 2. 1992 Reginald Denny 3. 2001 Ghana Soccer Riot

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II. PLANNING: KNOW /

UNDERSTAND / DO


After the lesson,Students will KNOW the definition of mob mentality.

Students will KNOW that there are mobs in different situations and why mobs do not develop in others.

Students will KNOW the effects of a mob.

What are the enduring understandings that students should take away from the lesson?(Define the BIG Ideas.)

After the lesson,Students will UNDERSTAND that the crowd does have power over its members.

Students will UNDERSTAND that they have the power to make the choice not to follow the crowd.

Students will UNDERSTAND why certain individuals participate in mobs.


After the lesson,Students should be able to recognize and analyze the reason mobs develop.

Students should be able to assess a situation and not partake in mob behavior.

Students should be able to explain and justify information presented and relay it to others. This will create further awareness.

III. PLANNING

HOOKDescribe how you will

TIME: 5 min.1. Write “The Herd Mentality” on the whiteboard. Ask students to

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grab students’ attention at the beginning of the lesson. Be CREATIVE.

think about what this means?

2. Give a brief summary of the Sneetches. Watch the last two minutes of the cartoon at http://www.youtube.com/watch?v=v3yJomUhs0g. Ask the students if this is an example of intolerance, prejudice, bullying, or the Bystander Effect. How would they categorize Sylvester McMonkey McBean, the Fix-it-Up Chappie?

3. Ask them to make the connection between the phrase The Herd Mentality” and how The Sneetches may represent that mentality.

4. Have students watch The Herd Mentality – What you Ought to Know?http://www.whatyououghttoknow.com/show/2008/06/24/the-herd-mentality

5. They should write down 5 words or phrases that describe why people condone The Herd Mentality. Then we will build a definition together.

6. Share that The Herd Mentality suggests animals stampeding but many people refer to this as mob mentality.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Include ALL support and teaching materials with your unit.

TIME: 45 minutes1. What factors could make The Herd Mentality take over a

situation and turn a group of people into a violent mob? Have students write answers on a recipe card.

2. Together write the recipe for a violent mob: When do all of the ingredients make one?

3. Show videos of mob mentality violence. Ask them to identify what kind of mobs they are (criminal, religious, political, etc…)

A Soccer game aftermath http://sportsillustrated.cnn.com/soccer/news/20120201/egypt-deathsB Burning of homes in Pakistan http://www.youtube.com/watch?v=msx_gN3NEm4C Cannucks and Bruins celebration/riot

http://www.digtriad.com/video/997417394001/0/ The-Mob-Mentality-Of-Riots--Out-Of-Control-Celebrations D. Nigerian killing mobs

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http://www.youtube.com/watch?v=2NM5kfbfYyg

4. Students will watch Hunger Games clips watching potential mob scenes. A discussion will follow hypothesizing why some mobs do develop and why, at other times, they do not.

a. Death of Rue

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME:30 min1. The group project will entail making a public service message about civil discourse and the powerful force of positive thinking and behavior. Scripts will reflect on today’s material of mob mentality and integrate the concept into their PSA. 2. Assessment is exit ticket question. Have you observed or been part of The Herd Mentality? Write about it in a 3-5 sentence paragraph. *Send home survey. Due for Hook on Thursday.


Self-Assessment Form:

I am writing my portion of the PSA on ___________________________________________________________. I hope to let other students know ________________________________________________________________. I feel this is important because ___________________________________________________________________. Tomorrow I would like to _________________________________________________________________________.

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LESSON #4: The Power to ACT

I. Define Objectives and Content

LESSON OBJECTIVEAfter this lesson, students will learn to formulate an opinion and back it up with evidence.

POINT TO PONDER

“We have it in our power to change the world over.” Thomas Paine (1737-1809)

ESSENTIAL QUESTIONCan the effects of negative entertainment be recognized and reversed?


Looking to ancient Rome, a dystopian future in the HG, and the high ratings of reality television shows in present day America one may note that human society has a compelling need for negative entertainment, leading to a “diffusion of responsibility” and bullying.1. Reality Television

A Audience relishes negative entertainment1 Uncomfortable by insatiable2 Sense of validation B. Profit1 Higher ratings2 Advertising2. Our Reality

A Effects of negative entertainmentB Counteracting negative thoughts and behaviors

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After the lesson,Students will KNOW that viewers have an “uncomfortable need” for negative entertainment.

Students will KNOW that negative entertainment produces higher ratings which drive the entertainment industry through advertising profits.

Students will KNOW the effects of negative entertainment can be recognized and reversed.

What are the enduring understandings that students should take away from the lesson?

After the lesson,Students will UNDERSTAND that research and data can strengthen an argument.

Students will UNDERSTAND that the “Power to ACT” is within all concerned individuals.

Students will UNDERSTAND that lessons can be learned from history (gladiators) and from literature (Hunger Games).


After the lesson,Students should be able to work with others in a team situation to make a change.

Students should be able to challenge opinions on negative entertainment.

Students should be able to justify and provide proof as to why negative entertainment affects the viewers.

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III. PLANNING

HOOKDescribe how you will grab students’ attention at the beginning of the lesson. Be CREATIVE.

TIME: 10 minutes. Students will use a pre-made survey about the bystander effect, effects of negative entertainment, mob mentality, and their general views about reality television. Students will use survey results (statistics and quotes) to add data to their PSA.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Include ALL support and teaching materials with your unit.

TIME: 20 minutes 1. Students will share their results with the group by placing their findings on chart paper in the front of the room labeled by question. 2. Next students will be asked to participate in a cubing activity. This learning opportunity asks students to think about a topic (Can the effects of negative entertainment be recognized and reversed?) from different angles. First, you write a question or task on each side of a six-sided block. For example: A. "Explain the Problem in Your Own Words" B. "Give an Example or Illustration of the Problem" C. "Give a Possible Solution to the Problem" D. "Analyze Possible Solutions to the Problem for Strengths and Weaknesses." E. "Evaluate possible solutions to the problem"

Read more: http://www.ehow.com/how_2145382_create-k12-discussion-cube.html#ixzz2XN8BwXYI

3. Then students use the cubes to reflect in their journals on the essential question. Followed up with a response to the Point to Ponder: “We have it in our POWER to change the world over.”-Thomas Paine

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials.

TIME: 40 min1. The group project will entail making a public service message about civil discourse and the powerful force of positive thinking and behavior. Students will continue working with the PSA template, iPads and computers to write, edit, and film their PSA segments. 2. Scripts will reflect on today’s material adding data from “hook” activity.

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3. Students will use a rubric http://www.teacherweb.com/ne/schuylergradeww/dprescott/PSARubric.pdf to self-assess their PSA.

We predict that the additional 50 minutes on last day will be spent working and finishing PSA. We hope to celebrate with popcorn and parent viewing.


ASSESSMENT AND INSTRUCTIONAL MATERIALS

Bread and Circuses: the Power of Negative Entertainment

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http://www.teacherweb.com/ne/schuylergradeww/dprescott/PS

Reality TV SurveyBread and Circuses: the Power of Negative

Entertainment

1 Please choose the top five reality television shows you watch on a weekly basis.

○ •Airline○ •American Idol○ •Big Brother○ •Blind Date○ •Clean Sweep○ •COPS○ •Dismissed○ •Dog the Bounty Hunter○ Duck Dynasty○ •Extreme Makeover○ •Fear Factor○ •For Love or Money○ •Jail○ •Last Comic Standing○ •Meet My Folks○ •Nashville Star○ •Real Stories of the Highway Patrol○ •Road Rules○ •Scariest Places On Earth○ •Sorority Life○ •Star Search○ •Survivor○ Toddlers and Tiaras○ Honey Boo Boo○ •Temptation Island○ •The Amazing Race○ •The Apprentice○ •The Bachelor○ •The Crocodile Hunter○ •The Girls Next Door○ •The Mole○ •The Osbournes

○ •Bachelor Pad○ •Bert the Conqueror○ •Breakthrough with Tony Robbins○ •Freshwater Blue○ •Half Pint Brawlers○ •Jersey Couture○ •The OCD Project○ •The Real L Word○ •Throttle Junkies TV○ •Actuality TV's Casting Call○ •America's Best Dance Crew (2008,

US)○ •America's Got Talent○ •America's Most Smartest Model○ •American Fighter Pilot○ •American Inventor○ •Ax Men○ •Basketball Wives○ •BBQ Pitmasters○ •Chef Academy○ •Chef School○ •Chopped○ •Dancing on Ice○ •Deadline○ •Deal or No Deal○ •Dirty Jobs○ •I Know My Kid's a Star○ •Ice Road Truckers○ •Infamous○ •Jersey Shore○ •Jon & Kate Plus 8○ •Kitchen Nightmares○ •Klondike: The Quest for Gold○ •Knight School○ •Kourtney and Khloe Take Miami○ •LA Ink○ Moonshiners○ •My Kid's a Star○ •Punk'd○ •Rock Rivals

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○ •The Real World○ •The Simple Life○ •The Surreal Life○ •The Swan○ •Trading Spaces○ •True Life○ •Warrior Challenge○ •What Not to Wear○ •Who Wants to Marry a Multi-Millionaire?○ •World's Wildest Police Videos

○ •The Hills○ •The Next Iron Chef○ •The Real Housewives of Atlanta○ •The Real Housewives of New Jersey○ •The Real Housewives of Orange

County○ •The Singing Bee○ •Top Chef○ •Wipeout

Other: _________________________________________________________________________Please answer the following questions on a scale of one to five.

1: most definitely2: definitely3. somewhat4. a little5. not at all

1. Does violent entertainment impact the viewer?1 2 3 4 5

2. Do you think some crimes are related to the repeated watching of negative entertainment?1 2 3 4 5

3. Is the watching of negative entertainment a problem in America?1 2 3 4 5

4. Do you monitor the watching of negative entertainment in your household?1 2 3 4 5

Comments:

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Bystander video questions (Hook – Day 1)

1. Write a definition for the Bystander Effect. (comprehension)

2. What are the conflicting rules many people feel when in a crowd and a situation with a stranger occurs? (knowledge)

3. What happened after the “good Samaritan” was stabbed? Consider why the pedestrians responded like they did. ((evaluation)

4. Explain the body language demonstrated by the people who saw the young girl being taken. (analysis)

5. Elaborate about human behavior based on the scenes in this video clip. (synthesis)

Questions about Peter’s treatment during the Bystander Effect experiment

1) Peter – ill in London

a) How are people responding to your illness? Describe their actions.

b) What happened when Peter went back with new clothes?

c) What was the response time?

d) What differences did you notice in the way people interacted with him?

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Name __________________________ Subject: Bread and Circuses

Teacher: Mrs. Lail and Mrs. Sullivan Date: _________________

Bystander Effect

The crowd at the Reaping

Comparisons

The reaction to the death of Rue.

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Powered by TeAch-nology.com- www.teach-nology.com

Examples of PSAs

HMSA Award Winners (http://www.hmsa.com/mediacenter/videos/default.aspx?keyword=Teen+Video+Awards):

Define Yourself - http://www.hmsa.com/mediacenter/videos/details.aspx?aid=1093

Do You Really Want to Be Like Me? - http://www.hmsa.com/mediacenter/videos/details.aspx?aid=1086

Broken Heart Bullying - http://www.hmsa.com/mediacenter/videos/details.aspx?aid=1009

From the Ad Council (http://www.adcouncil.org ): Safety Belt Educastion - http://www.adcouncil.org/Our-Work/The-Classics/Safety-Belt-Education

Financial Literacy - http://www.adcouncil.org/Our-Work/Current-Work/Education/Financial-Literacy

Texting and Driving Prevention - http://www.adcouncil.org/Our-Work/Current-Work/Safety/Texting-and-Driving-Prevention

Shelter Pet Adoption - http://www.adcouncil.org/Our-Work/Current-Work/Family-Community/Shelter-Pet-Adoption#Asset2099

Media Smarts( http://mediasmarts.ca ) Do You Have the Right Answer? http://mediasmarts.ca/publicserviceannouncement/do-you-have-right-answers

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http://mediasmarts.ca/publicserviceannouncement/do-you-have-right-answers

http://mediasmarts.ca/

http://www.adcouncil.org/Our-Work/Current-Work/Family-Community/Shelter-Pet-Adoption#Asset2099

http://www.adcouncil.org/Our-Work/Current-Work/Family-Community/Shelter-Pet-Adoption#Asset2099

http://www.adcouncil.org/Our-Work/Current-Work/Safety/Texting-and-Driving-Prevention

http://www.adcouncil.org/Our-Work/Current-Work/Safety/Texting-and-Driving-Prevention

http://www.adcouncil.org/Our-Work/Current-Work/Education/Financial-Literacy

http://www.adcouncil.org/Our-Work/The-Classics/Safety-Belt-Education

http://www.adcouncil.org/Our-Work/The-Classics/Safety-Belt-Education

http://www.adcouncil.org/

http://www.hmsa.com/mediacenter/videos/details.aspx?aid=1009





http://www.hmsa.com/mediacenter/videos/default.aspx?keyword=Teen+Video+Awards

http://www.hmsa.com/mediacenter/videos/default.aspx?keyword=Teen+Video+Awards

PSA Planning

Finish this sentence: An Excellent PSA should ______________________________________________ ________________________________________________________________________________________________________.

Guidelines for writing a PSA:

be serious have a clear message be no longer than 15-20 seconds (approximately 45 – 60 words)

*This will be different for our purposes. have important information have accurate information use someone who looks believable use someone famous (but does not have to be) use someone who is likeable and respected use someone who can act ( is credible) use someone who is dressed appropriately for the part he is playing give statistics (when appropriate, e.g. number of people that die because

they were not wearing seatbelts)

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Public Service Announcement Scripting Template

Main Idea Emotions to Convey Catchphrase OptionsExample:

Poverty is an issue we should all care about.

Example:

Sadness, shock, amazement

Example:

Are you okay with that?

Poverty’s real. You can help.

Someone’s starving.Your main idea: Your emotions: Your catchphrase planning:

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Storyboard

Think:(What do you want your audience to know?)

Dialogue:(write your script)

Sketch:(a quick drawing of your scene)

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