Table of contents
Unit outline
3
Strategies for enhancing boys’ literacy
3
Summative assessment task
3
Activity 1
4
Activity 2
4
Activity 3
5
Activity 4
6
Activity 5
8
Activity 6
8
Activity 7
9
Activity 8
10
Activity 9
11
Activity 10
12
Resources
14
Websites
14
Cinderella Man
Unit outline
Developing skills in visual literacy through viewing and representing a diverse range of texts
including texts in print, film and other technologies.
Exploring the impact of different gender perspectives, stereotyping and social construction of
gender in texts, including media texts.
Learning about and using appropriate information technologies.
Strategies for enhancing boys’ literacy
Consider how civic issues are represented in the public arena, including people who are socially
responsible and how the media portrays these issues.
Think in ways which are imaginative, interpretive and critical.
Explore the ways in which language expresses the personal, social, cultural, ethical, moral,
spiritual and aesthetic dimensions of human experiences.
Summative assessment task:
Feature article for a sports magazine
ICT Skills
Gender stereotyping
Unit of Work – Cinderella Man
3
Teaching and learning program
Activity 1
Building the field
Quality
Teaching
Knowledge integration 3.3
Outcomes
Learn to 1.3, 1.5, 2.6, 7.1, 7.4, 8.1, 11.5
Learn about 1.8, 8.7, 9.9, 9.10, 11.15
Resources
Surlalune Fairy Tale website
http://www.surlalunefairytales.com/cinderella/history.html
Any print version of the story of Cinderella
Students explore the history of the Cinderella stories in order to develop their
understanding of the elements of the story that are appropriated in the film
Cinderella Man.
Exploration of the moral values in fairy tales.
Brainstorming.
Class discussions.
Extension
Students can explore cultural identities of Cinderella from differing cultural
perspectives.
Assessment
Class discussions
4
Priority Schools and Equity Co-ordination Unit
Activity 2
Historical non-fiction background to the film - society
The 1930’s Great Depression in America
Quality
Teaching
Deep knowledge 1.1, Deep understanding 1.2,
Student direction 2.6
Outcomes
Learn to 1.5, 2.4, 3.2, 7.1, 7.2, 7.4, 8.1, 8.4, 11.4
Learn about 2.8, 3.7, 3, 8.7, 8.12, 11.15
Resources
Computers with internet access
http://www.historesearch.com/20sdep.html
A list of websites relating to the Great Depression in America.
http://www.english.uiuc.edu/MAPS/depression/photoessay.htm
A photo essay on the Great Depression
Internet research
Causes and effects of the Great Depression
Key events 1929-1935
Images of the Great Depression
Analysing images
Extension
Diary entries in response to images.
Read John Steinbeck’s Of Mice and Men.
Assessment
Compose a diary entry as a child living in the Great Depression. Use the
information available from the photo essay as a basis for your entry
Unit of Work – Cinderella Man
5
Activity 3
Historical background – a brief history of boxing
Quality
Teaching
Substantive communication 1.6, Knowledge integration 3.3,
Narrative 3.6
Outcomes
Learn to 2.2, 2.7, 4.3, 5.1, 6.5, 7.3, 9.1, 11.9
Learn about 4.9, 4.12, 4.14, 5.8, 8.7, 9.6, 10.10
Resources
Copy of the Marquis of Queensbury Rules for boxing
http://www.bbc.co.uk/london/sport/boxing/london_revival2.shtml
Cloze passage
Metalanguage
Vocabulary
Spelling
Research the 1867 Marquis of Queensbury Rules of boxing.
Extension
Research and compile a brief history of women’s boxing.
Assessment
Write a letter to a friend explaining why you think it was necessary to introduce the
Marquis of Queensbury Rules in boxing.
6
Priority Schools and Equity Co-ordination Unit
Activity 4
Historical non-fiction background to the film
James Braddock
Quality
Teaching
Deep understanding 1.2, Problematic knowledge 1.3,
Higher-order thinking 1.4, Metalanguage 1.5,
Knowledge integration 3.3, Connectedness 3.5
Outcomes
Learn to 1.3, 2.4, 2.5, 2.6, 3.2, 3.4, 4.1, 4.2, 4.5, 7.4, 10.1,
10.4
Learn about 2.12, 3.5, 3.6, 3.7, 3.8, 3.9, 4.8, 4.10, 4.11, 8.7,
8.11, 10.8, 10.10, 11.14
Resources
http://www.jamesjbraddock.com/
AGQTP Resource for searching and authenticating websites (please note this
resource is available through the DET Staff Portal)—teachers will need to print off
their own copy of the resource and incorporate the strategies in their classroom
activities.
https://detwww.portal.det.nsw.edu.au/profcurr/integrating_ict/modules/secondary/se
arching_authenitcating_websites/tg1.htm
DVD – The Real Cinderella Man – James Braddock (Documentary).
Internet research.
ICT skills – researching and evaluating information, word processing.
Exploring the difference between an autobiography and biography.
Compose a 200 word minimum biography of James Braddock using information
from his website (and from the documentary if available).
Evaluate the information;
How do we know it is factual?
Who is responsible for the information available on the website?
Evaluate the website as non-fiction text.
Is the website ‘user friendly’?
What is the purpose of this website?
Metalanguage for evaluating a website.
Extension
Locate other websites based on the real life of James Braddock.
Unit of Work – Cinderella Man
7
Compare and contrast the information with that published on the website
http://www.jamesjbraddock.com/
Consider point of view and purpose.
Is it a fan site or a historical site? Does the website have elements of both?
How effective is the fan site?
Assessment
200 word minimum biography of James Braddock.
8
Priority Schools and Equity Co-ordination Unit
Activity 5
Debating gender in sport
Quality
Teaching
Higher-order thinking 1.4, Substantive communication 1.6,
High expectations 2.3, Student direction 2.6, Connectedness
3.5
Outcomes
Learn to 2.1, 5.2, 7.5, 7.6, 9.2, 9.5, 10.1, 10.2, 11.5
Learn about 4.11, 4.13, 7.12, 7.13, 9.7, 10.12, 11.13
Resources
Guidelines for debating.
Debating teams should be equally gender balanced to allow for both male and
female perspectives from each team.
Students to enter into a spirited debate based on the historical information they
have explored thus far in the Unit.
‘Sport is a man’s domain.’
‘It is OK for females to engage in contact sports.’
Assessment
Informal or peer assessment on the strength and validity of arguments presented by
each debating team.
Teachers should provide assessment criteria encompassing both manner and
matter for students to address when undertaking debating.
Unit of Work – Cinderella Man
9
Activity 6
Filmic techniques
Quality
Teaching
Deep knowledge 1.1, Metalanguage 1.5,
Knowledge integration 3.3
Outcomes
Learn to 1.3, 2.6, 7.3
Learn about 2.9, 2.10, 3.5, 6.8, 8.11
Resources
Faculty resources for the generic teaching of film as text.
Commercial resources for the generic teaching of film as text.
Student handout of Cinderella Man to be completed as students view the film.
Online Elements of Visual Grammar.
http://www.aber.ac.uk/media/Documents/short/gramtv.html
Revise filmic techniques such as
-
10
camera angles
shot length
lighting
sound
special effects
characterisation
costuming
allusion
constructed reality
other
Priority Schools and Equity Co-ordination Unit
Activity 7
Film study
Quality
Teaching
Deep understanding 1.2, Problematic knowledge 1.3, Higherorder thinking 1.4, Metalanguage 1.5, High expectations 2.3,
Knowledge integration 3.3, Connectedness 3.5, Narrative 3.6
Outcomes
Learn to 3.1, 3.2, 3.4, 4.1, 4.2, 4.5, 5.4, 6.5, 7.1, 7.5,
8.4, 10.1, 10.2, 11.4
Learn about 1.7, 1.9, 2.9, 2.10, 3.6, 3.7, 4.8, 4.13, 6.7
6.8, 6.9, 8.8, 8.9, 8.11, 9.7, 10.7, 10.8,
10.9, 10.10
Resources
DVD Cinderella Man
Directed by Ron Howard
Starring Russell Crowe and Renee Zellweger.
Rated M
ISBN: 9 398522 421030
How meaning is created using filmic techniques.
Is the constructed reality of the film a true representation of the historical, nonfictional account of The Great Depression and the life of James Braddock?
Themes:
family, love friendship
violent sports
overcoming adversity
triumph of the human spirit
the struggle to become a man.
What is the purpose of the film? Is it simply to glorify violence in sport or does it
encompass a deeper meaning and message?
What elements of the film make James Braddock a real man, his fighting or his love
for his wife and children?
Why was James Braddock a symbol of hope for the masses of unemployed and
destitute Americans during the Great Depression?
Revisit the Cinderella stories from the introduction to the Unit. Which of the two
versions of Cinderella does the film align most closely to?
Does the violence in the sport of boxing have intrinsic value?
Unit of Work – Cinderella Man
11
Extension
Read Braddock: The Rise of the Cinderella Man written by Jim Hague. Published
in 2005.
Extension viewing questions, pages 24-25 of Student workbook.
Assessment
Select and complete three guided questions on pages 18-24 of Student workbook.
Completed viewing log on filmic techniques on pages 15-16 of Student workbook.
12
Priority Schools and Equity Co-ordination Unit
Activity 8
Media
Factual basis for biopics
Quality
Teaching
Deep understanding 1.2, Knowledge integration 3.3
Outcomes
Learn to 1.3, 2.6, 3.4, 7.3, 7.5, 8.4
Learn about 3.6, 3.7, 4.12, 5.9, 8.9, 8.13, 10.7
Resources
http://movies.about.com/od/cinderellaman/a/cinderrc052605.htm
Russell Crowe talks about Cinderella Man
http://movies.about.com/od/cinderellaman/a/cinderch052606.htm
Cliff Hollingsworth on the importance of getting James Braddock’s story right
http://movies.about.com/od/cinderellaman/a/cinderbm052605.htm
Bruce McGill talks about Cinderella Man
http://movies.about.com/od/cinderellaman/a/cinderrn052605.htm
Ron Canada talks about Cinderella Man
Compare and contrast media articles relating to the film biopic of the life of James
Braddock.
How close to reality was the film?
Who was involved in ensuring the film was closely aligned to the truth?
Are there any elements in the film that show bias?
Unit of Work – Cinderella Man
13
Activity 9
Women’s role in boxing
Quality
Teaching
Knowledge integration 3.3
Outcomes
Learn to 1.5, 3.2, 3.4, 4.2, 4.5, 7.3, 9.2, 9.4, 10.1
Learn about 2.9, 2.10, 3.5, 4.8, 10.10, 11.15
Resources
DVD Million Dollar Baby
Directed by Clint Eastwood
Starring Clint Eastwood, Hilary Swank and Morgan Freeman
Rated M
ISBN; 9 398710 441192
Cinderella Man scene selection
Million Dollar Baby scene selection
http://milliondollarbabymovie.warnerbros.com/bts.html
Comparative studies:
DVD covers
Tenderness, family, not muscle focus for Cinderella Man
Muscles as focus for Million Dollar Baby
How is the viewer positioned in both DVD covers?
What can we surmise about what it takes for a female to succeed in the world of
competitive boxing?
How does the DVD cover for Cinderella Man establish a context for the film?
Scene comparison
Is it ok for both men and women to box? Why or Why not?
Describe how the film made you feel?
Clint Eastwood said of Million Dollar Baby “What interested me about Million Dollar
Baby is the fact that it isn’t really a boxing story…”
How does this quote from Eastwood, director of Million Dollar Baby, compare with
the reasons for creating the Braddock biopic?
14
Priority Schools and Equity Co-ordination Unit
Activity 10
Assessment
Quality
Teaching
High expectations 2.3, Knowledge integration 3.3,
Connectedness 3.4, Narrative 3.6
Outcomes
1. 4, 10
Resources
Scaffolding and modelling of extended responses
Feature articles
Extended response – Feature article for a sports magazine
Explanation of purpose and audience in composing texts
Assessment
Feature article entitled ‘Cinderella is a Man’.
Unit of Work – Cinderella Man
15
Resources
Howard, Ron (Director) Cinderella Man DVD ISBN: 9 398522 421030
Hague, Jim Braddock: The Rise of the Cinderella Man ISBN: 1596091436
Eastwood, Clint (Director) Million Dollar Baby DVD ISBN: 9 398710 441192
Steinbeck, John Of Mice and Men ISBN: 0140177396
Websites
A photoessay of the Great Depression
http://www.english.uiuc.edu/MAPS/depression/photoessay.htm
BBC – Marquis of Queensbury Rules – history of boxing
http://www.bbc.co.uk/london/sport/boxing/london_revival2.shtml
Bruce McGill talks about Cinderella Man
http://movies.about.com/od/cinderellaman/a/cinderbm052605.htm
Cinderella Man official website
http://www.cinderellamanmovie.com/
Cinderella Man Press Kit
http://www.kaspinet.com/Cinderella_Man_Press_Kit.htm
Cliff Hollingsworth on the importance of getting James Braddock’s story right
http://movies.about.com/od/cinderellaman/a/cinderch052606.htm
Department of Education and Child Service South Australia. Boys Literacy and
Learning
http://www.decs.sa.gov.au/ned/files/links/Boys_Literacy_and_Schoolin.doc
Department of Education and Training NSW. Report of the Consultation on Future
Directions for Public Education and Training
https://www.det.nsw.edu.au/media/downloads/reviews/futuresproject/report/z_futuresre
port.pdf
Department of Education, Science and Training. Australian Government Guiding
principles in educating boys
http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/key_issues/
boys_education/guiding_principles_in_educating_boys.htm
Griffith University, Queensland. Boys, Literacy and Schooling
http://www.gu.edu.au/school/cls/clearinghouse/2002_BoysLiteracy/Intro.pdf
James Braddock website
http://www.jamesjbraddock.com/
Million Dollar Baby official website
http://milliondollarbabymovie.warnerbros.com/intro.html
16
Priority Schools and Equity Co-ordination Unit
Online Guide to Visual Grammar
http://www.aber.ac.uk/media/Documents/short/gramtv.html
Ron Canada talks about Cinderella Man
http://movies.about.com/od/cinderellaman/a/cinderrn052605.htm
Russell Crow talks about Cinderella Man
http://movies.about.com/od/cinderellaman/a/cinderrc052605.htm
Searching and authenticating websites AGQPT (to access this resource is will be
necessary to login to the DET portal)
https://detwww.portal.det.nsw.edu.au/profcurr/integrating_ict/modules/secondary/searc
hing_authenitcating_websites/tg1.htm
Surlalune Fairy Tales
http://www.surlalunefairytales.com/cinderella/history.html
The Roaring 20s and The Great Depression
http://www.historesearch.com/20sdep.html
Unit of Work – Cinderella Man
17