'There's no such thing as a hero-only ordinary people asked to do extraordinary
things in terrible circumstances and delivering'.
Cindarella Man Unit Outline
Unit:
“Cinderella Man”
a gender equity unit
Students will:
ƒ explore the impact of different gender
perspectives, stereotyping and social
construction of gender in texts, including
the media.
Stage:
5
Strategies for enhancing boys’ literacy:
ƒ consider how civic issues are represented
in the public arena including the socially
responsible construction and use of
media.
ƒ
learn about and use appropriate
information technologies
ƒ
think in ways which are imaginative,
interpretive and critical
ƒ
develop skills in visual literacy through
viewing and representing a diverse range
of texts including texts in print, film and
other technologies
ƒ
explore the ways in which language
expresses the personal, social, cultural,
ethical, moral, spiritual and aesthetic
dimensions of human experiences
Unit Number _____
Summative Assessment Task:
Feature article for a sports magazine
ƒ
ƒ
ICT Skills
Gender stereotyping
Theoretical underpinnings:
Developing gender equity, understanding and strategies for enhancing boy’s literacy skills through positive role models.
“Raising expectations, improving learning outcomes and narrowing the performance gap are difficult but attainable goals.”i
“Lifelong learning and ‘learning how to learn’ should be more than rhetoric – these concepts should be valued in real ways and the future
learning needs of students should always be recognised.” (Curriculum K-12 Directorate)
“Improving educational outcomes for boys includes pedagogy, curriculum and assessment; literacy and communication skills; student
engagement and motivation; behaviour management programmes; and positive role models for students”
http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/key_issues/boys_education/guiding_principles_in_educating_bo
ys.htm
Outcomes for
Stage 5
Content/Concept
Learn to
Building the field
1.3, 1.5, 2.6,
7.1, 7.4, 8.1,
11.5
Quality Teaching:
Knowledge integration
3.3
Learn about
Learn about
2.8, 3.7, 3,
8.7, 8.12,
11.15
Resources
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’
Any print version of the story of
Cinderella
Exploration of the moral values
in fairy tales
Page 2 of the accompanying
resource booklet
Surlalune Fairy Tale website
http://www.surlalunefairytales.c
om/cinderella/history.html
Extension/
Remediation
Assessment
/ Evaluation
Students can
explore cultural
identities of
Cinderella from
differing
cultural
perspectives.
Class
discussions
Read John
Steinbeck’s ‘Of
Mice and
Men’
Compose a
diary entry as
a child living
in the
depression.
Use the
information
available
from the
photo essay
as a basis for
your entry.
Brainstorming
1.8, 8.7, 9.9,
9.10, 11.15
Learn to
1.5, 2.4, 3.2,
7.1, 7.2, 7.4,
8.1, 8.4, 11.4
Teaching and Learning
Strategies / Activities
Class discussions
Historical non-fiction
background to the film
- society
The 1930’s Depression
in America
Quality Teaching
deep knowledge 1.1,
deep
understanding
1.2, student direction
2.6
Internet Research
Computers with Internet access
ICT skills – tables, word
processing, information
gathering
http://www.historesearch.com/2
0sdep.html
Diary entries,
What are they ?
Why do we keep diaries,
What can we learn from
diaries written by others?
Discussion question.
Compare and contrast the
list of weblinks with the
photo essay. Which of
the resources helps
students to understand
the Great Depression
better? Why?
A list of websites relating to the
Great Depression in America.
http://www.english.uiuc.edu/MA
PS/depression/photoessay.htm
A photo essay on the Great
Depression
Page 3 of the accompanying
resource booklet
Outcomes for
Stage 5
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
Content/Concept
Teaching and Learning
Strategies / Activities
Resources
Historical Background
– a brief history of
boxing
Cloze Passage
Quality Teaching
Substantive
communication 1.6,
knowledge integration
3.3, narrative 3.6
Vocabulary
Copy of the
Spelling
“Marquis of Queensbury Rules"
for boxing
Metalanguage
Research the 1867 Queensbury
Rules of boxing.
Why were these rules necessary?
Page 3 – 5 of the accompanying
resource booklet
Extension/
Remediation
Assessment
/ Evaluation
Research and
compile a brief
history of
women’s
boxing
Write a letter
to a friend
explaining
why you
think it was
necessary to
introduce the
Queensbury
Rues in
boxing.
http://www.bbc.co.uk/london/sp
ort/boxing/london_revival2.shtml
Who introduced these rules?
Letter writing.
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,
Historical non-fiction
background to the film
James J. 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
Internet Research
ICT – skills – researching and
evaluating information, word
processing
Exploring the difference
between an autobiography and
biography
Compose a 200 word min.
biography of James J. Braddock
using information from his
website (and from the
documentary if available).
Evaluate the information;
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
activities0
https://detwww.portal.det.nsw.e
du.au/profcurr/integrating_ict/m
odules/secondary/searching_aut
henitcating_websites/tg1.htm
Locate other
websites based
on the real life
of James J.
Braddock.
Compare and
contrast the
information
with that
published on
the
http://www.ja
mesjbraddock.
com/
Website.
Consider point
200 word
min.
biography of
James J.
Braddock
Outcomes for
Stage 5
4.11, 8.7,
8.11, 10.8,
10.10, 11.14
Content/Concept
Teaching and Learning
Strategies / Activities
- how do we know it is
factual?
- Who is responsible for the
information available on
the website?
Resources
DVD – The Real Cinderella Man –
James J. Braddock.
Documentary
Evaluate the website as nonfiction text.
Is the website ‘user friendly’?
Extension/
Remediation
of view and
purpose.
Assessment
/ Evaluation
Is it a fan site
or a historical
site? Does the
website have
elements of
both?
How effective
is the fan site?
What is the purpose of this
website?
Metalanguage for evaluating a
website
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
Gender in sport
Debating
Quality Teaching
Higher-order thinking
1.4, substantive
communication 1.6,
High expectations 2.3,
Student direction 2.6,
Connectedness 3.5
Students to enter into a spirited
debate based on the historical
information they have explored
thus far in the Unit.
Sport:
Is it a man’s world?
Are females too feminine to
engage in contact sports?
Guidelines for debating.
Debating teams should be
equally gender balanced to allow
for both male and female
perspectives from each team.
Informal or
peer
assessment
on the
strength and
validity of
arguments
presented by
each
debating
team.
Outcomes for
Stage 5
Learn to
1.3, 2.6, 7.3,
Learn about
2.9, 2.10, 3.5,
6.8, 8.11
Teaching and Learning
Strategies / Activities
Content/Concept
Filmic Techniques
Quality Teaching
Deep knowledge 1.1,
metalanguage 1.5,
knowledge integration
3.3
Revise filmic techniques such as
-
camera angles
shot length
lighting
sound
special effects
characterisation
costuming
allusion
constructed reality
other
Resources
Faculty resources for the generic
teaching of film as text.
Extension/
Remediation
Assessment
/ Evaluation
Revision filmic
techniques
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/Do
cuments/short/gramtv.html
Learn to
Film Study
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
Quality Teaching
Deep understanding
1.2,
Problematic
knowledge 1.3,
Higher-order thinking
1.4
Metalanguage 1.5,
High Expectations 2.3,
Knowledge integration
3.3,
Connectedness 3.5,
Narrative 3.6
Learn about
1.7, 1.9, 2.9,
2.10, 3.6, 3.7,
4.8, 4.13,
637, 6.8, 6.9,
How meaning is created using
filmic techniques?
Is the constructed reality of the
film a true representation of the
historical, non-fictional account
of The Great Depression and the
life of James J. Braddock?
Themes;
- family, love friendship
- violent sports
- overcoming adversity
- triumph of the human
spirit
- the struggle to become a
man
DVD – “Cinderella Man”
Directed by Ron Howard
Starring Russell Crowe
and Renee Zellweger.
Rated M
ISBN: 9 398522 421030
Pages 6-10 of the accompanying
resource booklet
Read
Braddock:
The Rise of
the Cinderella
Man written by
Jim
Hague.
Published
in
2005.
Complete
guided
questions
Completed
viewing log
on filmic
techniques
Informal as
Outcomes for
Stage 5
8.8, 8.9, 8.11,
9.7, 10.7,
10.8, 10.9,
10.10
Content/Concept
Teaching and Learning
Strategies / Activities
Resources
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
form 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?
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,
Media
Factual basis for
biopics
Quality Teaching
Deep understanding
1.2, Knowledge
integration 3.3
Compare and contrast media
articles relating to the film biopic
of the life of James J. Braddock
How close to the “real” was the
film?
Who was involved in ensuring
the film was closely aligned to
the truth?
http://movies.about.com/od/cind
erellaman/a/cinderrc052605.htm
Russell
Crowe
talks
about
Cinderella Man
http://movies.about.com/od/cind
erellaman/a/cinderch052606.htm
Cliff
Hollingsworth
on
the
importance of getting James J.
Braddock’s story right
Extension/
Remediation
Assessment
/ Evaluation
students are
able to make
connections
and critique
the fairy tale
concept as
presented
through the
film.
Outcomes for
Stage 5
10.7
Teaching and Learning
Strategies / Activities
Content/Concept
Are there any elements that
show bias?
Resources
http://movies.about.com/od/cind
erellaman/a/cinderbm052605.ht
m
Bruce
McGill
talks
about
Cinderella Man
http://movies.about.com/od/cind
erellaman/a/cinderrn052605.htm
Ron
Canada
talks
about
Cinderella Man
Learn to
1.5, 3.2, 3.4,
4.2, 4.5, 7.3,
9.2, 9.4, 10.1
Women’s role in
boxing
Quality Teaching
Knowledge integration
3.3
Learn about
2.9, 2.10, 3.5,
4.8, 10.10,
11.15
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
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.wa
rnerbros.com/bts.html
Extension/
Remediation
Assessment
/ Evaluation
Outcomes for
Stage 5
Content/Concept
Teaching and Learning
Strategies / Activities
to box? Why or Why not?
Resources
Extension/
Remediation
Assessment
/ Evaluation
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?
Outcomes
Assessment
1. 4, 10
Quality Teaching
High expectations 2.3,
Knowledge integration
3.3, Connectedness
3.4, Narrative 3.6
Extended Response – Feature
Article for a sports magazine
Scaffolding and modelling of
extended responses
Explanation of purpose and
audience in composing texts
Feature articles
As per
assessment
notice and
marking
guidelines
Description of assessment task:
“There's no such thing as a hero-only ordinary people asked to do extraordinary things in terrible circumstances and delivering.”
This quote describes the life of James J. Braddock. Do you agree?
Compose a 3 page feature article titled “Cinderella is a Man” for a sports magazine and include the quote in the article
appropriately (you may use it as a sub-title or in a break-out box). You must word process your article in two columns. Images
should be inserted on each of the three pages. Each image must have explanatory caption below.
You may refer to other texts but the majority of your article must focus on the life of James J. Braddock and why he earned the
nickname ‘Cinderella Man’.
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
Internet:
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 J. 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_futuresreport.pdf
Department of Education, Science and Training Australian Government Guiding principles in educating
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 J. Braddock Website
http://www.jamesjbraddock.com/
Million Dollar Baby official website
http://milliondollarbabymovie.warnerbros.com/intro.html
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/searching_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
i
https://www.det.nsw.edu.au/media/downloads/reviews/futuresproject/report/z_futuresreport.pdf
Film study guide, worksheets and assessment task
1
The Cinderella Story
“Cinderella is one of the most recognized stories around the world. The themes from the
story appear in the folklore of many cultures. Sources disagree about how many
versions of the tale exist, with numbers ranging from 340 to over 1,500 if all of the
picture book and musical interpretations are included. The tale has its own Aarne
Thompson classification which is 510A. The tale always centers around a kind, but
persecuted heroine who suffers at the hands of her step-family after the death of her
mother. Her father is either absent or neglectful, depending on the version. The heroine
has a magical guardian who helps her triumph over her persecuters and receive her
fondest wish by the end of the tale. The guardian is sometimes a representative of the
heroine's dead mother. Most of the tales include an epiphany sparked by an article of
clothing (usually a shoe) that causes the heroine to be recognized for her true worth.”
http://www.surlalunefairytales.com/cinderella/history.html
“We received the fairy godmother, the pumpkin carriage, the animal servants, and the
glass slippers from Charles Perrault’s version in his Contes de ma Mere L'Oye in 1697.
Perrault recorded the story that was told to him by storytellers while adding these
touches for literary effect: a more humane ending than many versions of the tale with
Cinderella finding husbands for her sisters.”
-http://www.surlalunefairytales.com/cinderella/history.html
Student discussion: knowledge integration 3.3
1. Find a version of Cinderella with a gothic ending.
2. Define gothic texts using Cinderella as an example of how texts can
be manipulated to within the genre to change our accepted and most
well known version of Cinderella ie they lived happily ever after.
3. Discuss the concept of good vs evil. Cinderella rewarded and lives
happily ever after, as a symbol of good and the stepsisters left poor,
blind, maimed or even dead as a symbol of the results of evil.
4. Discuss the moral values attributed to fairy tales.
5. Introduce the gender positioning through two different versions of
Cinderella. Divide the class into several groups of males and females.
Each group is to decide which of the two versions of Cinderella they
prefer and come up with and explanation of why they chose that
version. Each group must also create a vocabulary list which is
appropriate to their chosen text.
6. Is there any correlation between the gendered groups of students and
the preferred fairy tale endings? Encourage students to consider how
their own gender positioning impacted on their choices.
7. Brainstorm two lists, a boys list and a girls list of elements they
prefer/enjoy in their reading of different text forms.
2
8. Students to record their findings and the findings of other students as
reference for future classwork on the core text of ‘Cinderella Man’.
Historical background to the film – The Great Depression – Society deep
knowledge 1.1, deep understanding 1.2, student direction 2.6
1. Internet Research – encourage students to find information on the causes
and effects of the Great Depression in America.
2. Students to work in groups of 2-3
3. This website has a number of links to websites that are appropriate.
http://www.historesearch.com/20sdep.html
4. In order to prevent aimless clicking of links students will need to create a
table and complete the information. Select one event from each of these
years 1929 – 1935 and explain what is significant from that year. The URL
of the website where you found the information must be included. Students
could complete this activity using Microsoft word and then print out the
information to place in their books.
1929
Thursday, October 24, 1929 called Black Thursday because it
was on this day that the New York Stock Exchange crashed,
heralding the end of the "Roaring Twenties" and the beginning
of the Great Depression.
Source: http://sweb.uky.edu/~msunde00/hon202/p4/nyt.html
1931
Unemployment changed from 3.1% in 1929 to 16.1% of the US
population in 1931
Source: http://en.wikipedia.org/wiki/Great_Depression
5. Using an image search http://www.metacrawler.com or
http://www.google.com search images of the great depression.
6. As students search they must compile a list of words that describe the
images they see. They will also need to explain why they chose these
words. For instance: despair (on people’s faces) huge (numbers of people
lining up for food) sadness (expressions in their eyes).
7. All students visit the photo essay on the Great Depression
http://www.english.uiuc.edu/MAPS/depression/photoessay.htm
8. Discuss two images in particular
a. Unemployed men vying for jobs at the American Legion Employment
Bureau in Los Angeles during the Great Depression.
b. Bud Fields and his family. Alabama. 1935 or 1936. Photographer:
Walker Evans
How can an image be considered as an essay or story? What information
can we discover about the Great Depression by looking at only two images?
9. Choose one of the two photographs and compose a diary entry, explain who
you are and how you are feeling as this photograph is being taken.
10.Students may wish to read John Steinbeck’s novel Of Mice and Men as a
means of extending their knowledge of the era.
3
Historical background – a brief history of boxing
Cloze Passage
The sport of ___________ began in ancient civilizations of Egypt, Greece, and
____________. The earliest forms of pugilism arrived on the British Isles when the
Romans conquered them in the __________ century. The typical early boxing
matches were fought bare ______________. A circle of spectators formed the
“ring”. There was no ___________, no rounds, and no time limit. Bouts often
lasted for hours and NO tactic was ___________ including, gouging, choking,
throwing, and kicking.
first
Rome
referee
forbidden
boxing
knuckle
Find the meanings of these words from the passage and write a new sentence
which includes each word correctly.
pugilism
conquered
spectators
typical
gouging
tactic
The first ____________ in Boxing was James Figg in 1719.
He built his own
Amphitheatre and _____________ around England giving boxing demonstrations.
In 1734 the first _________ for boxing were created by Jack Broughton, which
forbade________ gouging and hitting a fallen opponent when he was down, but
still allowed ____________ and rough and tumble ____________.
travelled
champion
eye
fighting
rules
wrestling
Find the meanings of these words from the passage and write a new sentence
which includes each word correctly.
demonstration
opponent
rough
4
forbid
amphitheatre
tumble
Another famous champion was Tom Cribb who won the English championship in
1807, after only 41 rounds.
The first Afro-American boxer, who went to England to fight in the late 1770’s, was
Bill Richmond. Richmond was given the nickname of “the black terror” and he won
many of his boxing matches.
The first "American Champion" was Tom Hyer. The match took place on Feb 7,
1849, with Hyer the victor in 16 rounds.
On the 7th September, 1892 in New Orleans James J. Corbett defeated John L.
Sullivan for the _____________ ________________ _________________.
The
bout was __________ under the "Marquis of Queensbury Rules" which stated that
bouts must be fought with gloves, a __________was to last 3 minutes in length,
and it __________the use of wrestling. The fight lasted for 21 rounds,
this was
the beginning of the modern era of boxing matches today, and for James J.
Braddock, using the "Marquis of Queensbury Rules"
fought
World
forbid
Heavyweight
round
Championship
5
Teacher to choose appropriate questions and activities to suit their class or
individual students from this list.
Viewing comprehension questions for Cinderella Man
1. What are your first impressions of Jim Braddock? Does he come across as a
likeable character? Why or why not?
2. What do we learn about Jim Braddock’s place in society immediately before
the start of the Great Depression?
3. How do you think his wife, Mae, feels about his boxing career and the boxing
fans? What example can you provide, from the film, to support the way she
feels.
4. List at least 4 items found in the Braddock’s bedroom that symbolizes his
success. What is the filmic technique which includes all the items we see in
the bedroom?
5. What camera shot is used to move the film in time through to 1933?
6. Describe the changes in the physical appearance of Braddock and his
surroundings.
7. Jim gives his breakfast to his daughter Rosie. What does this tell us about
him as a man and as a father?
8. As Braddock walks down the street listen to the song. There is no dialogue
in this scene and the meaning comes from the appearance of the street and
the words of the song. How do the song lyrics help to explain the plight of
thousands of Americans in the 1930’s?
9. Explain how lighting is used to both support and enhance the tone of the
lyrics.
10.The gates to the factory are locked and the unemployed men appear as if
they are behind bars in a jail. How does this scene metaphorically represent
the situation of all the men?
11.According to the discarded newspaper how many are unemployed?
12.The muddy footprints across the newspaper tell us what about the men?
13.Jim’s son is jumping on an old rusty bed spring there are no other children
in sight or any toys. How would you describe his attitude when he greets his
father?
14.Jay stole a salami. What did his father make him do? Do you agree with
what his father made him do? Why or why not?
15.“We don’t steal. No matter what happens. We don’t steal!” How does this
dialogue help us to understand the moral values of Jim Braddock?
16.Why did Jay steal?
17.Explain the promise Jim made to his son.
18.Jim’s Trainer, Joe, questions Jim by saying “pardon me miss”. He was being
patronizing and making what statement about Jim Braddock? Do you think
Joe would accept women in the sport of boxing? Making sexist remarks
which belittle either sex are not acceptable. What stereotyping from Joe was
made in his comment to Jim?
19.The spectators of the boxing match are mainly what gender?
20.Write a 250 word report for the local newspaper’s sport section.
6
21.Mr Johnson and James J. Braddock were both focused on the money coming
in from the boxing match. They had different reasons. Which of the two
men had a more honorable point of view? Explain.
22.Jim’s drive to work, so his family can survive, is hampered by his broken
hand being in plaster. How does he attempt to cover up the plaster so he
can still get work on the dock?
23.Jim begins a friendship with Mike and they head off to the pub after work.
Mike orders a beer and Jim orders water. Throughout the film we see many
selfless acts from Jim that demonstrates he is always focused on the needs
of his family. As you view the film write down other examples of this
happening.
24.Rosie says “Momma why can’t I go to school? Is it because I am a girl?”
Females are often portrayed as a weaker or less able than males. As you
view the film write down some examples of how females are portrayed in
this manner. Also write down examples of times when the female characters
are the stronger.
25.Jim, despite being a religious man, loses his ability to pray. What do you
think he is feeling as times continue to get harder for his family?
26.While the family is breaking wood from the sign of a prosperous woman we
see in the background a husband leaving his wife. His wife says “where are
you going?” Her question goes unanswered. What do you think his answer
might be?
27.Jim said “we do not steal” is taking the wood from the sign stealing?
28.Mae broke up the family and separated the children without first speaking to
her husband. Do you think what she did was right? Write a letter to the
children explaining why they had to be separated.
29.“Where are you going” is repeated by Mae when Jim leaves the house. He
does not answer. Why do you think this question is so difficult to answer?
Where did he go and why?
30.Do you think Jim should be proud or ashamed of his actions to get his
children back again? Explain your choice. What is the result?
31.We see more than one argument between families. What makes the
Braddock family different?
32.Jim teaches Rosie some boxing moves. Is this outside what is expected of
the two gender roles? Explain.
33.The film uses medium and close-up shot lengths often. Why do you think
the Director Ron Howard chose these film techniques to be so prominent in
the film?
34.How much time did Jim Braddock have to prepare for his fight with Corn
Griffin?
35.What reaction did he receive from the spectators on his return to the ring?
How was this different to his last fight?
36.It was the most difficult of times why do you think the spectators might
want to see someone, one of them, ‘fight back’ and win?
37.In the dressing room Joe’s excitement was expressed through this comment
“slipping and sliding like a cat”. Which language technique is used in this
comment? What image does it create of the way Braddock moved in the
ring?
38.Max Baer is portrayed with a different boxing attitude. Describe his attitude.
39.When Jim is given the invitation to fight again and is trying to convince Mae
to agree he picks her up and holds her above his head. What camera angle
7
is used? How does this demonstrate who, at that moment, holds the power
in the situation?
40.Mae visits Joe’s apartment. What does she learn from her visit?
41.Joe’s wife tells Mae “they feel like they are failing us when really it’s just the
world that’s failing.” What qualities do both women possess that prevents
their husbands from feeling like failures? Provide examples from the film.
42.Jim says to Joe “I could kiss you” but he doesn’t and wouldn’t. Why do men
have affection for one another? Brainstorm a list of the ways in which males
you know show affection for one another.
43.We see Jim training by skipping. Skipping is traditionally assigned to be a
girl’s sport. Today we know that boxers, footballers and basketballers do
other forms of exercise once considered “girly.” What are some of these
forms of exercise?
44.The director breaks up the boxing matches by using shots of the crowd, the
trainers, the reporters and supporters. Consider his purpose for mixing the
shots so quickly. What message does the film provide about Jim Braddock’s
boxing through this choice of camera shots?
45.What gender is predominant in the spectator’s area?
46.“A fairytale comeback” In your own words explain why this phrase was used
to describe Jim Braddock’s return to the boxing ring.
47.During the fight what images do we become privy to that are running
through Braddock’s mind as fights? Who is he fighting for? What was
Braddock risking in order to provide for his family?
48.After winning the title Jim returns to the Welfare Agency. Why? Throughout
the film we repeatedly see events that define hic strength of character.
Choose one other event from the film and using these two events create a
character profile of the “real” James J. Braddock.
49.Describe Hooverville focusing on who lives there, their living conditions and
why. To do this effectively you will need to refer to your background
information relating to the Great Depression. Consider the front page of the
discarded newspaper from question 11.
50.There is a sense of desolation on the faces of the mourners when Mike’s
coffin is placed in the grave. The gravesite is a symbol for the masses.
What does it represent?
51.“I know what I am fighting for… MILK” who made this statement? In a one
page response explain how this quote could be considered the motivation for
“Cinderella Man”
52.The predominant colour in all the boxing scenes is varying shades of brown.
While there can be alternate definitions of the symbolism for the colour
brown using the following definition;
Brown is the color of the earth -- stable and well-rooted. Brown
makes one feel strong, firm, and secure. People who like
browns tend to want security rather than change, or perhaps
prefer to go with the flow a bit, rather than seeking change out
in an assertive manner.
As a class group, discuss why the Director chose to use shades of brown to
black so predominantly throughout the film and more especially in the
spectator scenes.
8
Can you identify other uses of colour from other scenes that are examples of
symbols or metaphors?
53.How did the film’s dark cinematography convey the bleakness of the
Depression years?
54.“Cinderella Man” is promoted as an inspirational story. Do you agree with
this statement? Why or why not? Who might be inspired by the real events
in the 19030’s and why?
55.Boxing is a dangerous occupation or sport? List some of the other examples
Jim provides that are dangerous.
Do you think his comparisons are
justified?
56.James J Braddock said to his wife, Mae “Cinderella Man – Mae I kinda like it
it’s kinda girlish” We need to think about this quote, in terms of gender.
Boxing was considered the masculine thing to do; it was a one on one
process of determining who the strongest man was.
Should we only
consider physical strength? Did Jim Braddock have other strengths?
57.How does “Cinderella Man” subvert the gender stereotyping of males being
the stronger gender and females the weaker?
58.Gender divides were clearly evident throughout the film, men were at the
boxing women were at home with their families. Do we still have such clear
gender divisions today?
59.Brainstorm some other films where gender roles are not stereotyped.
Consider less obvious texts using “Cinderella Man” as an example of how
being male or female does not limit your ability to be successful.
60.Historically men are defined as the fighters and women as the homemakers.
Explain how “Cinderella Man” breaks down the barriers?
61.How did James J. Braddock’s character shape his destiny?
62.How well do the visual and sound elements combine to represent life in
America during the Depression years? What is you favourite scene and
why?
63.How is Jim a positive male role model? In what ways is he a cinderella? In
what ways can he be considered a hero?
64.Describe how the film made you feel.
65.Did you like the film? Why or why not?
Extension Activities on the film:
1. Classroom Debate topic: “Cinderella Man” is just another film promoting
violence. Films like this should be banned as they only promote violence in
the community.
2. Take a scene from the film and create a storyboard for that scene.
3. Create an advertising poster for the film.
4. Do you agree with the use of colour in the film? Select one scene and create
a new primary colour for that scene. Justify your change with a short
written explanation.
5. Choose one of the children and write a series of diary entries about several
of the main events in the family from your point of view.
6. Films such as “Cinderella Man” not only entertain but they also educate
helping us to explore life and its meaning through narratives and characters.
Do you agree or disagree with this statement?
7. Max Baer’s family was not happy with the way in which he was portrayed in
the film. They have stated that he was always remained upset by the death
9
of his opponent in the boxing ring, and that he financially supported his
widow for years to come by giving the family proceeds from his matches.
He was considered, by many, to be less brutal than he was portrayed in the
film. Do you think it was important to the narrative of Braddock’s life to
portray Baer in such a negative manner? Explain you feelings.
8. Discuss some of the key scenes in the film that express the meaning of Jim
and Mae’s marriage. What values did they share in their marriage through
both good and tough times?
9. How did Jim and Mae show their respect for one another? What challenges
did their love and respect for each have to meet so that the Braddocks could
stay a family?
10. How is the hardship and poverty of the Great Depression represented in the
film? How do the Braddocks deal with this? What does this show about
their characters?
11. Were you surprised by Mike’s death? What affect does it have on Jim?
12. Who is your favourite character and why?
13. The story of the gentleman pugilist James J. Braddock is the backdrop to the
larger drama of Americans' struggle in the 1930s. Was it just his strength in
the ring that captivated America?
14. As a boxer, Braddock was fearless. But he demonstrated even more courage
in fighting for family values. What lesson can we learn from his story today?
15. Compare the final boxing scenes in “Cinderella Man” and “Million Dollar
Baby”. Are the terms ‘man’ and ‘baby’ gender related? Compare the two
pairs of boxers. Each has a good and evil element in their characters. Is
the good or evil element the predominant message in both films? In what
ways could the two films be considered as David and Goliath or good v evil
battles?
16. There are several scenes in the films “Cinderella Man” and “Million Dollar
Baby” that can be compared using gendered roles, stereotyping as well as
the fairy tale motif. This could be completed as classroom activities or
extension activities.
17. Compare and contrast websites for “Cinderella Man” and “Million Dollar
Baby” have students discuss the ways in which the layout and language of
the websites can be considered in terms of gender stereotyping and the fairy
tale motif.
18. Students could create their own websites based on how gender is
represented in the film/s, through the official websites and fan websites.
19. Discuss why biopics have a place in entertainment. What can we hope to
learn by studying the lives of others?
20. Read Braddock: The Rise of the Cinderella Man written by Jim Hague.
Published in 2005.
10
Boys Literacy and Schooling Venn Diagram
Expanding repertoires for
engaging with cultures by
focusing on:
• The ‘real’ and everyday
• Popular culture materials
• Electronic technologies
• Multimedia and
multimodal work.
Expanding repertoires for
relating as:
• ‘Learners’ in literacy
classrooms
• ‘Class participants’ in
literacy classrooms
Expanding repertoires for
(re)presenting the self by:
• Reconfiguring
classroom literacy as
active and embodied
• Capitalising
on
choice and personal
experience
• Focusing on boys’
sense of self
Source: http://www.decs.sa.gov.au/ned/files/links/Boys_Literacy_and_Schoolin.doc
11
Fairfield High School
ASSESSMENT TASK SHEET
Stage 5
Unit: Non- Fiction - Multimedia
Task Number:
Task Title: Cinderella is all Man
Weighting: 20%
Syllabus Outcomes
A student:
1.
responds to and composes increasingly
sophisticated and sustained texts for
understanding, interpretation, critical analysis and
pleasure
10. A student questions, challenges and evaluates
cultural assumptions in texts and their effects
on meaning.
4. selects and uses language forms and features,
and structures of texts according to different
purposes, audiences and contexts, and describes
and explains their effects on meaning.
Task
“There's no such thing as a hero-only ordinary people asked to do extraordinary
things in terrible circumstances and delivering.”
This quote describes the life of
James J. Braddock. Do you agree?
Compose a 3 page feature article titled “Cinderella is a Man” for a sports magazine
and include the quote in the article appropriately (you may use it as a sub-title or in a
break-out box). You must word process your article in two columns. Images should
be inserted on each of the three pages. Each image must have explanatory caption
below.
You may refer to other texts but the majority of your article must focus on the life of
James J. Braddock and why he earned the nickname ‘Cinderella Man’.
Criteria for marking/evaluation
You will need to…
ƒ
ƒ
ƒ
ƒ
ƒ
research historical facts and details about his life, times and career
explain the relationship between his boxing career and the Cinderella concept
discuss the gender stereotypes in the text
develop a cohesive text using a word processor
include pictures, diagrams to enhance meaning and support the text
12
Fairfield High School
MARKING GUIDELINES AND EVALUATION SHEET
Stage 5
Name: ………………………………..…….
Unit: Non- Fiction - Multimedia
Task Number: …………….
Task Title: Cinderella is all Man
Weighting: 20%
Outcomes Assessed - 1, 4, 10
Criteria
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
‰
Insightfully discusses the gender positioning of characters with comparison to the fairy tale
concept
Mark Ranges
20
19
Skilfully selects and interprets historical facts and information
Composes a media text appropriate for particular audience and purpose with outstanding skill
and flair
18
Sophisticated response using correct spelling, punctuation, sentences and paragraphs
17
A
Highly
Developed
Insightful integration of visual representations to enhance meaning
Perceptively discusses the gender positioning of characters with comparison to the fairy tale
concept
16
15
Skilfully selects and includes historical facts and information
Composes a media text appropriate for particular audience and purpose with flair
Sophisticated response using correct spelling, punctuation, sentences and paragraphs
Insightful integration of visual representations to support meaning
Competently discusses the gender positioning of characters with comparison to the fairy tale
concept
selects and includes historical facts and information
Composes a media text appropriate for particular audience and purpose
Developing use of correct spelling, punctuation, sentences and paragraphs
14
13
B
Well
Developed
12
11
C
10
9
Developed
Competent integration of visual representations to support meaning
Discusses the gender positioning of characters with comparison to the fairy tale concept
Some attempt to include historical facts and information
8
7
Attempts to compose a media text for particular audience and purpose
Developing understanding of correct spelling, punctuation, sentences and paragraphs
6
Inconsistent integration of visual representations to enhance meaning
5
Limited attempt to discuss the gender positioning of characters with comparison to the fairy tale
concept
selects basic information and facts
limited success in composing a media text for a particular purpose
Developing
4
E
3
2
elementary understanding of the use of correct spelling, punctuation, sentences and paragraphs
limited integration of visual representations
D
Not
Developed
1
COMMENTS:
13
Elements of film:
Movies usually have a storyline or narrative pattern, similar to a novel. The
orientation usually provides information about the setting and introduces the main
characters. This is followed by a series of complications that create conflict and
tension. This conflict may be within one person, between different people, or
between an individual and society. In most films the conflict is resolved by some
means at the end.
Each scene in the narrative is linked to the next so that the responder does not
have to piece the film together, like a jigsaw puzzle. The responder is carried
through the storyline step by step. Films are a very powerful form of
communication.
They can change people’s attitudes and influence their
behaviour. This does not happen by accident. It is the result of filmic
techniques.
1. List some of the elements that are used to create a film.
Filmmakers position us to respond in a certain way to their films.
2. When you see the classifications G, PG, M, MA and R what do you
understand by them?
3. What expectations do you have for a PG film compared to an MA film?
4. Which types of film do you like best?
5. What features of this type of film do you enjoy?
The narrative links the events and issues in the film in an obvious way. However,
there are also invisible links that tie the emotions of the film together. These links
are not obvious otherwise the responder would feel manipulated. The responder
is emotionally positioned by several techniques.
• The choice of shots. Has a long shot been used to establish the
setting and give us information? Has a low-angle shot given us a
sense of fear or makes us feel threatened? Has a close-up shot
been used to create tension? Has a high-angle shot been used to
provide us with a sense of power over the events? Has the camera
taken a subjective view to get us involved in the action?
• The Sequence of shots. In a dialogue scene does the camera
stay focused on one person or does it move from one to the other?
Does the scene contain flashbacks? Is a close up of one person
under stress followed by a medium shot of another quietly relaxed?
The sequencing of shots can change the meaning.
• The use of sound and music. Does the music make you feel:
romantic, frightened, anxious, relaxed? Do the lyrics reinforce the
storyline? Is the music loud or soft? Are the sound effects
realistic? Do they jolt or soothe you? Is the music repeated
Film Study Stage 5 Cinderella Man Fairfield High School English Faculty – Lynne Marsh
Images © Universal Pictures Media Kit
-1-
•
•
throughout the film like a theme? Music can be a power filmic tool
to enhance meaning.
The lighting. Is the lighting bright and clear to create a feeling of
openness and security or is it low-key to give a sense of fear and
drama? Is it hard with strong shadows to create tension or is it soft
to create a sense of romance?
Use of symbols. Does the clothing or make-up indicate a certain
type of person? Does body language tell us how they feel? Does
colour have a special meaning? Are certain actions, sounds or
signs symbolic? Symbolism is subtle in films but it is a tool used by
filmmakers in almost every film.
When we walk into a movie theatre we enter an imaginary yet real world. A
world that can either charge or drain us emotionally. Our senses become part of
someone else’s world and emotions. We can see beauty and horror, we can
hear the laughter and the screams, and we can almost taste and smell the
sweetness and the stench. Sometimes we wish it wouldn’t end; sometimes we
feel drained by the experience. Films are not made just to entertain us but to
affect us, to make us take sides, to make us feel what the filmmaker feels. When
we respond to a film it is the result of many people coming together and blending
creativity with their skills, technology and organization.
6. Name a film that you really enjoy. Why does it have such an impact on
you?
Films can be categorized under different genres for example; drama, action,
suspense, comedy, horror.
7. List some of the qualities of each category that help to distinguish between
these types of films.
Mise-en-scene (pronounced "meez-ahn-sen")
The original French word means, “staging an action”. The director controls the
mise-en-scene and stages the event or scene for the camera.
Composers of film are aware how important the use of setting is. The setting can
create meaning on the screen without actors. Some film use characters as
accessories to nature or the environment. The composer may control the setting
by selecting a locale that already exists or by constructing the setting in a studio.
Colour can also be an important component of settings. Changes in setting by
varying colours can support a narrative development or transformation. When
filmmakers use colour to create elements of setting, a colour motif maybe
associated with several props.
Film Study Stage 5 Cinderella Man Fairfield High School English Faculty – Lynne Marsh
Images © Universal Pictures Media Kit
-2-
A full size setting does not always have to be built. To save money, or create
fantasy effects the film’s composers can build miniature settings. Parts or
sections of settings may also be done as paintings, which are then photographed
to combine with full size objects.
The composer may also use props. When an object in the setting is motivated to
operate actively within the ongoing action it is known as a “prop”. In the course
of a narrative, a prop may become a motif.
As with setting costumes can have specific functions in the total film, and the
range of possibilities is huge. Costumes are carefully orchestrated with one
another in their colours, their textures, and even their movements. Like settings,
costume maybe a prop for the film’s ongoing narrative. Costume is often coordinated with setting. If a filmmaker wants to emphasise the human figures, the
setting may provide a more or les neutral background, while costumes help the
characters to stand out. Colour design is also important to either accentuate,
make the characters stand out, or to blend them into the background.
Film genres make extensive use of costume props – eg the western six-gun.
Every major comedian is associated with a unique prop for example Charlie
Chaplin’s cane and derby hat.
Costume and setting can co-ordinate and contribute to a film’s overall narrative
progression.
The actors’ make-up is closely
linked to costuming.
Changing
actors to resemble historical
personalities is one common
function of make-up. Make-up can
be realistic or nonrealistic. Women
often wear make-up that looks like
ordinary street cosmetics and
men’s make-up is designed to look
as if they aren’t wearing any.
Film Study Stage 5 Cinderella Man Fairfield High School English Faculty – Lynne Marsh
Images © Universal Pictures Media Kit
-3-
Bizarre make-up plays a major role in the conventions of the horror genre.
Make-up is also used as a form of special effects like layers of skin, bumps and
lumps. Make-up considered in context of the film, like costumes, becomes
important in creating character traits or motivating plot action.
Lighting is more than an illumination that allows us to see the action. The impact
of an image can be manipulated and meaning changed or enhanced through the
use of lighting. Lighting shapes a shot’s overall composition. It also affects our
understanding of the shape and texture of objects. Lighter and darker areas
within the frame help to create the overall composition of each shot and guide
our attention to certain objects and actions. The four major features of film
lighting can be considered as quality, direction, source and colour. The
composer can manipulate and combine these factors to shape the responder’s
experience in a great many ways. Like any technique lighting can become a
motif in the film.
The director controls movement and behaviour of various figures. “Figure” can
represent a person or persons but it can also represent an animal, a robot, an
object, patterns or shapes. In films facial expressions and movement are not
restricted to human figures. Animation, drawings and three-dimensional objects
can be moved with speed and fluidity. Filmmakers can also blend photographed
action with animated mise-en-scene.
Acting and actuality is the movement of actors playing roles. An
actor’s performance consists of visual elements (appearance,
gestures, facial expressions, body language) and sound effects
(voice, effects).
The actor may contribute only visual effects at times. The
actor’s performance is part of the holistic mise-en-scene a film
may contain a variety of acting styles. When we view a film we
are aware that the performance on the screen is the result of
the actors’ skills. In analyzing a particular film it is usually
necessary to go beyond assumptions about realism and consider the functions
and purpose that the actor represents.
The context of a performance may
also be shaped by the technique of
film editing. Camera techniques
also create a controlling context. A
typical performance combines facial
expressions with body gestures and
movement. As with all elements of
filmic texts acting offers unlimited
range of potential for creating
meaning. Acting cannot be judged
as separate from the concrete
Film Study Stage 5 Cinderella Man Fairfield High School English Faculty – Lynne Marsh
Images © Universal Pictures Media Kit
-4-
context of the entire film’s form.
Setting, costume, lighting and figure expression and movement are the
components of mise-en-scene. Each combines to create a specific system of
creating meaning in every film. The image we see on screen is flat and it
displays a composition within a frame.
The arrangement of the mise-en-scene creates the composition
of ‘screen space.’ That is a two-dimensional space, which
comprises the organization of shapes, textures and patterns of
light and dark. In most films there is a third dimensional space
that represents the space in which the action occurs. The
image on the screen is flat so the mise-en-scene must give the
responder cues and clues that will enable us to infer the threedimensionality of the scene.
To respond too and analyse mise-en-scene consider individually how setting,
costume, lighting and the behaviours of the figures present themselves in a given
film. Trace one element, eg setting or lighting through an entire film.
The filmmaker’s control of mise-en-scene has been extended by computer
technology. Through digital computer animation created images blended with
live action is transformed through computers. This combination makes a new
range of filmic effects.
8. Choose one element of mise-en-scene. Collect three examples from the
film and write one paragraph about each explaining how meaning was
enhanced through that element in that shot.
Film Study Stage 5 Cinderella Man Fairfield High School English Faculty – Lynne Marsh
Images © Universal Pictures Media Kit
-5-
Key questions to be considered as you view the film.
a) What sort of audience is being targeted in “Cinderella Man”?
b) What effect does the targeting have on the movie generally?
c) What techniques are used in “Cinderella Man”?
d) How do the special effects contribute to the meaning of the movie?
e) What parts of the film would require the most intensive use of
special effects?
f) Can you identify any unbelievable occurrences at crucial points in
the storyline?
g) What values are being supported or challenged?
h) Are there any examples of ‘outsiders’ playing important roles?
i) Look carefully at the relationships between people in the text. How
many different views of ‘family’ and ‘friends’ are we given? What
are we supposed to learn from these people?
j) Was the story worth telling? Why or Why not?
k) How are the characters established – by action, narration or a
combination of both?
Film Study Stage 5 Cinderella Man Fairfield High School English Faculty – Lynne Marsh
Images © Universal Pictures Media Kit
-6-
Shot
EXTREME
CLOSE-IP
(ECU)
Purpose
A very close shot emphasizing Captures and heightens
physical features or specific detail or response: can
details of a person or object
capture emotions like
C
A
M
E Usually a head and
R shoulders only shot
A containing little or no
shock or horror
background
MEDIUM
(M)
S
H Shows the upper half of the
O torso or perhaps the whole
T character and background
S
Shows emotions or
reactions of characters;
conversations; allows
inclusion or exclusion of
other details
Reveals details in the
context of the character’s
surroundings and
environment
LONG
(L)
WIDE
(W)
Example
Shows the whole person Allows the viewer to
and
others
in
the establish the characters in
relation to each other and
background
their situation
Shows the character or Creates a sense of space
characters in full and others for the characters within
in both the foreground and their environment
background
Film Study Stage 5 Cinderella Man
Cinderella Man
CLOSE-UP
(CU)
Description
ZOOM
(Z)
Camera depth and focus
change without any shift of
position, allowing change
from wide-angle to close-up
shots
Draws the viewer into or
out of intimate situations,
keeping same subject but
changing focus
The camera turns from side
to side L-R or R-L
Shows side to side motion
or space
The camera moves with the
actors or the action
Involves the viewer in the
action
The camera moves into or
away from the subject
Changes the viewer’s
involvement in the action
The camera tilts from top to
bottom or diagonally
Highlights size, speed or
reaction
PANNING
TRACKING
M
O
V
E
M
E
N
T
DOLLY
TILT
Film Study Stage 5 Cinderella Man