Grand Torino

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dem Film gearbeitet - dabei steht jede Unterrichtsstunde unter einem besonderen thematischen Fokus (z.B. "language as an aspect of belonging" oder "symbols of belonging"); auf relevante Segmente des Filmes wird dann Rückbezug genommen. Im weiteren Ansatz (segment approach) wird der Film in einzelne an Handlungsabschnitten orientierte Segmente aufgeteilt. Die Länge dieser Segmente beträgt jeweils zwischen etwa 10 min und 30 min; diese Aufteilung entspricht im Allgemeinen jedoch nicht der Kapiteleinteilung der DVD/ Blu-Ray. Diese Segmente werden hintereinander in den aufeinander folgenden Unterrichtsstunden zunächst präsentiert und dann unmittelbar inhaltlich erarbeitet. Im Gegensatz zum thematic approach, in dem man von einem Thema ausgeht und dann dazu passende Filmsegmente findet und analysiert, geht man im segment approach also vom Film aus und arbeitet unmittelbar inhaltliche Aspekte heraus. Mit beiden Ansätzen lassen sich die Lernziele (siehe unten) erreichen; je nach Präferenz der Lehrkraft kann man sich also ohne Bedenken für die eine oder andere Variante entscheiden und ausschließlich diese unterrichten - beide Unterrichtsvorschläge funktionieren völlig unabhängig voneinander. Bei Interesse oder Bedarf kann man aber auch punktuell auf einzelne Materialien oder Doppelstunden der jeweils anderen Einheit zugreifen und im eigenen gewählten Ansatz verwenden; die Ansätze ergänzen sich also punktuell. Die Teile der Unterrichtseinheiten, die sich zur gegenseitigen Ergänzung eignen, sind entsprechend gekennzeichnet. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 2 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● Übergeordnete Lernziele für beide Einheiten Die Schülerinnen und Schüler kennen die wesentlichen Elemente der Handlungsentwicklung und die Protagonisten in Gran Torino. kennen die wesentlichen Faktoren, die das Zugehörigkeitsgefühl der Protagonisten zu einer bestimmten Gruppe ausmachen. können hierbei unterschiedliche Mechanismen und Folgen von Ab- und Ausgrenzen (dissociation/ ostracism) erkennen. können die Bewältigungsstrategien der Protagonisten (coping strategies) analysieren und bewerten. ● ● GRAN TORINO ● THE AMBIGUITY OF BELONGING können Bezüge zur eigenen Lebenswelt (individual and society) herstellen und kritisch Stellung nehmen. Allgemeine Hinweise Terminologie: in den beiden Einheiten werden regelmäßig die Begriffe chapter sowie ,,Szene" verwendet. Damit soll auf folgendes Bezug genommen werden: scene: Segment, in die der Film für die beiden Einheiten eingeteilt wurde; insbesondere beim segment approach (pro Doppelstunde wird eine festgelegte "scene" besprochen) chapter: auf der DVD vorgenommene Einteilung des Filmes (,,Szenenauswahl" bzw. chapters bei englischsprachigen DVDs) werden. → Dementsprechend können die Anfangs- und Endzeiten der Segmente der einzelnen Unterrichtsstunden im Allgemeinen nicht über die Kapitelauswahl der DVD angewählt Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 3 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppel- stunde Gran Torino - Übersicht über die Unterrichtseinheit Thematic Approach 1 2 32 4 GRAN TORINO Thema der Stunde und Unterrichtsverlauf Introduction to the movie and the main protagonists 1. Pre-viewing: Neighbours (reconstruction + discussion of proverbs) 2. Viewing 0:00 - 19:50 3. Post-viewing: SWOT-Anaylse für Walt + Thao (strenghts-weaknesses-opportunities-threats) Viewing comprehension (Block 1) 1. Pre-viewing: S lesen AB mit Zitaten durch. (Differenzierung: M.2.1. gibt es in einer leichteren Variante A und einer schwierigeren Varinate B) 2. Viewing: 19:50 - 58:35 3. Post-viewing: Abgleich der Ergebnisse in PA und ausführliche Besprechung im Plenum Viewing comprehension (Block 2) 1. Pre-viewing: ● ● THE AMBIGUITY OF BELONGING 2. Viewing: Ch. 15 - Ende 3. Post-viewing: Einstieg über Screenshots (Revision: Identify the scene) Spekulieren über den weiteren Verlauf S sichten M 3.2. (je 4-5 SuS erhalten ein Set mit Bildern und Zitaten); Arbeitsauftrag: Match... S stellen Bilder und Zitate zusammen (Differenzierungsmöglichkeit für schnelle Gruppen: auch in die richtige Reihenfolge bringen) Sicherung im Plenum (auch mithilfe der ppt möglich) HA: Choose one: Write a police report.../ Write a witness report.../ Write a summary ... Ambiguity of belonging: The main characters and their relationships (main protagonists) 1. Die S charakterisieren anhand von Screenshots und Frage-Karten zu Walt, Thao und Sue arbeitsteilig die Hauptpersonen und ihre Beziehungen zueinander Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Material/Szene 0:00-19:50 M1.1 0:00-19:50 M 1.2-1.3 19:50 58:35 M 2.1. 19:50 - 58:35 0:54:43 Ende M 3.1 M 3.2 54:45 Ende M 3.3 M 4.1+ 4.2 Seite 4 von 134 Schwerpunktthema Abitur Englisch ab 2019 5 6 GRAN TORINO und zu anderen Personen. 2. Kurzer Input und L-S-Gespräch: The need to belong 3. Mögliche Hausaufgabe: Answer the poll question from Walt's/ Thao's/ Sue's point of view. Ambiguity of belonging: The main characters and their relationships (minor characters) 1. Die S ordnen Screenshots und Zitaten folgenden Personen zu: Father Janovich, Walt's family, the Hmong gang 2. Die S wählen anhand der Screenshots eine konfliktgeladene Szene aus und setzen sie auf zwei Arten um: a) freies Nachspielen b) Szene verändern; z.B. Deeskalation einbauen 3. Präsentation und Diskussion der Ergebnisse Language as an aspect of belonging 1. Einstieg: z.B. über YouTube clip Hugh Laurie bei Ellen DeGeneres THE AMBIGUITY OF BELONGING Begriffsklärung: slang, jargon, etc. : Diskussion über Jugendsprache (Medienprodukt? Eine beschreibbare Sprache? Wie entstehen neue Begriffe? (Input z.B. Text ,,Jugendwort des Jahres") Viewing: Ch. 9 Sue + white boy + black gang ● 2. Viewing: Ch. 18 At the barber's shop Reconstruct the conversation. Analyse the role of language in this scene. Sicherung der Ergebnisse Analyse how Walt tries to teach Thao to talk like a man. Discuss: Is this a useful lesson for Thao? 3. Viewing: Ch. 19 Walt and Thao at Kennedy's office ● Take notes on the protagonists' use of language. Explain how belonging is established via language in both scenes. What's the dramatic function of these scenes (=> comic relief)? Ambiguity of Belonging: Symbols in the movie 1. Einstieg: clothes, food, flag 3 Impulsbilder zum Thema Belonging; S diskutieren in Kleingruppen und versuchen Parallelszenen aus GT zu finden. Compare the screenshots. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg M 4.3 M 5.1 M 6.2 M 6.1 30:20-34:45 1:10:09 1:13:19 M 6.3 1:13:20 1:15:38 M 6.4 M 7.1 Seite 5 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO How do they illustrate a sense of belonging? 2. Walt and American symbols ● Analyze the still. 3. Symbols of Belonging and Leitmotifs ● THE AMBIGUITY OF BELONGING Discuss the idea of leitmotifs as represented in the stills. Discuss the quote: ,,I have more in common with these gooks than I do with my own family." 4. Symbols of Belonging: Rounding off Choose an illustration and explain your choice (auch als HA möglich) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg M 7.2 M 7.3 M 7.4 Seite 6 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppel- stunde Gran Torino: Übersicht über die Unterrichtseinheit Segment Approach 1 2 GRAN TORINO 3 Thema der Stunde und Unterrichtsverlauf THE AMBIGUITY OF BELONGING Getting into the movie Einstieg: Working with the trailer - S spekulieren über die Handlung des Films Viewing: S gleichen ihre Erwartungen zur Person Walts mit den Infos zu Walt des Filmbeginns ab. (Matching quotes and characters) 2nd viewing: Ergebnissicherung + Analyse der Beziehung Walts zu den Personen in seinem Umfeld Transfer: wie sehr fühlt sich Walt seinem Umfeld zugehörig (Visualisierung mit Metaplankarten); Bezug zur Lebenswelt der SuS To belong or not to belong? Gangs in Gran Torino Einstieg: S rekapitulieren ihr Wissen über Thao anhand zweier Standbilder. Viewing: S rekapitulieren Thaos Begegnung mit der Gang seines Cousins (matching sentence halves). Post-viewing: S sammeln Gründe für und wider Thaos Beitritt zur Gang (Diskussion). Viewing: S analysieren Walts Umgang mit der Gang. Viewing: S vergleichen Sues Umgang mit der Gang mit Thaos Verhalten. Post-viewing: S vergleichen, inwieweit und zu wem Sue und Thao ein Zugehörigkeitsgefühl entwickelt haben. HA: You are either Sue or Thao. They have a conversation about the gang and their persistent attempt at persuading Thao to join. Sue tells Thao what she thinks about the gang and gives him advice. Prepare the dialog by taking notes on what your character might say. Family Feuds and Family Bliss HA-Besprechung: Dialog zwischen Sue und Thao Einstieg: Walts Kriegserfahrungen werden anhand von Zitaten aus der Unterhaltung zwischen ihm und Father Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Material/Szene 0:00-0:12:30 M1.1. 0:00-08:20 M 1.2 2a 0:00-12:30 M 1.2 2b 12:30- 0:38:34 M 2.1 0:12:30 0:17:30 M 2.2 0:17:300:27:37 0:27:37 0:38:34 0:38:34 - 0:51:43 0:58:35 - 1:01:00 Seite 7 von 134 Schwerpunktthema Abitur Englisch ab 2019 4 5 GRAN TORINO Janovich thematisiert. Erarbeitung: Charakterisierung Walts durch Zuweisung von Adjektiven und Belegen aus dem Film Viewing: S analysieren die Beziehung zwischen Walt und seinem Sohn Mitch anhand der Geschenke, die er zu seinem Geburtstag erhält. Transfer: S diskutieren, wer für das Scheitern der Party verantwortlich ist. Viewing: Kontrastierung von Walts Geburtstagsfeier mit dem Familienfest der Lors Auswertung: Vergleich von Walts Einstellung zur eigenen und der Lor Familie (Visualisierung anhand THE AMBIGUITY OF BELONGING Metaplankarten) Filmanalyse: S analysieren, mit welchen filmischen Mitteln Walts Entfremdung von seinem Sohn unterstrichen wird. HA: Write an interior monologue after the phone call to his son Mitch. Manning Thao up HA-Besprechung: Walt's interior monologue (Sesselstanz) Einstieg / Viewing: S arbeiten die veränderte Beziehung zu Walt zunächst am Skript heraus sowie Unterschiede zwischen Skript und tatsächlicher Filmszene. Spekulation, was zum nun engeren Verhältnis zwischen Walt und Thao geführt haben könnte. Viewing: Abgleich der Hypothesen mit den tatsächlichen Ereignissen im Film: Diskussion, ob Walt ein gutes Vorbild für Thao ist. Auswertung: Ist Walt eine gute Vaterfigur? Welche Werte verkörpert er? HA: Write a dialogue between Walt and Martin which explains why Walt tries to man Thao up. Walt's Sacrifice HA: Je zwei S tragen ihren Dialog einem anderen Schülerpaar vor und geben sich gegenseitig Rückmeldung (Gruppenarbeit). Einstieg: Abbildung Walt on the ground. S spekulieren, was die Szene zeigt und wie dazu kommen konnte. Viewing: S rekonstruieren die Ereignisse, die zum Tode Walts führen (Chain of events diagram), bestimmen den Point of no Return. Viewing: S betrachten den Schluss des Films und diskutieren, ob ein Happyend vorliegt. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg M 3.1a M 3.1b 0:38:34 0:40:34 M 3.2a + b M 3.2c 0:40:34 0:51:43 M 3.3 0:58:35 1:01:00 M 3.4 0:51:42-1:16:47 1:06:45 1:07:47 M 4.1a + b 0:51:42 1:07:47 M 4.2 M 4.3 1:16:48 1:48:00 M 5.1 M 5.3 Seite 8 von 134 Schwerpunktthema Abitur Englisch ab 2019 6 GRAN TORINO THE AMBIGUITY OF BELONGING Transfer: Untersuchung der Bedeutung des titelgebenden Gran Torino Evaluation: Beurteilung der Faktoren, die das Zugehörigkeitsgefühl der Hauptpersonen maßgeblich beeinflussen. HA: Mit Hilfe eines Kriterienkatalogs bereiten die Schüler eine Grabrede zu Walts Begräbnis vor Gran Torino and the Ambiguity of Belonging HA: S legen ihre HA zusammen mit dem Feedbacksheet auf ihren Platz, lesen je drei Produkte ihrer Mitschüler und geben Feedback (Sesseltanz). Diskussion: Did Walt do the right thing? Die S spielen die Konsequenzen verschiedener Handlungsalternativen durch. Erarbeitung: Analyse der von Walt geschätzten Dinge und deren symbolische Bedeutung Erarbeitung: Schüler sammeln Beispiele, an denen sich die Entfremdung Walts von seiner Umwelt festmachen lässt. Transfer: Walt als Vaterfigur: American debate zur Frage, ob Walt ein guter Vaterersatz für Thao war. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg M 5.4 M 5.5 und M 5.6 M 6.1. M 6.2 Seite 9 von 134 Chapter Summaries Ch. 1 + 2 Ch. 3 Ch. 4 Content The funeral • family assembles in church, lack of respect for Walt's deceased wife (spectacles, testicles, ... texting in church, dress, etc.) • opening line of sermon by Father Janovich: "death is often a bittersweet occasion for us Catholics" at Walt's place: reception of funeral guests ● children in basement find Walt's Silver Star • first encounter with Thao ● Walt's disrespectful language/ behaviour: "How many swamp rats can get in one room?" and spits on the ground Family feast - Hmong his son's Toyota Land Cruiser ("I told him to buy American") Thao does the dishes • Hmong witch doctor/ shaman blesses child ● Walt's disrespectful language/ racist slurs: "Chinks", "Zipperhead" • "spitting contest" with Hmong grandma ● Walt openly shows his disdain of Father Janovich Thao – gangs Latino gang picking on Thao: Hmong gang/ Thao's cousin defend "their" turf and in the course of doing so, Thao. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg ● ● church and religion (lost values) ● loneliness ● Thematic focus ● family (estrangement: "these people [Hmong] are closer to me than my flock") • Thao's position in the family tradition racism/ disrespect parallel characters ● racism/disrespect gangs/ ethnicity/ belonging power play Seite 10 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch. 5 Ch. 6 Ch. 7 ● ● Hmong gang lures and later pressures Thao to join gang. initiation: Thao trying to steal Walt's Gran Torino Walt and Father Janovich THE AMBIGUITY OF BELONGING ● GRAN TORINO ● Father Janovich finds Walt and some of Walt's friends at a bar. Walt recalls war memories from Korea, making clear to Father Janovich that he thinks the priest does not know anything about life and death. Thao attempted theft Walt warms up a bit to Father Janovich ("Damn Padre, you are persistent, aren't you?"). talk about life and death Mitch Kowalski calls "to see how his dad is doing", when in fact he only wants tickets to a Lions game. Walt polishes Gran Torino and puts it on display. Thao - first intervention by Walt Thao's cousin and his gang try to force Thao into their car. Thao enters garage, Walt notices and loads his rifle and confronts Thao armed and aiming at him, Thao stumbles and so does Walt. Walt appears pointing a gun at them, telling them to get off his lawn. Thao's family thanks him, in response he tells them to "get off his lawn", too. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg The next day, Walt's Hmong neighbours cover the stairs with presents (food, flowers). ● peer pressure friendship ● religion/belief Walt's position in his family symbol: the car • ostracism/identity/demarcation ("Get off my lawn") symbol: broken lawn gnome Seite 11 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch 8 Ch. 9 Ch. 10 ● Walt + Father Janovich ● • Walt doesn't accept Thao's excuses for stealing his car. ● Father Janovich visits Walt to scold him for not having called the police. • In their short conversation they talk about guilt and forgiveness. ● Walt is confused and throws the presents into the bin. ● Thao, his sister Sue and his mother introduce themselves to Walt. Walt 'rescues' Sue THE AMBIGUITY OF BELONGING GRAN TORINO ● Father Janovich begs Walt to confess (Korean War). Walt + Sue in his car Walt at his friend the barber's Sue and a white friend of hers are stopped by a couple of black gang members. Sue's friend remains passive; Sue defends herself verbally and physically. • • Walt, having watched the scene, intervenes when the fight between Sue and the black guys escalates. After threatening them by imitating holding a pistol, he takes out a real gun and makes Sue get into his car. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Walt lectures Sue. Sue tells him about the origins of the Hmong people and about her worries about Thao. ● ● ● symbol: food traumatic war experiences ("The thing that haunts a man the most is what he isn't ordered to do.") language (identification/distinction/power play) relationships: Sue and Walt crime/gangs ("the girls go to college, the boys go to jail") Seite 12 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch. 11 Ch. 12 Ch. 13 Walt on his veranda ● ● ● Walt + his family (birthday visit) ● Walt's son and his wife give Walt some "useful" presents (e.g. phone) After suggesting to Walt to move to a residence for the elderly, they are thrown out by Walt. Walt is invited by Sue to join a celebration at their house (which he accepts having run out of beer). Walt at his Hmong neighbours' house for the first time ● Grandma shouting at him ● Walt reads out (his birthday) horoscope to his dog while watching Thao help his white neighbour Mrs.V. THE AMBIGUITY OF BELONGING Sue explains the basic rules to him. Walt is enjoying the "foreign food. Walt meets spiritual man. Walt is spitting blood; Sue notices it. ● GRAN TORINO Walt breaking several cultural rules (tapping child on head etc.) Walt still at his neighbours' party Walt is being spoilt with food Sue takes him downstairs to meet the "young generation" Walt lectures Thao (on girls) Ch. 14+15 Thao working for Walt (compensation) Walt first refuses and then seems to enjoy making Thao work. ● Walt spitting blood again Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg • irony/humour/comic relief parallel characters: Hmong grandma and Walt ● ● relationships: Sue and Walt ● relationships: Sue and Walt isolation/sense of belonging/family ties • relationships: Walt and the Hmong ("These gooks know more about me than my whole damn family.") ● symbol: food ● ● relationships: Walt and the Hmong relationships: Walt and Thao relationships: Walt and Thao Seite 13 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch. 16 Ch. 17 Ch. 18 Ch. 19 Ch. 20 Ch. 21 Walt at the hospital ● Walt appears confused and insecure because lots of things have changed: multicultural staff, new doctor etc. Walt and Thao in the garden • Walt on the phone with his son • While he probably wants to inform him about the diagnosis, his son tells him he doesn't have the time to talk to him at the moment. Walt and the Hmong family • helping each other out Walt talking to Sue Walt in the barber's shop They talk about things that matter to them (career, health, the car, girlfriends). The test at Kennedy's office Walt buys equipment for Thao Gang attacks Thao They burn his face and take away his new equipment. Some days later Walt finds out. THE AMBIGUITY OF BELONGING Walt's warning to gang GRAN TORINO The barbecue Walt beats up gang members and threatens them with gun. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg ● isolation, family, loneliness ● relationships: Walt and Thao language ● relationships: Walt and Sue/Walt and Thao (Sue: It's nice of you to kinda look after my brother.") relationships: Walt and Thao ("You can pay me back on your first paycheck.") relationships: Walt and Thao/Walt and Sue Seite 14 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch. 22 Ch. 23 Ch. 24 ● Gang retaliates ● ● Walt, Sue, Thao and his new girlfriend are enjoying the BBQ. THE AMBIGUITY OF BELONGING Walt offers Thao to take his girlfriend out in his Gran Torino. Walt's outbreak GRAN TORINO Spider's gang takes revenge in a drive-by shooting at Thao's family's house. Walt immediately runs over to them. While Thao is lucky and not severely injured, Sue is missing. Sue appears covered in blood and unable to talk. Walt is shocked by Sue's appearance (which probably also triggers memories of the Korean War in him). As a reaction to the incidents at his neighbour's house, Walt literally rages against himself. Father Janovich finding Walt at home with his family photo album, completely calm and composed. Walt offers him a beer and invites him to call him Walt. Walt + Thao: preparations • Walt stops Thao from taking revenge immediately. He tells Thao to come back at 4 pm. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg • Walt gets a haircut at his friend's, the barber, gets a new suit, brings his dog to Thao's grandmother etc. family/friendship ● symbol: car family/sense of belonging/responsibility (Walt: "Where is grandma?") ● crime, violence ● traumatic war experience ● family vengeance relationships: Walt and Father Janovich • relationships: Walt and Thao Walt's sacrifice ("What needs to be done, will be done") relationships: Walt and his friends/his dog/the Hmong Seite 15 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch. 25 Ch. 26 Ch. 27 Walt's confession ● ● Walt on his own ● • Outside the confession box he sends out a final warning to Walt to make "peace". He warns Walt not to continue the spiral of violence, but when Walt leaves he fears that his appeal was in vain. ● Walt goes to Father Janovich for a confession in which he mentions faults such as kissing another woman in 1968 and minor tax fraud. ● THE AMBIGUITY OF BELONGING He also mentions his inability to bond with his sons. Father Janovich knowing that Walt is still not confessing what is burning on his soul allows absolution for his sin. GRAN TORINO Walt's death Walt locks Thao and tells him Thao about his war trauma. He leaves his dog with Thao's grandmother. Father Janovich waiting in front of the gang's house, begging the police not to leave. Sue sets Thao free. © Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Walt provokes the gang members by pretending to have a gun (which is, in fact a lighter) in order to get shot unarmed. relationships: Walt and Father Janovich ● mock confession ● relationships: Walt and Thao ● traumatic war experience ● relationships: Walt and the Hmong (Walt's sacrifice in order to gain more security for Thao and his family) Seite 16 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ch. 28 Ch. 29 After Walt's death • ● ● ● The gang is arrested by the police. Thao and Sue are devastated. Thao is wearing Walt's silver medal. ● Walt's funeral: Father J.'s very personal and humorous eulogy Sue and Thao wearing traditional clothes Walt's last will: Gran Torino for Thao, house etc. goes to church; Walt's family is not even considered in his will Final scene showing Thao and dog Daisy in Walt's car THE AMBIGUITY OF BELONGING GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg fading into end of movie with Jamie Cullum's song "Gran Torino" (first part sung by Clint Eastwood) • relationships: Walt and Thao (Thao: "He's my friend!") ● symbol: Silver Star medal relationships: Walt and Thao (Walt in his last will: "my friend Thao Van Lor") symbol: car symbol: dog Seite 17 von 134 Variante I: Thematic Approach - Lange Filmsequenzen Doppelstunde 1: The protagonists Film 0:00 - 19:50 1. Previewing/ Introduction to movie Arbeit mit Sprichwörtern zum Thema Nachbarn/Nachbarschaft M 1.1 in drei Schritten (explain - discuss - compare) 2. Task and suggested outcome: Walt and Thao 1. 2. 3. Film wird gezeigt bis 19:50, ggf. kurze Abfrage nach first impressions sympathy/ antipathy Bearbeitung M1.2 a/b im Anschluss, etwa Partner A und Partner B oder Einteilung der S z.B. nach den zwei Seiten des Klassenzimmers Walt: has just lost his wife, does not want to have much to do with his family/neighbors, does not mind being alone, .. Thao: belongs to a big Hmong family, does not play a major role, seems to be shy and lacking energy, is alone too, .... Vorstellung der Ergebnisse im Plenum (Overhead, Dokumenten- kamera), Ergänzung eigener Eintragungen Bearbeitung WS 1.3¹, in Dreier- oder Vierergruppen, Aufgabe 1. im Diagramm, Aufgabe 2. als Notizen/ keywords Vorstellung der Gruppenergebnisse, Sicherung an der Tafel/ Folie Individuelle Lösungen, etwa Walt does not want anyone near him nor any change in his life, but he might be convinced by some incident (grumpy old man); Thao is very young and on his way into life, he wants to change something but does not know how; a relationship between those two might be established where both profit from each other. ¹ Es handelt sich um eine sog. SWOT Analyse der Ausgangssituation der Charaktere. Die Methode wird z.B. in der Unternehmensberatung in völlig anderem Kontext angewandt und dient hier der Strukturierung der Erwartungen an den Film. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 18 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 1.1 Previewing: Proverbs GRAN TORINO a. He who can give has many a good neighbour. b. Neighbour once over the hedge, neighbour over it again. c. Love your neighbour, but don't pull down the fence. d. The poor is hated by his neighbour, but the rich hath many friends. e. My neighbour's hen lays more eggs than mine. THE AMBIGUITY OF BELONGING f. Many a man is a good friend but a bad neighbour. g. No one is rich enough to do without his neighbour. h. No one can have peace longer than his neighbour pleases. i. Good fences make good neighbours. j. Before buying a house, see who your neighbours will be. Work in groups of three. http://www.specialdictionary.com/proverbs/keywords/neighbour/2.htm#sthash.k6jyHqKC.dpuf (6.1.2017) 1. Explain the proverbs. 2. Choose your favourite and give reasons for your choice. 3. Compare your results in class. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 19 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 1.2 Characters: Walt and Thao a. Walt Walt's personal situation at the beginning of the movie GRAN TORINO Walt's personal environment in everyday life in terms of... family life: housing: neighbours: THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg (00:00 - 19:50) Conclusion: Summarize Walt's attitude as presented in the first scenes of the movie in three sentences. Seite 20 von 134 Schwerpunktthema Abitur Englisch ab 2019 b. Thao Thao's personal situation at the beginning of the movie GRAN TORINO Thao's personal environment in everyday life in terms of... family life: housing: neighbours: THE AMBIGUITY OF BELONGING Conclusion: Summarize Thao's attitude as presented in the first scenes of the movie in three sentences. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 21 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 1.3 Walt and Thao GRAN TORINO 1. Copy and complete the diagram, giving details AND scene examples for aspects of Walt's/ Thao's character at the beginning of the film. Take into consideration their respective social contexts. 2. Draw some conclusions about the possible changes in Walt/ Thao. Strengths? Opportunities? THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Weaknesses? Threats? Seite 22 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 2: Viewing Comprehension (Block 2) Film 19:50-58:35 GRAN TORINO 1. Viewing THE AMBIGUITY OF BELONGING Film wird gezeigt bis 58:35 2. Tasks and suggested outcome Comprehension: In dieser Stunde geht es ausschließlich um die voranschreitende Handlung und die Sicherung des globalen Verständnisses. 1. M 2.1 (Comprehension Variante A oder B) wird in Partnerarbeit bearbeitet. Variante B bietet eine schwierigere Aufgabenstellung, da die quotes nicht nur zugeordnet, sondern auch in die Chronologie des Filmes gebracht werden sollen. 2. Vorstellung und ausführliche Besprechung zur Verständnissicherung im Plenum Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 23 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 2.1 Comprehension (A) Who says what? Briefly describe the context of the quotes. Quote 1. 2. 3. 4. 5. 6. 7. 8. You know, it makes things a lot easier. I might drink with strangers. It's like you're not at peace. 11. I've got more in common with those gooks than I have with my own spoilt rotten family. 9. 10. 12. GRAN TORINO 13. 14. I'm just calling to see how you're doing. We'll get this cracker next time. Why can't you people just leave me alone? Why didn't you call the police? Take care now. - Yeah, you too. You'd think the cold would keep all the idiots out. How about that? I know exactly what I'm talking about. It would be an insult if you refuse. I think we can handle that after lunch. Scene Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING (20:04 - 58:35) Seite 24 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 2.1 Comprehension (B) Quote 1. Who says what? Put the quotes into the correct order and explain the context. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. GRAN TORINO How about that? I know exactly what I'm talking about. I might drink with strangers. I think we can handle that after lunch. I'm just calling to see how you're doing. I've got more in common with those gooks than I have with my own spoilt rotten family. It would be an insult if you refused. It's like you're not at peace. Take care now. - Yeah, you too. We'll get this cracker next time. Why can't you people just leave me alone? Why didn't you call the police? You know, it makes things a lot easier. You'd think the cold would keep all the idiots out. Scene THE AMBIGUITY OF BELONGING (20:04 - 58:35) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg No. Seite 25 von 134 Schwerpunktthema Abitur Englisch ab 2019 Solutions Quote 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. I'm just calling to see how you're doing. We'll get this cracker next time. Why can't you people just leave me alone? Why didn't you call the police? Take care now. Yeah, you too. GRAN TORINO You'd think the cold would keep all the idiots out. How about that? You know, it makes things a lot easier. I might drink with strangers. It's like you're not at peace. I've got more in common with those gooks than I have with my own spoilt rotten family. I know exactly what I'm talking about. It would be an insult if you refuse. 14. I think we can handle that after lunch. Scene THE AMBIGUITY OF BELONGING Mitch Walt: He actually wants a ticket for a match when he calls his father. gang Thao: They want him to join them but fail. Walt → Hmong family: He doesn't want them to thank him/ any contact. Priest Walt: He criticizes Walt for dealing with the gang himself. 19.10.2021 WaltAfro-American gang: After having saved Sue Walt Sue: He comments on (Hmong) people immigrating to the US Walt → Daisy: Walt's comment when he sees Thao helping Mrs V. Mitch / Karen → Walt: Presenting their birthday presents to Walt Walt Sue: When she persuades him to join their barbecue Hmong shaman → Walt: "Reading him" (Sue translating) Walt to himself: Enjoying the Hmong hospitality Mirrow Walt Thao: Explaining about the girl that fancies Thao Sue Walt: Walt doesn't want Thao to work for him in order to make amends. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Walt neighbor & grandchild: when they come to ask him and Thao for help Seite 26 von 134 5 minuten talk In this picture you can see a men sitting on the drivers seat in a car, but he has his eyes closed and his hands are not on the steering wheel either. So today im talking about the topic autonomous driving.. Hello... What is it? Autonomous driving is the ability of a vehicle to take over the driver's tasks independently. There are 5 levels L1 and L2 are called driver assistance. The vehicle supports the driver with a cruise control or lane keeping assistant L3 is highly automated driving on motorways where the driver must be able to intervene quickly L4 and L5 are the stages in which the hicle drives automatically and you are only there as a passenger. With L5 on all routes, with L4 on special routes. Here you can sleep or play with your cell phone while driving. Most of the systems on the road today are L1 and L2. L3 is already available in series (e.g. Tesla or the S-Class from Daimler). L4 and L5 are prototypes that are mainly being tested in the USA and China. How does it work? The vehicle gets a lot of its own eyes. A vehicle for autonomous driving is equipped with a large number of sensors that complement each other. Video cameras, radar sensors, ultrasonic sensors. They all have different properties and work better in different driving situations (e.g. with radar at night, video during the day, etc.) These sensors can detect the environment (the street, pedestrians, other cars, etc.) and then decide whether to accelerate, brake or steer. In modern vehicles, the sensor signals are processed in very powerful vehicle computers. From the technology, these computers are very similar to smartphones or tablets. But sometimes they need more computing chips. The signals arrive in the vehicle computers, are checked for plausibility and processed. Computer programs - comparable to apps - decide on steering, braking or acceleration and thus control the vehicle. All in all, due to the high safety requirements, this is a very complex technology that will. require a few years of research and development before we get to level 5 vehicles - so called Robotaxis. why did i choose this topic? a few years ago i went to a bosch location on girlsday. there we heard a presentation about the topic autonomous driving. I Really think it's a very interesting topic and that is why i wanted to talk about it. It's weird but also cool to see a car driving by itself. I also sit in a prototype of a robotaxi and it was kind of scary. Thank you for listening mz presentation. Autonomous driving Autopilot mode AGETTY IMAGES/ISTOCKPHOTO Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 3: Viewing Comprehension (Block 3) (Ch. 15-end) Revision part 1, second long viewing session (54:43 - end) Ausgewählte Screenshots aus dem ersten Teil des Filmes (Ch. 1 - 14; genaue Angaben s. Material 1a und 1b) Ch. 15 - end 1. Pre-viewing: Plot revision + speculation Material 3.1a: Screenshot 1 or Freeze ● 1.1. ● Material 3.1b: Screenshots 2 - 5 or Freezes 3:35 At the funeral - Among other things kids, discover Walt's "Silver Star" medal in a box in the basement ● ● ● 1.2. GRAN TORINO Tasks and suggested outcome: 1.3. 24:02 Broken garden gnome at Walt's feet THE AMBIGUITY OF BELONGING 12:08 Thao reading before being stopped by his cousin's gang 17:21 Walt and his friends in his local pub cracking racist jokes (Father Jonavich approaching in the background) 21:21 Walt's son on the phone asking about the tickets for the Lions' season Identify the screenshot/freeze. ➡broken garden gnome at Walt's feet after Hmong gang has tried to "catch" Thao What exactly can you see in the picture? broken gnome; lawn, tip of Walt's foot Comment on the symbolic level of this screenshot/scene. ➡gnome = symbol of bourgeois lifestyle/extreme contrast to his neighbours' lifestyle; broken = hinting at the dissolution of Walt's clichés/prejudices foreshadowing destruction: Walt's foot = facing the broken pieces of his lonely life, ...) (Bei Bedarf kann diese Phase z.B. durch folgende Fragestellungen erweitert werden: ) 1.4. 1 More speculations: Foreshadowing In groups: Which aspects/ elements/ sub plots/ character constellations will gain importance in the course of the movie? ➡ Walt's coughing, guns, Sue+ Thao+ gang, grandmother, ...) More revision: Identify more screenshots (M 3.1b; screenshots 2 - 5): groups of 4; one screenshot per group Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 27 von 134 Schwerpunktthema Abitur Englisch ab 2019 While-viewing: Ch. 15 to end M 3: Task and suggested answers: 1. Pre-viewing: Look at the screenshots and read the quotes. Which may belong together? Discuss. (5') GRAN TORINO Sets (Screenshots and quotes) (1 set for 4 to 5 S) Suggested answers 2. Post-viewing: Match as many pictures and quotes as possible. 3. Check-up (z.B. mit Hilfe der ppt/ M 3.2) 1. Unterrichtsverlauf: ● Hinweis: Die Bilder und die Zitate stammen immer aus derselben Szene, gehören aber nicht unmittelbar zusammen. Ziel ist, dass durch die Verknüpfung geeignete Redeanlässe entstehen und die S einzelne Szenen miteinander verankern. Die letzten chapters wurden ausgelassen, damit nichts vorweggenommen wird. ● ● THE AMBIGUITY OF BELONGING Immer 4 bis 5 S erhalten ein Set mit Bildern und Zitaten. Die Reihenfolge der Bilder ist durch die Buchstaben vorgegeben, man kann aber auch die Buchstaben-Markierung (A, B, C, ...) beim Ausschneiden mitabschneiden (=> schwieriger!). Die S sehen sich vor dem Abspielen des Films die Materialien an (5¹ bis 8'). Danach können sie die Bilder und die Zitate verdeckt auf den Tischen lassen (Variante: Screenshots bleiben unverdeckt auf Tischen liegen und die S ordnen während der Viewing-Phase zu.) Nach der Filmpräsentation versuchen die S Screenshots und Zitate zusammenzustellen (Differenzierung: die Screenshots auch in die richtige Reihenfolge bringen). Bei der Sicherung im Plenum können die Screenshots entweder nochmal mithilfe der ppt aufgerufen werden oder man ruft die Szene über die Zeitangaben auf dem Lösungsblatt auf. Jeder Screenshot kann dann nochmal zum offenen Sprechanlass genutzt werden: S stellen Verständnisfragen, kommentieren/ bewerten die Szene etc. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 28 von 134 Schwerpunktthema Abitur Englisch ab 2019 2. Productive tasks HW: Choose one of the following tasks: Language support: GRAN TORINO (1) Useful phrases: Describing a picture (1) Write a police report about the events of Walt's last night. (2) Write a testimony/witness report (- choose your witnesss -) about the events of Walt's last night. (3) Write a summary of the plot. (2) Useful phrases: Speculating about sth./ Giving one's opinion (3) How to write a summary (4) How to write a report Extras: Speaking THE AMBIGUITY OF BELONGING 1. Monologisch: Analyse one the screenshots and present your findings. 2. Dialogisch: Discuss how the film director alludes to positive aspects in Walt's character. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 29 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.1a 1 GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING Seite 30 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.1b GRAN TORINO 2 4 15 THE AMBIGUITY OF BELONGING 1.24:02 Broken garden gnome at Walt's feet (Ch 7)-2. 3:35 At the funeral - Among other things kids discover Walt's "Silver Star" medal in a box in the basement - 3. 12:08 Thao reading before being stopped by his cousin's gang - 4. 17:21 Walt and his friends in his local pub cracking racist jokes (Father Jonavich approaching in the background) - 5. 21:21 Walt's son on the phone asking about the Lions season tickets Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 31 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.2 Quotes für Set 1 You see, kid? This is how guys talk to one another. 6 Go and get the ladder out of the garage! 11 Where's grandma? Where's Sue? 2 What the hell happened to you? 7 How do you want your dogs? 12 I'm here to make a confession. © Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING GRAN TORINO 3 It's Tim. 8 It's the first time ever I've smoked in the house. 4 You need to see 5 You talk to him. a doctor! It's your father. 9 You know. Thao and Sue will never find peace in this world. Seite 32 von 134 10 I know you don't wanna hear this. But now's the time to stay calm. Schwerpunktthema Abitur Englisch ab 2019 © Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING GRAN TORINO Seite 33 von 134 Schwerpunktthema Abitur Englisch ab 2019 Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg E G THE AMBIGUITY OF BELONGING GRAN TORINO Seite 34 von 134 F H Schwerpunktthema Abitur Englisch ab 2019 00 K Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING GRAN TORINO Seite 35 von 134 Schwerpunktthema Abitur Englisch ab 2019 Screenshots + Quotes: Solution A (Ch. 15) 57:20 Neighbour + girl 6 Go and get the ladder out of the garage F (Ch. 20) 1:16:55 Thao returns home from work 2 What the hell happened to you?! 1:18:30 K (Ch. 25): 1:35:20 Walt' "confession" 12 I'm here to make a confession. B (Ch. 16) 58:39 Walt at the doctor's 5 You talk to him. It's your father (59:47) G (Ch. 21) 1:21:20 Barbecue 7 How do you want your dogs? (1:21:19) L (Ch. 26): 1:36:19 Thao behind "bars" 10 I know you don't wanna hear this. But it's the time to stay calm. (1:29:56) THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg GRAN TORINO C (Ch. 17) 1:02:41 Walt and Thao in the garage 4 You need to see a doctor! (1:03:55) H (Ch. 22) 1:23:40 Attack on Thao's family 11 Where's grandmother? Where is Sue? D (Ch. 18) 1:10:48 At the barber's 1 You see, kid? This is how guys talk to one another. 1:10:47 I(Ch. 23): 1:27:16 Father Janovich at Walt's 9 You know. Thao and Sue will never find peace in this world. (1:27:16) Optional: Which picture would you choose for the ending? Optional: Which quote would you choose for the ending? Seite 36 von 134 E 1:15:18 (Ch. 19) At Kennedy's 3 It's Tim. (1:15:10) J (Ch. 24): 1:31:00 Walt ,,preparing" 8 It's the first time ever I've smoked in the house. (1:32:00) Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING Doppelstunde 4: Relationships (1) Ziel: Bedeutung/Beziehungen der main characters herausarbeiten Warm up/ intro SWOT Analyse von DS 1 wiederholen und ggf. ergänzen. GA: Die drei Figuren Walt, Thao und Sue werden arbeitsteilig über Screenshots (M 4.1) als Gesprächsgrundlage erarbeitet. An diese Phase schließt sich eine milling around activity an, in der sich die Gruppen mischen und in jeder neu geformten Gruppe jede Figur mindestens einmal vorhanden ist. Tasks 1. Put your screenshots in chronological order. 2. Recapitulate what happens in the respective scene, if possible also what happens right before/after the scene if it is relevant for understanding your character. 3. What do we learn about your character in these scenes? 4. Prepare a portrait on your character and be prepared to present your character to your fellow classmates. You can start something like: "My name is Walt Kowalski and I have been living in ... / I am..." If you like to introduce a negative trait you could say: "Some would (probably) say that I am..." 5. Prepare one question each that you would like to ask the other two characters. Sobald die Schüler sich über die jeweiligen Figuren ausgetauscht haben, gehen sie wieder in ihre Gruppen und füllen die character cards (M 4.2) bis zur 4. Frage ("Can you think of a song Walt might like?") aus. Nach der ersten Austauschphase mit den anderen Gruppen, werden die character cards in den Gruppen verglichen und ggf. ergänzt. Sicherung der Ergebnisse im Plenum bis einschließlich Frage 4. Die Ambiguität der Figuren wird erst nach der Erarbeitung der Figurenkonstellationen herausgearbeitet, weil sie dabei deutlicher wird. L teilt die Screenshots zu den Beziehungen aus. Bearbeitung in Einzelarbeit, in Partnerarbeit, aber auch in der Kleingruppe. Sollte die Option Kleingruppe gewählt werden, wäre es sinnvoll, in jeder Gruppe erneut einen Experten pro Figur zu haben. Tasks 1. Briefly recapitulate what happens in the respective scene. 2. Use the screenshots to illustrate the relationship between Walt and Thao, Walt and Sue, Thao and Sue. 3. Compare the relationships depicted in the screenshots to earlier/ later in the movie. How do they evolve? Rückgriff auf die Spekulationen aus DS3. Sammeln der Ergebnisse im Plenum. Kurzer Input von L zu "The Ambiguity of Belonging" (M 3.3). Anschließend im LSG die "The Ambiguity of Belonging" der Charaktere zusammen mit den Schülern herausarbeiten und Ergebnisse auf der Folie (Fragen 5 und 6)/ auf den character cards sammeln. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 37 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 4.1 Screenshots Walt GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING Seite 38 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 4.1 Screenshots Thao GRAN TORINO IVESI THE AMBIGUITY OF BELONGING How could he ever become the man of the house? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 39 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 4.1 Screenshots Sue GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING Seite 40 von 134 Character card: Sue (Gran Torino - film analysis) Where does Sue come from? Where does she belong? Not specified - Toner family What do we learn about her family? - little brothe Thao, no father, mother, grandmother List four adjectives that you find suitable to describe Sue. Give reasons for your choice. - Swart, strong, mature selfconfident -because she protects her family and friends Describe her relationship and its development throughout the film to Thao Walt (Refer to relevant scenes to prove your points) Thad's older sister and protects and love him Acts like his boss. Likes Walt from the beginning. What is ambiguous about Sue's sense of belonging? Has her family culture, but accepts also the american culture Character card: Walt (Gran Torino - film analysis) Where does Walt come from? Where does he belong? What do we learn about his family? Walt List four adjectives that you find suitable to describe Thee. Give reasons for your choice. Describe his relationship and its development throughout the film to Thao Sue (Refer to relevant scenes to prove your points) What is ambiguous about Walt's sense of belonging? Character card: Thao (Gran Torino - film analysis) Where does Thao come from? Where does he belong? What do we learn about his family? List four adjectives that you find suitable to describe Thao. Give reasons for your choice. Describe his relationship and its development throughout the film to Walt Sue (Refer to relevant scenes to prove your points) What is ambiguous about Thao's sense of belonging? Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO Sue: It is not specified where Thao and Sue come from. Sue belongs to her family. She is well- adapted/integrated, probably successful at school She has a little brother, Thao, no father anymore strong, quick, smart, mature Self-confident maybe she likes something American, pop music She is Thao's older sister and acts accordingly: protective, but also in charge She likes Walt from the start as she seems to see behind his grumpy facade and to sense his good heart and character. She is also very happy and thankful that he takes Thao under his wing. There is some ambiguity about her. She is aware of her heritage, but feels at ease with the American culture. older sister, likes her THE AMBIGUITY OF BELONGING Thao: It is not specified where Thao and Sue come from. Thao belongs to his family. Thao is close to his sister, but not respected by some of his family members as he does some chores, no father anymore quiet, timid, young/ inexperienced, diligent maybe he likes something traditional, something Vietnamese Father-son-relationship, reluctant at first, but full of respect and love later on Thao is in between his family, the gang and American society. Walt is American and belongs to his neighborhood, the Armed Forces; not to his family or Church He has 2 sons, 2 daughters-in-law and 4 grandchildren, all of whom he does not feel close to. grumpy, honest, old/ experienced, straightforward maybe he likes Country Music, or Rock... Walt's relationship with Thao starts off on the wrong foot, but Walt is impressed with Thao's development and starts to take him under his wing and eventually to like him. Walt's relationship with Sue is on eye-level. There is mutual respect almost from the start and he likes and cares about her. American items like the flag, his medal, his Gran Torino, his property (lawn) are important for Walt, but at the same time he feels increasingly attached to his new Hmong neighbors - his name/ his heritage is ambiguous as well. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 42 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 4.3 Lehrervortrag - The Need to Belong Based on: Baumeister, R, Leary, M (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Psychological Bulletin Vol.117. No.3. 497-529. GRAN TORINO Holmes, J (1993). John Bowlby & Attachment Theory. Makers of modern psychotherapy. London: Routledge. p. 69. ● Impuls: Course poll - If you had the choice, would you rather stay alone or live with other people around you? Speculate on possible reasons for your preference. ● ● THE AMBIGUITY OF BELONGING ● Man is a social being. People generally want to form social attachments and are reluctant to break existing social attachments. To a certain degree, this even applies to potentially harmful social attachments. It starts from birth and is considered to have evolutionary/ biological reasons (protection/ survival). Attachment theory: Children want to form personal attachments to at least one familiar caregiver. The lack or deprivation of social attachment is said to have negative influences on emotional and physical well-being. Evidence suggests that, for example, eating disorders are more common among people who are unattached. People seek positive and avoid negative interaction with other people. Impuls: How does this information on the need to belong fit Walt, Thao and Sue? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 43 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 5: Relationships (2) Ziel: Bedeutung/ Beziehungen der minor characters herausarbeiten Einstieg: What comes to your mind when you think of gangs? An eine kurze Think Phase kann sich eine milling around activity anschließen, in der die Schüler sich über das Thema gangs unterhalten. Gangs identifizieren/ definieren sich häufig über (äußerliche) Abgrenzung von anderen (Gangs) und geben sich Halt innerhalb der Gruppe (cf. Lehrervortrag DS 4). Task ● Identify (not: characterize) the characters (cf. M 4.1) and illustrate their relation to the main characters of the movie. Illustrate/ discuss their relevance for the movie and for our topic "The Ambiguity of Belonging". Which character(s) should also be considered and why? Ergebnissicherung Father Janovich ● ● ● Walt's will: gives his house to the Church This emphasizes Walt's ambiguity: Walt shows little respect for the Church, but acknowledges its relevance. Fong/ Spider ● GRAN TORINO ● ● THE AMBIGUITY OF BELONGING ● First: Father Janovich does not come through to Walt As the movie progresses/ due to Father Janovich's persistence, Walt sees that Father Janovich is serious about what he preaches. Eulogy by Father Janovich at Walt's funeral Fong is the leader of the Hmong gang. He lures/ forces Thao to join his gang. He serves as a negative example for Thao. He embodies violence and hatred. Walt's family • Walt has little respect, in some cases even disgust for his family. They embody lack of respect and understanding, hypocrisy. This illustrates Walt's ambiguity towards the term family, i.e. distance from his own, proximity to Thao's family. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 44 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING Who says what? AA: Go over the selection of quotes (M 5.2) and assign them to the respective characters. Talk about the scene this quote was taken from and explain what each quote tells us about the character and its relation to the other character(s). Ergebnissicherung If the scene was a conflict, what could each have said to tone down the conflict? Activity: Choose one quote and prepare a short scene in which you exacerbate/ tone down the conflict. Die Schüler sollten in dieser activity darauf achten, entweder bewusst ihre Figur zu spielen, oder bewusst mit ihrer Figur brechen. Beispielsweise würde bei dem ersten Zitat Walt natürlich nicht den Konflikt deeskalieren, sondern seinem Zynismus freien Lauf lassen. Es kann aber durchaus den Blick für die Figur schärfen, wenn man hier beispielweise Walt bewusst verständnis- und respektvoll agieren lässt. Allerdings muss dann erläutert werden, warum diese Szene so nicht im Film sein könnte. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 45 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 5.1 Screenshots minor characters GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING Seite 46 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 5.2 Quotes for minor characters GRAN TORINO Why didn't you call the police? Well you know, I prayed for them to come but nobody answered. The point I'm trying to make is that there's nothing anyone can do that won't disappoint the old man. It's inevitable. THE AMBIGUITY OF BELONGING What the hell are you doing? Have you lost your mind? Look. But that's what you said. That's what you said men say. These are top-notch like resorts. It's like staying in a hotel, practically. They're beautiful, they really are. They take care of everything. They clean up. They're really nice. Sounds like you know a lot more about death than you do about living. Listen old man, you don't wanna fuck with me. Did you hear me? I said get off my lawn, now! How old are you anyway? Mentally, I'm way too old for you. You better get your ass on while I still let you, honkey. That's what you better do. Ever noticed how you come across somebody once in a while you shouldn't have fucked with? - That's me. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 47 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING M 5.2 Quotes for minor characters - Solution Father Janovich: Why didn't you call the police? Walt: Well you know, I prayed for them to come but nobody answered. Exchange between Walt and Father Janovich after Thao was severely beaten up by the Hmong gang. It shows Walt's cynicism and his contempt for the Church. Steve Kovalski: The point I'm trying to make is that there's nothing anyone can do that won't disappoint the old man. It's inevitable. Steve Kowalski to his brother Mitch at their mother's funeral. It shows the difficult relationship between Walt and his sons and their estrangement (says "old man", not "father"). Steve Kovalski: These are top-notch like resorts. It's like staying in a hotel, practically. Karen Kovalski: They're beautiful, they really are. Steve Kovalski: They take care of everything. They clean up. They're really nice. Steve and Karen visit Walt at his birthday and suggest his moving into an old- people's home. It shows how far away they are from Walt's life and only serves to aggravate Walt, who throws them out of his house. Walt: What the hell are you doing? Have you lost your mind? Thao: Look. But that's what you said. That's what you said men say. Walt brings Thao to see his barber Martin. In the process of trying to "man up" Thao, Thao misreads and misuses the language code between Walt and Martin. Walt explains the language code and later on Thao uses it correctly. Father Janovich: Sounds like you know a lot more about death than you do about living. Father Janovich to Walt after Walt finally gives in and talks to Father Janovich. Walt lectures Father Janovich about life and death and challenges Father Janovich's moral authority. It also illustrates Walt's bitterness and cynic attitude towards life. Smokie: Listen old man, you don't wanna fuck with me. Walt: Did you hear me? I said get off my lawn, now! Exchange between Walt and Smokie after Spider and his gang threatened and beat up Thao for the first time. It shows Walt's readiness to stand his ground and protect his property; in the course of doing so, also his neighbors. Black guy from gang: You better get your ass on while I still let you, honkey. That's what you better do. Walt: Ever noticed how you come across somebody once in a while you shouldn't have fucked with? That's me. Exchange between Walt and black guy from gang after the black guys molested Sue and her date. Again, it serves to show Walt's readiness to stand his ground. This time however, it is not about his property, but he stands up to protect Sue. Fong/ Spider: How old are you anyway? Sue: Mentally, I'm way too old for you. Exchange between Spider and Sue while he again tries to make Thao join his gang. It illustrates Sue's strong will and her fearlessness. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 48 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 6: Language Ziel: Language as an aspect of belonging Ch. 9: Ch. 18: Ch. 19: 1. Pre-viewing: Slang/ Jargon etc. Material: Youtube clips, e.g.: 1.1. 1.2. GRAN TORINO 1.3. Walt rescues Sue (30:20-34:45) Walt and Thao at the barber's shop (1:10:09 - 1:13:19) Walt and Thao at Mr Kennedy's office (1:13:20 - 1:15:38) THE AMBIGUITY OF BELONGING www.youtube.com/watch?v=wYmrg3owTRE (Talkshow host Ellen DeGeneres and Hugh Laurie doing a slang word challenge) www.youtube.com/watch?v=hiOKODshKE4 (an American and a British girl doing a slang word challenge) (6.1.2017) Tasks and suggested answers: Comic relief: Einstieg z.B. über einen der oben genannten YouTube clips → Begriffsklärung: dialect, slang, jargon, colloquialism What are the five most important German slang words/ youth talk words that a young person from another country should definitely know? Compare your findings. Any overlappings? Alternativer Einstieg: Text "Jugendwort des Jahres" M 6.1 ➡ Didaktische Hinweise: L schreibt ein paar der Wörter an die Tafel (z.B. merkeln, rumoxidieren) und fragt nach der Bedeutung. Hier wird bestimmt schnell klar, dass weder alle S die sogenannten Jugendwörter kennen noch verwenden und dass sie schnell veralten. Bei Interesse kann der Text kurz vorgelesen werden und die S spekulieren, welche Jugendwörter des aktuellen Jahres gewählt werden könnten. In which situations do you people use slang? What's their (unconscious) aim? ➡M 6.2 (definitions of slang, jargon, colloquialism + dialect) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 49 von 134 Schwerpunktthema Abitur Englisch ab 2019 peers 2. Viewing: Ch. 9 (Sue and white friend are stopped by black gang members; 30:20 - 34:45) Task and suggested answers: 2.1. Analyse the role of language and slang in this scene. → Slang is being used as a language of identification recognition sexism racism dominance psychological violence Provides security + identity Coded language GRAN TORINO 3.2. 3.3. ➡May provoke misunderstandings 3.4. = belonging (also the wish to belong => "bro") 3.5. = ostracism 3. Viewing: Ch. 18 (Walt and Thao at the barber's shop; 1:10:09 - 1:13:19) 3.1. Pre-viewing: Reconstruct the conversation at the barber's shop (M 6.3a). THE AMBIGUITY OF BELONGING While-viewing: Check your reconstruction. Optional: Find headlines for the sections. Suggestions M 6.3b Analyse how Walt tries to teach Thao how to talk like a man. Suggestions M 6.3b Discuss: Why are Martin and Walt not happy with his first performance? Is this a useful lesson for Thao? According to them, Thao does not fulfil certain rules of conversation. Their understanding of politeness and insult depends on whether you talk to a stranger or a friend ➡ Their definition of men's talk includes complaining about things, talking about one's career, girlfriend etc. Their advice maybe useful in certain (cultural) settings. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 50 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● ● 4. Viewing Ch. 19 (Walt and Thao at Mr Kennedy's office; 1:13:20 - 1:15:38) (Pre-viewing: Do you remember: How does Thao pass the "test" at Mr Kennedy's?) ● GRAN TORINO 4.1. THE AMBIGUITY OF BELONGING Most of all, Walt and Thao's relationship reaches a new level. Walt establishes himself as Thao's supervisor/tutor/teacher who wants to support Thao. (Later, when Thao does well at Kennedy's office, it is obvious that Walt is very proud of Thao; comparable to a father's feeling.) While-viewing: Take notes on the three protagonists' use of language. Focus also on their body language. Thao: polite, respectful, rank-conscious (yes, sir); physical distance from Kennedy, but not shy; witty, showing expertise (thus giving Kennedy the chance to be interested in him) Walt: the usual friendly insults; taking some coffee (thus establishing a normal/ friendly situation) Kennedy: cool calm and collected + self-conscious (To Walt: Help yourself!); sitting down while the others are standing (thus establishing his higher position) In the end exchange of symbols of mutual respect/ confidence and manliness: the handshake (!) exchange of first names ("It's Tim.") What's the dramatic function of this sequence? The growing bond between Thao and Walt ➡ A positive outlook ➡Also: comic relief (Running gag: Thao's name) before the dramatic turning point (=> gang will attack Thao) (Alternative: Einstieg über den Text anstatt Filmszene (M 6.4)) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 51 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 6.1 Jugendwort des Jahres 2015: Jury hat entschieden: "Smombie" setzt sich durch "Smombie" ist das Jugendwort des Jahres 2015. Diese Wortschöpfung aus Smartphone und Zombie meint in der Jugendsprache Menschen, die wie gebannt mit dem Handy über die Straße gehen und nicht gucken, wohin sie laufen. "Smombie ist mein absolutes Lieblingswort", erklärt Jurorin Ilknur Braun, "es beschreibt punktgenau die heutige Selbstverständlichkeit vieler Menschen im Umgang mit dem Smartphone. Die Wahl blieb spannend bis in die letzten Minuten des zweiten Wahlgangs. Hier mussten die 20 Juroren aus den Top 5 das finale Gewinnerwort ermitteln. ● "Smombie" setzte sich durch gegen diese Liste an Begriffen, aus der die Jury das Jugendwort des Jahres 2015 wählte: . . merkeln . GRAN TORINO rumoxidieren Earthporn bambus Tinderella Discopumper Swaggetarier Augentinnitus shippen Den zweiten Platz belegte "Earthporn", was so viel bedeutet wie "eine schöne Landschaft". Bereits zum 9. Mal rief der Langenscheidt Verlag zur Wahl des Jugendworts des Jahres auf. Unter www.jugendwort.de konnten alle Nutzer bis Ende Oktober über die Top 30 abstimmen. Die Kriterien für die Top 30 sind sprachliche Kreativität, Originalität, Verbreitungsgrad des Wortes sowie gesellschaftliche oder kulturelle Ereignisse, die die Sprache der Jugendlichen beeinflussen. THE AMBIGUITY OF BELONGING Weitere Informationen: http://www.focus.de/familie/schule/jury-hat-entschieden-das-ist-das-jugendwort-des-jahres-2015_id_5085542.html www.jugendwort.de www.huffingtonpost.ca/2015/12/07/slang-words-2015_n_8639416.html Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 52 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 6.2 Slang slang Slang consists of a lexicon of non-standard words and phrases in a given language. Use of these words and phrases is typically associated with the subversion of a standard variety (such as Standard English) and is likely to be interpreted by listeners as implying particular attitudes on the part of the speaker. In some contexts, a speaker's selection of slang words or phrases may convey prestige, indicating group membership or distinguishing group members from those who are not a part of the group. (Wikipedia; 06/06/2016) GRAN TORINO jargon dialect THE AMBIGUITY OF BELONGING colloquialism belonging to or suitable for normal conversation but not formal speech or writing. very informal words, phrases, etc commonly used in speech, esp between people from the same social group or who work together, not considered suitable for formal contexts and often not used for long. technical or specialized words used by a particular group of people and difficult for others to understand. a form of a language that is spoken in a particular area and that uses some of its own words, grammar, and pronunciations Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 53 von 134 Schwerpunktthema Abitur Englisch ab 2019 M: M: M 6.3a Task: Comprehension. Reconstruct the conversation. (M = Martin, W = Walt) Who's the Nip? Oh, he's a pussy kid from next door, I'm just trying to man him up a little bit. You see, kid? Now, that's how guys talk to one another. Thao: They do? W: Now go on out and come back in, and talk to him like a man. Like a real man. Thao: Come on, Walt. M: What, you got shit in your ears? W: Come on. Get your ass out of here. And come on back now. Sorry about this. M: It's ok. W: Now you're just gonna learn how guys talk. You just listen to the way Martin and I batter it back and forth. You're okay, ready? Thao: Sure. W: All right. Let's go in. GRAN TORINO Thao: What's up you old Italian prick? M: Get out of my shop before I blow your head off you god-damn dick-smoking gook. W: Jesus Christ. Oh, shit. Take it easy. Take it easy. What the hell are you doing? Have you lost your mind? Thao: But that's what you said. That's what you said men say. M: W: THE AMBIGUITY OF BELONGING W: You don't just come in and insult the man in his own shop. You just don't do that. What if you meet some stranger and get the wrong one. He's gonna blow your gook head right off. Thao: What should I have said then? M: W: Perfect, a Pollak and a chink. How you doing, Martin, you crazy Italian prick? Walt, you cheap bastard, I should have known you'd come in, I was having such a pleasant day. What'd you do? Jew some blind man out of his money? Give him the wrong change? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 54 von 134 A C F B Schwerpunktthema Abitur Englisch ab 2019 Thao: Yeah, but I don't have a job or a car or a girlfriend. M: W: M: W: M: W: M: W: Thao: Excuse me, sir. I need a haircut, if you ain't too busy. You old Italian son-of-a-bitch prick barber. Boy, does my ass hurt from all the guys at my construction job. M: GRAN TORINO W: I should have blown his head off when I had the chance. Yeah. Maybe so. (...) Now, okay, I want you to turn around and go outside... and come back and don't talk about having no job, no car, no girlfriend, no future, no dick. Okay? Just turn around and go. Yeah, kid, why don't you start with "Hi" or "Hello"? Yeah, just come in and say: "Sir, I'd like a haircut, if you have time". Yeah, be polite, but don't kiss ass. THE AMBIGUITY OF BELONGING In fact, you could talk about a construction job you just came from and bitch about your girlfriend and your car. Son of a bitch. I just got my brakes fixed and those sons of bitches really nailed me. I mean, they screwed me right in the ass. Yeah. Don't swear at the guy. Just talk about people who are not in the room. You could bitch about your boss making you work overtime when it's bowling night. Right. Or my old lady bitches for two goddamn hours about how they don't take expired coupons at the grocery store and the minute I turn on the fucking game, she starts crying how we never talk. You see? Now go out and come back to talk to him. It ain't rocket science. For chrissake. Correct sequence: Correct: CBAFDE Task: Analysis Find headlines for the sections above. Analyse how Walt tries to teach Thao how to talk like a man. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 55 von 134 E D Schwerpunktthema Abitur Englisch ab 2019 M 6.3b Suggested answers (At the barber's; 1:10:08-1:13:20) Task: Analysis Find headlines for the sections above. Analyse how Walt tries to teach Thao how to talk like a man. 1. C 2. B 3. A 4. F 5. D 6. E GRAN TORINO Walt's instruction 1: Watch closely how men talk to each other The model dialogue to be observed and copied: Martin and Walt hurl abusive terms for different immigrant groups at each other. The former swear words have become completely meaningless and are used as terms of endearment when applied to somebody you have known for a long time. It is no offence when somebody of Polish descent like Walt addresses Martin, who is of Italian descent, like that. THE AMBIGUITY OF BELONGING Walt's instruction 2: Go out, come back in and have a go at it: Thao is referred to as Nip (of Japanese origin) and a pussy (not a man). Walt has been using terms like this throughout the movie. Start with "hi" or "hello". Thao's first try to do as he has been told: Thao imitates the two older men closely, but this does not meet with their approval. They argue that you can't simply come in and insult people present. More detailed instructions: Be polite but don't suck up to the person you are talking to (= to gain the person's favour like a teacher's pet). Don't insult the person you are talking to. Talk about your job, your car, your girlfriend. Complain about being cheated when you had your car serviced or about your boss who makes you work longer hours. Thao's second try Discuss: Why are Martin and Walt not happy with his first performance? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 56 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 6.4 At Kennedy's office; 1:13:20 - 1:15:38 W: All set to go through with this, right? T: Yeah, yeah. W: Don't yeah, yeah me. Just say: Yes sir and I'll do my best. Yes, I'll do my best. T: W: T: W: T: W: > K: I am shitty. But who's gonna listen? Not me, that's for sure. W: K: Help yourself there, Walt. You dumb Pollack. W: K: W: K: W: K: T: K: T: K: T: K: T: K: T: K: T: K: T: K: GRAN TORINO 'Cause when I vouch for somebody that means I am givin' them my word. I don't want you making me look bad. No, I am good. Totally into this. Don't lay down either. Just look' em straight in the eye. And a man can tell a lot by your handshake. Here, put those in your back pocket. Cool. Don't blow this. Hey, Kennedy, you drunken Irish goon. How the hell are you? Yeah. You speak English? Yes, sir. Ok, this is the kid, I was telling you about. Thao, this is Tim Kennedy, he is super on this job. What we got here, Walt? Well he knows construction and he is a smart kid. He'll do anything you need him for. You sure? Were you born here? You bet. THE AMBIGUITY OF BELONGING I see that Walt drove you here. You got a vehicle? Not at the moment. Taking a bus for now. Bus? Jesus Christ. You don't have a car? My head gasket cracked and the goddamned prick at the shop wants to bend me over for $2,100. Oh please. I just replaced the tranny in my Tahoe and the sons a bitches fucked me hard, just under $3,200. Goddamn thieves. It ain't right. You got that right. Come on in on Monday and we'll find something for you to do. Thanks, Mr. Kennedy. That's Tim, and what's your ame again? Thao. T..., okay. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 57 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● Doppelstunde 7: Symbols Ziel: Symbols of Belonging herausarbeiten Hinweis: Bildmaterial auf den Arbeitsblättern 1. Symbols of Belonging - A Comparison Tasks and suggested outcome Variante 1 Mit Hilfe von M 6.1a (alternativ im Plenum über Kamera/ Screen) werden nacheinander die drei Impulsbilder zum Thema Zugehörigkeit präsentiert. Die Schüler diskutieren in Kleingruppen zunächst das Dargestellte, und suchen dann aus dem Gedächtnis Parallelszenen aus GT. Bei Bedarf: Definition Symbol auf M 7.2. ● Scene B GRAN TORINO Ergebnisvergleich im Plenum, ggf. Betrachten der Szenen aus GT Scene A Sue and the Afro-American gang Thao and his "cousins" (on his way/ at home) Walt visits the Hmong Walt hosts a barbecue Scene C verschiedentlich THE AMBIGUITY OF BELONGING Variante 2 Mit Hilfe von M 7.1b vergleichen die Schüler in Kleingruppen das Dargestellte und arbeiten Gemeinsamkeiten heraus. Ergebnisvergleich im Plenum Individuelle Lösungen, etwa: Zugehörigkeitsgefühl durch einheitliche Kleidung, einheitliches Verhalten Teilen und Einnehmen gemeinsamer Mahlzeiten (hoher Identifikationswert) nationale Zugehörigkeit, cf. Patriotismus Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 58 von 134 Schwerpunktthema Abitur Englisch ab 2019 cf. solutions 2. Symbols of Belonging - Walt and American symbols Tasks and suggested answers Bearbeiten von M 7.2 Die Aufgabe kann in Einzelarbeit oder Partnerarbeit (auch: think-pair-share) ebenso gut wie im Plenum mit ausreichend Zeit zum Nachdenken bearbeitet werden. Ebenfalls möglich: als schriftliche Hausaufgabe cf.solutions GRAN TORINO 3. Symbols of Belonging and Leitmotifs Tasks and suggested answers Bearbeiten von M 7.3 Feststellen, inwieweit sich Themen im Film wiederholen bzw. variiert werden. Diese Aufgabe unbedingt in Partnerarbeit oder Dreiergruppen durchführen lassen, damit genug Zeit zur Durchdringung des Themas ist. Besprechung im Plenum 4. Symbols of Belonging - Rounding off Tasks and suggested answers Bearbeiten von M 7.4 eines Zugehörigkeitsgefühls. THE AMBIGUITY OF BELONGING Die Schüler diskutieren, welches still (M 6.4) am besten zum übergeordneten Schwerpunktthema passt. Dabei ziehen sie zahlreiche bereits angesprochene Aspekte in Betracht und kommen zu individuellen Ergebnissen. Die vorgeschlagenen Interpretationen entsprechen drei verschiedenen Abstufungen cf. solutions Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 59 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 7.1a Symbols of Belonging 1. How do these pictures illustrate a sense of belonging? 2. Think of matching scenes from the movie Gran Torino. http://darkroom.baltimoresun.com/wp- content/uploads/2012/09/AFP_Getty-152567303.jpg GRAN TORINO https://static01.nyt.com/images/2016/05/22/magazine/22 feast-of-the-middleeast-slide-AL5S/22feast-of-the- middleeast-slide-AL5S-articleLarge.jpg http://arabiangazette.com/wp- content/uploads/2012/03/china-parade.jpg Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING Seite 60 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 7.1b Symbols of Belonging http://darkroom.baltimoresun.com/wp- Compare the pairs of pictures. How do they illustrate a sense of belonging? content/uploads/2012/09/AFP_Getty-152567303.jpg GRAN TORINO https://static01.nyt.com/images/2016/05/22/magazine/22 feast-of-the-middleeast-slide-AL5S/22feast-of-the- middleeast-slide-AL5S-articleLarge.jpg http://arabiangazette.com/wp- content/uploads/2012/03/china-parade.jpg THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 61 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 7.2 Symbols GRAN TORINO Analyze the still from the movie Gran Torino. THE AMBIGUITY OF BELONGING symbol (of something) a person, an object, an event, etc. that represents a more general quality or situation OALD symbol something that stands for or suggests something else by reason of relationship, association, convention, or accidental resemblance; especially: a visible sign of something invisible <the lion is a symbol of courage> Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Merriam-Webster Seite 62 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO leitmotif a dominant recurring theme M 7.3 Symbols and Leitmotifs leitmotif idea or a phrase that is repeated often in a book or work of art, or is typical of a particular person or group THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg OALD Merriam-Webster 1. Discuss the idea of leitmotifs as represented in these stills. 2. "I have more in common with these gooks than I do with my own family." (Walt) Discuss. Seite 63 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 7.4 Symbols and Leitmotifs GRAN TORINO Rounding off: "The ambiguity of belonging"- Choose an illustration. Fi THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 64 von 134 Schwerpunktthema Abitur Englisch ab 2019 http://darkroom.baltimoresun.com/wp- M 7.1a Symbols of Belonging - Sugested answers 1. Analyze the pictures below with regard to their symbolic meaning. 2. Think of matching scenes from the movies Gran Torino. content/uploads/2012/09/AFP_Getty-152567303.jpg https://static01.nyt.com/images/2016/05/22/magazine/22fea st-of-the-middleeast-slide-AL5S/22feast-of-the-middleeast- slide-AL5S-articleLarge.jpg GRAN TORINO http://arabiangazette.com/wp- content/uploads/2012/03/china-parade.jpg THE AMBIGUITY OF BELONGING Young men, leather pants, checkered shirts → traditional clothes, they are all dressed the same, Bavarian tradition, possibly Oktoberfest or the like, this is quite fashionable with young people today, Oktoberfest - one of the best-known German festivals in the world → more connotations, personal experience, comments symbolic meaning: people dress the same thus expressing they are part of a group Gran Torino: Gang members dress the same too, they also share a common slang; the Hmong do not dress in a traditional way/ all the same People sharing a meal, a feast Food looks delicious, there is enough for everyone Middle-eastern tradition Symbolic meaning: people come together and share their meals to express a sense of belonging and to make themselves feel comfortable/ at home; traditions in food are essential in binding people together Gran Torino: Asian people invite Walt to their celebration where food plays an important role, later he invites them for a barbecue (American) Many people lined up in a parade, possibly celebrating a national holiday, Chinese flag, clear structure, clear role, patriotism Symbolic meaning: patriotism, maybe even more, is expressed by the people belonging to one nation Gran Torino: the American flag is in many of the scenes, outside Walt's house, he flies the flag openly and expresses his feelings for his country (→ Korean War, fighting for his country, his gun) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 65 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 7.2 Symbols - Suggested answers Analyze the still from the movie Gran Torino. Suggested Answers: In this picture, Walt is surrounded by many symbols: His flag - symbol of patriotism, Americanism, history, pride in his country/ in his personal history His gun - symbol of self-reliance, Americanism, strength, self-responsibility His car - American engineering, American strength in industries/economy as well as its decline at this point in the movie M 7.3 Symbols and Leitmotifs - Solutions ● ● GRAN TORINO ● LLL ● THE AMBIGUITY OF BELONGING Walt helping/educating/guiding Thao →introducing him to the American world/ to manhood/ to being himself The Hmong neighbors bringing presents/being grateful/ interfering with Walt's idea of a quiet life by trespassing on his grounds 1. Discuss the idea of leitmotifs as represented in these stills. 2. "I have more in common with these gooks than I do with my own family." (Walt) Discuss. Although Walt feels disturbed by his neighbors' friendliness and intrusions he gradually realizes (but has difficulty admitting) Mutual invitations to share food/ to celebrate (Hmong rites, American barbacue) (see symbols) Walt sitting peacefully on his porch with his dog, surveying the neighborhood ➜ he does not think he needs anybody, he wants to be left alone that they basically share certain values that they can listen to each other that it is possible to learn from each other that social life can possibly be an asset. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 66 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO M 7.4 Symbols and Leitmotifs - Suggested answers THE AMBIGUITY OF BELONGING Rounding off: "The ambiguity of belonging"- Choose an illustration. Ambiguity of Belonging: It is difficult to say where Walt belongs because.... he is reflecting upon his situation/his neighbors/new insights, but is still his old self. ... he is embarking on discussions/confrontations, but he does not follow anyone's interests. y ... he is defending people he has come to like but he does not necessarily act in concordance with what they want. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 67 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO Bezug zum SPT: Variante 2: Segment Approach - Kurze Fimsequenzen Doppelstunde 1 Einstieg in den Film (- 0:12:30) Plot summary (-0:12:30): Handlung: THE AMBIGUITY OF BELONGING Walt Kowalski's wife's funeral - he is disillusioned with his own family - first contact with Hmong family Estrangement from family/ congregation/ neighborhood Sense of belonging (Walt, S) 1. Pre-viewing: 1.1. Trailer Zum Einstieg in den Film wird der Trailer gezeigt und mit dessen Hilfe inhaltliche Aspekte des Films besprochen. Task für PA: Speculate what the film could be about. Possible aspects in students' answers: an old man and his family, Asian people in the US, gangs, gang violence, Korean War,... Evtl. Diskussion im Plenum: Do you think the trailer is effective? Why (not)? Evtl.: Typische Merkmale eines Trailers werden besprochen. Suggested answers: Material M 1.1 1.2. Walt Die Hauptperson Walt wird näher unter die Lupe genommen, indem die S spekulieren, was für ein Mensch Walt sein könnte. Material M 1.2: Aufgabe 1 Who is Walt? Look at the picture on the right. From the picture and the trailer, what impression do you get of Walt? Diskussion im Plenum 2. While-viewing: Die ersten Sequenzen des Films werden gezeigt (Anfang - 0:08:20), in denen die S Walt und sein Umfeld kennenlernen und ihre Erwartungen über Walt von Aufgabe M 1.2 mit den Informationen über Walt aus dem Film abgleichen. Die ersten 8 Minuten werden zweimal gezeigt, um die Handlung und die ersten Einblicke in die Beziehungsstrukturen von Walt zu seinem Umfeld besser verstehen zu können. Beim zweiten Anschauen kommen weitere Szenen dazu (Anfang - 0:12:30), in denen auch Walts (neue) Nachbarn vorgestellt werden. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 68 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING 2.1. First viewing (Anfang - 0:08:20): Material M 1.2: Aufgabe 2a. 2. Walt and the people around him a) Who says what to whom in what context? What do we learn about these characters and their relationships - both from the quotes and the whole sequence? Durch die Zuordnung der Zitate soll das Verständnis dieser Szenen gesichert werden. Außerdem werden erste Beziehungsgefüge zwischen den einzelnen Charakteren erkennbar. Nach dem Zeigen der Sequenz erhalten die S kurz Zeit (SA) die Tabelle zu vervollständigen, danach werden die Ergebnisse im Plenum besprochen. Suggested answers: siehe Material M 1.2 2.2. Second Viewing (Anfang - 0:12:30): Material M 1.2: Aufgabe 2b Describe Walt's reactions to people that are close to him. The keywords might help you. Auch hier soll erneut das Verständnis des Gesehenen gesichert werden und außerdem, mit Hilfe der Schlüsselwörter, die Aufmerksamkeit auf Walt und seine Einstellungen und Beziehungen zu wichtigen Aspekten seines Umfeldes (Familie, Kirche, Nachbarn) gelenkt werden. Die Aufgabe kann arbeitsteilig bearbeitet werden. Nach dem Zeigen der Sequenzen vervollständigen die S erneut ihre Notizen, wonach die Ergebnisse besprochen werden. Differenzierung: Schlüsselwörter weglassen/ bei Bedarf dazugeben 3. Post-viewing: Term Sense of belonging An dieser Stelle wird ein erster Bezug zum SPT hergestellt. Dabei die Frage im Fokus, inwieweit Walt sich zu den genannten Aspekten seines Umfeldes zugehörig fühlt. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 69 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO Material M 1.2: Aufgabe 2c Assess the degree to which Walt feels a sense of belonging to his family, church and his neighbors. Visualize your results. Die Visualisierung kann bei der Besprechung graphisch an der Tafel festgehalten werden. Man kann zum Beispiel Metaplankarten für Walt und die einzelnen Aspekte oder Personen wählen, deren gegenseitige Positionierung zueinander das Zugehörigkeits- gefühl von Walt darstellt. Je mehr die Kreise überlappen, desto stärker das jeweilige Zugehörigkeitsgefühl. church 20 WALT neighbors family THE AMBIGUITY OF BELONGING Hinweis: Ein Foto dieser Darstellung kann bei der späteren Kontrastierung von Walts Zugehörigkeitsgefühl helfen, wenn in Doppelstunde 4 darauf wieder Bezug genommen wird. Es wird im weiteren Verlauf des Films erkennbar, dass sich Walts Zugehörigkeitsgefühl weg von seiner eigenen Familie in Richtung der Hmong Nachbarfamilie verschiebt. Anschließend wird das Thema „sense of belonging" weiter problematisiert und personalisiert, indem die S sich mit ihrem eigenen Zugehörigkeitsgefühl auseinandersetzen. Dabei kann schon auf die ,,ambiguity" eingegangen werden, wenn klar wird, dass es auch evtl. Konflikte geben kann, wenn man sich zu verschiedenen Gruppen zugehörig fühlt/fühlen will und was man hierzu evtl. aufgeben muss. Impulse: Which groups do you belong to? Which groups are important for a sense of belonging? When can conflicts arise? Evtl. kann bei den Kreisen der Visualisierung (siehe oben) „Walt" ersetzt werden durch ,,I". Falls der Roman Crooked Letter, Crooked Letter schon gelesen wurde: Kontrastierung des sense of belonging von Walt zu Personen im Roman. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 70 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 1.1 Typical Features of a Trailer ● short ● ● ● ● GRAN TORINO ● emotionally gripping opening scene short clips with one-liners that introduce characters, the setting and the plot (the main theme) and establishes the genre fast paced: short shots and quick cuts problems are touched upon, questions are raised voice(s) from the off (voiceover) emotional music various sound effects THE AMBIGUITY OF BELONGING a cliffhanger (an exciting situation at the end) that raises many questions as well as makes a lasting impression additional information: name of the movie/ director/ protagonists etc., rating card, on- screen text that shows quotes from film reviews, official website,... Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 71 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 1.2 Opening scenes: Walt 1. Who is Walt? Look at the picture on the right. From the picture and the trailer, what impression do you get of Walt? Quote While watchin 2. Walt and the people around him a) Who says what to whom in what context? What do we learn about these characters and their relationships - both from the quotes and the whole sequence? "How many swamp rats can you get in one room?" "So... what are you gonna do with it when you, like, die?" "Kill you to buy American? Jesus!" "My point is that there's nothing anyone can do that won't disappoint the Old Man. It's inevitable. That's why we stopped doing Thanksgivings." GRAN TORINO "Speak up, boy, get the shit out of your mouth." "Your wife and I became quite close these last few months. She asked that I watch over you when she passed on." Who says it to wshom? THE AMBIGUITY OF BELONGING What do we learn about these characters and their relationships? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 72 von 134 Schwerpunktthema Abitur Englisch ab 2019 grandchildren, Thanksgiving, vintage car/retro couch GRAN TORINO b) Describe Walt's reactions to people that are close to him. The keywords might help you. his family his neighbors jumper cables, chicken, Polarski /grave www church young priest, "Jesus", confession, 27-year-old virgin THE AMBIGUITY OF BELONGING Assess the degree to which Walt feels a sense of belonging to his family, church and his neighbors. Visualize your results. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 73 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 1.2 Suggested answers 1. Who is Walt? Individual answers Quote 2. Walt and the people around him a) Who says what and in what context? What do we learn about these characters and their relationships - both from the quotes and the whole sequence? "How many swamp rats can you get in one room?" "So... what are you gonna do with it when you, like, die?" "Kill you to buy American? Jesus!" "My point is that there's nothing anyone can do that won't disappoint the Old Man. It's inevitable. That's why we stopped doing Thanksgivings." "Speak up, boy, get the shit out of your mouth." "Your wife and I became quite close these last few months. She asked that I watch over you when she passed on." GRAN TORINO Walt disapproves of his grandchildren's disrespectful behavior at church. His sons have stopped having Thanksgiving together as a family as Walt seems to always complain about his family. Walt thinks his family only shows interest in him when they want something. Walt doesn't feel close to his family. c) Individual answers www Who says it What do we learn about these characters to whom? and their relationships? Walt to Walt is racist and compares his neighbors to rats living penned up in one small house. himself His grand- daughter to Walt Walt to his son His son to his brother Walt to Thao The priest to Walt THE AMBIGUITY OF BELONGING His granddaughter shows no interest in Walt and is only after his personal belongings (car, couch) after his death. Walt disapproves of his son not buying American cars, but a Japanese one, and complains about that. His son is aware of the fact that Walt is unhappy about his son's behavior and therefore keeps his distance. b) Describe Walt's reactions to people that are close to him. The keywords might help you. ... his family ... his neighbors Walt thinks Thao is shy and weak and he wants him to speak up. Walt is rude and hostile towards Thao. The priest wants Walt to open up to him and show interest in church. church Walt shows no interest in church. Walt's comment "Jesus" shows he doesn't take the young priest seriously. Walt doesn't want to go to confession, even if it was his wife's wish. He thinks the young priest doesn't know anything about life calls him a "27-year- old virgin". Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg He refuses to help his neighbors when they ask him for jumper cables. When seeing the chicken being killed he calls his neighbors "barbarians" as he doesn't understand that this is a cultural tradition. He disapproves of his neighbors neglecting their garden and accuses them of not looking after things (Polarski, the man who previously owned the house, would turn over in his grave). Seite 74 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO Doppelstunde 2 Sense of belonging and gangs (0:12:30 - 0:38:34) Plot summary (0:12:30- 0:38:34): Handlung: Thao walking on the street, gangs approach - Hmong gang wants Thao to join - attempted theft of the Gran Torino - Walt's son calls for the Lions tickets - Walt on the porch drinking beer - gang comes again for Thao, fighting on the lawn - Walt's dwarves are broken, Walt comes out to defend his property and scares the gang away neighbors start to bring presents - Thao apologizes - talk with father Janovich - Walt at the barber's - Sue and another gang - Sue in Walt's car Bezug zum SPT: THE AMBIGUITY OF BELONGING Ambiguity of belonging to a peer group / gang; Walt's neighborhood as a dangerous place; forming a bond by overcoming initial feelings of distrust 1. Pre-viewing: Stills Eine Folie mit Bildern von Thao dient zur Reaktivierung des Wissens über Thao, das im Plenum abgerufen wird. Diese Phase leitet zum Charakter Thao über, der in dieser Stunde im Fokus stehen soll. Material M 2.1 (Stills von Thao): Impuls: What can we conclude about Thao from these screenshots? 2. While-viewing: 2.1. Thao and the gang (0:12:30 - ca. 0:17:30) Der Film wird weiter gezeigt (ab 0:12:30 (Thao läuft auf der Straße und wird von den Gangs angesprochen) - 0:17:30) und das Verständnis der Szenen mit Hilfe von Material M 2.2 gesichert. Viewing (0:12:30 - ca. 0:17:30): Material M 2.2 Task 1: Match the sentence halves. Suggested answers: siehe Material M 2.2 Mit dem Satz "He flies solo", mit dem Thao von seinem Cousin Spider beschrieben wird, wird der Fokus auf Thaos "sense of belonging" gelegt (Aufgabe 2a). Da Thao nun vor der Entscheidung steht, der Gang beizutreten, sollen Vor- und Nachteile des Dazugehörens zur Gang von den S herausgearbeitet werden (Aufgabe 2b). Im Anschluss an die Besprechung kann ein Ausblick auf Thaos Schwester Sue erfolgen und ihr Umgang mit der Gang mit Thaos Reaktion verglichen werden. Material M 2.2 - Task 2 a) Smokie and Spider, both members of the Hmong gang, talk about Thao when they see him walking on the street. Explain what the two men mean when they say: Smokie: "He tight with anybody?" Spider: "No, he flies solo, man". Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 75 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING b) The gang wants Thao to join the gang, but he is reluctant to do so. Make a chart with the advantages and disadvantages of Thao being in the gang. Think about what Thao could gain at which costs. Suggested answers: siehe Material M 2.2 Weitere Impulse für die Diskussion im Plenum: Why does Thao not get into the car in the first scene? Why does Thao after some hesitation join the gang? → aspect of sense of belonging? Kurzer Ausblick auf Sue: How does she react to the gang? 2.2. Walt and the gang (0:17:30- 0:27:37) In den folgenden Szenen geht es um Walt und seinen Umgang mit der Gang sowie die Auswirkungen seines Handelns. Die Szenen werden geschaut und die S sollen sich Notizen dazu machen, wie Walt mit der Gang umgeht, als sie sein Eigentum gefährden und welche Auswirkung dieses eigennützige Verhalten darauf hat, wie Walts Nachbarschaft ihn wahrnimmt. Impuls für das Plenum: What's Thao's decision? What will he do? Film wird weiter gezeigt (ab 0:17:30- 0:27:37, bis Pater Janovich Walt aufsucht) Die S haben folgenden Auftrag: Task for viewing: Walt is drawn into the conflict as well, as the gang is also a threat for Walt and what is important to him. Take notes on how Walt reacts to the gang and how this affects his relationship to his neighborhood. Suggested outcome: Walt gets his gun and scares the gang away to defend his own property. He takes the law into his own hands and is not intimidated by the gang and their threats. By doing so, he also rescues Thao from the gang. The Hmong family as well as the whole Hmong neighborhood is grateful for this act and perceives Walt as a hero who helped Thao when he was in danger. The Hmong community brings presents (food and flowers) as a sign of appreciation. Impuls für das Plenum: Does this scene shed new light on Walt? 2.3. Sue and the gang (0:27:37 – 0:38:34) Nach der Auseinandersetzung Walts mit der Gang soll im nächsten Szenenabschnitt Sues Reaktion gegenüber der Gang mit der von Thao verglichen werden. Außerdem erfährt Walt in der letzten Szene im Auto mit Sue etwas über die Hmong und ihre Rolle im Vietnamkrieg, wo sie den Vereinigten Staaten als Verbündete zur Seite standen. Diese neue Information lässt Walt beginnen, seine Hmong Nachbarn in neuem Licht zu sehen. Film wird weiter gezeigt (0:27:37 - 0:38:34) Die S haben folgenden Auftrag: Task for viewing: Sue is also threatened by a gang - compare Sue's response with Thao's response. Suggested answers: Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 76 von 134 Schwerpunktthema Abitur Englisch ab 2019 Thao GRAN TORINO is mocked by others. gang members persistently try to persuade him to join the gang endures all this without doing much against it seems to be insecure Sue Impulse für das Plenum: O Which behavior is more successful? O clever and quick-witted independent and confident defends her brother. not scared to speak for herself or her brother Both Hmong teenagers need Walt's help - why does Walt step in and help them? THE AMBIGUITY OF BELONGING O What does this say about Walt's relationship with both of them? Suggested outcome: individual answers 3. Post-viewing: Im abschließenden Teil der Stunde soll eingeschätzt werden, inwieweit die Charaktere Thao und Sue ein Zugehörigkeitsgefühl und wenn ja, zu welchen Gruppen entwickelt haben oder ob bei diesen Charakteren die „ambiguity of belonging" erkennbar wird, denn es stellt sich die Frage, nicht nur für Thao, ob man sich zu einzelnen Gruppen überhaupt zugehörig fühlen Thao His family doesn't take him seriously (he is not the man in the house, he only does what others tell him to do). muss. Sense of belonging: Thao and Sue Remember what you consider important for YOUR sense of belonging (last lesson). Now think Thao and Sue. Whe do Thao and Sue belong to? He is a loner, does not seem have friends or be part of a group. He is not interested in joining the gang. He seems to be happy with his situation. Does he want to join the gang, or does he only agree to steal the Gran Torino for the gang to stop pestering him? It seems as if he wants to be left alone. Task: Assess the degree to which Thao and Sue feel a sense of belonging to various groups in their lives. GA/PA-arbeitsteilig oder beide Charaktere pro Gruppe kontrastierend Suggested answers: Sue independent and confident mediates between her family and Americans, like Walt dates a White American She seems to be integrated into both her family life and American life. She can easily switch between these two parts of her life. → She feels a sense of belonging to her family and to her American and Hmong surroundings. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 77 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO → He feels a sense of belonging to his family, but only partly, as he is not fully taken seriously. → He doesn't belong to any other groups, friends or gang, but does not seem to mind. 4. Productive task Die S sollen als Hausaufgabe einen Dialog zwischen Thao und Sue vorbereiten, indem sie sich Notizen zu ihrer Person machen (Alternative: der Dialog soll geschrieben werden). Diese Hausaufgabe erfolgt arbeitsteilig, d.h. eine Hälfte der Klasse bereitet Sue vor, die andere Hälfte Thao. Dieser Dialog dient zu Beginn der nächsten Stunde als Übung für das dialogische Sprechen (→ Kommunikationsprüfung). Suggested answers: Sue: Homework: Sue and Thao have a conversation about the gang and their persistent attempt at persuading Thao to join. Sue tells Thao what she thinks about the gang and gives him advice. Prepare the dialog by taking notes on what your character might say. You don't need the gang, you've got your family. The gang might be involved in crimes, you might get into trouble. The gang doesn't give you anything. Speak up to them, you don't have to hide. Go out and look for friends at school. THE AMBIGUITY OF BELONGING Thao: I just want to be left alone. If I join, they will stop pestering me. They can protect me. I don't have any friends, they can be my friends. My family doesn't take me seriously. The gang can be my family. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 78 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 2.1 Stills GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING INEDI Seite 79 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO M 2.2 Characters: Thao and the gang Task 1: Match the sentence halves. There are more endings than you need. Thao walks on the street... Spider, one of the gang members of the Hmong gang, recognizes that it is his cousin Thao... The Hmong gang intervenes... Spider and the gang try to talk Thao into getting into the car... Afterwards, the gang visits Thao at home... Spider tries to convince Thao to join the gang... Another gang member tells Thao that he was beaten up in the past... Spider and the gang make fun of Thao... THE AMBIGUITY OF BELONGING and thus rescues Thao from the Latino gang. when two gangs start to fight with each other. while Thao is doing some gardening. by saying he needs somebody like him and the gang to protect Thao. ... because Thao talked to the Latino gang. ... as Thao does a woman's work like gardening. when a Latino gang approaches him in a car and starts to insult him. when Thao gets into the car. but now people leave him alone because he is part of the gang. who is in trouble with the other gang. ... but Thao just walks away. ... Task 2 a) Smokie and Spider, both members of the Hmong gang, talk about Thao when they see him walking along the street. Explain what the two men mean when they say: Smokie: "He tight with anybody?" Spider: "No, he flies solo, man". b) The gang wants Thao to join the gang, but he is reluctant to do so. Make a chart with the advantages and disadvantages of Thao being in the gang. Think about what Thao could gain at what cost. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 80 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 2.2 Suggested answers Characters: Thao and the gang GRAN TORINO Task 1: Match the sentence halves. There are more endings than you need. Thao walks along the street when a Latino gang approaches him in a car and starts to insult him. THE AMBIGUITY OF BELONGING Spider, one of the gang members of the Hmong gang, recognizes that it is his cousin Thao who is in trouble with the other gang. The Hmong gang intervenes and thus rescues Thao from the Latino gang. Spider and the gang try to talk Thao into getting into the car, but Thao just walks away. Afterwards, the gang visits Thao at home while Thao is doing some gardening. Spider tries to convince Thao to join the gang by saying he needs somebody like him and the gang to protect Thao. Another gang member tells Thao that he was beaten up in the past, but now people leave him alone because he is part of the gang. Spider and the gang make fun of Thao as Thao does a woman's work like gardening. Task 2 a) Smokie and Spider, both members of the Hmong gang, talk about Thao when they see him walking along the street. Explain what the two men mean when they say: Smokie: "He tight with anybody?" Spider: "No, he flies solo, man". Thao is a loner. He is not part of any gangs nor does he have friends. sense of belonging: Thao is not part of a group, which could give him a feeling of belonging. But he does not seem to mind. b) The gang wants Thao to join the gang, but he is reluctant to do so. Make a chart with the advantages and disadvantages of Thao being in the gang. Think about what Thao could gain at which costs. Costs: What does the gang promise? Protection! In a dangerous area like the one Thao lives in a gang can protect its members. Sense of belonging! The gang also has their own language (gang language) and their own names (Spider → Fong), which can create a feeling of belonging. The gang can function as a substitute family. Thao needs to commit a crime, i.e. stealing a car. Thao has to spend much time with the gang, whose members he possibly doesn't even like. Thao has to spend time with things he is possibly not interested in. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 81 von 134 Schwerpunktthema Abitur Englisch ab 2019 Plot summary (-0:12:30): Handlung: GRAN TORINO Doppelstunde 3 Walt and his family vs. Walt and the Lor family (0:38:34 - 0:51:43; 0:58:35 - 1:01:00) Anmerkung: Die Sequenz von 0:51:43 – 0:58:35 wird in DS 4 gezeigt und thematisiert! Bezug zum SPT: THE AMBIGUITY OF BELONGING Walt and his family 'celebrate' Walt's birthday - Walt joins the Lor family's party - neighbors keep bringing Walt gifts - Thao is forced to make amends for his actions by working for Walt - Walt uses Thao to fix up houses in the neighborhood - Walt visits the doctor for a check- up - Walt calls his son Mitch Contrasting Walt's attitude toward the two families reveals his ambiguous sense of belonging. 1. Besprechung der Hausaufgabe Als Hausaufgabe der letzten Stunde sollten die S entweder den Dialog, in dem Sue Thao Ratschläge gibt, wie er sich am besten den Gangs gegenüber verhalten soll, schreiben oder die mündliche Präsentation dieses Vortrages vorbereiten. Mögliche Durchführung: Wurde die Variante der Präsentation gewählt, so führen eine oder mehrere Tandems ihre Version des Dialogs auf. Der zuschauende Teil der S sollte anschließend eine kritische Rückmeldung geben, und zwar sowohl sprachlicher als auch inhaltlicher Natur (z. B. inwieweit das Verhalten von Sue bzw. Thao im präsentierten Dialog ihren im Film gezeigten Eigenschaften entspricht). Bei der schriftlichen Variante werden die S in Vierergruppen eingeteilt und lesen die Texte der jeweiligen anderen Gruppenmitglieder. Dabei geben sie in Stichworten bzw. mit Hilfe konkreter Verbesserungsvorschläge Feedback bezüglich Inhalt sowie sprachlicher Richtigkeit. Abschließend diskutieren sie, aus welchen Gründen welcher Text der gelungenste der Gruppe ist. Im Plenum präsentiert jede Gruppe den jeweils ausgewählten Text sowie die tragenden Gründe ihrer Entscheidung. Anmerkung: Bei Bedarf kann die Besprechung der Hausaufgabe wie oben beschrieben auch in Dreiergruppen oder PA durchgeführt werden. In der Plenumsphase würden in diesem Fall zwei bis drei Gruppen ihre Ergebnisse präsentieren. Suggested answers: individual answers 2. Re-Fokussierung auf Walt Nachdem in den ersten beiden Doppelstunden herausgearbeitet wurde, inwieweit Walt sowie Sue und Thao sich (nicht) zu bestimmten Gruppen zugehörig fühlen, soll dieser Doppelstunde erarbeitet werden, wie Walts Zugehörigkeitsgefühl (sense of belonging) auf die Probe gestellt wird. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 82 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO 2.1. Walt's experience in the Korean War Material: M 3.1 a) THE AMBIGUITY OF BELONGING Hierzu soll zunächst der Fokus wieder auf Walt gerichtet werden. Im ersten Schritt werden den S Zitate aus bereits gesehenen Szenen mit Walt und Father Janovich vorgelegt, die verdeutlichen, wie stark Walts Erfahrungen im Koreakrieg ihn heute noch prägen. Im Think Pair - Share - Verfahren erarbeiten sich die S, was diese Zitate über Walt verdeutlichen. Suggested answers: Clearly, Walt is still traumatized by the events of the Korean War: more than 50 years after the end of the war, he is still haunted by recollections of gruesome violence he was forced to commit and that he committed on his own accord. He feels especially guilty about the acts for which only he is responsible, that "he (wasn't) ordered to do". Consequently, these recollections are so painful that he is unable (or unwilling) to share them with others. However, he is not only emotionally traumatized, but his experience affects his actions in daily life as well: for example, due to his experience in Korea, it is unfathomable for him to call the police for help when he can "act quickly" instead and take matters into his own hands when faced with a threat. Usually that means that Walt threatens to use his gun or rifle. 2.2. How to describe Walt? Material: M 3.1 b) Im zweiten Schritt wird der Blick auf Walt vertieft: die S sollen aus einer Liste vorgegebener Charaktereigenschaften diejenigen fünf aussuchen, die Walt am besten beschreiben, und in der Lage sein, ihre Auswahl durch Bezugnahme auf den Film zu erläutern. Diese Übung kann sowohl in EA als auch in PA durchgeführt werden. Suggested answers: individual answers 3. Walt and his family (0:38:34 - 0:40:34) In der folgenden Sequenz sollen die S nun die gewonnenen Erkenntnisse über Walt anwenden und mit deren Hilfe Walts Verhältnis zu seiner eigenen Familie analysieren. In dieser Szene sind Walts Sohn Mitch und seine Schwiegertochter Karen zu Besuch, um Walts Geburtstag zu feiern. Dieser Besuch endet in einem Eklat, denn Walt wirft seine Besucher aus dem Haus. Es zeigt sich, dass das schlechte Verhältnis innerhalb der Familie nicht nur Walt zuzuschreiben ist: Mitch und Karen entlarven sich als eigennützig, an Walt desinteressiert und stattdessen von ihrer eigenen Agenda geleitet. 3.1. Pre-Viewing Material: M 3.2 a) Basierend auf den gesammelten Informationen über Walt und seine Familie sollen die S spekulieren, wie sie sich den Verlauf von Walts Geburtstagsfeier vorstellen, d.h. die S sollten sich explizit auf oben genannte Erkenntnisse beziehen, um ihre Ideen zu untermauern. Suggested answers: Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 83 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING The atmosphere at Walt's birthday gathering will probably be somewhat cold and tense: Walt and his sons (and their respective families) are not close; none of them seems to be happy to spend time with the other. The funeral of Walt's wife was also a rather unpleasant affair: Walt was mostly rude to his family while the rest of the family seemed very reluctant to be at Walt's. Thus, I expect that at this party everybody will pretend to have a good time and be happy but be really glad when everything is over. 3.2. While-Viewing Material: M 3.2 b) Zur Verständnissicherung füllen die S eine Tabelle aus, in der fünf Halbsätze vervollständigt werden sollen. Möglichkeit der Differenzierung: Die Schülerantworten können rein deskriptiv oder aber analytisch-kritisch ausfallen: so ist es beim ersten Halbsatz zum einen legitim, die Geschenke aufzuzählen. Zum anderen ist es natürlich höher zu bewerten, wenn die S erkennen, dass die Geschenke für Walt eine Beleidigung sein müssen, da sie zeigen, dass Mitch und Karen eigentlich überhaupt nicht wissen (wollen), wozu Walt noch in der Lage ist, was er braucht und sich wünscht. Beide wissen nicht, wer Walt ist. Suggested answers: see M 3.2 3.3. Post-Viewing Material: M 3.2c In dieser Phase sollen alle S das Verhalten der Figuren bewerten: In PA sollen die S diskutieren, inwieweit Walt bzw. Mitch und Karen Verantwortung dafür tragen, dass die Feier ein solches Ende genommen hat. Suggested answers: individual answers Am Ende dieser Phase steht die klare Erkenntnis, dass sich beide Seiten voneinander völlig entfremdet haben. 4. Walt and the Lor family (0:40:34 0:51:43) Walt folgt nun Sues Einladung zur Familienfeier der Lor Familie. Dabei stellt sich heraus, dass er mit dieser weit mehr gemeinsam hat als mit seiner eigenen Familie. Ziel ist dementsprechend, Walts Verhältnis zu den beiden Familien zu kontrastieren. 4.1. While-viewing Material: M 3.3 a) Arbeitsschritt 3. Walt and his family kann als pre-viewing-activity für diesen Arbeitsschritt gesehen werden. In der nun folgenden while-viewing-activity soll mit Hilfe von geschlossenen Aufgaben zunächst das Verständnis der Szene gesichert werden. Suggested answers: see M 3.3 Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 84 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO 4.2. Post-Viewing: the ambiguity of belonging Material: M 3.3 b) Nach der Sicherung des Textverständnisses sollen die S nun Walts Verhältnis zu den beiden Familien kontrastieren. Die Bearbeitung dieser Fragestellung sollte in PA oder GA erfolgen und dann in eine Plenumsdiskussion münden. THE AMBIGUITY OF BELONGING Suggested answers: see M 3.3 Es zeigt sich, dass der Entfremdung innerhalb Walts Familie eine erstaunliche Nähe Walts zur Lor Familie gegenübersteht, was Walt auch klar erkennt (,,I've got more in common with these gooks than I do (with) my own spoilt rotten family"). Hier zeigt sich deutlich Walts ,,ambiguity of belonging": Walt steht der Gruppe, die er traditionell als Feind betrachtet, viel näher als seiner Kernfamilie. 4.3. Transfer Die S sollen nun einen Rückbezug zu AB M1, Aufgabe 2c, herstellen, und die Visualisierung aus der ersten Doppelstunde neu organisieren. Zwangsläufig wird sich nun nach Walts Erkenntnis die Visualisierung seines Zugehörigkeitsgefühls zu einzelnen Gruppen anders darstellen als zu Beginn des Filmes. → AA: Reorganize the visualization from M1, exercise 2c. To what extent has the proximity of the characters/ institutions to one another changed? Explain your ideas by referring to the movie/ Walt's character traits. Explain your ideas by referring to the movie. 5. Putting the ambiguity of belonging into pictures Material: M 3.4 Im letzten Schritt dieser Stunde sollen die S erkennen, wie sich Walts ambiguity of belonging kinematographisch darstellt. Zu diesem Zweck wird die folgende Szene (0:58:35 - 1:01:00) ohne Ton gezeigt: Walt geht, nachdem er mehrfach einen blutigen Husten hatte, zum Arzt. Im Anschluss, nachdem Walt seine Laborergebnisse bereits vorliegen hat, ruft er Mitch an - vermutlich um ihm die offensichtlich schlechten Neuigkeiten mitzuteilen. Doch dazu kommt es gar nicht, denn beide Parteien sind sich so fremd, dass das Gespräch schon wieder beendet ist, bevor es eigentlich begonnen hat. Wenn man diese Sequenz allerdings ohne Ton anschaut, ist das nicht klar: die kühle, distanzierte Gestik und Mimik könnten auch eine Reaktion auf die schlechten Nachrichten und somit Ausdruck von Trauer sein. Zunächst schauen die S die genannte Sequenz an und bearbeiten den while-viewing Auftrag von M 3.4, d.h. sie spekulieren darüber, worum es in der Unterhaltung geht, und begründen ihre Vermutungen. Bei Bedarf kann die Szene nach einigen Minuten erneut gezeigt werden. Abschließend kommunizieren die S ihre Ideen, welche im Plenum diskutiert werden. Danach wird die Szene mit Ton gezeigt und mit den Ideen der S im Plenum kontrastiert. Abschließend werden in der Post-Viewing-Activity die gestalterischen Merkmale analysiert und diskutiert. While- and Post-Viewing: individual answers Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 85 von 134 Schwerpunktthema Abitur Englisch ab 2019 Post-Viewing: GRAN TORINO juxtaposition of Mitch's big, open and rather bright place (e.g. white kitchen furniture) vs. Walt's small, enclosed and rather dark place → creates the feeling of being constrained/ cramped (just like Walt must feel) juxtaposition of full apartment at Mitch's (all family members are present) vs. Walt being alone in his bedroom (only "companion": photograph of him with his wife) → slow, lingering camera movement highlights this juxtaposition close ups of black and white photograph and medical report add to the feeling of seriousness and sadness 6. Homework THE AMBIGUITY OF BELONGING close ups of facial expressions highlight sadness (Walt) and feelings of distance/ annoyance/ non-involvement (Mitch) melancholy, quiet piano music enhances sad atmosphere AA: What is Walt thinking at the end of the phone call? Write his interior monolog. Consider specifically today's lesson's insights, e.g. his birthday, his experience at the Lors', and his realizations about himself. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 86 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.1 Focus on Walt GRAN TORINO THE AMBIGUITY OF BELONGING a) Walt's experiences in the Korean War The following quotes are taken from conversations between Walt and Father Janovich. With a partner, discuss what they reveal about Walt. Walt: "We shot men, stabbed them with bayonets, hacked 17-year-olds to death with shovels." Walt: "When things go wrong, you gotta act quickly." Walt: "When we were in Korea and a thousand screaming gooks came across our line, we didn't call the police, we reacted." Father Janovich: "We're not in Korea, Mr. Kowalski." Father Janovich: "I've been thinking about our conversation about life and death. About what you said. About how you carry around all the horrible things you were forced to do, horrible things that won't leave you." Walt: "The thing that haunts a man the most is what he isn't ordered to do." b) How to describe Walt Having watched the first part of the film, look at the list of character traits below. Make sure you understand all the words. Find 5 suitable character traits to describe Walt. You may add your own. Explain your choice by referring to the film. affectionate - aggressive - angry - communicative - disrespectful - fair - good - helpful - heroic - hostile - hurt - hurtful - hypocritical - ignorant - inattentive - indifferent - intolerant - lonely - making an effort - mean - moody - narrow-minded - negligent - open - passive - aggressive (i.e. expressing hostility indirectly) - patient - self-confident - self- righteous - strong - understanding - unsympathetic - virtuous - vulnerable - weak Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 87 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.2 Walt's family (0:38:34 - 0:40:34) b) While-Viewing Complete the following sentences: The presents for Walt's birthday are... GRAN TORINO a) Pre-Viewing In the following sequence, Walt celebrates his birthday with his son Mitch and his daughter- in-law Karen. Based on what you have learnt about Walt and his family so far, discuss what you think the birthday gathering will be like (e.g. atmosphere). When Walt gets his presents, he... Mitch and Karen want to convince Walt to... In the end, Walt feels... because .... Mitch and Karen leave in a hurry because... THE AMBIGUITY OF BELONGING c) Post-Viewing Discuss with a partner: Who is rather to blame for the gathering's disastrous outcome: Walt or Mitch and Karen? Explain. (Possible question to consider: What is the purpose of their visit?) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 88 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.2. Suggested answers b) While-Viewing Complete the following sentences: The presents for Walt's birthday are... When Walt gets his presents, he... Mitch and Karen want to convince Walt to... In the end, Walt feels ... because .... Mitch and Karen leave in a hurry because... GRAN TORINO THE AMBIGUITY OF BELONGING ... a cake, a phone for old people, a gopher, and brochures for retirement homes -except for the cake things Walt doesn't need or want. ... an insult to Walt: they reveal that Mitch and Karen do not know (or care to know) who Walt is and what he is still capable of. They don't even realize how insulting their presents are. is confused in the beginning but then gets very angry. ...make things easy for himself. ...move out of the house (maybe so that they can sell it?). ...very angry because he feels that Karen and Mitch are only interested in their agenda (i.e. getting Walt out of the house). ...very angry because they insult / do not see Walt. Walt kicked them out. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 89 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 3.3 Walt and the Lor family (0:40:34 0:51:43) 2. Sue's grandmother ... a)... asks Walt to get more food. b)... expresses her dislike for Walt. c)... welcomes Walt to her home. a) While-Viewing: Tick the one correct solution/ say whether the statement is true or false. Be prepared to refer to the movie to justify your answer. 1. Sue convinces Walt to join their party by ... a)... convincing him that it's bad to be alone on his birthday. b)... offering him good food and beer. c)... telling him that he is the special guest everybody is waiting for. GRAN TORINO 4. The shaman says that Walt... a)...is not at peace. 3. The following is NOT a Hmong social rule: a) Don't laugh when you feel insecure. It's impolite. b) Don't look into people's eyes. It's rude. c) Never touch a person on the head. The person's soul resides there. b)...must correct his mistakes. c)...should confess his sins. 5. Walt thinks of himself as a person who... a) ...fixes things. b)...is funny. c)...is pleasant. THE AMBIGUITY OF BELONGING 6. Walt tells Thao that if you want to win over a girl, you have to make an effort. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg True False b) Post-Viewing: Contrast Walt's attitude towards both families. Where does he feel more comfortable? Why? How does that make him feel? Explain your ideas by referring to the movie. Seite 90 von 134 Schwerpunktthema Abitur Englisch ab 2019 2. Sue's grandmother ... a)... asks Walt to get more food. b)... expresses her dislike for Walt. c)... welcomes Walt to her home. M 3.3. Suggested answers a) While-Viewing: 1. Sue convinces Walt to join their party by ... a)... convincing him that it's bad to be alone on his birthday. b)... offering him good food and beer. c)... telling him that he is the special guest everybody is waiting for. 4. The shaman says that Walt... a)...is not at peace. 3. The following is NOT a Hmong social rule: a) Don't laugh when you feel insecure. It's impolite. b) Don't look into people's eyes. It's rude. c) Never touch a person on the head. The person's soul resides there. b)...must correct his mistakes. c)...should confess his sins. GRAN TORINO 5. Walt thinks of himself as a person who... a) ...fixes things. b)...is funny. c)...is pleasant. Walt and his family 6. Walt tells Thao that if you want to win over a girl, you have to make an effort. b) Post-Viewing + - his flesh and blood - same background, culture, and language THE AMBIGUITY OF BELONGING - hidden agenda - Mitch and Karen patronize Walt; they are neither honest nor open with one another - no understanding - emotional coldness → they are completely alienated from one another. No authentic connection! - honesty - understanding - cordiality Walt and the Lor family + - sense of support and community - open - importance of food Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg X X X X X True False X - traditional enemy (cf. racial slurs) - different background, culture, and language ➜ "I've got more in common with these gooks than I do (with) my own spoilt rotten family." → Walt has ambiguous feelings about both groups/ families as the Lor family is closer to his concept of a close family. Seite 91 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING M 3.4 Putting the ambiguity of belonging into pictures (0:58:35 - 1:01:00) In the following sequence, Walt sees a doctor because he coughed up blood. Following that, he calls his son Mitch. You will watch the latter sequence without sound. While- and Post-Viewing: What are they saying? Based on what you see, say what you think the conversation is about. What makes you think so? Refer to the sequence (e.g. gestures, facial expressions, etc.) to illustrate your ideas. Post-Viewing How do cinematic devices (e.g. field sizes, camera movement, brightness, music, etc.) help create the atmosphere of this scene? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 92 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 4 Manning Thao Up (0:51:42-1:16:49) Plot summary: Handlung: GRAN TORINO Bezug zum SPT: neighbors keep bringing Walt food and gifts - Sue and Thao's mother want Thao to work for Walt to make amends for what he did; reluctantly, Walt agrees - Walt makes Thao fix the houses and gardens in the neighborhood - Walt sees a doctor because he frequently coughs up blood - Walt tries to tell Mitch about his medical test results but doesn't manage to do so - Walt starts teaching Thao about tools - Thao notices that Walt has health problems - Walt asks Thao for help to get his freezer out of the cellar - Thao talks with Walt about what he wants to do with his life - Walt "mans Thao up" (teaches him to talk like a man, gets him a job interview etc.) sense of belonging between Walt and Thao intensifies - both face their personal ambiguity of belonging and actively deal with it (i.e. try to find a place to belong) THE AMBIGUITY OF BELONGING 1. Besprechung der Hausaufgabe Als Hausaufgabe der letzten Stunde sollten die S Walts inneren Monolog verfassen: What is Walt thinking at the end of the phone call? Write his interior monolog. Consider specifically today's lesson's insights, e.g. his birthday gathering, his experience at the Lors', his realizations about himself. Mögliche Durchführung: In Gruppen bzw. in PA (vgl. Besprechung der Hausaufgabe in DS 3) oder mit Sesseltanz- Methode (Hinweise zur Durchführung: siehe DS 6, Besprechung der Hausaufgaben). Die Texte der SuS können auch von der Lehrperson eingesammelt und gesichtet werden, um punktuell eine fundierte und individuelle Rückmeldung an die S zu gewährleisten. Suggested answers: individual answers 2. Das (neue) Verhältnis zwischen Walt und Thao (1:06:45 1:07:47; 0:51:42 1:07:47) In dieser DS soll das Verhältnis zwischen Walt und Sue sowie Walt und Thao beleuchtet werden. Zu diesem Zweck werden im Film zunächst etwa 15 Minuten übersprungen um zu zeigen, wie wichtig Walt inzwischen für Sue und insbesondere Thao geworden ist. 2.1. How Sue and Thao see Walt (1:06:45 - 1:07:47) Material: M 4.1 a) Die Sus erarbeiten zunächst durch das Lesen eines Drehbuchauszuges, welche Stellung Walt in Sues und Thaos Leben einnimmt. Dies soll anschließend mit der entsprechenden Szene aus dem Film kontrastiert werden. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 93 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING Dabei zeigt sich, dass deutliche Unterschiede zwischen der Vorlage und der filmischen Umsetzung bestehen: der Film ist stark gekürzt; zahlreiche familiäre Hintergrund- informationen über das Aufwachsen jugendlicher Hmong in den USA fallen weg. Die Sus erarbeiten sich somit an dieser Stelle diesen wichtigen Hintergrund, der im Film bereits in einer anderen Szene thematisiert wurde (0:34:48 0:36:49; Sue fährt mit Walt im Auto nachdem Walt sie vor der afroamerikanischen Gang gerettet hat - Sue erzählt ihm dabei viel über die Hmong). Ferner erkennen die S, dass sich eine sehr enge Beziehung entwickelt hat, in der Walt für Thao eine väterliche Rolle einnimmt. 2.2. Pre-Viewing: What has caused this change? Material: M 4.1 b) Diese neue, enge Beziehung erscheint sehr überraschend, denn in den zuletzt gesehenen Szenen mit Walt und Thao hatte sich deren Verhältnis zwar (gezwungenermaßen) verbessert, war aber keineswegs so eng wie in dieser Szene beschrieben. Es stellt sich also die Frage, was sich in den übersprungenen 15 Minuten des Filmes ereignet haben könnte, das zu dieser deutlichen Veränderung geführt hat. Darüber sollen die SuS Spekulationen anstellen und diese erläutern. 2.3. While- / Post-Viewing (0:51:42 1:07:47) Material: M 4.1 c) Schließlich wird die bis jetzt fehlende Sequenz gezeigt. Als While- sowie Post-Viewing- Activity gleichen die SuS ihre Ideen aus b) mit den tatsächlichen Geschehnissen im Film ab und diskutieren das Gesehene. Abschließend diskutieren die SuS in PA, ob bzw. zu welchem Grad Walt ein Vorbild für Thao ist. Suggested answers: see M 4.1 3. Walt als väterlicher Freund (01:07:47-01:16:49) Walt ist in der Tat ein Vorbild für Thao geworden: zwischen den beiden hat sich sogar eine Freundschaft entwickelt. Ihr jeweiliges Zugehörigkeitsgefühl hat sich in dieser Hinsicht somit geändert. Da Walt ferner besser versteht, dass Thao ,abdriften" könnte, ist es ihm nun ein Anliegen Thao zu helfen, damit dieser fest in der Gesellschaft verankert ist: ihre Beziehung intensiviert sich in der folgenden Sequenz weiter. 3.1. Helping Thao belong - while-viewing Material: M 4.2 a) Um das Verständnis dieser Sequenz zu sichern, beantworten die SuS geschlossene und halbgeschlossene Aufgaben. Anschließend Abgleich der Ergebnisse. Suggested answers: see M 4.2 Möglichkeit der Differenzierung: Die Schülerantworten können auch hier wieder rein deskriptiv oder aber analytisch-kritisch ausfallen (vgl. Anmerkungen zu M 3.2, Aufgabe b)), so z. B. bei verschiedenen Antwortmöglichkeiten beim sechsten Satz. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 94 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO 3.2. Helping Thao belong - post-viewing Material: M 4.2 b) An diesem Punkt stellt sich die Frage ob Thao nun (endlich) zu einer Gruppe oder an einen Ort gehört, die bzw. der wirklich zu ihm passt. Es könnte ja auch sein, dass Thao einfach aus Passivität Walts Idealen folgt ohne zu überprüfen, ob diese mit seinen eigenen übereinstimmen oder wenigstens überlappen. Eine weitere zur Diskussion stehende Frage zielt darauf ab, was denn genau Walts Werte sind, die hinter all seinen Handlungen und Ratschlägen stehen. 4. Wer ist Walt? Walts Ideale Material: M 4.3 THE AMBIGUITY OF BELONGING Zum dritten sollen die S diskutieren, was eine gute Vaterfigur ausmacht und inwieweit Walt eine gute Vaterfigur für Thao ist. Suggested answers: see M 4.2 (part b)); individual answers (parts a) and c)) Nachdem die S nun in der Lage sind Walts Ideale zu benennen, erarbeiten sie nun, dass diese zu großen Teilen den „blue-collar-ethics" entsprechen, also den Wertvorstellungen derer, die in ihrem Beruf körperliche Arbeit verrichten (im Gegensatz etwa zu einer Bürotätigkeit). Dazu lesen sie einen Auszug der website www.bluecollarcrossing.com, in dem die work ethics dieser Berufsgruppe erläutert werden. Diese Informationen sollen dann auf Walt angewendet werden. Suggested answers: cf. M 4.2 b) 5. Hausaufgabe Die S schreiben einen Dialog zwischen Walt und Martin, in dem Walt seinem Freund erklärt, warum er sich (ausgerechnet!) Thaos annimmt. AA: Martin is confused that Walt has become a father figure for Thao, someone Walt used to regard as his enemy. In a dialog, Martin expresses his surprise while Walt tries to explain his reasons to Martin. Write this dialog. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 95 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO M 4.1 Walt and Thao a) How do Sue and Thao see Walt? Read the following excerpt from the screenplay, then watch the corresponding scene in the movie. Describe Walt's relationship with Sue and Thao respectively as shown in both the extract and the film. State the differences that you find. WALT SUE Sue talking to Walt about the problems of Hmong teenagers. Thao washes and waxes the Gran Torino that he originally tried to steal. SUE Kind of ironic, huh? WALT What? SUE What the hell do you think I'm referring to? Toad washing the car he tried to steal from you. THE AMBIGUITY OF BELONGING It seems like justice to me. And if he misses a spot, he's doing it all over. It's nice of you to kind of look after him like this. He doesn't have any real role models in his life. WALT I ain't a role model. SUE You're a good man, Wally. I wish our dad would have been more like you. WALT Don't call me Wally. SUE No, I'm serious. He was hard on us, really traditional, really old school. WALT I'm old school. SUE Yeah, but you're American. WALT What's that supposed to mean? (Sue shrugs him off. They look at Thao for a while.) SUE You like him, don't you? WALT Him? Don't be crazy. He tried to steal my car. SUE And you spend time with him and you teach him how to fix things and you saved him from that fuck cousin of ours and... WALT Hey. Watch the language. SUE And you're a good man. WALT Hand me a beer, Dragon Lady. (Sue hands him a beer and Walt pops the top.) WALT So tell me the problem with Hmong boys again. I'm not completely clear. SUE Hmong girls slip in and out of the culture more easily. Date who we want, stay WALT Why? SUE close to our mothers, but are able to keep a foot on each side of the fence. The boys fall through the cracks. It's tough. The boys float around. The fathers belong in a totally different world and the boys have no one to turn to. Does that make sense? WALT Not sure. No. SUE The boys don't ask their fathers for advice, because over here, their fathers no longer have the answers. Hmong boys become almost invisible, they end up banding together and it all goes to hell from there. WALT The girls go to college and the boys go to jail. SUE It's more common than not. (Walt reflects on this for a while, then changes the subject.) WALT You still going out with that clown? SUE No. I dumped him. He was a dim-wit. (Walt nods.) WALT Good girl. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 96 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● b) Pre-Viewing What is surprising about how Sue and Thao regard Walt? Speculate on what may have happened in between the scenes you have just seen that leads to this (new) attitude. c) While-Viewing ● GRAN TORINO ● THE AMBIGUITY OF BELONGING What leads to Walt and Thao's new relationship? Compare what happens in the movie with your ideas. Is there anything that surprises you? Sue believes Walt is a role model for Thao. Do you agree? On a scale from 0 to 10, assess whether Walt is or isn't a (good) role model for Thao (0: no role model at all; 10: best role model imaginable). Discuss your view with a partner. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 97 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 4.1. Suggested Answers Walt and Thao a) How do Sue and Thao see Walt? Walt and Sue: ● ● Walt and Thao: interested in one another understand one another ● GRAN TORINO mutual respect, sympathy, and trust (cf. playful banter) → even though he's much older, he likes and respects Sue: they communicate with one another almost as equals comfortable with one another ● Walt may be a role model for Thao. Walt likes Thao. (?) Walts spends time with Thao, teaches and protects him Differences - movie: It is an almost identical conversation up to the point when Walt asks Sue to hand him a beer. THE AMBIGUITY OF BELONGING The problem of Hmong boys not mentioned (fathers no longer function as role models because they don't know how things work in the US - therefore, boys feel lost, end up in gangs, and fall through the cracks). b) Pre-Viewing: individual answers c) While-Viewing: What leads to Walt's and Thao's new relationship? The situation of Hmong girls not mentioned either (they navigate two cultures more easily, they still have role models (mothers). ➜→ "The girls go to college and the boys go to jail" It is not mentioned that Sue broke up with her boyfriend. Thao has to work for Walt in order to make amends for what he did Walt uses Thao to fix houses in the neighborhood in the course of their time together, Thao earns Walt's respect because he is a reliable and diligent worker subsequently, Walt teaches Thao about tools and maintenance they grow closer and have also more personal conversations (e.g. Walt wants to know about the gang) they ask one another for help in the end, Thao is able to stand up to Walt (when Walt wants to get the freezer out of the cellar) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 98 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO M 4.2 Helping Thao belong a) While-viewing: True-false and sentence completion. 1. Walt thinks highly of people who work in sales. 2. Walt used to work in a car factory. 3. Walt can help Thao get a job in construction by 4. According to Walt and Martin, talking like a man means 5. Walt wants Thao to make a good impression in the job interview because 6. The handshake at the end of the sequence may symbolize b) Post-Viewing Discuss the following questions with a partner: THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg True False True False Does Thao finally belong in a place or to a group that is right for him? What do Walt's teachings reveal about his underlying values and beliefs? What is a good father like? Do you consider Walt a good father figure for Thao? Seite 99 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 4.2 Suggested Answers a) While-Viewing 1. Walt thinks highly of people who work in sales. 2. Walt used to work in a car factory. GRAN TORINO ● THE AMBIGUITY OF BELONGING 6. The handshake at the end of the sequence may symbolize that ● Walt fully accepts Thao as a person Walt and Thao are on a par now 3. Walt can help Thao get a job in construction by talking to people he knows ("I know people in the trades"). Thao has passed an initiation rite into manhood Thao now belongs 4. According to Walt and Martin, talking like a man means being polite but not subservient, discussing issues of common interest (job, car, women), and talking about people that are not present. b) Post-Viewing Walt's values and beliefs • appreciation of honest, productive labor • "getting-things-done" mentality True 5. Walt wants Thao to make a good impression in the job interview because he put in a good word for Thao - therefore, a bad performance would reflect badly on Walt. True X self-reliance, independence, responsibility (maintains his own property) → source of pride rough manners (cf. insults), yet direct and honest Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg False X False Seite 100 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING M 4.3 Blue-Collar-Ethics Read the following extract from www.bluecollarcrossing.com and relate it to Walt. What does "blue-collar" actually mean in American culture? In its essence, it means working Americans whose job requirements don't include the traditional crisp white button downs and ties that corporate America is known for. Typically, blue-collar is significant in practical terms, since companies often shoulder the burden of providing the work "coveralls" and sometimes provide laundering services as well. This is due to the likelihood of damage to garments on a daily basis, whether via chemical spills, tears, or environments that lead to heavy soiling. Sometimes the term blue-collar is symbolic, with manual labor and positions that fall under the blue-collar job description including construction workers, shipyard workers, manufacturing jobs, mechanics, and maintenance personnel. For women, it often includes such jobs as housekeeping, waitresses, and sometimes cashiers. The blue-collar ethic we hear many refer to is best explained as the pride that's instilled in these workers, despite their less-than-easy job duties. It's often passed down through generations. Farmers pass their farms down and those who work in various trades, such as welding, plumbing, and others, often teach their sons the trades they've raised their families on. It's about taking responsibility, getting up day after day despite the heat or freezing temperatures, the aching backs from swinging an ax the day before, or other physical ailments, and the "getting it done" mentality. The blue-collar American worker is truly the backbone of this country. These are the people who build the buildings we report to each day for work, the ones who assemble the vehicles we drive, and the ones who install the air conditioners that keep us cool during the long summer months. And the ethics? As dependable as the steel. The blue-collar work ethic is as strong as the buildings they erect with steel beam supports. They know the very foundations these building are built upon are analogous to the foundations of the country we live in. Further, they know that if they choose to not show up to work, it simply doesn't get done." (335 words) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 101 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 5 Walt's Sacrifice (1:16:48 - 1:48:00) Plot summary: Handlung: Bezug zum SPT: GRAN TORINO The conflict with the gang intensifies: Sue is raped. - Walt is disillusioned with his own family. - Walt and Thao plan on taking revenge. - Walt confesses his war crime to Thao. - Walt decides to keep Thao out of the final showdown. - Walt is killed by the gang. - Whereas Walt's family receives next to nothing in his will, Thao gets Walt's Gran Torino. THE AMBIGUITY OF BELONGING Self-sacrifice, self-reliance / Taking the law into one's own hands as a means to protect what's dear to you. 1. Besprechung der Hausaufgabe: Hausaufgabe war, einen Dialog zwischen Walt und Martin, seinem Friseur, zu verfassen, in dem Walt und Martin die Entwicklung von Thao bzw. über Walts Gründe für sein Projekt Manning Thao up diskutieren. 2. Pre-viewing: Walt on the Ground Material: M 5.1 Durchführung: Je 2 S vergleichen ihre Dialoge und einigen sich auf einen möglichen Durchgang. Sie spielen dann ihren Dialog einem zweiten Schülerpaar vor, das ihnen Rückmeldung darüber gibt, inwieweit der Dialog ihrem Verständnis von Walts Beziehung zu Thao entspricht. Im Anschluss tauschen die Schülerpaare die Rollen. Im Plenum fassen die S anschließend zusammen, wie sie die Beziehung zwischen Walt und Thao nun charakterisieren würden. Individual answers Task: Take a look at this still from one of the final scenes in the movie (M 5.1). What do you make of it? Describe the picture and speculate about the course of events that may have lead to that scene. Ggf. Hilfestellung: What does Walt's posture remind you of? Suggested answers: Description: Walt is lying spread-eagled on the ground. The lighting suggests it's nighttime. Walt could be dead or unconscious. Theory A: his illness has caused a breakdown. He might have ignored the doctor's warnings, resulting in his death or near-death. Theory B: The gang might have tried to take revenge for his mocking of them. His posture reminds one of Jesus on the cross, maybe he has tried to save Thao and Sue from the gang and got killed doing so. Or the gang might have tried again to steal his car and he tried to stop them, getting shot in the process. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 102 von 134 Schwerpunktthema Abitur Englisch ab 2019 3. While-viewing: Walt's Death - Reconstructing the Chain of Events 3.1. Watch the movie from scene 20 (1:16:48) till that still (1:42:04) and take notes on the events that led to it. Use a cause and effect chain to keep track of the events. Chain of Events First Then GRAN TORINO Then: Exchange your findings with a partner and decide on which events actually contribute to the climax of the movie. Present your cause and effect diagram to the class. Suggested answers: see M 5.2 3.2. In two or three sentences summarize Walt's plan. Suggested answers: Individual answers. THE AMBIGUITY OF BELONGING Walt supposes that the gang will not leave Sue and Thao alone. He is not strong enough to defeat the gang. By making them kill him in front of witnesses they will be locked up for a long time. He gives his life willingly to save Sue and Thao's. 3.3. Have another look at your chain of events diagram. Determine the point of no return. When do you feel that the events become inevitable and there is no turning back? Differenzierung: Mit Hilfe von Screenshots kann die Lehrkraft einzelne Szenen nochmals präsent machen (siehe M 5.3). There are several indicators that Walt wants to sacrifice himself, e.g. when he goes out to have a tailor-made dark suit. His preparations before he goes over to the gang remind one of a traditional cleansing that dying people go through. 4. While-viewing: Cruising in the Gran Torino - A Happy Ending? 4.1. There are six minutes left till the end of the film. Speculate how the film might end. Which story is left to tell? Continue your chain of events. → Ansehen des Filmes bis zum Ende (ab 1:42:04) 4.2. Discuss the ending with a partner. Is this a happy ending? Does Thao feel a sense of belonging now? Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 103 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING Suggested answers: "Yes, it is a happy ending" The final scene suggests that Thao is starting off into a better future, as he is driving off in the Gran Torino. The conflict with the gang is solved. Their members are in prison. Thao is free now to pursue his own destiny and he has acquired the skills to do so. He has undergone a process of initiation and is now accepted as "one of them" (has gathered his tools, can get things done now, is self-reliant) "No, it isn't a happy ending." The resolution of the conflict has come at too high a cost for Thao. Walt, his father figure, has been the only true support for him. Without him it is unsure whether Thao will be able to make it. Sue and Thao may be scarred for life / traumatized severely by the events. 4.3. Discuss the statement below with reference to Walt, Thao and Sue. Differenzierung: gemeinsame Klärung der Begriffe "affirmation, nurturing, vulnerable". "What is home? My favorite definition is "a safe place," a place where one is free from attack, a place where one experiences secure relationships and affirmation. It's a place where people share and understand each other. Its relationships are nurturing. The people in it do not need to be perfect; instead, they need to be honest, loving, supportive, recognizing a common humanity that makes all of us vulnerable." Gladys M. Hunt, Honey for a Child's Heart: The Imaginative Use of Books in Family Life, USA 2002. Suggested answers: Individual answers. Students should be encouraged to refer to the individual aspects mentioned in the statement such as positive and permanent relationships, mutual encouragement, etc. Especially the idea that we are vulnerable deserves attention. 4.4. Analyze the role of Walt's Gran Torino. What does it symbolize for Thao? Suggested answers: The Ford Gran Torino is a classic car. It represents Walt's America when America was still strong and powerful (= muscle car). Its engine and roar are powerful. It symbolizes self- reliance and freedom and mobility. It is a sign of independent manhood. Mobility offers the chance of personal reinvention and self-determination. Driving around in the Gran Torino can be equated to sovereign selfhood. Walt is the only one in his neighborhood that drives a vintage Gran Torino. It shows that just like his classic car from another period, Walt seems to have fallen out of time. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 104 von 134 Schwerpunktthema Abitur Englisch ab 2019 5. Wrapping it all up Anhand Material M 5.4 untersuchen die SuS, welche Faktoren besonders stark die Identität und das Selbstbild von Walt, Thao und Sue bzw. deren Zugehörigkeitsgefühl beeinflussen. Die Ergebnisse können anhand der bereits in den Vorstunden zum Einsatz gekommenen Metaplankarten visualisiert werden. GRAN TORINO Arbeitsteilig untersuchen die SuS dabei je einen der drei Figuren in Einzelarbeit. Im Anschluss werden 3er-Gruppen gebildet, in der alle Figuren vertreten sind. Die SuS stellen sich ihre Ergebnisse gegenseitig vor und überlegen gemeinsam, wie stark das Zugehörigkeitsgefühl der Protagonisten zu einer bestimmten Gruppe ausgeprägt ist, was das Zugehörigkeitsgefühl bzw. das Selbstbild bedroht und welche Opfer, die einzelnen Figuren auf sich nehmen, um dazu (oder auch nicht dazu) zu gehören. AA: Examine the interdependence between one's sense of belonging, one's identity and one's self-image. In order to do so complete the following tasks: Task 1: Study the illustration on the worksheet and, for the character assigned to you, state which external and internal factors are particularly important for that character's sense of belonging. Assess how they define your character's identity and self-image. Extra: In the movie, the viewer is confronted with just a fraction of the experiences that shape a character's identity and contribute to one's sense of belonging. Examine which factors did not play a role in the film but might have had an important impact on your character's sense of belonging. Task 2: THE AMBIGUITY OF BELONGING Present your information to your group members. If available, use your cards from the lessons before to graphically show your character's sense of belonging. Task 3: Compare your results and assess each character's I. II. III. group ... need to belong challenges to their sense of belonging sacrifices he/she is willing to make in order to belong/ not belong to a certain Suggested answers: Walt: First, a) Challenges of belonging: ● Walt Kowalski is a loner longing for defeat himself/ his character and overcome his bias = ambiguity Walt Kowalski is alienated by the loss of his wife, the huge Asian community, and gang violence. The Christian community/family/friends do not provide him with a true feeling of belonging (e.g. son, funeral). b) Ways to find a sense of belonging: "My home is my castle", American flag, his rifle, racial slurs Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 105 von 134 Schwerpunktthema Abitur Englisch ab 2019 . Then, different solutions to satisfy his needs of belonging: he also gains a sense of belonging by helping others - help when help is needed ... and by letting others help him "Midwife" to this development: Sue culmination: "sacrificing" himself for others Thao: ● ● . Sue: GRAN TORINO ● belongs by not belonging to his peers = rebellion strong family ties, however, looked down upon by his relatives initiation into gang: attempt to steal Gran Torino fails wants to fit into the American society, follow in Walt's footsteps (blue collar job, language, etc.) seems well-integrated: American accent, fluent English strong family ties, highly regarded by her relatives able to do well in both worlds THE AMBIGUITY OF BELONGING white boyfriend turns out a bad choice victim of rape, gang violence 6. Productive task Hausaufgabe: Imagine you are one of the speakers at the funeral. With the help of the feedback sheet write a eulogy for Walt. Dazu erhalten die S Material M 5.5, das Hinweise zum Abfassen einer Grabrede enthält, und Material M 5.6, einen Selbst- bzw. Fremdeinschätzungsbogen. Language support: Self-Sacrifice to redeem yourself = to do something to improve the opinion that people have of you, especially after you have done something bad; redeem somebody (in Christianity) to save somebody from the power of evil - redeemer - redemption to sacrifice oneself for sth. to become a martyr = a person who suffers very much or is killed because of their religious or political beliefs - be a martyr to the cause of sth. to die for sb./sth. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 106 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO M 5.1 Film Still - Walt on the Ground THE AMBIGUITY OF BELONGING Task: This is a still from one of the final scenes in the movie. What do you make of it? Describe the picture and speculate about the course of events that may have led to that scene. Suggested answers: Description: Walt is lying spread-eagled on the ground. The lighting suggests it's nighttime. Walt could be dead or unconscious. Theory A: His illness has caused a breakdown. He might have ignored the doctor's warnings, resulting in his death or near-death. Theory B: The gang might have tried to take revenge for his mocking of them. His posture reminds one of Jesus on the cross; maybe he got killed when trying to save Sue and Thao from the gang, or the gang might have tried again to steal his car and he tried to stop them, getting shot in the process. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 107 von 134 Schwerpunktthema Abitur Englisch ab 2019 1 M 5.2 The Chain of Events that lead to Walt's Sacrifice - Suggested Answers On his way home from work, Thao is beaten up by Spider and his gang. Thao's tools are damaged or taken away by them. 2 3 4 5 6 7 8 9 GRAN TORINO 10 ↓ Walt goes to the house of the gang and beats up the leader. He points a gun at his face and threatens him to leave Thao and his family alone. ↓ The gang retaliates: At night there is a drive-by shooting: the gang shoots through the windows of Thao's house. Fortunately, nobody is seriously injured. ↓ The family and Walt worry about Sue, who has not returned home. She is dropped off by the gang after she has been seriously beaten up, maybe even raped by the gang. ↓ Walt is horrified by what happened to Sue. He does not listen to the father's advice about not wanting vengeance. ↓ THE AMBIGUITY OF BELONGING Thao urges him to take revenge. Walt says careful planning is necessary. He tells Thao to return at 4 p.m. ↓ Walt prepares his departure: mows his lawn, takes a bath, gets a haircut and a shave, orders a fitted suit, goes to confession, cleans his guns. ↓ Walt locks Thao in the basement, gives him his medal of valor, confesses having killed a child, and leaves his dog with grandma. ↓ Walt goes to the gang's house. He insults them and pretends to pull a gun. ↓ Walt is shot dead, lying on the ground like Jesus on the cross. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 108 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 5.3 The Point of no Return 1:20:27 1:25:00 1:31:36 GRAN TORINO Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg THE AMBIGUITY OF BELONGING 1:22:56 1:30:35 1:32:30 Seite 109 von 134 Schwerpunktthema Abitur Englisch ab 2019 1:32:38 GRAN TORINO THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg 1:36:21 Which of those scenes do you consider to be the point of no return - that is when the events become inevitable and there is no turning back? Give reasons for your choice. Seite 110 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 5.4 age gender ethnicity setting workplace politics etc. A Sense of Belonging: Challenges and Choices GRAN TORINO EXTERNAL visible Task 3: BELONGING THE AMBIGUITY OF BELONGING personality character traits feelings about myself interests dreams beliefs values relationships INTERNAL invisible Task 1: Study the illustration above and, for the character assigned to you, state which external and internal factors are particularly important for that character's sense of belonging. Assess how they define your character's identity and self-image. etc. Extra: In the movie, the viewer is presented only with a fraction of the experiences that shape a character's identity and contribute to one's sense of belonging. Examine which factors did not play a role in the film but might have had an important impact on your character's sense of belonging. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Task 2: Present your information to the other group members. If available, use your cards from the lessons before in order to visualize your character's sense of belonging. Compare your results and assess each character's need to belong, challenges to his or her sense of belonging, sacrifices that he or she is willing to make in order to belong / not to belong to a certain group. Seite 111 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 5.5 Writing a Eulogy GRAN TORINO "Eulogies are... a reminder that each of us leads a life of special interest and value, and that each of us is unique, with our own special gifts." THE AMBIGUITY OF BELONGING "The eulogist's task is to bring the deceased into the mind's eye of the congregation - and to let us remember their voice and their manner, to let us share their interests, to let us appreciate their qualities, to let us enjoy their company a moment longer." (Andrew Motion, Poet Laureate) Keep the following tips in mind when preparing a eulogy for Walt: The eulogy should be uplifting and inspiring. A good eulogy doesn't just tell the audience about the person - in a sense it brings the person to life in their imagination and gives them something by which to remember them. You can do this by giving examples or by telling stories about the person: important things (= major events) happy things (= what gave them pleasure) • funny things (= little characteristics, habits or passions) • sad things (= challenges, difficult times) which sum up their life Name the enduring qualities which describe what they were really like as a person. One small detail can be worth a thousand words. Focus on the good things but don't forget the bad things. Your audience will want to feel you have captured the essence of the person what makes them special. So be honest, but selective. ✪ Language: A eulogy is a very sensitive issue. Use euphemisms, that is choose words that will not hurt or offend, e. g. do not say "died" or "was killed". Instead say "passed away" or "was taken from us". Choose an appropriate tone. quotes from: http://www.obituaryguide.com/writingtips.php and http://www.co-operativefuneralcare.co.uk/ Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 112 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 5.6 Eulogy Feedback Name: 1 st Check Form DUZ Check Content 3rd Check Language Criteria GRAN TORINO Provides the necessary information at the beginning (name of deceased, date of death, etc.). Clear structure and layout (e.g. new paragraphs for new ideas). The eulogy is uplifting and inspiring. The eulogy makes the deceased come alive. The eulogy captures the essence of the deceased. The eulogy is honest but selective. The tone is sombre and reflective. Overall impression: (tick where appropriate) Good job! hat I really like about your eulogy: The eulogy does not offend or hurt anybody's feelings through the use of euphemisms when talking about sensitive issues. Promising! What you could have added/what might need improving: THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg (tick where appropriate) Quality 1-2-3-4-5 (1 = yes, 5 = no) 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5 1-2-3-4-5 Needs some more work! Seite 113 von 134 Schwerpunktthema Abitur Englisch ab 2019 Doppelstunde 6 Gran Torino and the Ambiguity of Belonging Bezug zum SPT: GRAN TORINO Individual answers 1. Besprechung der Hausaufgabe: Als Hausaufgabe hatten die SuS die Aufgabe, eine Grabrede auf Walt zu verfassen und damit sein Leben (soweit im Film tellt) zu würdigen. Die Sesseltanz-Methode ermöglicht es den SuS, sich mit allen eulogies kooperativ auseinanderzusetzen. . Im Anschluss bittet die Lehrkraft die SuS ein bis zwei besonders gelungene Produkte für das Vorlesen im Plenum vorzuschlagen. Die vorschlagenden SuS begründen im Anschluss ihre Wahl. Nach der Besprechung der Nachrufe wird zur Frage übergeleitet, ob Walt richtig gehandelt hat. THE AMBIGUITY OF BELONGING Ambiguity of belonging, Walt's values shape his sense of belonging, Walt's alienation: stuck in the past in a changing community Task: Leave your eulogies and your feedback sheets on your desks. Walk around the room and read as many eulogies as you can. The first person to read a eulogy does the first check, the second one does the second and the third person does the third check. Fill in the boxes at the bottom as well. Suggest one or two eulogies to be read out in class and give reasons why. Suggested answers: 2. Did Walt do the Right Thing? Die Folie M 6.1 bietet den S alternative Konfliktlösungen an, die sie hinsichtlich ihrer Zweckmäßigkeit bewerten. Task: Did Walt do the right thing? Were there any other ways to save Thao from the gang? Have a look at the transparency (M 6.1). In order to solve the conflict with the gang, Walt might have tried other options, self-sacrifice probably being the most extreme form of conflict solving. Have a look at the options given on the transparency and discuss with a partner whether they could have made a difference. Unless the police find evidence for a crime there is nothing they can do. Having the police investigate the case might make the gang retaliate even harder. It might take too long before finally an arrest is made. A neighborhood watch is a good idea to avoid burglaries, but may seem unsuitable to fight the gang, it might put even more people in danger. A private detective might be able to find some proof for criminal activities, and thus could aid the police. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 114 von 134 Schwerpunktthema Abitur Englisch ab 2019 The gang might not be interested in a deal, as their reputation is at stake. They may not want to show any weakness. They may make new demands from time to time. 3. Walt's Values Material M 6.2 Things Walt Treasures Die Dinge, mit denen Walt sich umgibt, sorgen für ein Gefühl der Zugehörigkeit zu einer bestimmten Schicht und geben ihm Sicherheit, da sie eine bestimmte Lebenseinstellung abbilden. Die Folie ruft die wichtigsten Gegenstände wieder ins Bewusstsein. Durch die Klärung ihrer symbolischen Bedeutung können die zugrundeliegenden Wertvorstellungen Walts herausgearbeitet werden. Dies ist erforderlich, um das Spannungsfeld zu verstehen, in dem sich Walt befindet bzgl. seines Zugehörigkeitsgefühls. Task: Steering wheel: GRAN TORINO Study the things that Walt treasures. Say what each means to him. In which way do they signify a sense of belonging for Walt? Suggested answers: toolbox: Medal of Honor: Porch: THE AMBIGUITY OF BELONGING Mowing the lawn: Gran Torino: Beer: self-reliance, allows him to repair everything in the house/ car. When something is broken, he fixes it. Walt is a man who builds things with his hands, Walt gets things done / Walt is in charge, takes the initiative (sitting in the driver's seat), is in control. Walt has risked his life for his country. Sense of pride of having helped his country, yet ambiguous feeling as fighting for his country also meant getting your hands dirty, trauma of having killed an innocent child. his home is his castle, a place to rest, the porch allows him to observe life around him, take part in other people's lives. his method of keeping order, gives him the impression that his microcosm is still intact, gives him reassurance. symbol of his manhood / virility, powerful and strong ('muscle car') the working man's champagne, down to earth, doesn't need fancy things to be happy. Special treat when the work of the day has been accomplished. Anschließend im Plenum: Describe his values and the America he stands for. (Vergleiche mit DS 4: Weiterentwicklung von Walts Wertvorstellungen; blue collar work ethics) Suggested answers: Concept of self-reliance, takes the law into his own hands if necessary, defends his property with all means necessary; maker of things, gets things done, shows resilience, upholds his moral values in times of decline and economic backlash / in a changing world; blue collar work ethic 4. Walt's Sense of Belonging In einem knappen Lehrervortrag weist die Lehrkraft darauf hin, dass Walt ein Anachronismus zu sein scheint: Er wirkt nicht zuletzt auch wegen seines Oldtimers wie aus der Zeit gefallen. Das Gefühl der Entfremdung von seinen Söhnen, seinem Viertel, seiner Gemeinschaft bzw. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 115 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING von Amerika im Allgemeinen ist offensichtlich. Die Lehrkraft kann ein oder zwei Beispiele vorgeben. Durchführung: Walt is presented like someone who has fallen out of time. He is a witness to changes in his immediate neighborhood, in his community and in America in general. Which incidents come to mind that illustrate Walt's alienation from his family / his neighborhood / present-day America? Ein Beispiel vorgeben: His former Caucasian neighbor has been replaced by the Lor family, so Walt seems to be the only white person left in his neighborhood Suggested outcome: His son does not drive an American but a Japanese car. While Walt produced things, his son sells things. Derelict places in his neighborhood: his Asian neighbors do not keep their property as tidy as he does. His former Caucasian doctor has retired. An Asian American doctor and a black nurse have taken over. His Gran Torino is a fuel-guzzling classic / vintage car (72 model). Nobody around him drives such a car anymore. Korean War: proud, but feels guilty / haunted: "I am not a good man" Differenzierung: zur Unterstützung erhalten die SuS passende Aussagen Walts / Bilder aus dem Film, die die Entfremdung deutlich machen. 5. Walt as a father figure Abschließend erfährt die Stunde eine Abrundung durch eine Zig-Zag-Debate, mittels derer der Frage nachgegangen wird, ob Walt eine gute Vaterfigur für Thao abgegeben hat. Zudem wird rückblickend evaluiert, inwieweit Thaos Initiation in Walts (Werte-)Welt widersprüchliche Aspekte beinhaltet. Die Klasse wird dazu in zwei Gruppen eingeteilt und die Regeln für die Zig-Zag-Debate erläutert. Dazu genügt es, die Aufstellung im Reißverschlussverfahren an der Tafel zu skizzieren sowie schlagwortartig die drei Schritte anzuschreiben. Gruppe A sammelt Argumente für die These, Gruppe B dagegen. Anschließend stellen sich die S im Zick-Zack (= Reißverschlussverfahren) in einer Reihe auf, so dass sich die beiden Gruppen gegenüberstehen. Der erste Schüler/Schülerin der Gruppe A ("yes, Walt was a good role model") beginnt, abwechselnd nehmen die S nacheinander an der Diskussion teil. Zwei (in größeren Gruppen auch vier) S werden zuvor aufgefordert, die Argumente einer Seite zu sammeln und am Ende nach ihrer Wichtigkeit geordnet zusammenfassen. Durchführung: Sue states that Walt is like a father figure for Thao. Do you agree? Is Walt a good role model for Thao? Let's prepare for a zig-zag debate: Half of the class list arguments in favour of Walt being a good father figure, the other half collect arguments against this thesis. The rules of a zig-zag debate say that you ... Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 116 von 134 Schwerpunktthema Abitur Englisch ab 2019 1. Summarize what the previous speaker has said. 2. Comment on what was being said before you... 3. Introduce your own argument and elaborate on it. ● Differenzierung: Zur Vorbereitung können diese Fragen Hilfestellung bieten: Does Walt teach Thao the right values? Interpret Walt's legacy (his Gran Torino) to Thao (literally and figuratively) Thao and his job in construction: Does he learn things there that will help him find his place in society? Zur sprachlichen Unterstützung können den SuS passende Redemittel für die drei Schritte bereitgestellt werden. Suggested outcome: ● ● GRAN TORINO ● ● THE AMBIGUITY OF BELONGING Walt teaches Thao values like resilience and self-reliance (growing number of tools allows you to be self-reliant). He also teaches him the merits of hard work (Blue collar ethics). Walt manages to boost Thao's self-esteem / self-confidence. Hard work is necessary to make it in the world. According to Walt self-reliance includes the right to take the law into your own hands and defend your family and property by all means necessary. It is permissible to retaliate or even kill if attacked. Using violence is an acceptable means to solve conflicts. Language support: Seeking Revenge vengeance: the act of punishing or harming somebody in return for what they have done to you, your family or friends; to seek vengeance / a desire for vengeance / to swear vengeance on / upon sb. / vengeful: showing a desire to punish somebody who has harmed you. revenge / to take revenge on sb. / to seek revenge for sth. / in revenge for sth. / an act of revenge / vengeance / to satisfy one's desire for revenge to retaliate (against sb. / sth.): to do something harmful to somebody because they have harmed you first; To retaliate by doing sth./ in retaliation for sth. / retaliatory / retaliatory action reprisal: a violent or aggressive act towards somebody because of something bad that they have done towards you; For fear of reprisals / in reprisal for sth. thirst for revenge; to avenge sb. / sth. Payback / it's payback time vindictive / vindictive feelings Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 117 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 6.1 Alternative Options In order to end the conflict with the gang Walt might have had other options as well, self- sacrifice probably being the most extreme form of conflict resolution. Have a look at the options given below and discuss with a partner whether they could have made a difference. ● GRAN TORINO ● rep Sue's rape to the police press criminal charges against the gang / individual gang members organize a neighborhood watch hire a private detective work out a deal (e.g. offer them the Grand Torino) / negotiate a truce not do anything at all write a letter / mail / record a voice mail in which you appeal to their goodwill ● ● THE AMBIGUITY OF BELONGING ● Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg (add your own option) Seite 118 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO M 6.2 The things Walt treasures Study the things that Walt treasures. Say what each means to him. In which way do they signify a sense of belonging for Walt? BEER FENIN'S 1972 FORD GRAN FORIND SPURY MO THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg 5 TH Seite 119 von 134 Schwerpunktthema Abitur Englisch ab 2019 Thematic Approach DS 1 Neighbors Anknüpfungspunkte Thematic Approach → Segment Approach M 1.2 Characters - Walt Möglicher Zwischenschritt DS 2 Understanding the plot DS 3 The main characters GRAN TORINO DS 4 The minor characters THE AMBIGUITY OF BELONGING Segment Approach DS 1 Getting to know Walt's world M1 und Aufgabe 2c: Darstellung der Nähe bzw. Distanz zu Familie, Freunde, Kirche etc.) durch (u.U. sich überschneidende) Kreise ➡M 3.1: Choosing adjectives in order to describe Walt. DS 5 Walt's sacrifice M 5.1.5.3: Bild des am Boden liegenden Walt u. Rekonstruktion der Ereignisse (chain of events activity) DS 2 Gangs M2.2: Thao and the gangs ("He flies solo.") DS 6 Gran Torino and the Ambiguity of Belonging ➡M 6.1 Walt's sacrifice DS 3 Family Life ➡M 3.2: Walt's family's birthday visit (their presents) ➡M 3.4: Walt calling his son Mitch (to tell him about his fatal disease?); Präsentation der Szene ohne Ton DS 4 Manning Thao up ➡M 4.1: Verkürzung auf Beziehung zwischen Sue und Walt (Hmong girls vs. boys) DS 5 Walt's sacrifice ➡M 5.4: Writing a eulogy (different points of view: Sue, Thao, Father Janovich, ...) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 120 von 134 Schwerpunktthema Abitur Englisch ab 2019 DS 5 Language DS 6 Symbols of belonging -a comparison DS GT Parallelism a stylistic device in Segment Approach DS 1 Getting to know Walt's world Einstieg mittels Trailer Charakterisierung Walts DS 2 Gangs Belonging to a gang DS 3 Family life The ambiguity of belonging Anknüpfungspunkte Segment Approach → Thematic Approach Thematic Approach DS 1 Neighbors M1.1 Proverbs DS 4 Manning Thao up Walt and Martin's language, getting a job with Mr. Kennedy GRAN TORINO DS 5 Walt's sacrifice DS 6 Gran Torino and the ambiguity of belonging Analyzing symbols DS 7 Walt's intercultural competence Language and one's sense of belonging THE AMBIGUITY OF BELONGING DS 7 Walt's intercultural competence M 7.1 7.2 Anwendung v. Bennetts Modell für Interkulturelles Lernen auf GT DS 6 Gran Torino and the ambiguity of belonging ➡M 6.2: Folie mit Bildern als alternativer Stundeneinstieg (etwas leichter) M 1.2 Characters - Walt DS 5 The minor characters Einstieg: Milling Around DS 4 The main characters M 4.3 The need to belong DS 6 Language M 6.1 Jugendwort des Jahres M 6.2. Slang DS 7 Symbols of belonging - A Comparison DS 6 Language Viewing: the barber shop scene and Thao's job interview Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 121 von 134 Schwerpunktthema Abitur Englisch ab 2019 Optionales Modul 1: Doppelstunde 7 Walt - an exemplary case? Bezug zum SPT: intercultural sensitivity Racial slur 1. Walt's Intercultural Competence Die S fertigen eine Tabelle in Stillarbeit an. Hierbei genügt es zunächst die ersten beiden Spalten zu bearbeiten. Mit einem Partner vergleichen sie anschließend ihre Tabelle und überlegen, welche Funktion Walts Schimpfworte im jeweiligen Kontext haben. Suggested answers: Racial slur Crazy Italian prick Toad, dimwit, dipshit, pussy, zipperhead Swamp rats, jabbering gooks fishheads GRAN TORINO Durchführung: To say the least, the way Walt addresses other people is politically not quite correct. In a chart, collect insults or racial slurs that you remember from the movie and note down for whom Walt uses them. Compare your list with a partner's and add your partner's examples to your list. Together, analyze ... - what Walt's racial slurs convey about his attitude towards the respective person or group of people - the function of those insults. Directed at ... Directed at Martin Thao Thao's family THE AMBIGUITY OF BELONGING Function Function mutual teasing establishes a common ground, grumpiness and irony as a way to deal with the unpleasant truths in your life that you cannot change. Grumpiness allows you to hide your true feelings / your weak spots / Walt won't let himself be trumped by those feelings. Considers himself superior, stereotypes, prejudices, etc. 'Toad' becomes Thao in the end, which shows that Walt has gone through a remarkable transformation and now feels respect / affection for Thao Considers himself superior, stereotypes, prejudices, etc. Dehumanizes the foreign people, makes it easier to look down on them. Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Differenzierung: S finden als vorbereitende Hausaufgabe die Bedeutung der Ausdrücke heraus, indem sie sie auf www.urbandictionary.com nachschlagen. Seite 122 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO 2. Bennett's Model of Intercultural Learning Material M 7.1 Bennett's Model of Intercultural Learning Material M 7.2 Analyzing Walt with the help of Bennett's model THE AMBIGUITY OF BELONGING Durchführung: Intercultural development and communication expert Dr. Milton Bennett has developed a model of intercultural learning. The model identifies six different stages people usually go through when they become interculturally competent. Study the stages, then check if this model can be applied to Walt#s development in the movie by doing the task on the worksheet. Which level describes Walt best? Differenzierung: Die S paraphrasieren Bennetts Modell zunächst in ihren eigenen Worten, so dass schwierige Begriffe wie ethnocentric, etc. geklärt werden können, bevor die eigentliche Arbeit am Arbeitsblatt beginnt. Durchführung How does this process described by Bennett affect his sense of belonging? Identify challenges that Walt encounters that negatively impact his sense of belonging and examine how he deals with these challenges? To what extent is Walt able to deal with ambiguous experiences or feelings? Suggested answers: see key! Party at the Lors' house: Walt recognizes that he has more in common with the Hmong people than with his own sons. Manning Thao project: Thao is the "son" who accepts his values and advice whereas his sons consider him old-fashioned and outdated. Differenzierung: Leistungsstarke SuS können Thao und Sue daraufhin untersuchen, welcher Entwicklung sie in Bezug auf ihr Verständnis der anderen Kultur in Bennets Modell entsprechen. Language support: Talking about Bennett's Model of Intercultural Learning The model identifies / describes six distinct stages ... An interculturally sensitive person is characterized by ethnocentric = based on the ideas and beliefs of one particular culture and using these to judge other cultures cognition - the process by which knowledge and understanding is developed in the mind affective connected with emotions and attitudes behavioral - connected with behavior Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 123 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 7.1 Bennett's Model of Intercultural Learning 1. Denial There is no reason to know something abou foreign cultures. cognitive 4. Acceptance Differences among peo- ple are no problem; they are of interest to me. GRAN TORINO affective Ethnocentric stages ud tilste 2. Defence 3. Minimization All human beings are similar despite some superficial differences. affective My own culture is super- ior to foreign cultures in many aspects. Ethnorelative stages 5. Adaptation I use different standards for the evaluation of situations in foreign cul- tural contexts. behavioral THE AMBIGUITY OF BELONGING Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg 6. Integration I almost feel as com- fortable in another cul- ture as I do in my own culture. Seite 124 von 134 Schwerpunktthema Abitur Englisch ab 2019 Film sequence Walt at the beginning of the film: Funeral of his wife M 7.2 Intercultural learning Walt undergoes a learning process in the film. If we look at this process in Walt, we can identify different stages. Describe the different stages by stating what Walt feels. Stage Walt as the only white man left in a now Asian neighbourhood Walt on the porch watching his neighbours (chicken, "swamp rats" etc). The attempted theft of the Gran Torino Thao and the woman unloading her shopping The Hmong neighbors bringing food and gifts Sue in Walt's car learning about the Hmong GRAN TORINO Walt's birthday Mingling among the Hmong Sue and Thao's interest in Walt's health Thao's various jobs Walt and his tools Carrying a freezer Walt and Thao about the things they should do At the barber's shop At the construction site Final showdown: Walt is shot L THE AMBIGUITY OF BELONGING lonely, frustrated confrontation, hatred, distrust → denial: There is no reason to know something about foreign cultures The successful integration is rewarded and protected by Walt sacrificing his own life Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 125 von 134 Schwerpunktthema Abitur Englisch ab 2019 Film sequence Walt at the beginning of the film: funeral of his wife M 7.2 Suggested answers Intercultural learning Walt undergoes a learning process in the film. If we look at this process in Walt, we can identify different stages. Describe the different stages by stating what Walt feels. Stage Walt as the only White left in a now Asian neighbourhood Walt on the porch watching his neighbours (chicken, "swamp rats" etc) The attempted theft of the Gran Torino Thao and the woman unloading her shopping GRAN TORINO The Hmong neighbors bringing food and gifts Sue in Walt's car learning about the Hmong Walt's birthday Mingling among the Hmong Sue and Thao's interest in Walt's health Thao does various jobs Walt and his tools Carrying a freezer Walt and Thao about the things one should do At the barber's shop At the construction site Final showdown: Walt is shot THE AMBIGUITY OF BELONGING lonely, frustrated confrontation, hatred, distrust → denial: There is no reason to know something about foreign cultures is racist and prejudiced (just like the Hmong grandmother) defence: My own culture is superior to foreign cultures prejudice confirmed prejudice challenged prejudice challenged gains knowledge the Hmong were actually on the Americans' side in the war the new culture is of interest to me the new culture has what my culture is lacking feeling of affection for people in the new culture all human beings are similar despite some superficial differences helping foreigners to adopt the American ways mutual respect and support helping to integrate foreigners into American society The successful integration is rewarded and protected by Walt sacrificing his own life. Aus: Lehrgang "Interkulturelle Kompetenz" Bad Wildbad (April 2014). StD'in J. Weiß/StD Dr. H. Immel Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 126 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING Optionales Modul 2: Doppelstunde 8 Ziel: Parallelism, repetition and variation in GT - a stylistic (cinematic) device depicting the ambiguity of belonging (als optionale Modulstunde einsetzbar z.B. als letzte Unterrichtsstunde oder in verkürzter Form als viewing response nach DS 3; auch als GFS-Thema möglich) In GT tauchen gehäuft Szenen auf, die ähnlich sind, ein bestimmtes Motiv wieder aufnehmen, eine komische und eine ernste Version eines Themas bieten etc. Auch arbeitet der Film mit der Spiegelung seiner Protagonisten mit anderen Charakteren - augenscheinliche Unterschiede erscheinen auf einmal als Ähnlichkeiten. Somit ist dieses filmalalytische Thema auch mit dem SPT verknüpfbar. Die folgenden aufgeführten Szenen dienen gleichzeitig als möglicher Erwartungshorizont zu der Aufgabe 1.2., z.B. Ch. 1 Ch. 12: Parallel-/Kontrast-Szenen (e.g. funeral of Walt's wife /birth at his neighbours') Ch. 8 (25:50 ff) ⇒ Ch. 28 (1:46 ff) ambiguity within one person (Walt) - e.g. Walt's unability to accept his neighbour's presents + Walt's gift for Thao in his last will Ch. 3 (11:40ff): Comic variations (e.g. Walt + grandma spitting) Ch. 11(30:20-40:34) + 12 (38:34 – 41:55): two (ethnic) worlds e.g. eating/food + e.g. family ties (Walt's son's birthday presents vs. Sue's invitation) Several sequences: names + belonging: Walt/Mr Kowalsky Walli - Who is using which name? Ch. 25 (1:32:35 - 1:34:36) Ch. 26 (1:36:10-1:37:26): "Klappszenen/travesties": e.g. confession scenes (from pseudo to real confession) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 127 von 134 Schwerpunktthema Abitur Englisch ab 2019 1.2. 1. Pre-viewing: Visual impact Task and suggested outcome: 1.1. Parallels and variations - which scenes come into your mind? GRAN TORINO ● 2.2. THE AMBIGUITY OF BELONGING Eventuell kurze Wiederholung "cinematic devices" (z.B. Rückgriff auf skills pages in Oberstufenlehrwerken) Analyse der von den S genannten Szenen auf Gemeinsamkeiten comic relief, suspense, repetition or variation of a certain scene, Fokus auf "repetition or variation of a certain scene" 1. GA/Brainstorming: Collect examples of parallel scenes, repetitions or variations. Take notes on synopsis-handout (= Schüler-Version der chapter summaries (S. 10-17), bei der die Spalte "Thematic Focus" entfernt wird.) Present your findings. 2. Viewing + post-viewing: Students present their choice of sequence 2.1. Jede Gruppe stellt eine der ausgewählten Szenen bzw. ein Szenenpaar vor und begründet die Auswahl. Ergänzungen durch LehrerIn z.B. anhand des in der Box oben dargestellten Erwartungshorizonts 2.3. Ergebnissicherung (z.B. an Tafel; kann während der S-Präsentation schon begonnen warden; s. auch Erwartungshorizont in der Box.) 2.4. S diskutieren, ob bzw. in welcher Weise das Stilmittel parallelism das Thema "Ambiguity of belonging" beeinflusst; werden dadurch eher Gemeinsamkeiten oder Unterschiede bzw. Nicht-Zugehörigkeit hervorgehoben?) Möglicher Abschluss der Einheit: The final song "Gran Torino" (Jamie Cullum (M 8.1) Keine aufwendige Bearbeitung; einfach zuhören und Text lesen; kurz mit Film in Zusammenhang bringen lassen Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 128 von 134 Schwerpunktthema Abitur Englisch ab 2019 M 8.1 GRAN TORINO (Lyrics of the song) by Jamie Cullum So tenderly Your story is Nothing more Than what you see Or What you've done Or will become Standing strong Do you belong In your skin Just wondering Gentle now The tender breeze Blows Whispers through My Gran Torino Whistling another Tired song Engine hums And bitter dreams Grow heart locked In a Gran Torino It bats lonely rhythm All night long It beats A lonely rhythm All night long It beats A lonely rhythm All night long GRAN TORINO Realign all the stars above my head Warning signs travel far I drink instead on my own Oh! how I've known the battle scars and worn out beds Gentle now a tender breeze blows whispers through a Gran Torino whistling another tired song THE AMBIGUITY OF BELONGING Engines hum and bitter dreams grow heart locked in a Gran Torino it beats a lonely rhythm all night long These streets are old they shine with the things I've known and breaks through the trees their sparkling Your world is nothing more than all the tiny things you've left behind. So tenderly your story is nothing more than what you see or what you've done or will become standing strong do you belong in your skin; just wondering Gentle now a tender breeze blows whispers through the Gran Torino whistling another tired song engines hum and bitter dreams grow a heart locked in a Gran Torino it beats a lonely rhythm all night long May I be so bold and stay I need someone to hold that shudders my skin their sparkling Your world is nothing more than all the tiny things you've left behind So realign all the stars above my head warning signs travel far i drink instead on my own oh how ive known the battle scars and worn out beds Gentle now a tender breeze blows whispers through the Gran Torino whistling another tired song engines humm and better dreams grow heart locked in a Gran Torino it beats a lonely rhythm all night long Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 129 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● • to be angered by - to provoke anger in sb. to bully sb. - to frighten a weaker person (into doing something) bias - a strong feeling for or against people (based on unfair judgment) • bigotry - having and/ or expressing unreasonable and often racist beliefs and emotions ● • to blame sb. - to make sb. responsible for sth. bad contempt/disdain/scorn - very low opinion of sth. close-minded - intolerant; having a narrow outlook on people and things disapproval - negative opinion towards sth. or so. estranged - no longer connected with sb. (who used to be important) to growl, to rant, to snarl - to speak in an angry and /or aggressive way grumpy cranky, bad-tempered to harass sb. - to annoy sb. repeatedly hate speech speech that attacks a person or group based on characteristics such as sexual orientation, race, religion etc. to be haunted to have a troubled or worried mental state ● GRAN TORINO ● • hostility-strong dislike to humiliate sb. - to make sb. feel ashamed, often in front of other people intimidated-feeling frightened interracial - consisting of people who belong to different races • to oppress sb - to keep essential rights such as freedom from sb. racial slur - insulting term THE AMBIGUITY OF BELONGING Vocab: Talking about dissatisfaction and bigotry (Walt) ● ● • to size sb up to quickly form your opinion about sb. based only on superficial, random information stereotype - a widespread, firm idea of things or people that is often not true to subject sb. to sth. - make sb. experience sth. unpleasant ● vexed - annoyed, angry xenophobia - a strong dislike of people from other cultures Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 130 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● ● ● ● ● ● GRAN TORINO ● ● THE AMBIGUITY OF BELONGING Vocab: Talking about opening up to others / overcome reservations (Walt and Thao/Sue) ambivalence - having two or more opposing feelings toward sth. or so. antagonist - enemy, opponent attachment - feeling of strong connection to so. or sth. to atone for sth./ to make amends for sth. - to make up for having done sth. bad to be drawn into sth. - to get involved in an unpleasant situation, usually against your will bond- connection between people to bond with sb. - to form connections with sb. • to reconcile sth. with sth. - to find a satisfactory way of dealing with two conflicting emotions or attitudes (good / evil) deed - an intentional good (or bad) action to deepen a bond - to strengthen a connection to sb. defiant - openly refusing to do what one is told to endure sth. - to experience sth. unpleasant without protest enlightenment - the process of understanding sth. father figure - an older man who is respected (and possibly loved) like a father hospitality - friendly and welcoming attitude towards guests to mentor sb. – to support a younger person (e.g. by giving advice) mindset - fixed attitudes that sb. has ordeal - unpleasant experience to redeem yourself - to improve the attitude people have of you, especially after having done sth. bad • to share values - to have the same essential beliefs reluctant - unwilling to stand up for sb. - to support or defend sb. unfathomable - impossible to be fully understood to warm to sb. - to begin to like sb. to work off one's debt - to make up for having done sth. bad Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 131 von 134 Schwerpunktthema Abitur Englisch ab 2019 ● GRAN TORINO ● • cleansing - the act of making sth. clean and/or freeing oneself from guilt gang a group of young people that spend a lot of time together and often commit crimes or get into fights with other gangs gang banger - member of a gang homie, homeboy, homegirl (coll.) - a friend from the same neighborhood and/ or a member of your gang ● Vocab: Talking about violence and taking revenge (Walt, Sue & Thao vs. the gangs) THE AMBIGUITY OF BELONGING to avenge sth. / yourself on sb. - to do sth. bad and harmful to sb. because they have done sth. bad to you first • gang-ridden - plagued by gangs and gang violence to inflict sth. (on sb./sth.) - to make sb./sth. experience sth. harmful/unpleasant • inner-city - the central part of a large city that has often social problems • to intimidate sb. - to threaten sb. and make that person feel scared to redeem yourself - to improve the attitude people have of you, especially after having done sth. bad ● reprisal / retaliation / revenge / vengeance - a violent and aggressive act towards somebody because of sth. bad they have done to you ● to retaliate / to take revenge for sth. - to do sth. bad and harmful to sb. because they have done sth. bad to you first to scar sb. - to leave a long-lasting negative effect on sb. to suffer (from sth.) - to experience mental and/or physical pain to take the law into your (own) hands - to punish sb. in your own way without the police because you know the law will not punish that person threat - statement saying that one will be harmed if one doesn't do as one is told • to violate sb. - to harm sb. severely Quellen: OALD, Merriam-Webster, Cambridge Dictionary Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 132 von 134 Schwerpunktthema Abitur Englisch ab 2019 GRAN TORINO THE AMBIGUITY OF BELONGING COO URHEBERRECHTSPASSUS Die Materialien dürfen im Rahmen der staatlichen Lehreraus- und -fortbildung sowie an Schulen verwendet werden, jeder weitere Gebrauch ist nur mit schriftlicher Genehmigung der RPen Baden-Württemberg möglich. Urheberrechtlich geschütztes Material darf nicht an Kollegen multipliziert werden." (2016) Ⓒ Schwerpunktthemenkommission der Regierungspräsidien Baden-Württemberg Seite 133 von 134