Ever After: A Cinderella Story

Transcription

Movie Study Guide
7th Grade Classroom
English Language Arts/Social Studies/Science
Created by: Holly Watson, Tina Paul, and Alexandra Ramirez
RE 3070: Media for Young People
Spring 2015
Dr. Redmond
Appalachian State University
1 Author Bios:
Tina Paul
is majoring in Middle Grades Education at
Appalachian State University. She plans on teaching
Language Arts or Social Studies to middle-grades
students, but she hopes to eventually teach illiterate
adults how to read. She currently holds an Associate
of Applied Science Degree in Court Reporting and
Captioning and was a court reporter for four years.
Tina has spent much of her adult life in one aspect or
another of the criminal justice system.
Aly Ramirez
concentrates in Language Arts and
Science at Appalachian State University in hopes of
teaching eighth graders in middle school. Aly
attended Challenger Early College High School and
has started early in the game by obtaining an
Associate Degree in Arts while earning her high
school diploma at the same time.
Holly Watson
is pursuing a Bachelor of Arts degree
from Appalachian State University in Middle Grades
Education with concentrations in English Language
Arts and Math. She has an Associate of Applied
Science Degree in Architectural Technology and was
an architectural draftsman for three years. She has
been a substitute teacher for three years.
Inside this guide:
Introduction
About the Movie Guide Concept
Using This Guide
Synopsis
Awards and Notoriety
Character Profiles
English Language Arts - Activity 1
Social Studies - Activity 2
Science - Activity 3
Additional Resources
References
1
1
2
2
3
3
6
9
14
19
19
INTRODUCTION:
ABOUT THE MOVIE GUIDE CONCEPT:
Fig.1: Happily Ever After
The concept of the motion picture/movie study
guide used here is taken from those developed by The
Australian Teachers of Media (ATOM) and, more
recently in the United States, by Walden Media. The
approach is also consistent with the series,
Film Clips
for Character Education
, sponsored by The North
Carolina Department of Public Instruction
(
www.filmclipsonline.com
). Appalachian State
University has pioneered this work in the U.S. and
our curricular work with movie guides has been
featured in
The Middle Ground
and
The Journal of
Media Literacy
among other publications.
2 USING THIS GUIDE:
These include successfully preparing students for
viewing the film by explaining what they should be
(1998) is an engaging and attentive to. Short film segments will be highlighted
and used as a preface to specific activities. Each
enjoyable film that has appeal to 7th grade students
while also being relevant to several areas of the North activity will conclude with a discussion of the film
Carolina Essential Standards and National Common segment. The activities will culminate in a discussion
of the film’s educational value.
Core State Standards (CCSS). Some subject areas
addressed in this guide include English Language
The film is rated PG for adult themes, medium level
Arts, Social Studies, and Science.
violence, and a low level of “coarse” language.
Viewing the full film is not necessary for the
The guide is organized to clearly connect scenes to
completion of the activities, but a brief synopsis is
state standards. For example, North Carolina
required. The scenes selected for this lesson are
Common Core State Standard
specific to the activities
CCSS.ELA-LITERACY.W.7.3
for English Language

Arts explains how students should write narratives to integrated.
develop real or imagined experiences or events using
effective technique, relevant descriptive details, and
well-structured event sequences. Our English
Language Arts activity meets this standard because
students will be instructed to write a 200-word essay
describing what a Utopian society looks like through
their own eyes.
This film can be connected to some of the
developmental dimensions of early adolescence
described in The Association for Middle Level
Education’s paper “
This We Believe
,” such as moral
development, in that students will be instructed to
write their own essays about what a Utopian society
would look like to them as inspired by their analysis
of the film. This activity should help students
transition from moral reasoning that focuses on
“what’s in it for me” to that which considers the
feelings and rights of others.
SYNOPSIS:
A new take on a classic fairy
tale begins with Auguste de
Barbarac, a wealthy 16th
century French landowner, bringFig.2: The Slipper

ing home a new mother and stepsisters for his beloved daughter Danielle (Cinderella).
The happiness is short-lived as Auguste dies
unexpectedly, leaving Danielle at the mercy of her
wicked stepmother, Baroness de Ghent. She is soon
reduced to a servant’s station in her own home. The
younger daughter Jacqueline befriends Danielle but
the elder daughter Marguerite torments her. Despite
her predicament, Danielle grows into a spirited,
kind-hearted, and intelligent woman.
One day, Danielle has an accidental encounter with
Prince Henry, the future king of France, leaving upon
Effectively integrating this film into the classroom will him a fiery impression. In contrast to other versions
of Cinderella, Danielle is a strong and independent
engage students in learning about social class,
woman, not a damsel in distress awaiting her rescuer.
literature, and scientific discoveries of the
Danielle’s hopes and dreams are continually thwarted
Renaissance period. The guide will utilize the AIME
by her stepmother, who is determined that her
concept, which stands for “Amount of Invested
daughter Marguerite will be the next princess. With
Mental Energy or Effort,” that
originated from the

work of Gavriel Salomon (1984). Key elements of this the help of the other servants, the brilliant Leonardo
Da Vinci, and even her stepsister Jacqueline, Danielle
concept will be incorporated into the movie guide.
gets her prince and her Happily Ever After
.
[see Fig. 1]
3 AWARDS & NOTORIETY:
Ever After: A Cinderella Story 1998
Director: Andy Tennant
Awards:
Blockbuster Entertainment Award 1999
Favorite Actress - Drama/ Romance
Drew Barrymore
Online Film and Television Association Award 1999
Best Music - Original Sci-Fi/Fantasy/Horror Score
Academy of Science Fiction
Fantasy and Horror Films, USA
Saturn Award 1999
Best Actress - Drew Barrymore
Best Costumes - Jenny Beavan CHARACTER PROFILES:
Danielle de Barbarac
(Drew Barrymore)
Danielle is the motherless child of a Baron. She
is reduced to being a servant in her own home
after her father’s remarriage and untimely death.
She is as intelligent as she is beautiful and as
kind-hearted as she is courageous. She
hypnotizes Prince Henry’s mind and captures
his heart.
Prince Henry
(Dougray Scott)
Prince Henry is the future king of
France. He suffers from boredom and
apathy. When he meets Danielle, he is
intrigued by her passion for life and
ultimately falls in love with her
despite the many obstacles separating
them.
Auguste de Barbarac
Auguste de Barbarac is Danielle’s father and a
widower. He loves his daughter dearly and
feels that she needs a mother. He remarries
but dies of a heart attack shortly afterward.
His last words to her are, “I love you” as he
lays dying. His last gift to Danielle is the book
Utopia
.
4 Baroness Rodmilla de Ghent
(Anjelica Huston)
Baroness Rodmilla de Ghent is
Danielle’s stepmother. She is jealous of
the devotion shared between Danielle
and her father and thus treats her
spitefully and cruelly. She is a
hypocrite living above her means with
a grand scheme to maneuver her way
into the castle. She ultimately trades
Danielle for the return of her material
possessions.
Jacqueline de Ghent
(Melanie Lynskey)
Jacqueline is Danielle’s kind
stepsister. She is naive but not
foolish. She is oppressed by her
mother and sister. Danielle
rewards her for her kindness by
giving her a place in the palace.
Marguerite de Ghent
(Megan Dodds)
Marguerite is Danielle’s wicked
stepsister. She is truly her mother’s
daughter, a pawn in her hands.
She can’t escape Danielle’s fury or
her wit. She also receives her just
reward in the end.
Leonardo da Vinci
Danielle’s “fairy godmother”
5 Pierre le Pieu
Danielle’s “Benefactor”
Gustave
Danielle’s friend
Paulette and Louise
Servants in the manor and
friends of Danielle
King Francis and Queen Marie
Prince Henry’s parents
6 ACTIVITY ONE
“Imagine Your Own Utopia”
ENGLISH LANGUAGE ARTS: 7th grade
Common Core Standards
Writing: Text Type and Purposes:
CCSS.ELA-LITERACY.W.7.3
Write narratives to
develop real or imagined experiences or events using
effective technique, relevant descriptive details, and
well-structured event sequences.
CCSS.ELA-LITERACY.W.7.3.D
Use precise words
and phrases, relevant
descriptive details, and
sensory language to capture
the action and convey
experiences and events.
Working with Key Scenes
Teacher Notes:
Students will be instructed
Fig. 3: More’s “Utopia”
to watch a clip from the movie
, and then the teacher will
read to the class the dialog from the movie in which
Danielle quotes Thomas More’s
Utopia
. [see Fig. 3]
Students will be prompted to answer the
higher-order thinking questions as a class. After this
is completed, students will read an excerpt from
Utopia
that contains the same quote Danielle recites
to Prince Henry. Students will have the opportunity
to write their own 200-word essay about what a
Utopian society would look like through their own
eyes.
This activity is important to the lesson in that it
addresses real-life issues involving ethics and the just
treatment of criminals. This lesson also requires
students to develop imaginary events using
descriptive details and language in order to convey
the events, as stated by the Common Core Standards.
Students should gain an understanding that some
people, due to being born into poor circumstances,
commit crimes in order to survive, and that it is our
responsibility as a society to encourage and help
these people rise above their circumstances so that
they can live meaningful and honest lives.
Key Scene:
“Danielle quotes More’s Utopia”
Start time: 26:35 - End time: 30:06
After viewing the clip from
Ever After
, reading
Danielle’s quote from
Utopia
, and answering the
higher-order thinking questions, the teacher will read
to the class the first paragraph from Thomas More’s
Utopia
. As the excerpt is written in Early Modern
English, the teacher should stop to translate the
meanings of difficult words into Modern English.
The teacher and students will then have a class
discussion about what they think the meaning of this
paragraph is. The teacher can also prompt the
students to define their definition of “
Utopia
.”
The teacher will then divide students into three
groups of his/her own choosing, and each group is
to discuss one of the three remaining paragraphs
from the excerpt amongst themselves for a period of
15-20 minutes. Teachers might want to consider
grouping the students by literacy ability, such as
higher-achieving students with lower-achieving
students.
Instruct students that the point of the discussion is to
focus not just on the meaning of the excerpt, but to
also focus on matters of right and wrong in society.
Students should then be directed to come up with
ideas that would make our society a better one, and
to then individually write a 200-word essay about
what they think a perfect society--a Utopian
society--would look like through their own eyes.
Instruct students to incorporate into their essays
their reasons
why
their own idea of a perfect society
looks the way it does. Students should be reminded
that proper spelling, grammar, and punctuation are
expected, as well as the use of imaginative language.
7 Step-by-Step Instructions:
1. Opening:
First, teachers will show the clip from
Ever After.
Key Scene:
“Danielle quotes More’s
Utopia
”
Higher Order Thinking Questions:
1. Do you think Danielle learned to be a good
person because she reads philosophy books
like
Utopia
? If so, why? If not, why not?
2. Both Danielle and Prince Henry read Thomas
More’s
Utopia
. Why do you think it is that
before Danielle and Prince Henry met that
Danielle rejected killing thieves, yet Prince
Henry did not?
3. Do you think this clip from the movie
communicates values about what is right and
what is wrong? Give at least two specific
examples.
Teachers should advise students to pay attention to
what Danielle is saying to Prince Henry about how
society forces poor and uneducated people to resort
to thievery in order to survive, and then they are
punished by society for having to resort to such
unlawful activities. It is unstated in the dialog, but
what Danielle says to Prince Henry is a direct quote
from Sir Thomas More’s book
Utopia
. Next, the
3. Writing:
The
teacher will read to the class the dialog from
Ever
teacher will read
After
in which Danielle quotes from the book
Utopia
. the class the first
paragraph from
Dialogue from
Ever After
:
Thomas More’s
Utopia
and
Danielle:
A servant is not a thief, Your Highness, and explain the
those who are cannot help themselves.
meaning of
Prince Henry:
Really? Well, then, by all
particular Early
means...enlighten us.
Modern English
Danielle:
If you suffer your people to be ill-educated
words and the
and their manners corrupted from infancy...and then meaning of the
punish them for those crimes to which their first
excerpt itself. The
Fig. 4: Danielle quotes “Utopia”

education disposed them, what else is to be
teacher will then
concluded, Sire, but that you first make thieves and
divide the class into three groups of his/her choosing
then punish them?
and have each group reflect on the meaning of one of
the three remaining paragraphs in the excerpt.
2. Discussion:
The students will then be directed to
Students will then be led to write their own 200-word
answer the higher-order thinking questions as a class. essay about what a Utopian society would look like
through their own eyes.
In order to get a better understanding of the meaning
and the message behind
Thomas More’s

Utopia,
a link
to Sparknotes is provided for teachers and students
:
Sparknotes for Thomas More’s
Utopia
:
http://www.sparknotes.com/philosophy/utopia/
8 EXCERPT FROM THOMAS MORE’S UTOPIA
One day, when I was dining with him [the King of
England], there happened to be at table one of the
English lawyers, who took occasion to run out in a high
commendation of the severe execution of justice upon
thieves, ‘who,’ as he said, ‘were then hanged so fast that
there were sometimes twenty on one gibbet!’ and, upon
that, he said, ‘he could not wonder enough how it came
to pass that, since so few escaped, there were yet so many
thieves left, who were still robbing in all places.’ Upon
this, I (who took the boldness to speak freely before the
Cardinal) said, ‘There was no reason to wonder at the
matter, since this way of punishing thieves was neither
just in itself nor good for the public; for, as the severity
was too great, so the remedy was not effectual; simple
theft not being so great a crime that it ought to cost a
man his life; no punishment, how severe soever, being
able to restrain those from robbing who can find out no
other way of livelihood. In this,’ said I, ‘not only you in
England, but a great part of the world, imitate some ill
masters, that are readier to chastise their scholars than to
teach them.
the only instance of their frugality, for in all other things
they are prodigal, even to the beggaring of themselves;
but, besides this, they carry about with them a great
number of idle fellows, who never learned any art by
which they may gain their living; and these, as soon as
either their lord dies, or they themselves fall sick, are
turned out of doors; for your lords are readier to feed idle
people than to take care of the sick; and often the heir is
not able to keep together so great a family as his
predecessor did. Now, when the stomachs of those that
are thus turned out of doors grow keen, they rob no less
keenly; and what else can they do? For when, by
wandering about, they have worn out both their health
and their clothes, and are tattered, and look ghastly, men
of quality will not entertain them, and poor men dare not
do it, knowing that one who has been bred up in idleness
and pleasure, and who was used to walk about with his
sword and buckler, despising all the neighbourhood with
an insolent scorn as far below him, is not fit for the spade
and mattock; nor will he serve a poor man for so small a
hire and in so low a diet as he can afford to give him.’…
There are dreadful punishments enacted against thieves,
but it were much better to make such good provisions by
which every man might be put in a method how to live,
and so be preserved from the fatal necessity of stealing
and of dying for it.’ ‘There has been care enough taken
for that,’ said he; ‘there are many handicrafts, and there is
husbandry, by which they may make a shift to live, unless
they have a greater mind to follow ill courses.’ ‘That will
not serve your turn,’ said I, ‘for many lose their limbs in
civil or foreign wars, as lately in the Cornish rebellion,
and some time ago in your wars with France, who, being
thus mutilated in the service of their king and country,
can no more follow their old trades, and are
too old to

learn new ones; but since wars are only accidental things,
and have intervals, let us consider those things that fall
out every day.
Banish these plagues, and give orders that those who
have dispeopled so much soil may either rebuild the
villages they have pulled down or let out their grounds to
such as will do it; restrain those engrossings of the rich,
that are as bad almost as monopolies; leave fewer
occasions to idleness; let agriculture be set up again, and
the manufacture of the wool be regulated, that so there
may be work found for those companies of idle people
whom want forces to be thieves, or who now, being idle
vagabonds or useless servants, will certainly grow thieves
at last. If you do not find a remedy to these evils it is a
vain thing to boast of your severity in punishing theft,
which, though it may have the appearance of justice, yet
in itself is neither just nor convenient; for if you suffer
your people to be ill-educated, and their manners to be
corrupted from their infancy, and then punish them for
those crimes to which their first education disposed
them, what else is to be concluded from this but that you
first make thieves and then punish them?’ [see Fig. 4]
There is a great number of noblemen among you that are
themselves as idle as drones, that subsist on other men’s
labour, on the labour of their tenants, whom, to raise
their revenues, they pare to the quick. This, indeed, is
http://www.gutenberg.org/files/2130/2130-h/2130h.htm
9 ACTIVITY TWO
displayed for the students’ reference, and Identity
Cards should be cut out, folded, and put in a cup (see
“Definition Duel”
Identity Card example below - make one card per
student). Two copies of the Review Questions are
SOCIAL STUDIES: 7th grade
needed. This original game,
Definition Duel
, pits
North Carolina Essential Standards
students
against
each
other
by
dueling
for
social
class
Culture:
NCES7.C.1
Understand how cultural values influence advancement (see Step-by-Step Instructions).
relationships between individuals, groups and
In order to rise above their social class, a student
political entities in modern societies and regions.
must challenge another student in a higher social
NCES7.C.1.1
Explain how culture unites and divides
class to a duel. The duel will begin with the
modern societies and regions (e.g. enslavement of
contenders “requesting an audience” with the
various peoples, caste system, religious conflict and
reigning KING or QUEEN. The KING or QUEEN
Social Darwinism).
will present a review question to the contenders (can
use the example Review Questions provided, add to
them, or create
own questions Teacher Notes:
provide KING
In this activity, students will be directed to watch a
and QUEEN
clip from the movie
Ever After: A Cinderella Story.
each with a
Following the viewing , the teacher will select four
copy). The
students to role-play the scene. The teacher will need
challenger and
to provide each of them with a copy of the Dialogue
the incumbent
in this scene (see Dialogue below). This reenactment
will answer the
gives the students a chance to portray a character
question, and the
from one of the three classes represented in the scene
first correct
(King or Prince, Baroness, Peasant) and experience
answer decides
class division first-hand and see it in action. This
the winner. If the
activity becomes important to the lesson as it brings
challenger wins
to life the cultural values of the Renaissance time
the duel, he/she
period, its social class system, and how relationships
steps into
were influenced. Through the game, students will
his/her new
experience unjust treatment reflective of the
elevated role and the incumbent becomes a
Renaissance culture.Afterward, students will play a
game. To enhance the game, the classroom should be PEASANT. If the challenger does not win, then both
students remain in his/her current social class. The
prepared in advance by labeling areas or arranging
seating to signify the different social class groups (for teacher will determine correct answers by acting as
example: a specific place for the KING and QUEEN). the KING’S ADVISOR (can use example Review
Answers provided). The game can be played as time
Also, a large copy of the Feudal System diagram
allows. At the end of the game, students will return to
should be
their original social class group and answer the
higher-order thinking questions as a group.
10 DEFINITION DUEL
GAME - IDENTITY CARDS - EXAMPLE
KING
QUEEN
PRINCE
PRINCESS
BARON/ ESS
BARON/ ESS
BARON/ESS
BARON/ ESS
KNIGHT
KNIGHT
KNIGHT
KNIGHT
KNIGHT
KNIGHT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
PEASANT
(
this is an approximate ratio - depending on class size - at least half need to represent the PEASANT
population)
DEFINITION DUEL
GAME -EXAMPLE REVIEW QUESTIONS and ANSWERS
1. To which class do the Barons/ Baronesses belong?
2. Who holds the highest authority in the land?
3. Next to the Royals, who has the most power in the
land?
4. What is the lowest socially ranked class?
5. Who held the highest rank of the Nobility?
6. Where does the Count/ Countess place in the system?
7. Who is next in line to the throne if the King dies?
8. Which social class is the largest?
9. What was the main responsibility of a Duke?
10. What is a Baron expected to provide for a King?
11. What is a Knight expected to provide for a Baron?
12. What is a Peasant expected to provide for a Knight?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Hereditary Nobility
King/ Queen/ Royals
Nobility
Peasants
Duke/ Duchess
The Count/ Countess is part of the
Hereditary Nobility class.
Prince
Peasants
to be the ruler of a province
money and knights
protection and military service
food and services
11 This activity is important to the lesson in that it
addresses cultural values of the Renaissance time
period and how its social class system influenced
relationships by supporting divisions and hindering
unions between groups of people. Through the game,
students will experience unjust treatment reflective
of the Renaissance culture. The process of engaging
in the game will also challenge students’ knowledge of
vocabulary and concepts revolving around this time
period and thus act as a review and an assessment.
Students will begin to realize that social class is a
recurring issue present throughout history and
present still today.
Key Scene:
“Baroness De Ghent exposes Danielle”
In this scene, Danielle, after being freed from her
prison, makes a last minute entrance at the Royal
Masked Ball. Prince Henry, upon seeing her,
interrupts King Francis just as he is about to
announce Prince Henry’s bride-to-be. As the guests
part, Prince Henry runs to Danielle and despite her
pleading, rushes her down the aisle toward the King
and Queen. [see Fig. 5] Baroness De Ghent,
determined to see that her daughter Marguerite be
named the princess, attacks Danielle from behind,
forcefully ripping off one of her wings. Baroness De
Ghent exposes Danielle’s secret and Prince Henry
suddenly has a change of heart. [see Fig. 6]
Fig. 5: Prince Henry defends Danielle
Dialogue from Ever After
:
Baroness De Ghent:
How dare you?
Prince Henry:
Madame, contain yourself!
Baroness De Ghent:
She is an imposter, Sire.
Danielle:
No!
Baroness De Ghent:
Her name is Danielle De
Barbarac and she’s been a servant in my home for
the past ten years.
King Francis: A servant, Henry? Is this some kind of
joke?
Prince Henry:
Baroness, you are on dangerous
ground!
Baroness De Ghent:
Ask her yourself. She’s a
grasping, devious little pretender and it is my
duty, your highness, to expose her as the covetous
hoax she is.
Prince Henry:
Tell these women who you are. Tell
them!
Baroness De Ghent:
Bow before royalty, you insolent
fraud!
Prince Henry:
My God, it can’t be true. Nicole?
Danielle:
Nicole De Lancret was my mother. I am
what she says.
Prince Henry:
The apple? That was you?
Danielle:
I can explain.
King Francis: Well someone had better!
Prince Henry:
First you’re engaged, and now you’re a
servant? I’ve heard enough!
Danielle:
Henry, please.
Prince Henry:
Do not address me so informal,
madame. I am a prince of France, and you…are
just like them.
12 Fig. 6: Prince Henry’s change of heart
Step-by-Step Instructions:
1. Opening:
First, the teacher will show the clip from
Ever After
(Start time: 1:30 - End time: 1:34). Teachers
should direct students attention to not only the
dialogue, but also the tone of the words, the emotions
implied, and the progression of change. Students
should also pay attention to posture, facial
expression, actions, and reactions of the characters especially taking note of their social class and how
these elements are affected by it.
2. Role play:
The teacher will select 2 boys and 2 girls
to play the parts of Prince Henry, King Francis,
Baroness De Ghent, and Danielle. Students will read
the dialogue in this scene from the script provided.
This will act as an introduction to the game in that it
emphasizes the barriers between social classes.
3. Game -
Definition Duel:
The teacher will begin by

having students select a folded card from a cup. Each
card will have a social class identity listed on it (see
Identity Cards table below - for example: PEASANT).
● As each student selects a card, he/she will
announce their identity and proceed to their
designated social class area.
● The teacher will describe each social class and its
rank among the others. He/ She may refer to the
Feudal System Diagram. The teacher should
encourage students to reference the diagram
throughout the game.
● Game play begins with students in the PEASANT
class, being at the bottom of the system,
challenging first. The remaining students will
follow.
● The challenger and incumbent will approach the
Royals - the KING or QUEEN.
● The challenger must ask, “May I have an
audience with the KING/ QUEEN?” (Failure to
ask results in immediate dismissal to the
PEASANT class)
● The KING/ QUEEN will respond by choosing a
question from the Review Questions provided. (a
line will ultimately form in front of the KING and
QUEEN so questioning must be prompt)
● The first student in the duel to answer correctly
wins. If it is the challenger, he/ she will take the
place of the incumbent while the incumbent will
become a PEASANT. If the incumbent wins the
duel, both students remain in their current social
class.
● Students can challenge any rank above them to a
duel, but may not ask the same student twice even if that student is in a different rank than
his/ her original.
● The teacher will act as the KING’S ADVISOR
and judge the answers as correct or incorrect.
KING’S ADVISOR will also facilitate and
monitor correct game play.
● The KING and QUEEN can be challenged as
well, but only from a BARON/ ESS. The PRINCE
and PRINCESS can be challenged by anyone. The
teacher will act as KING or QUEEN in the event
that he/ she is challenged.
● Game can continue as time allows.
13 4. Discussion:
Students will be directed to return to
their original social class group and convene in their
designated social class area. They will discuss the
higher order thinking questions as a group, fielding
individual responses, then answer the questions
individually as what is deemed important to address
in the answer may vary. Some answers may
require
individual answers as well as group answers.
Higher Order Thinking Questions:
1. Diagram your personal journey through the
game; up and/ or down in social class. In
which social class did you ultimately finish?
Why?
2. How did this activity change your
understanding of social structures? Describe
how your understandings of the characters
from the movie clip changed after playing the
game.
3. Do you feel more compassionate towards the
PEASANT class (represented by Danielle)? Do
you feel more indignant towards the KING,
QUEEN, PRINCE, or PRINCESS (represented
by King Francis and Prince Henry)? Why or
why not?
4. After having seen the movie clip and played
the game, how has this better understanding
of the Feudal System of social class changed
your perspective of Renaissance society?
5. Think of an example in modern society that is
similar to Feudalism. Describe it and tell how
it is similar.
Fig. 7: The Prince, the peasant, and the gypsies
14 ACTIVITY THREE
“What happens in the air?”
SCIENCE: 7th grade
North Carolina Essential Standards
Forces and Motion:
NCES7.P.1.2
Explain the effects of balanced and
unbalanced forces acting on an object (including
friction, gravity and magnets).
NCES7.P.1.3
Illustrate the motion of an object using a
graph to show a change in position over a period of
time.
Key Scene: “
Da Vinci's Flying Machine”
Leonardo da Vinci is an Italian polymath, which
means he has a vast range of knowledge in many
subject areas. Da Vinci is considered to be one of the
greatest painters and probably the most diversely
talented people of all time. His expertise varies in
sculpting, architecture, mathematics, music,
engineering, anatomy, geology, botany, writing, and,
most importantly, inventing. In
Ever After, D
a Vinci is
Danielle’s “fairy godmother,” per se, and helps
Danielle and Prince Henry realize that they are each
other’s match. Throughout the film, da Vinci is
expressed through his paintings and inventions.
The teacher will play the scene from the movie
featuring da Vinci’s flying machine. Afterwards, the
class will read a short biography about Leonardo da
Vinci. While reading, students will be instructed to
use the “popcorn” method. In this method,one
student will read a small section and then say,
“popcorn + name of another student ” to select the
next reader. This strategy requires that students pay
close attention and listen attentively as they do not
know who the reader will call on next. Teachers are
encouraged to use this
website
[See Table 2] to print
out copies for the students of Leonardo da Vinci’s
biography.
Despite da Vinci’s success, students should
understand that one cannot wake up and simply
become great at everything. Students need to
question things, explore, think and create. Students
are scientists! The students will mainly be focusing on
objects in the air (feathers, parachutes, kites, paper
airplanes, etc). [see Fig. 8]
(movie time code 55:01-57:15)
Teacher Notes:
Essential questions students should consider are:
● What are some ways that friction is useful in
our lives? Consider driving, walking, writing,
and flying a kite.
● Why do feathers fall more slowly than other
objects?
● How do forces of energy apply to playing
Tug-of-War?
● When playing Tug-of-War, what is happening
when one side is winning?
It will be necessary for students to have access to a
computer cart to become familiar with some key
vocabulary terms. The best recommendation to find
the definition to these words is by looking up the
word in the google search engine and follow it up by
typing “definition.” Example: Speed definition, Force
definition, Gravity definition, etc. Students will create
a foldable as evidence for their learning. The foldable
will require for there to be color, pictures, and a
condense definition (you do not want your students
to copy word for word!) of their own summary of the
word.
1. Balanced Force
2. Unbalanced
Force
3. Force
4. Gravity
5. Speed
6.
7.
8.
9.
10.
11.
Wind
Resistance
Mass
Friction
Air Resistance
Motion
15 Website is provided below.
Leonardo da Vinci
Back to
Biographies
● Occupation: Artist, Inventor, Scientist
● Born: April 15, 1452 in Vinci, Italy
● Died: May 2, 1519 in Amboise, Kingdom of
France
● Famous works: Mona Lisa, The Last Supper,
The Vitruvian Man
● Style/Period: High Renaissance
Biography:
Leonardo da Vinci was an artist, scientist, and inventor
during the
Italian Renaissance
. He is considered by
many to be one of the most talented and intelligent
people of all time. The term Renaissance Man
(someone who does many things very well) was coined
from Leonardo's many talents and is today used to
describe people who resemble da Vinci.
Where was Leonardo da Vinci born?
Leonardo was born in the town of Vinci,
Italy
on April
15, 1452. Not much is known about his childhood other
than his father was wealthy and had a number of wives.
About the age of 14 he became an apprentice to a
famous artist named Verrocchio. This is where he
learned about art, drawing, painting and more.
Leonardo the Artist
Leonardo da Vinci is regarded as one of the greatest
artists in history. Leonardo excelled in many areas
including drawing, painting, and sculpture. Although
we don't have a lot of his paintings today, he is
probably most famous for his
Many of da Vinci's drawings and journals were made in
his pursuit of scientific knowledge and inventions. His
journals were filled with over 13,000 pages of his
observations of the world. He drew pictures and designs
of hang gliders, helicopters, war machines, musical
instruments, various pumps, and more. He was
interested in civil engineering projects and designed a
single span bridge, a way to divert the Arno River, and
moveable barricades which would help protect a city in
the case of attack.
Many of his drawings were on the subject of anatomy. He
studied the human body including many drawings on
muscles
, tendons, and the
human skeleton
. He had
detailed figures of various parts of the body including the
heart, arms, and other internal organs. Leonardo didn't
just study the human anatomy either. He also had a
strong interest in horses as well as cows, frogs, monkeys,
and other animals.
Fun Facts about Leonardo da Vinci
● The term Renaissance Man means someone who
is good at everything. Leonardo is considered to
be the ultimate Renaissance man.
● Some people claim he invented the bicycle.
● He was very logical and used a process like the
scientific method
when investigating a subject.
● His Vitruvian man is on the Italian Euro coin.
● Only around 15 of his paintings are still around.
● The Mona Lisa is also called "La Giaconda"
meaning the laughing one.
● Unlike some artists, Leonardo was very famous
for his paintings while he was still alive. It's only
recently that we've realized what a great scientist
and inventor he was.
Leonardo da Vinci. (n.d.). Retrieved April 23, 2015,
from
http://www.ducksters.com/biography/leonardo_da
_vinci.php
16 After their research, students should understand that
the same friction that stops us in a moving vehicle,
such as a car or bus, is the same friction that is in the
air. Friction causes objects to slow down and
sometimes even stop. Students should also
understand that gravity not only pertains to us, but
also to objects in the air.
The teacher will ask students to give examples of
forces that they know about. Afterwards, the teacher
will state that students will only be experimenting
with three types of specific forces.
Materials Needed Per Group
(quantity will vary on class size):
What students must know prior to this activity:
Each group will be given a meter stick and a timer to
help record data. One student is to hold the meter
stick and the object and drop it until it hits the
After becoming familiar with the vocabulary terms
ground. The other student will hit the start button
and reading a brief biography of Leonardo da Vinci,
when the first student begins at the top of the meter
the teacher can now get started on the main activity. stick and hit stop once the object hits the ground.
This activity is called, “
What happens in the air?
” The
The student is to do this for three rounds with each
teacher will pair students up in the method of his/her object and each force affecting it, reminding the
choosing.
student to record as they go.
❏ Small Parachutes
❏ Feathers
❏ Magnetite (can be bought cheaply on Etsy or
Amazon)
❏ Magnets
❏ Paper and Pencil (with table)
❏ Timers
❏ Meter Sticks
❏ Scale
❏ A wide range of room for students to conduct
their rounds of activities.
Students will be comparing the time an object hits the
ground according the forces that are being used.
Students will fill this information in their table that
the teacher will provide (See Table 1). The teacher
must manipulate the relationship between the
distance an object moves and the time it travels by
using types of force. The types of forces that are
associated with this activity are gravity, wind
(produced by students), and magnets. The students
will be using the small parachutes, feathers, and
magnetite as the main objects and also making sure
to record the mass before conducting their activity.
Key vocabulary terms
How to read measurements on a meter stick
How to use a timer (each one is different)
How to drop objects from a given measurement
How to record data (position vs. time)
How to graph the recorded data and make a
graph representing the the relationship between
the distance an object moves and the time it
travels
● How to blow a continuous wind from their
mouth
●
●
●
●
●
●
Fig. 8: Da Vinci’s flying machine
17 Step-By-Step Instructions:
1.) The teacher will pair off students by his/her own
means. The teacher needs to decide whether or not
certain students can work together or not. Each
individual student will be given the following table so
that he/she may produce a graph, independently, at
the end (the red text is only for the teacher’s aide not
for students; delete the red text once familiar with it).
2.) The students in pairs will go to a designated area
where there is enough room to conduct their rounds.
3.) Students will record each of the objects’ mass with
the given scale and record it on their table.
4.) GRAVITY: For round 1, Student A will hold the
meter stick and the object, the small parachute (the
order in which the objects are tested does not
matter), and position the parachute from the top of
the meter stick. When Student B is ready with the
timer, he/she may say “go,” and that will be Student
A’s cue to drop the parachute. Student B is to stop the
timer when the parachute lands on the ground. This
same process is repeated for the other objects, feather
and magnetite, as well.
Small
Parachute
Feather
Magnetite
Scale
(in grams)
Measurement goes
here
Measurement goes
here
Measurement goes
here
Gravity
(From 1
Meter)
Time in
seconds
goes here
Time in
seconds
goes here
Time in
seconds
goes here
Wind
(From 1
Meter)
Time in
seconds
goes here
Time in
seconds
goes here
Time in
seconds
goes here
Magnet
(From 1
Meter)
Time in
seconds
goes here
Time in
seconds
goes here
Time in
seconds
goes here
Table 1
7.) Students are to record data as they move on to the
next force and object.
8.) MAGNET: For Round 1, Student A will hold the
meter stick and the object, the small parachute (the
order in which the objects are tested does not
5.) Students are to record data as they move on to the matter), and position the parachute from the top of
next force and object.
the meter stick. In this force, students must
remember to place the magnet on the ground above
6.) WIND: For round 1, Student A will hold the meter the object. When Student B is ready with the timer,
stick and the object, the small parachute (the order in he/she may say “go,” and that will be Student A’s cue
which the objects are tested does not matter), and
to drop the parachute. Student B is to stop the timer
position the parachute from the top of the meter
when the parachute lands on the ground. This same
stick. When Student B is ready with the timer, he/she process is repeated for the other objects, feather and
may say “go,” and that will be Student A’s cue to drop magnetite, as well.
the parachute. The student is to produce a strong,
continuous wind from his/her mouth while the
9.) Students are to record data as they move on to the
parachute is dropping. Student B is to stop the timer next force and object.
when the parachute lands on the ground. This same
process is repeated for the other objects, feather and
magnetite, as well.
18 10.) Students should be finished with all rounds of
forces and objects and be ready to individually
produce a graph demonstrating the relationship
between the distance an object moves and the time it
travels.
11.) Students will construct their graphs according to
their data and results. The X and Y axis should look
like the graph below.. Students must remember to
include titles on the X and Y axis as well as the top:
Position vs Time.
Fig. 9: Danielle flies the “machine”
Students should consider the following questions:
1. How must forces interact for a kite to sail up
into the air?
The force of the wind must be
greater than the force of gravity.
2. What happens to an object when a force is
applied but it doesn’t move?
There is a
balanced force occurring between the objects.
3. Balanced forces are when two forces of equal
strength are acting on an object and it results
in no change.
4. How does the amount of force applied to an
object change the object’s motion?
The
greater the force, the greater the change in
motion.
19 ADDITIONAL RESOURCES:
Media Literacy Key Concepts
This resource discusses different concepts about the purpose of and the meaning
behind media creations. Media Literacy Key Concepts. (1996). In
Mass Media and Popular Culture
. Duncan.
National Middle School Association
This resource discusses what research suggests are notable characteristics

of young adolescents in the physical, cognitive, moral, psychological, and social-emotional dimensions of
development. National Middle School Association. (2003).
This We Believe: Characteristics of Young
Adolescents
.
Westerville, OH. 43-51.
History of Flight
This web resource talks about a brief history of flight. Throught this resource there is a timeline
that goes into the early efforts of flight. There is also a section that talks about misconceptions and legends of
flight. Shaw, R. (Ed.). (2014, June 12). History of Flight. Retrieved April 13, 2015, from
http://www.grc.nasa.gov/WWW/k-12/UEET/StudentSite/historyofflight.html
REFERENCES:
(reference for Feudal System diagram)
http://mariamkhalilatis.weebly.com/the-feudal-system.html
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r-Prince-Henry-Dougray-Scott-let
Anjelica Huston Ever After [online image]. Retrieved March 30, 2015 from
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Ever After: A Cinderella Story.
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