pedagogical material

CHIAMATEMI FRANCESCO
Synopsis
Upon seeing Pope Francis’s first appearance on the balcony
of St. Peter’s Square, director Daniele Luchetti began
contemplating a film about Pope Francis’s life. The film
tells the story of the life of Pope Francis (formerly Jorge
Mario Bergoglio), from his youth in Buenos Aires and his
experiences under the dictatorship of Jorge Rafael Videla
to his appointment as pope in 2013. This is an enthralling
story of Pope Francis who chose to be called as the most
humble of saints in order to bring the Church back to
its true mission. Call Me Francis depicts his human and
spiritual adventure from his initial vocation to the years
of training with the Jesuits, from the harsh experience of
the dictatorship up until his pastoral mission amongst the
poorest people of Buenos Aires, before being called to the
Papal Office. The story ends with the unforgettable evening
in which Jorge Bergoglio, dressed in white and with an iron
cross, will greet the world with the name of Francis and
with the honest simplicity and profound humanity that we
have come to know so well.
Director: Daniel Lucchetti
Country: Italy, Argentina
Genre: Drama
Duration: 98 minutes
Year: 2015
Distribution: Mediaset
SUGGESTIONS FOR CURRICULUM EXPECTATIONS
VISUAL ARTS
D1. 1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from
a variety of points of view
D1. 4 use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges
WRITING
1. Generate, gather, and organize ideas and information to
write for an intended purpose and audience;
ORAL COMMUNICATION
1. Listen in order to understand and respond appropriately
in a variety of situations for a variety of purposes;
2. Use speaking skills and strategies appropriately to
communicate with different audiences for a variety of
purposes;
3. Reflect on and identify their strengths as listeners and
speakers, areas for improvement, and the strategies they
found most helpful in oral communication situations.
MEDIA LITERACY
1. Demonstrate an understanding of a variety of media
texts;
2. Identify some media forms and explain how the
conventions and techniques associated with them are
used to create meaning;
3. Create a variety of media texts for different purposes and
audiences, using appropriate forms, conventions, and
techniques;
4. Reflect on and identify their strengths, areas for
improvement, and the strategies they found most helpful
in understanding and creating media texts.
SUGGESTIONS FOR CURRICULUM EXPECTATIONS
POLITICS
Foundations of Political Engagement. Students will
understand:
B1. Factors Affecting Political Engagement: analyse how
various factors can contribute to, and present a barrier to,
their own and others’ political engagement (FOCUS ON:
Political Significance; Political Perspective)
B2. Issues of Political Importance: explain the political
importance of some current issues and analyse various
perspectives associated with these issues (FOCUS ON:
Political Significance; Political Perspective)
B3. Causes, Impact, and Solutions: analyse some issues of
political importance in terms of their causes, their impact,
and ways in which they have been addressed (FOCUS
ON:Objectives and Results; Stability and Change)
Personal Action on A Political Issue. Students will
understand:
D1. Investigating an Issue: identify and analyse a political
issue, with the goal of developing a personal plan of action
to address this issue ( FOCUS ON: Political Significance;
Political Perspective
D2. Developing a Plan of Action: identify a goal associated
with the selected issue and construct an action plan to
achieve that goal ( FOCUS ON: Objectives and Results;
Political Perspective)
D3. Considering Outcomes: analyse and reflect on possible
outcome(s) of their plan ( FOCUS ON: Objectives and
Results; Stability and Change
SUGGESTED ACTIVITIES
Activity #1 – Jorge Bergoglio: Vocation and Ac
Jorge Bergoglio (future pope Francis) developed a vocation
for the priesthood. Once he became a priest, he showed
concerns for the unfortunate and acted to help others in
need. The film shows the transformation of young Bergoglio
from a regular civilian to a committed man to God and
humanity.
1. Define vocation. What does it mean to be called by God?
Choose one scene from the film that clearly shows
Bergoglio’s vocation and why did he choose the Society
of Jesus (Jesuits)?
2. Explain why did Fr. Bergoglio act to help others? Which
emotion(s) it evoked?
3. Should priests be involved in social and/or political action?
Explain.
*** You should respond in paragraph form following the
criteria outlined in your class.
SUGGESTED ACTIVITIES
SUGGESTED ACTIVITIES
Activity #2 – Dictatorship
1. Define what dictatorship is. What are some of the
characteristics of a dictatorial system. Use a Country
where there is/was a dictatorship to provide examples.
2. Describe some major political changes in Argentina
in the 1970’s, and explain their significance (e.g., with
reference to the rise and establishment of Peron
in Argentina, fascism in Argentina, political chaos,
challenges from labour/socialist parties).
3. What changes did the military dictator Vidal bring about
in Argentina when he took over? What impact did they
have on different groups and communities?”
4. Many individuals/groups were persecuted, imprisoned,
tortured and murdered in Argentina during the military
dictatorship. The movie Chiamami Francesco shows
the trials and tribulations of a many people and how
they were treated. Have a small group discussion on
what persecution is, and then write a small essay
about the type of persecution that occurred in the film.
In your essay, make sure you explain the following:
• What type of persecution occurred?
• Who was affected and how were these people
affected?
• Who persecuted these people and why?
• Why do you think this type of persecution was allowed
to happen? If you could change what happened, what
would you change and why?
*** Don't forget to provide good support/examples/
evidence for your points. ***
*** You are fully expected to write using proper spelling,
grammar, capitals, sentence structure, etc.
SUGGESTED ACTIVITIES
Activity #3 – Points of View
There are many elements to a film as well as a story.
Your assignment today is on ‘POINTS OF VIEW’. Read the
following and complete #1-3.
POINT OF VIEW (POV):
• First Person POV - In a first-person narrative the story
is told by a narrator who is also a character within the
story, so that the narrator reveals the plot by referring
to this viewpoint character as “I” (or, when plural,
“we”).
• Second Person POV - second-person narrative mode,
in which the narrator refers to one of the characters as
“you”, therefore making the audience member feel as if
he or she is a character within the story.
• Third Person POV - In the third-person narrative mode,
each and every character is referred to by the narrator
as “he”, “she”, “it”, or “they”, but never as “I” or “we”
(first-person), or “you” (second-person).
ASSIGNMENT:
1. Review what you remember of the film make sure you
understand the different ‘POINTS OF VIEW’.
2. Decide which point of view the film director uses in the
film and explain why you chose it.
3. Give an example from the film where the director uses
the point of view that you chose.
TEACHER RESOURCES AND ONTARIO CURRICULUM
On pope Francis:
https://www.youtube.com/watch?v=-6GHasCMsB0
https://www.youtube.com/watch?v=5rqsusCP-Ug
https://www.youtube.com/watch?v=CqzGvLJzbSk
https://www.youtube.com/watch?v=ZfAbTLlewjs
https://www.youtube.com/watch?v=BcOU3bYmMOA
On Videla and military dictatorship in Argentina:
https://www.youtube.com/watch?v=TyzH7j4ViHU
https://www.youtube.com/watch?v=34lbeVUZpYw
https://www.youtube.com/watch?v=O_jfadTvpy8
https://en.wikipedia.org/wiki/Dirty_War
http://www.economist.com/blogs/americasview/2013/05/
jorge-rafael-videla
On Jesuits:
http://www.thecanadianencyclopedia.ca/en/article/jesuits/
http://www.jesuits.ca/ https://en.wikipedia.org/wiki/Society_
of_Jesus
http://www.theguardian.com/travel/2013/mar/28/argentinacordoba-pope- jesuit-tour
http://www.edu.gov.on.ca/eng/curriculum/elementary/arts.
html
http://www.edu.gov.on.ca/eng/curriculum/elementary/
language.html
http://www.edu.gov.on.ca/eng/curriculum/elementary/sshg.
html
http://www.edu.gov.on.ca/eng/curriculum/
secondary/2015cws11and12.pdf