Health Through Film & Fiction Syllabus

Health Through Film & Fiction

Course Syllabus

Mr. Turnbull

541-355-4114 / david.turnbull@bend.k12.or.us

A.  Course Overview:  Students taking Health Through Film & Fiction will learn concepts related to alcohol, tobacco and other drugs, prevention and control of disease, environmental health, healthy eating, mental, social and emotional health, human trafficking, physical activity and wellness, sexual health and violence prevention.   Students will be utilizing film to reinforce learning.  Films are listed at:
http://www.teachwithmovies.org/best-health-hs.html  By signing below, you give your student permission to watch all movies.    We start the year with "Dangerous Minds" as it relates to social structure and personal differences relative to our own education.  

B.  Grading:  Students will be assessed after each unit and many assignments and/or exams will be online.  Homework will rarely be given.  If there is homework, it usually entails parental involvement or group/partner activities.  Mr. Turnbull will make his best effort to keep homework to a minimum.   

C.  Make up work: Will be allowed for sickness and other absences.  Work should be completed within 5 days.  If a student knows they will miss for athletic/activities, they should get work ahead of time if possible.

**Each assignment will have a deadline.  If a student misses that deadline, they may still turn in work for 1/2 credit. 

D.   Classroom Expectations:  The rules and procedures in Mr. Turnbull’s class are simple and should be adhered to at all times. 

Expectation 1:  Listen when the teacher is instructing.

Expectation 2:  No gaming/texting during class. 

Expectation 3:  Be respectful of all people in class. 

Consequences:

Any conduct that deviates from this will not be allowed.  Consequences for not following the rules will be:

1. Verbal reminders
2. Removal from area
3. Call home
4. Detention
5. Office Referral

I ___________________ have read and understand the course syllabus for Health Through Film & Fiction for the 2019/20 school year.

______________________________________        __________________________

Student Signature                                                        Date

_______________________________________      __________________________

Parent Signature                                                          Date

***I approve of my child viewing all movies (under Mr. Turnbull’s guidance) approved on the “Teach with Movies” website http://www.teachwithmovies.org/best-health-hs.html, as well as "Dangerous Minds" and will not need parent forms sent home before each movie.  

_______________________________________      __________________________

Parent Signature                                                          Date

Juno Questions (condensed version)

Juno Critical Thought Questions:

• Name three options for teenagers who may become pregnant.

• List three resources in the Bend-Lapine area that teens may find useful if they are in need of support or resources for contraception or pregnancy.

• If you were involved in a relationship and your partner became pregnant, what would you choose to do?  Why?   What drives you to this decision?

• Finally, what was your FAVORITE, or in your eyes, the most impactful part of the movie Juno?

Good Will Hunting - Mental Health Questions

1.   What do you think Will Hunting's life would have been like if the therapy had not been successful?

2.  The actors Matt Damon and Ben Affleck wrote the script for this movie. Are they trying to say that the highest and best achievement of a man is to "go see about a girl", to have an empathetic loving relationship with a woman?

QUESTIONS RELATING TO ATTACHMENT DISORDER:  Attachment disorder can occur after a child has significant trauma (Adverse Childhood Experiences).

3.  Describe attachment disorder and how it starts.

4.  If the adults that a child must rely upon don't take care of the child or if they beat the child and violate the child's boundaries, what message does that send to the child?

5.  What were some of the symptoms of attachment disorder from which Will Hunting suffered at the beginning of the film?

6.  How was Will different at the end of the movie from the way he was at the beginning?

7.  Sean asks Will to list the people he feels that he has real relationships with. What does Will answer, and how does this relate to attachment disorder?

8.  What did reading and mastering subjects mean for Will psychologically? Why didn't he use his gifts to find friends or in a competitive academic setting?

9.  What was going on when Sean got angry at Will, held him up against the wall, and told Will that if he disrespected Sean's wife again Sean would beat him up?

10.  Why couldn't Will, before his breakthrough, tell Skylar that he loved her?

11.  How did the scene of the fight relate to Will's attachment disorder? Why does Will have to be pulled off the man who used to beat him up in kindergarten?

12.  Was Professor Lambeau trying to manipulate Will or to help him?

13.  Will Hunting was able to look at Sean's picture and describe Sean's character with enough accuracy to really upset Sean. Will was able to do this because of two reasons. One was because Will was so smart. What was the second one?

14.  Adverse Childhood Experiences:  What experiences did Will have as a child?   Give two examples.  

15.  When Will and Chuckie are working construction, Chuckie threatens that if Will is still around in a few years, "he'll kill him".  He mentions that the best part of his day is when he pulls up to pick up Will.   He hopes he's gone.  Why would he say this? What is his intention? Why does he want Will to go away?

16.  At the end of the film, when Sean tell's Will "It's not your fault", what did he mean?  How was he able to break through to Will when all of the others failed?  

17.  Finally, I've talked about "resilience" in class as it relates to a person's mental health and "Adverse Childhood Experiences".  This is a reoccurring theme in my class.  Why?  What did you learn about this and about yourself?

**Enjoy the second semester!  "Finish Strong".  :)

Forks over Knives - Research & Report

Alright Nutritionists!

Go here:

https://rawfoodsos.com/2011/09/22/forks-over-knives-is-the-science-legit-a-review-and-critique/

OR  "Type in Forks over Knives is the science legit"?

After watching the film, I'd like you to read up on the studies and philosophies of Dr. Campbell.  Here are a few questions I'd like you to consider:

1.   Is the Western Diet healthy?
2.  What proof does Dr. Campbell have?
3.  Why is it so different from Western beliefs?
4.  What is a major point of emphasis that you found that may have an influence on your food choices?
5.  Do you see a connection between diet and disease?
6.  What are you planning on doing with this information?
7.  Do you have a responsibility to do anything with this information?
8.  Is it reasonable that we can change our Western cultural choices in food?
9.  Why is our government so resistant to this information?
10.  Finally, what evidence is there that this is all true and should be followed?

**The above are just general choices.   Your job is to extrapolate vital information for your own personal choices.   Here's what I'd like you to do with this information instead of taking a test.

Write a two page paper on the film "Forks over Knives".  This should be evidence based.

So:   Make a statement:   "The Western Diet is causing illness"
Then:  Reinforce your statement with evidence that you've found from the film and the paper you will be reading and referring to.

You should be putting many of your own thoughts on this.  Don't just recite the evidence.  This is YOUR life.  YOUR choices dictate your success/failure.

Good Health is a choice.

~Turnbull

Lorenzo's Oil Questions

Competitive Inhibition: How Lorenzo’s Oil Works

1.  What do the paper clips represent? Why are there two different shaped or colored paper clips?




2.  Explain what ALD is.  

3.  What role does Myelin play in the body?

4.  Explain how Lorenzo’s Oil prevents the destruction of myelin in sufferers of ALD.  The answer is based on the concept of "competitive inhibition".  (remember the issue with rats and how the fatty acids in the blood continued to rise, even when they removed them from the diet)


5.  How is it that the Odone's were able to find a way to stay motivated and inspired to keep fighting?  Could you do this?   




6.  What is an orphan disease?   List three other orphan diseases and explain the basics of the disease.  




7.  What became of Lorenzo?  Research it and let me know.  What do you think of this?




8.  What moved you or inspired you in the film?

9. If you were a parent, how would you respond to the challenge faced by the Odone’s in Lorenzo’s Oil?  How important is it to be able to find your own answers to questions you may face?  Does education and learning end with your high school or college years?  How do you plan to develop the skills necessary to become a “life-long learner”?




10. Please list at least ONE fact that you learned from the film "Lorenzo's Oil".