Exploring Brazilian Cinema's Global Connections
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Exploring Brazilian Cinema's Global Connections

Grade 1MathScienceSocial StudiesHistoryForeign LanguageGeography61 days
The 'Exploring Brazilian Cinema's Global Connections' project engages first-grade students in interdisciplinary exploration of Brazilian cinema and its cultural, social, and historical impacts. Through activities like hosting a Brazilian Film Festival, students examine film narratives and environmental impacts of the film industry, developing critical thinking, math, and language skills. This project promotes understanding of cultural diversity, historical change, mathematical applications, and environmental awareness, fostering insightful analysis of educational versus entertainment films.
Brazilian CinemaCultural DiversityCritical ThinkingEnvironmental ImpactMathematical ApplicationHistorical ChangeFilm Analysis
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.Como o cinema brasileiro reflete e influencia a diversidade cultural, os aspectos sociais e históricos do Brasil e do mundo, e de que forma podemos desenvolver um pensamento crítico para diferenciar filmes com significados educativos daqueles voltados apenas para o entretenimento, considerando também os impactos ambientais e a utilização da matemática e organização social para analisar essa indústria?

Essential Questions

Supporting questions that break down major concepts.
  • Como o cinema brasileiro reflete a diversidade cultural e social do Brasil e do mundo?
  • De que maneira os filmes podem influenciar a sociedade, para além do entretenimento?
  • Qual é a importância de desenvolver um pensamento crítico em relação às produções cinematográficas?
  • Como podemos analisar e diferenciar filmes com significados educativos para a sociedade daqueles feitos para diversão?
  • De que forma o cinema brasileiro sofreu mudanças ao longo do tempo e quais são suas permanências?
  • Como os aspectos históricos e sociais são refletidos nos filmes brasileiros e internacionais?
  • Qual o papel das migrações e da diversidade cultural no cinema brasileiro?
  • Como os filmes podem ser representados graficamente em relação aos gêneros indicados ao Oscar e o que isso nos diz sobre tendências culturais?
  • Como podemos usar a matemática para analisar dados sobre a indústria cinematográfica brasileira e mundial?
  • Quais são os impactos ambientais das produções cinematográficas e como podemos minimizá-los?
  • Como o cinema pode nos ensinar sobre a organização social e espacial e suas importâncias?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Develop critical thinking skills to analyze and differentiate educational and entertaining films.
  • Enhance interest in art and culture related to Brazil and the world.
  • Interpret descriptive, expository texts and comics related to cinema.
  • Develop and apply critical reading strategies.
  • Improve punctuation and orthography.
  • Illustrate cinematic objects and create story settings.
  • Differentiate between past and present cinema.
  • Work with time mediations and the sequence of events.
  • Create graphs and tables for Oscar-nominated genres.
  • Organize dates in ascending order.
  • Solve problems involving four operations with different strategies.
  • Identify historical changes and continuities over time.
  • Understand the importance of social and spatial organization for community life.
  • Recognize internal migration dynamics and their impact in Brazil.
  • Investigate and propose solutions for environmental impacts caused by human actions.

Common Core Standards

CCSS.ELA-LITERACY.RI.1.1
Primary
Ask and answer questions about key details in a text.Reason: Students will be interpreting and critically analyzing descriptive and expository texts related to cinema, which aligns with asking and answering questions about key details in texts.
CCSS.MATH.CONTENT.1.MD.C.4
Primary
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.Reason: Students will create graphs and tables related to cinematic data, and organize dates to understand trends, aligning with interpreting data in categories.
CCSS.ELA-LITERACY.W.1.8
Supporting
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Reason: Students will gather information from various sources to answer questions about the influence of cinema.
CCSS.MATH.CONTENT.1.NBT.C.4
Supporting
Add within 100, including adding a two-digit number and a one-digit number, and mentally find 10 more or 10 less than a number, without having to count; explain the reasoning used.Reason: In resolving problems involving the four operations, students will use addition and subtraction skills, aligning with adding within 100.

Next Generation Science Standards

NGSS.K-ESS3-3
Secondary
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.Reason: Students investigate environmental impacts and propose solutions regarding the film industry, which involves communicating solutions to reduce human impacts.

National Curriculum Standards for Social Studies

NCSS.D1.2.K-2
Primary
Identify disciplinary concepts and ideas associated with a compelling question.Reason: This aligns with students identifying disciplinary concepts about cinema's reflection of cultural and social ideas to answer the driving and essential questions.

Entry Events

Events that will be used to introduce the project to students

Brazilian Film Festival

Host a Brazilian Film Festival in class where students get to view short clips from various critically acclaimed Brazilian films. This event ignites interest by having students vote on their favorite clips and analyze what cultural narratives and societal issues these films highlight, opening a pathway for inquiry into how these films connect Brazil to the world.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Cinematic Time Travelers

Students will explore the evolution of Brazilian cinema through history, comparing past and present styles and techniques. This activity introduces students to the idea of analyzing historical changes within the film industry and develops a timeline to visualize how cinema has evolved.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research the history of Brazilian cinema using age-appropriate texts and illustrations.
2. Identify key milestones in Brazilian cinema from its inception to the present day.
3. Create a historical timeline displaying these milestones with illustrations.

Final Product

What students will submit as the final product of the activityA visual timeline of Brazilian cinema's evolution with dates and illustrations.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RI.1.1 by asking questions and analyzing key details about the history of cinema.
Activity 2

Film Critic's Corner

In this activity, students will act as film critics, analyzing short clips from Brazilian films for educational and entertainment value. They will develop critical thinking skills by differentiating educational films from entertainment-focused films.

Steps

Here is some basic scaffolding to help students complete the activity.
1. View selected clips from various Brazilian films.
2. Discuss the main themes and messages of each clip with peers and teachers.
3. Write a mini-review classifying each film clip as educational or entertaining, justifying their choices.

Final Product

What students will submit as the final product of the activityA collection of mini-reviews classifying films clips with justifications, showcasing critical thinking skills.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.W.1.8 by gathering information and developing opinions based on film analysis and observation.
Activity 3

Eco-friendly Producers

This activity focuses on the environmental impacts of the film industry. Students will explore different environmental challenges associated with filmmaking and propose actionable solutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Research environmental issues linked to the film industry such as resource use and waste.
2. Analyze how these issues impact the local and global environment.
3. Propose solutions to mitigate these environmental impacts, supported by creativity and research.

Final Product

What students will submit as the final product of the activityA proposal for sustainable practices in filmmaking to reduce environmental impact.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS.K-ESS3-3 by communicating solutions that reduce human impacts on the environment.
Activity 4

Mathematical Movie Makers

Students will develop and propose a short film concept that incorporates mathematical problem-solving within its narrative. This activity encourages creativity and applies practical math skills in storytelling.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Create a story concept that includes a mathematical problem or theme.
2. Outline key elements of the story, integrating math problems (e.g., using addition or subtractions within 100).
3. Draft a short script or storyboard that visualizes the narrative and mathematical solutions.

Final Product

What students will submit as the final product of the activityA storyboard or script incorporating math strategies experienced in everyday life scenarios within a film plot.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.MATH.CONTENT.1.NBT.C.4 by integrating addition and subtraction concepts within the creation of a story.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Brazilian Cinema Exploration Rubric

Category 1

Historical Understanding and Interpretation

Evaluates students' ability to research, interpret, and present the evolution of Brazilian cinema, highlighting significant milestones and cultural shifts.
Criterion 1

Research and Analysis

Measures the depth of research and the ability to identify key historical milestones in Brazilian cinema.

Exemplary
4 Points

Conducts thorough research, identifying a comprehensive range of historical milestones with insightful analysis.

Proficient
3 Points

Identifies key historical milestones with clear analysis and adequate research.

Developing
2 Points

Identifies some historical milestones with minimal analysis, lacking depth in research.

Beginning
1 Points

Struggles to identify key milestones with little to no analysis or research demonstrated.

Criterion 2

Visual Presentation

Assesses the student’s ability to create a historical timeline with clear, accurate, and engaging illustrations.

Exemplary
4 Points

Creates an engaging and informative timeline with accurate illustrations and clear organization.

Proficient
3 Points

Creates a clear timeline with accurate illustrations that are mostly organized.

Developing
2 Points

Produces a timeline with some illustrations, but lacks clarity and organization in presentation.

Beginning
1 Points

Produces an incomplete timeline with unclear illustrations and poor organization.

Category 2

Critical Film Review

Assesses the ability to critically analyze and classify film clips as educational or entertaining, providing well-reasoned justifications.
Criterion 1

Analytical Thinking

Measures the ability to analyze film clips, identifying themes and purposes critically.

Exemplary
4 Points

Demonstrates sophisticated analysis, clearly differentiating educational from entertainment films with strong justifications.

Proficient
3 Points

Provides clear analysis, differentiating films with appropriate justifications.

Developing
2 Points

Attempts to analyze films but struggles to differentiate clearly, with limited justifications.

Beginning
1 Points

Shows minimal analysis, unable to differentiate films or provide justifications.

Criterion 2

Writing and Justification

Evaluates writing skills and the ability to justify film classifications effectively.

Exemplary
4 Points

Writes coherent and well-structured reviews with comprehensive justifications.

Proficient
3 Points

Writes clear reviews with adequate justifications.

Developing
2 Points

Writes reviews with limited clarity and justification.

Beginning
1 Points

Struggles with review writing and provides little to no justification.

Category 3

Environmental Impact and Solutions

Evaluates understanding of environmental issues linked to the film industry and the creativity and practicality of proposed solutions.
Criterion 1

Understanding Environmental Impact

Measures comprehension of environmental challenges associated with filmmaking.

Exemplary
4 Points

Demonstrates a deep understanding of environmental impacts with thorough explanations.

Proficient
3 Points

Shows a clear understanding of environmental impacts with adequate explanations.

Developing
2 Points

Shows partial understanding of environmental impacts with limited explanations.

Beginning
1 Points

Displays little understanding of environmental impacts with insufficient explanations.

Criterion 2

Solution Proposal

Assesses the creativity, feasibility, and clarity of proposed solutions to minimize environmental impact.

Exemplary
4 Points

Proposes innovative and practical solutions with clear, well-communicated ideas.

Proficient
3 Points

Proposes practical solutions with clear communication.

Developing
2 Points

Proposes solutions that lack detail and practical feasibility.

Beginning
1 Points

Struggles to propose feasible solutions, with unclear communication.

Category 4

Mathematical Integration in Storytelling

Evaluates the integration of mathematical concepts in storytelling and creativity in narrative development.
Criterion 1

Mathematical Application

Measures the application of mathematical concepts in story creation.

Exemplary
4 Points

Integrates mathematical concepts seamlessly into story with creative problem-solving.

Proficient
3 Points

Appropriately integrates mathematical concepts into the story.

Developing
2 Points

Attempts to integrate mathematical concepts, with some inconsistencies.

Beginning
1 Points

Struggles to apply mathematical concepts within the story.

Criterion 2

Narrative Creativity

Assesses creativity and originality in developing the story concept and structure.

Exemplary
4 Points

Demonstrates outstanding creativity and originality in story creation.

Proficient
3 Points

Shows clear creativity and originality in story development.

Developing
2 Points

Displays some creativity but lacks originality in story concept.

Beginning
1 Points

Shows limited creativity or originality in story creation.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how your perception of Brazilian cinema has evolved through this program. What new insights have you gained about its cultural, social, and historical significance?

Text
Required
Question 2

How confident are you in your ability to differentiate between educational and entertaining films?

Scale
Required
Question 3

What was your favorite portfolio activity and why?

Text
Required
Question 4

Reflect about the impact of the film industry on the environment and propose one solution to reduce this impact.

Text
Required
Question 5

During this course, which essential question did you find most intriguing and why?

Multiple choice
Required
Options
How does Brazilian cinema reflect cultural diversity?
How do films influence society beyond entertainment?
What is the importance of developing critical thinking about films?
How has Brazilian cinema changed over time?
What are the environmental impacts of film production?