Humanities

HOMEWORK and due tomorrow - questions related to the movie, Spirited Away

Spirited Away movie questions:

1.      What was the theme or themes of this film? How did the director use the element of spirits to tell us a message? What were the messages? Was he successful in doing so?

2.      This movie was made using Japanese storytelling techniques and art design. Explain how the movie was something that could be understood and appreciated without knowing much about Japan?

3.      3. Do you think there were clear portrayals of good and evil in this movie? Why?

4.      How does the conception of spirits portrayed in this movie connect to Japanese culture? Provide examples of how it differs from your own or other cultural conceptions of spirits?

5.      What scenes portrayed usage of Japanese language and social customs such as bowing and honorific language? Why were they used in that occasion? What did they signify about Japanese culture?

6.      Each key character in the film faces a set of challenges. Use a chart to record what these problems are and how each character overcame them.

a.      Character: Chihiro and Haku

b.      What challenges did the character face?

c.       How did they resolve their challenges?

d.      Describe how the characters learned anything or changed over the course of movie.

7.      Chihiro’s character develops a lot throughout the film she stops being grumpy and selfish and becomes patience and learns to look after herself. At the end of the film she is excited about going to a new school and making new friends, is no longer frightened. Miyazaki based Chihiro on a real ten year old little girl do you think the character is believable? Are there any similarities between you and Chihiro? Do you agree with the action of Chihiro? What would you have done in Chihiro’s situation?

8.      This film was recommended by a student who indicated they felt it was a great connection to our Japan unit. Why would you recommend this film? Based on what you know, how would you explain to a teacher the connections between the film and Japanese history?

Today we continued work related to Japan but taking a closer look at Meiji Japan and we read a short story titled "Just Lather, That's All".

Contact and Change in Meiji Japan (ch. 15)
- work in Journals using textbook information for the following 7 big topics:
1. Commodore Perry - bio
2. Pressures from outside; strategies and responses (what/who, why, how, response from Japan)
- questions 1 and 2 found on pages 327-331
3. Pressures from within (pg.333)
4. Disorder and Civil War (pg.335)
5. New Ideas about government (pg. 336-340)
- Meiji (pg.337)
- Five Charter Oath (pg. 338)
- Oligarchy (p.339)
6. Education reform (pg. 340-342)
7. Industrialization (.pg. 343-348)

Just Lather, That's All - short story
Vocab: strop, feigned, faction, excursion, ineradicable, avenger AND 3 of your choice
- define it
- find it in the story
- explain it (connected to the story OR connected to you OR a visual representation)
Example:
Strop - a leather band for sharpening razors
- "I was passing the best of my razors back and forth on a strop."
- the barber needs to keep his razor sharp so he can shave the beards of his clients
or
- My grandfather uses a rock to sharpen various blades
or
- the movie Sweeny Todd featured a strop