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    LEARNING GUIDE TO:

    GREAT EXPECTATIONS

    SUBJECTS — World/England; Literature/England;
    SOCIAL-EMOTIONAL LEARNING — Romantic Relationships;
    MORAL-ETHICAL EMPHASIS — Trustworthiness.
    Age: 10+; No MPAA Rating; Drama; 1946; 118 minutes; B & W; Available from Amazon.com.

    Description:     This is a film version of Dickens' classic novel.

    Benefits of the Movie:     Great Expectations develops a number of themes which are especially appropriate for young adolescents, including relationships between boys and girls and the fear of the stranger who comes in the night. The film also shows the harshness of English society in the 18th and early 19th centuries, the beginning of the Industrial Revolution.

    Possible Problems:    None.

    Parenting Points:     Charles Dickens' classic novel, from which this film has been adapted, is often assigned reading in both English and History classes. . Try to see that the film is viewed only after the book has been read. The information in the Helpful Backgound section may offer assistance to your child in his or her study of the book.

    Selected Awards, Cast and Director:

      Selected Awards:  1947 Academy Awards: Best Art Direction/Set Decoration (B & W), Best Black and White Cinematography; 1947 National Board of Review Awards: Ten Best Films of the Year; 1947 Academy Award Nominations: Best Picture, Best Director (Lean), Best Screenplay.

      Featured Actors:  John Mills, Valerie Hobson, Anthony Wager, Alec Guinness, Finlay Currie, Jean Simmons, Bernard Miles, Francis L. Sullivan, Martita Hunt, Ivor Barnard, Freda Jackson.

      Director:  David Lean.








 









LEARNING GUIDE MENU
Benefits of the Movie
Possible Problems
Parenting Points
Selected Awards & Cast
Helpful Background
Discussion Questions:
      Subjects (Curriculum Topics)
      Social-Emotional Learning
      Moral-Ethical Emphasis
            (Character Counts)
Bridges to Reading
Links to the Internet
Assignments, Projects & Activities
Bibliography


WORKSHEETS: TWM offers the following worksheets to keep students' minds on the movie and direct them to the lessons that can be learned from the film. Teachers can modify the worksheets to fit the needs of each class. See also TWM's Movies as Literature Homework Project.

Additional ideas for lesson plans for this movie can be found at TWM's guide to Lesson Plans Using Film Adaptations of Novels, Short Stories or Plays.






    Helpful Background:

    The ending of the movie were changed from the book. In the original ending, Pip describes the last time he saw Estella.

    It was two years more, before I saw herself. I had heard of her as leading a most unhappy life, and as being separated from her husband, who had used her with great cruelty, and who had become quite renowned as a compound of pride, brutality, and meanness. I had heard of the death of her husband (from an accident consequent on ill-treating a horse), and of her being married again to a Shropshire doctor, who against his interest, had once very manfully interposed on an occasion when he was in professional attendance on Mr. Drummle, and had witnessed some outrageous treatment of her. I had heard that the Shropshire doctor was not rich, and that they lived on her own personal fortune. I was in England again - in London, and walking along Piccadilly with little Pip - when a servant came running after me to ask would I step back to a lady in a carriage who wished to speak to me. It was a little pony carriage which the lady was driving, and the lady and I looked sadly enough on one another. 'I am greatly changed, I know, but I thought you would like to shake hands with Estella too, Pip. Lift up that pretty child and let me kiss it!' (She supposed the child, I think, to be my child.) I was very glad afterwards to have had the interview; for in her face, and in her voice, and in her touch, she gave me the assurance that her suffering had been stronger than Miss Havisham's teaching, and had given her a heart to understand what my heart used to be.

    This ending validates the teachings of the earlier part of the novel. Estella was a symbol of false values which had caused Pip pain and difficulties and which he had learned, in his maturity, to eschew. Permitting Pip to have his cake and eat it too by marrying Estella undercuts these lessons.
 

QUICK DISCUSSION QUESTION:   What should Pip have done when he first met Ms. Havisham and Estella?

Suggested Response: He should have turned around and walked out. But he was not capable of this at the time.





For English Language Arts classes, distribute TWM's Film Study Worksheet. Teachers can modify the worksheet to fit the needs of each class. Ask students to fill out the worksheet as they watch the film or at the film's end.




Click here for TWM's lesson plans to introduce cinematic and theatrical technique.




For suggestions about using filmed adaptations of literary works in the ELA classroom, see Lesson Plans Using Film Adaptations of Novels, Short Stories and Plays.


    Discussion Questions:

    1.  See Discussion Questions for Use With any Film that is a Work of Fiction.

    2.  Gargery is sometimes shown to be a fool or a nurturing wonderful man of great dignity. Why is this?

    3.  What values did Estella stand for?

    4.  What values did the benefactor stand for?

    5.  Which ending do you prefer? Explain why.
 




Select questions that are appropriate for your students.


    Social-Emotional Learning Discussion Questions:

    ROMANTIC RELATIONSHIPS

    1.  What should Pip have done when he first met Ms. Havisham and Estella?
 



    Moral-Ethical Emphasis Discussion Questions (Character Counts)

    Discussion Questions Relating to Ethical Issues will facilitate the use of this film to teach ethical principles and critical viewing. Additional questions are set out below.

    1.  For each of the major characters in the film review The Six Pillars of Character and describe how the actions of the character embodied or violated the moral principles described in the Pillars. Did any of the characters grow or change in their understanding of ethical principles during the course of the film? If so, identify the characters and describe their growth.

    2.  Analyze the actions of any major character in the film applying two tests which any ethical action must pass: (1) The Golden Rule (Would the person taking the action want to be treated the same way? or to put it another way "Do unto others as you would have others do unto you") and (2) universality (Would there be a positive effect on society if everyone acted the same way in a similar situation?).

    3.  The plots of most films turn on one or more ethical choices which must be made by the characters in the movie. Which of The Six Pillars of Character, if any, are involved in the plot of this film? Tell us whether the ethical decisions made by the characters complied with the standards set out in the Six Pillars. Justify your opinion.

    For convenience, the Six Pillars of Character are set out below:

    TRUSTWORTHINESS

    (Be honest; Don't deceive, cheat or steal; Be reliable -- do what you say you'll do; Have the courage to do the right thing; Build a good reputation; Be loyal -- stand by your family, friends and country)


    RESPECT

    (Treat others with respect; follow the Golden Rule; Be tolerant of differences; Use good manners, not bad language; Be considerate of the feelings of others; Don't threaten, hit or hurt anyone; Deal peacefully with anger, insults and disagreements)


    RESPONSIBILITY

    (Do what you are supposed to do; Persevere: keep on trying!; Always do your best; Use self-control; Be self-disciplined; Think before you act -- consider the consequences; Be accountable for your choices)


    FAIRNESS

    (Play by the rules; Take turns and share; Be open-minded; listen to others; Don't take advantage of others; Don't blame others carelessly)


    CARING

    (Be kind; Be compassionate and show you care; Express gratitude; Forgive others; Help people in need)


    CITIZENSHIP

    (Do your share to make your school and community better; Cooperate; Stay informed; vote; Be a good neighbor; Obey laws and rules; Respect authority; Protect the environment)
 


Teachwithmovies.com is a Character Counts "Six Pillars Partner" and uses The Six Pillars of Character to organize ethical principles.

Character Counts and the Six Pillars of Character are marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics.






Reminder to Teachers: Obtain all required permissions from your school administration before showing any film.


Teachers who want parental permission to show this movie can use TWM's Movie Permission Slip.






Give us your feedback! Was the Guide helpful? If so, which sections were most helpful? Do you have any suggestions for improvement? Email us!






BUILDING VOCABULARY: None.


    Bridges to Reading: The novel is recommended for proficient adolescent readers.
  MOVIES ON RELATED TOPICS: Other movies on this site based on novels by Charles Dickens are: A Christmas Carol, Oliver Twist, Oliver (a musical), A Tale of Two Cities and The Old Curiosity Shop.
 



 



 

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