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Media/filmmaking questions Given the fact that the independent, bipartisan 9/11 Commission has confirmed that the key facts in Fahrenheit 9/11 are true, why is it still considered an opinion piece? Critics have labeled the film "propaganda." Do you think it falls into that category? What is propaganda and what is its aim? There are many books and documentary films today that echo assertions made in Fahrenheit 9/11. Why do you think Michael Moore's film has attracted so much attention around the world? Was the film's use of political satire effective? What were some instances where it was used to make a point? What did you find funny? Did the humor have a serious message behind it? What were your impressions of the film's segment on the World Trade Center attacks? Why did he choose not to show the planes hitting the towers? What point was Moore trying to make by showing members of the Bush administration being made up for the television cameras? Why do you suppose Moore chose to show footage of everyday Iraqi life prior to the U.S. invasion? What were some other innovative techniques used by Moore to make a point? Were they effective? How do you feel about the Bush administration feeding the press military euphemisms, such as "good target capability"? Why do they do that? Although Michael Moore himself refers to the film as an opinion piece, some critics have argued the film is unfair because it only uses information that backs up Moore's point of view. What do you think? What do you think the Bush administration would say about Michael Moore's filmmaking techniques and presentation of the facts? Why do you think this film was rated R? Do you agree with the rating? Why have we seen so little of the bloody side of war in Iraq on television news? Why did the government not allow cameras to show the flag-draped coffins coming home? Do you think the U.S. media objectively portrays world events? If not objective, what spin do they give events? Why? Who benefits? Do you feel the press has accurately portrayed the war in Iraq? Do you think reporters who were "embedded" with troops were able to remain objective? What is the media's responsibility in a democratic society? Do the media help to feed our fears? Do they ever create their own messages? To what degree do they shape public opinion? Where do you get your information on current events? Do you think media coverage is compromised because a few large corporations own many news outlets or does it give them more resources to cover a greater number of stories around the world?
You can also download the Bowling For Columbine TEACHER'S GUIDE
Welcome to the Bowling For Columbine TEACHER'S GUIDE. The lessons and activities in this GUIDE are designed to help students develop critical thinking skills, historical analysis, and open their minds on many universal issues. The individual units may easily be adapted to many levels and taught across the curriculum - Social Science, [History, Civics, Psychology, Sociology, Political Science] Language Arts, [English, Writing, Poetry], Humanities, Drama/Theatre, Film, ESL, Media/Journalism, Speech/Communications... You can review the guide page by page on the website, download a PDF of each section or the whole guide. So, go do that magic we call education! And, be sure to share, share, share! We would love to hear from you. Send your feedback or ideas to share with other educators to: teacher@michaelmoore.com. Click here for the full, chapter by chapter Bowling For Columbine TEACHER'S GUIDE
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Table of Contents 2. General questions for class discussion or written essays 3. Media/filmmaking questions 4. More in-depth questions for discussion or essays by topic 5. The United States and Iraq: Choices & Predictions 7. Silent Discussion of Fahrenheit 9/11 10. Thinking in Pictures, Feeling in Words 11. What is Terrorism? Who are the Terrorists? 13. Acknowledgements and Contributors
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