InvIctus - Narr

InvIctus Mat No 5 inspirAtion Pienaar is the captain of the national rugby team, called the Springboks Mandela invited him to tea to talk about the upcoming rugby World Cup Read the excerpt from the original script Summarize the dialogue and elicit the main question around which it revolves MANDELA It is not so difficult to get people to do

WFLDP Leadership in Cinema - Invictus

Invictus: Nelson Mandela and the Game That Made a Nation New York: Penguin, 2009 (Formerly published as Playing the Enemy) Encourage students of leadership to visit the website Invictus Guided Discussion 1 On his first day in office, Mandela gathers his staff for a meeting to express his expectations of his staff

Leadership at the Movies: “Invictus”

Show Invictus 13:22 to 14:43 from where Jason, the head bodyguard, barges into President Mandela’s office to complain that white guards have been assigned to his team Following the clip, cue the film to 45:40 for the next scene to be discussed Background Information About Nelson Mandela

Sports, Nationalism and Symbolic Efficiency: The Film Invictus

The film Invictus was completed in 2009; its plot is based on the book by John Carlin, Conquering the Enemy The movie is set in South Africa during the election of President Nelson Mandela and the 1995 Rugby World Cup, which was hosted by that country Its title comes from a poem written by the English poet William Ernest Henley

INVICTUS - WordPresscom

Nelson Mandela recited the poem to other prisoners and was empowered by its message of self-mastery In the movie Invictus, Mandela gives the caption of the national South African rugby team the poem to inspire him to lead his team to a Rugby World Cup win, telling him how it inspired him in prison Nelson Mandela on Oprah

IES Dra Josefa de los Reyes DepartamentoDepartamentos

Invictus cuenta la verdadera y ejemplar historia de cómo Nelson Mandela (Morgan Freeman) se alió con el capitán del equipo de rugby de Sudáfrica, los Springboks, François Pienaar (Matt Damon), para ayudar a unificar su país

Fiche synthèse Invictus - WordPresscom

INVICTUS Thème du film : Nelson Mandela, qui vient d'être élu président de l'Afrique du Sud, donne pour mission à l'équipe nationale de rugby de gagner la coupe du monde de 1995 Son objectif : unir un peuple déchiré par l'apartheid grâce à ce projet

Nelson Mandela - Fantastiques Aventures des cm2b

•Je suis passionné de Rugby, et j’aivu le film Invictus (invaincus) C’estl’histoiede l’éuipe des Springbok, championne du monde en 1995 C’estaussi un film sur la vie de Nelson Mandela, c’estcomme cela que j’aieu envie de faire cet exposé •Mes parents sont allés en Afrique du Sud et ils m’ontparlé de Nelson Mandela

Critical Analysis of Nelson Mandelas Leadership

CRITICAL ANALYSIS OF NELSON MANDELA’S LEADERSHIP STYLE 1 Introduction Leadership is a concept that has evolved over time Individuals such as Mahatma Ghandi, Martin Luther King and Mother Theresa have emerged as defensors of the social issues of their time This essay looks at one of the most prominent leaders of our

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© Grit Alter - Feature Films in English Language Teaching Inv I ctus

Mat No | 1

ApArtheid lAws

Match the law and its description.

1950: Population

Registration Act

Establishment of government in African reserves, so called "homelands " as independent states; Africans were assigned to one homeland according to their origin ; all political rights were restricted to those homelands; they were no longer citizens of South Africa, but only of the homeland to which they were allocated; between 1976 and

1981 four

of these homelands were created; blacks, who are the majority of the pop ulation had to live on a small percentage of land of South Africa; people of colour wer e moved out of the land they had owned for many years and were moved to undeveloped are as far away from their place of work.

1950: Suppression of

Communism Act1950: Group Areas Act

Extension of the Bantu Authorities Act, set up eight (later extended to ten) distinct 'Bantu Homelands' out of the existing reserves, each with a degree of self-g overnment. Establishment of public areas for whites only; segregation of all public facilities such as

1951: Bantu

Authorities Act

Establishment of "a curriculum intended to produce manual laborers an d obedient sub- jects"; many of the best schools for Africans had to close because th e government denied founding to schools that rejected Bantu Education; with the Extension of

University

Education Act of 1959 blacks were prevented from attending "white" universities, creati- on of separate and unequal institutions for Africans, Coloureds and Indi ans; restriction of "intellectual and cultural life through intense censorship of books, movies, and radio and television programs".

1953: Bantu

Education Act1953: Reservation of Separate Amenities Act1959: Promotion of Bantu Self-Government Act © Grit Alter - Feature Films in English Language Teaching Inv I ctus

Mat No | 1

ApArtheid lAws

Match the law and its description.

1950: Population

Registration Act

South Africans had to be registered according to their racial group -

White, Coloured,

Black, Indian or Asian.

1950: Suppression of

Communism Act1950: Group Areas Act

Any group or individual who intended to change the system "through th e promotion of disorder or disturbance, using unlawful acts or encouraging feelings of hostility between the European and non-European races of the Union of South Africa" can be prosecuted

1951: Bantu

Authorities Act1953: Bantu Education Act1953: Reservation of Separate Amenities Act1959: Promotion of Bantu Self-Government Act

Physical separation between races, especially in urban areas, people who lived in Dis trict Six, Sophiatown or Lady Selborne, for example, where relocated to townships out of had owned for many years and were moved to undeveloped areas far away fr om their place of work" (www.sahistory.org.za), had to rent instead of own, because only white people could own property.

Match the law and its description.

© Grit Alter -

Feature Films in english language teaching

INV I CTUS

Mat No | 1

APARTHEID LAWS

Get together in groups, compare your results and

speculate about the aim of each law. 1951:

Bantu Authorities

Act

1953: Bantu

Education Act

1959: Promotion

of Bantu Self-Go vernment Act

1953: Reservation of

Separate Amenities

Act

1950: Population

Registration Act

1950: Group

Areas Act

1950: Suppression of

Communism Act

Form groups of up to four students.

chose one of the following topics and prepare an interactive presentation.

Feel free to use further resources.

Topic one:

"District six" ( http://www.districtsix.co.za/,

Topic two:

the Formation of the Federation of south African Women (FEDsAW)

Topic three:

Freedomfest, "Free nelson Mandela concert" (June 11, 1988) and p rotest songs. bute -Mandela-birth

Further historic topics

© Grit Alter -

Feature Films in English Language Teaching

INV I CTUS

Mat No | 2

Mat No | 3

d ocumentAry style FlAshbAck Prepare a detailed summary of the scenes (00:02:08-00:04:18) and (partly within the scene, as voice overs, etc.). s cenecontent

Conclusion and overall impression?

_____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ t echniquecontent © Grit Alter - Feature Films in English Language Teaching Inv I ctus

Mat No | 4

s uccess F ul m A nipul

Ation oF the viewer?

What is your impression of the two men in the car?

Speculate about their identity and character.

Consider the cinematographic techniques.

Continue watching the scene. Who are the men in the car and what is thei r job? _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ primary image or that try to evoke a certain opinion in the viewer! _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ © Grit Alter - Feature Films in English Language Teaching Inv I ctus

Mat No | 5

i nspir Ation Pienaar is the captain of the national rugby team, called the Springboks Mandela invited him to tea to talk about the upcoming rugby World Cup. Read the excerpt from the original script. Summarize the dialogue and elicit the main question around which it revolves.

MANDELA

their best. And I imagine that anybody who plays for their country does their best, almost automatically.

PIENAAR

place.

MANDELA

Yes. But to get people to be better than

that? Better than they think they can be?

PIENAAR

Yes sir, it is.

MANDELA

How do we do that? By example? To an ex-

tent. But there is more to it (searching for the right word) ... inspiration, perhaps. than that ...

Pienaar is engrossed. This is a master lesson

on leadership, from a master.

MANDELA

How do we inspire ourselves to

greatness, when nothing less will do? How do we inspire everyone around us? (beat)

Sometimes, I think, by using the work of

others. Long pause. Pienaar knows to keep quiet.

MANDELA

On Robben Island, when things were very

hard, I found inspiration in _____________________ Compare your results with your classmates. Agree on one central question that Mandela poses. Use the method Think-Pair-Share to answer this question regarding your own ideas. Think about the question for yourself. Then pair up with a classmate and share your ideas with him or her. Look for another pair and again share your ideas.

BE cREAtIvE

How do you think is this scene realized on screen? Draw a sketch illustrates the situation (interior, exterior, decoration of the room, light etc.). Watch the scene afterwards and compare your idea s.

© grit Alter -

Feature Films in English Language Teaching

inv i ctus

Mat No | 5

Mat No | 6

u sing the tr A iler Watch the trailer again and answer the following questions: Who are the main protagonists? What is their relationship? Can you identify certain cinematographic techniques that are used to cre ate

You may use the

herringbone technique to collect your ideas.

Main topic/ theme:

Who?What?When?

Where?Why?How?

Mat No | 7

compAre the bodyguArds Look at the screenshot of 00:16:22. Contextualise this scene with the movie and shortly describe what is happening.

Compare the two groups of bodyguards according to

aspects you may recognize. What conclusion can you draw about the image that is evoked in the viewe r? b l

Ack groupwhite group

Conclusion:

Language

Further

Mat No | 7

c h A r

Acter diAgrAm

Design a character diagram of the main protagonists you have encountered so far. Label their function and use lines, arrows or other symbols to i n F luence (who A nd how?)consequences/ resultsquotesdbs_dbs47.pdfusesText_47

[PDF] InvIctus - Narr

Mat No | 1

ApArtheid lAws

Match the law and its description.

1950: Population

Registration Act

1981 four

1950: Suppression of

Communism Act1950: Group Areas Act

1951: Bantu

Authorities Act

University

1953: Bantu

Mat No | 1

ApArtheid lAws

Match the law and its description.

1950: Population

Registration Act

White, Coloured,

Black, Indian or Asian.

1950: Suppression of

Communism Act1950: Group Areas Act

1951: Bantu

Match the law and its description.

© Grit Alter -

Feature Films in english language teaching

Mat No | 1

APARTHEID LAWS

Get together in groups, compare your results and

Bantu Authorities

1953: Bantu

Education Act

1959: Promotion

1953: Reservation of

Separate Amenities

1950: Population

Registration Act

1950: Group

Areas Act

1950: Suppression of

Communism Act

Form groups of up to four students.

Feel free to use further resources.

Topic one:

Topic two:

Topic three:

Further historic topics

© Grit Alter -

Feature Films in English Language Teaching

Mat No | 2

Mat No | 3

Conclusion and overall impression?

Mat No | 4

Ation oF the viewer?

Speculate about their identity and character.

Consider the cinematographic techniques.

Mat No | 5

MANDELA

PIENAAR

MANDELA

Yes. But to get people to be better than

PIENAAR

Yes sir, it is.

MANDELA

How do we do that? By example? To an ex-

Pienaar is engrossed. This is a master lesson

MANDELA

How do we inspire ourselves to

Sometimes, I think, by using the work of

MANDELA

On Robben Island, when things were very

BE cREAtIvE

© grit Alter -

Feature Films in English Language Teaching

Mat No | 5

Mat No | 6

You may use the

Main topic/ theme:

Who?What?When?

Where?Why?How?