Learning
Guide to: October Sky Cultural Heritage: Aviation & Space Exploration;
U.S./1945-1991 & West Virginia; Science & Technology; Character Development:
Parenting; Father/son; Mother/son; Breaking Out; Friendship; Ethical Emphasis:
Trustworthiness and Caring. SELECTING THE MOVIE Quick Discussion Question
Age: 10+; Rated PG; Autobiography; 1999; 108 minutes; Color; Available
from Amazon.com. Description: Inspired by the launching of Sputnik (October,
1957), a high school student in a coal town in West Virginia decides to launch
his own rockets. Despite the opposition of his father, Homer and his outsider
friends persist and succeed. They have the support of their science teacher and
of Homer's mother, who is determined that her sons will not end up in the mines.
Against all odds, the boys win the national science fair with an entry describing
their rockets. All of the boys go to college, something unusual in coal country
at that time. Homer goes on to become a scientist with NASA. October Sky is
a charming tale and the boys' success is inspiring. The movie is taken from an
autobiography (with certain modifications for purposes of clarification) originally
entitled "The Rocket Boys" by Homer H. Hickam. The book has been republished under
the same name as the film. Benefits: This film can be used to spark or enhance
an interest in math and physics and to inspire children to work hard to fulfill
their dreams. It demonstrates the rewards of working toward a goal against daunting
odds. October Sky shows the positive influence teachers can have on their
students, a mother's support of her child's dreams, the love of a son for his
father and his need for his father's approval, as well as the value of people
who may be different from the generally accepted prototype of the popular high
school athlete. The fact that the film is based on a true story emphasizes all
of these values. October Sky is an emotion picture that speaks to the intelligent
heart of the viewer. It is likely to add significant memories to the fund of experience
used by each of us to understand our universe and to determine our future actions.
Possible Problems: MINOR. The film contains mild profanity used
in stressful situations. The film alters the true story in a number of ways. Perhaps,
most importantly, the film presents a negative portrayal of the United Mine Worker's
Union local in the town. Selected Awards: None at this time. Featured Actors:
Jake Gyllenhaal, Chris Cooper, Laura Dern, Chris Owen. Director: Joe Johnston.
USING THE MOVIE Helpful Background: For more about Werner Von Braun,
see Learning Guide to The Right Stuff. For a parody of Von Braun and other German
engineers who were recruited to work for the U.S. after WW II, see Dr. Strangelove.
For a description of how the original seven U.S. Astronauts had to fight the German
engineers to get manual controls in the U.S. manned space ships, controls that
saved their lives on several occasions, see The Right Stuff. The mining towns
of West Virginia existed for the sole purpose of mining coal. Everything in the
town was owned by the coal company: the stores, the church, the schools and the
houses in which the miners lived. If a miner was incapacitated and could no longer
work, his family was forced to move out of their company owned house, which meant
leaving town. Often, when the father was injured, the children had to work in
the mines to pay the rent and remain eligible to live in company owned housing.
If a miner died in the mines, his family had a very short time (usually two weeks)
to move. The coal company didn't want the grim reminders of the dangers of the
mine to be around too long. Coaltown (Coalwood in the movie), where Homer lived,
was one of the better company towns, but it was still subject to harsh practices
by the mine owners. Before Sputnik, the United States had assumed that it had
the best technology in the world. It had been first with the Atomic Bomb, first
with the Hydrogen Bomb, and its military technology was thought to be superior
to that of the Russians. Sputnik changed that. Americans looked up to see the
little star traversing the heavens and felt very insecure. This insecurity deepened
as the first several U.S. efforts to orbit a satellite failed and when, for years,
the Soviets lead the space race, hoisting larger payloads into space than the
U.S., including the first animal in space and the first man in space. Occurring
during one of the most distrustful and competitive periods of the Cold War, Sputnik
shook the United States to its roots. This film shows one boy's reaction to Sputnik.
The film does not present a sympathetic view of the United Mine Workers local
in Coalwood. This is a departure from the book. While Homer's father was the manager
of the mine and a company man through and through and while he thought that the
reasons for the strike were trivial, the truth of the matter was not so clear.
Moreover, the Union men supported the Rocket Boys long before Homer's father did
and they were instrumental in facing down the company's representative when he
wanted to shut down the boys' test firing range (it was on a massive expanse of
tailings from the mine). For a film that shows the difficulties the miners
had in organizing the United Mine Workers Union and in gaining recognition from
the mine owners, see Matewan. There are two principal methods of mining coal.
Strip mining coal close to the surface is the most economical, but also the most
environmentally destructive. Power equipment of various kinds (power shovels or
drag lines) remove the earth and rock to expose the coal. The coal is then broken
up and loaded onto trucks or railroad cars. When the coal is not located close
to the surface, the second method, underground or deep mining is used. A shaft
is dug to the location of the coal seam, either vertically, on a slant or, if
the coal is located in a mountain, horizontally. The coal is cut, using machines
or controlled explosions. The key to deep mining is controlling cave-ins, dispersing
methane gas and carbon dioxide, and suppressing coal dust. Pillars of coal are
left to help support the roof. Steel beams are laced across the roof to prevent
the rock from coming down onto the heads of the miners. In some mines the roof
behind the coal face is allowed to collapse as the face moves forward along the
seam. Huge fans and complicated ventilation systems are used to draw out the gases
and bring in clean air. Coal dust is highly combustible and must be strictly controlled.
Limestone dust is sprayed in the mine to keep the coal dust in check. The work
in the deep mines is automated as much as possible. Continuous mining machines
combine the separate steps of cutting, drilling, blasting and loading the coal
at rates as high as 10.8 metric tons of coal per minute. The coal is then transferred
by electric trolley to the surface where it is taken to preparation plants to
be screened, washed, sorted by size and crushed before shipment. In a mine, coal
dust pollutes the air and literally covers everything. A common ailment among
miners is black lung disease (pneumoconiosis) caused by inhaling coal dust. Homer's
father was suffering from this disease. The mine owners failed to compensate miners
for this occupational hazard. The Federal Government has stepped in and set up
a health and worker's compensation plan for the miners. The black machinist tells
Homer that he flew with the "Red Tails." This is a reference to the "Red Tailed
Angels" of the all African-American 332nd Fighter Group. In the Second World War
the 332nd was the only Fighter Group which never lost a bomber to enemy planes
thereby destroying the prejudice that blacks could not fly modern fighters. See
Learning Guide to "The Tuskegee Airmen". The book is better than the movie and
contains a number of wonderful vignettes that are not in the film. For example,
as the boys proceeded to build more complex rockets Homer realized that they needed
to learn calculus to take the next steps in rocket design. Homer and the science
teacher convinced the principal of the high school to offer a new course in calculus.
The enrollment was limited to six people, the exact number of boys involved in
the effort to make the rockets. No one expected anyone else at the school to sign
up for the class. However, the girl that Homer had a crush on signed up too, and
since Homer's grades in math were the worst of any of the applicants, he was excluded
from the class. The principal at this point was not sure that the Rocket Boys
were really up to any good and called them "bombers," a reference to their first
effort which had blown up Homer's mother's fence. The principal would not increase
the enrollment in the class by one person to allow Homer to take it. Initially,
Homer felt that his dreams of a career in rocketry were over, but in the depths
of his depression, he found a calculus text on the bookshelf at home. There were
notes in the book in his father's handwriting showing that his father, who had
never gone to college but who was called upon to supervise engineers, had taught
himself calculus. Homer began to study the text and the other members of the club
helped him. Homer learned calculus without the class, to his own amazement and
that of his teachers and the principal. Also in the book, and not in the film,
is a clear explanation of how the Rocket Boys got the precision nozzles necessary
to fly their rockets. After Homer's father had sent the first machinist to help
them, Mr. Bikovsky, into the mine as punishment, the town coalesced behind the
Rocket Boys. Homer then convinced the supervisor of another mine machine shop
to make the nozzles and Homer's father permitted company time and company materials
to be used. A fundamental truth shown by this story is that to perform amazing
feats, not only do people need to be committed and work hard, they often need
the support of their community. In addition, they need to seek out and get that
help. This is especially true in today's complex environment. The sequence in
which Homer goes to work in the mine is fictional and not in the book. This event
rings true, however, because if a man was injured or died, the mine owners provided
no benefits for the miner and his family. Words and phrases: coal town,
coal face, black lung disease. Discussion Questions: Cultural Heritage 1.[Standard
Questions Suitable for Any Film]. 2.Was it right that Homer was the only one
of the Rocket Boys who could go to the Science Fair? 3.Homer's father eventually
came round and permitted company machinists to make the nozzles needed by the
Rocket Boys. Homer agreed that he and the Rocket Boys could not have succeeded
without this help. Does this detract from their triumph? What does it tell you
about what is necessary to succeed in today's complex environment? 4.What
did the Rocket Boys prove by their success? 5.How big is the coal industry
today? To what extent does the United States still rely on coal for power and
for coke for the steel mills? Are there still coal towns? Character Development
Parenting -- Father/Son -- Mother/Son 6.Why did Homer's father want him
to work in the mine? Was his father being a good parent in wanting Homer to follow
in his footsteps? 7.Describe how Homer's father felt about his youngest son
at the beginning of the film, when Homer first started experimenting with rockets,
after Homer had gone to work in the mine, when Home quit the mine, and at the
end of the film. 8.Everyone in Homer's family wanted to get out of Coaltown
except his father. (Note the scene in the mural the mother was painting throughout
the film.) How did each member of the family deal with this desire? [The mother
submitted. The brother excelled in an approved and accepted way to get out. Homer
went his own way and the father was in denial.] 9.Describe the strengths and
weaknesses of Homer's father as a parent. 10.Would you call Homer's actions
in building rockets as "rebellion?" 11.Describe the relationship between Homer
and his father and how that relationship changed over time. 12.Describe the
strengths and weaknesses of Homer's mother as a parent and as a wife. 13.Why
was Homer's mother so determined that her sons should leave Coalwood? Breaking
Out 14.What does this film show about the difficulties of breaking out
of the paths that your family and community expect you to follow? 15.In this instance,
what was the role of the community in Homer's efforts to break out? Friendship
16.What was the strongest act of friendship shown in this film? Ethical
Emphasis (Teachwithmovies.org is associated with Character Counts and uses
The Six Pillars of Character to organize ethical principals.) The Discussion Questions
Relating to Ethical Issues are designed to maximize the use of this film to teach
ethical principles and critical viewing. Concepts from The Six Pillars of
Character that are raised in this film are: Trustworthiness (Be loyal stand
by your family and friends) 17.Why did Homer volunteer to work in the mine
when his father was ill? What would have happened to the family if no one had
been working in the mine even though his father was still recuperating from injuries
he had received saving miners' lives? 18.If maintaining your family and allowing
your brother or sister to fulfill their dreams depended upon you taking an unpleasant
and menial job and giving up your own dreams, would you do it? Homer did it. Can
you explain the reasons why? 19.Did Homer's older brother do the right thing
to let him? Caring (Be kind; Be compassionate and show you care; take the
welfare of others to heart and make it your own goal) 20.Name the characters
in this film who honored the concept of "caring" and describe what they did that
leads you to that conclusion. Bridges to Reading: The book October Sky
is excellent for advanced adolescent readers. It contains significant additional
details concerning Mr. Hickam's experience and the 1950's. Other Movies
on Related Topics: The Right Stuff, Apollo 13, Dr. Strangelove and Matewan
Links to the Internet: Web Site for the film. Projects: For a lesson
plan from the National Archives based upon a memorandum of a conference with President
Eisenhower after Sputnik, see National Archives; and Projects Suitable for Any
Film.
DVD or Book
Strategies That Work Stephanie
Harvey and Anne Goudvis
Strategies That Work is a text
that focuses on various reading strategies to teach students to help them better
comprehend text. Harvey and Goudvis provide clear explanations with specific examples
of each strategy. There are sample lessons, assessment information, commentary
from teachers who have found success with these strategies, and advice on book
selection for each strategy. There are several appendices, including forms to
use with the strategies, lists of content area reading, and a transcript of assessment
interviews. Strategies That Work is a necessity for Reading Teachers/Specialists
and those teaching Language Arts in elementary,middle, and special education classes.
Laying
Down the Law: The 25 Laws of Parenting to Keep Your Kids on Track,
Out of Trouble, and (Pretty Much) Under Control By
Ruth A. Peters, Ph.D.
an excerpt... Law
#24: Banish the Bullies Who are the bullies? Who are the victims?
And what can you do if you have one, or both, living under your roof? Plenty
from teaching bully-coping skills to encouraging social competence in your own
kids. This is one area where children really cant do it alone. They need your
help and involvement to keep them safe, happy, and with positive memories of childhood. Bullies
Bullies are those who use negative actions (generally physical or verbal aggression)
against others. Most research has focused upon boys rather than girls. The little
we know about female bullying is that girl bullies tend to use tactics different
than their male counterparts. Girls often employ indirect bullying, such as socially
isolating their victims by excluding them from the group, teasing, or spreading
rumors. Boys tend to use more direct tactics such as hitting, shoving, fighting,
or aggressive verbal abuse. Boy bullies tend to be stronger, larger, and more
aggressive than their peers. Some research suggests that bullies are also perceived
as athletic, handsome, outgoing, and socially magnetic. Therefore, the movie stereotype
of the bully as a defiant social outcast may be more myth than reality. Indeed,
bullies tend to hang around other aggressive kids, and make up about 10 to 15
percent of the school-aged population. Some things to do..... Living
the Law Dont allow physical aggression in your home. Teach bully-coping
skills. Encourage your child when confronted by teasing or bullying to throw
the aggressor off track Encourage social competence Help your
child to fit in. Be assertive about bullying at school. If your
kid is being bullied at school, contact the administration about the problem.
Kids
who have buddies, know how to be a good friend themselves, are compassionate with
others, and are taught not to tolerate teasing and bullying tend not to become
bullies or victims themselves. Encourage your child to pick friends wisely perhaps
by looking for middle-group pals who will be true companions even when the going
gets tough. For the whole article see...
Want a good teen? Get inside
their heads How to squelch silly sibling squabbles How to deal with
cussin ... and tattooin Good baby, bad tween? How to adjust Dont
turn your child into a praise junkie! What to do when kids just dont get
it Why you should REALLY listen to your kids How to get your kids
to do their chores A compassionate family is a happy family Why its
vital to teach kids good manners How to talk to kids about gaining your
trust Sometimes its right to snoop on your kids Your kids following
other parents rules? Want great kids? Get involved! Battling your
kids? Learn when to back off How to REALLY say no to drink and drugs
Want well-behaved kids? Dont be a wimp! Dont check out on bad kids! Heres
why Kid got a bad attitude? Here's how to fix it Parents: Be a (benevolent)
dictator! Dont be a peace-at-any-price parent! Time to embrace discipline
and use it! Family adrift? It's time for some rules Got bad kids?
Take a look at yourself I worry my is son obsessive-compulsive Help!
My son's pals are ba-a-a-a-d news How to talk to your children about sex
ed Daughter, 14, wants a puppy ... again! Schools out, boredom is
in. What to do? Daughter wants to date outside our race Middle child
feels left out. What can I do? Double trouble! Twins say mom is a nag!
Mom worries that son, 13, is anorexic Help! Son, 14, wants to go to rock
concert! How to tell kids about marriage break-up Should girl, 14,
be dating an 18-year-old? Is your child too fat? Get in shape together!
Its a chore getting my kids to do chores! My child fails tests. Nerves
or poor study? Our child squanders our hard-earned cash!
Trustworthy Be honest
Dont deceive, cheat or steal Be reliable do what you say youll 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
Dont 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 Dont take
advantage of others Dont 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
Be reliable do
what you say youll do Have the courage to do the right thing
Build a good reputation Be loyal stand by your family, friends and
country 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 Dont threaten, hit or hurt
anyone Deal peacefully with anger, insults and disagreements 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
Play by the rules Take turns and share Be open-minded; listen
to others Dont take advantage of others Dont blame others carelessly
Be kind Be compassionate and show you care Express
gratitude Forgive others Help people in need 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
More discussion of the Six Pillars
is included in "Making Ethical Decisions," a Josephson Institute booklet available
online.
Josephson Institute of Ethics 4640 Admiralty Way, Suite 1001
Marina del Rey, CA 90292-6610 (310) 306-1868 · (310) 827-1864, fax
The
Discipline Checklist Advice from 60 Successful Elementary Teachers by
Ken Kosier Price: $5.95 56 pages Published by NEA (1998) 2152-5-00-NET
Got
a student discipline problem? How would you like to be able to consult with dozens
for your colleagues without getting up from your desk? This checklist lets you
do just that! Sixty elementary teachers--each recognized for highly successful
efforts at maintaining discipline--share their secrets of classroom management
and suggestions for motivating today's students. Practical and easy to read, this
checklist will help you be better prepared for beginning the school year; coach
you on modeling positive interactions; and remind you of the importance of maintaining
flexibility in your discipline strategies.
BUILDING CHARACTER IN SCHOOLS: Practical Ways to Bring Moral Instruction
to Life by Kevin A. Ryan, Karen E. Bohlin (San Francisco: Jossey-Bass,
1998)
How does a school "do" character education? This book provides strategies
for overcoming common obstacles and lists steps educators can take to include
parents and community groups in character building. It also offers advice on how
to motivate young people to take the lead in making their schools "communities
of virtue where responsibility, hard work, honesty and kindness are modeled, taught,
expected, celebrated and continually practiced."
CHARACTER EDUCATION IN AMERICA'S BLUE RIBBON SCHOOLS: Best Practices for
Meeting the Challenge by Madonna M. Murphy (Lancaster, PA: Technomic
Publishing, 1998)
When the U.S. Department of Education initiated the
"Blue Ribbon Award Program" to recognize elementary schools in 1985, it specified
that winning schools must provide "evidence that [they] foster development of
sound character, a sense of self-worth, democratic values, ethical judgment, and
self-discipline." This book provides a brief history and description of character
education, then shows what Blue Ribbon schools are doing to help students develop
ethical values.
TOPICS IN CHARACTER EDUCATION by Bruce Nofsinger (Charlotte, NC: Topics
Education Group, 1998)
This teacher workbook includes 10 photocopy-ready
units for middle school students. Each includes an essay, activity suggestions,
and discussion and writing prompts focusing on topics such as cheating, heroism,
race relations and environmental protection. The first chapter is posted on www.topicseducation.com.
USING PICTURE STORYBOOKS TO TEACH CHARACTER EDUCATION by Susan
Hall (Phoenix, AZ: Oryx Press, 2000) This resource by a former school librarian
lists 218 books organized by 23 character traits. Each entry describes how the
book illustrates a given value.
