the issues raised by the film clips. Pride. Theme: Giving Your All. Film: Akeelah
and the Bee. (PG) 2:00. Akeelah has a gift. She can spell better than anyone she
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FILMclips Character Education for
EPISODE 5 PRIDE ・ CITIZENSHIP ・HONOR
Study Guide by C. K. Robertson, Ph.D. and Charlie Abourjilie v2.11.0801
Table of Contents
(CLICK A THEME OR CLIP BELOW TO JUMP TO PAGE) (FOR ADDITIONAL RESOURCES CLICK HERE)
PRIDE
Akeelah & the Bee Star Trek: First Contact Napoleon Dynamite The Rookie
HONOR
War Games It’s a Wonderful Life Eight Men Out Batman Begins
CITIZENSHIP
The Ant Bully Star Trek IV: The Voyage Home World Trade Center The Spirit of America Montage All clips are under copyright and are used with permission from copyright holders. None of the movies represented in the Film Clips Series is rated higher than PG-13 by the Motion Picture Association of America, except for three of the movies in Episode Eight (“Glory”, “Born on the Fourth of July”, and “Saving Private Ryan”). No inappropriate material is included in any of the individual film clips. Educational Standards Pages 20-24 The film clips in this series meet the performance standards. Spanish/English Options Options for audio and subtitles in English or Spanish are available in “Settings” on the main menu of the DVD. Spanish audio is available for most, but not all film clips.
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Welcome to Film Clips for Character Education. © Film Clips Spirit of America
The following pages contain an exciting new approach to character education which reaches students through a medium for which they have a natural affinity: Hollywood movies. In this nine-part series, clips from the movies are used to assist teachers and students engage in reflection and discussion about character and moral action. At its core are clips from popular Hollywood movies that exemplify key character traits and issues surrounding moral development. The clips provide students with situations that relate to ‘real life’ experiences and draw them into a natural engagement with the subject. This approach not only stimulates students’ thinking on moral action and character, but enhances their engagement with the regular curriculum in the areas of Language Arts, Social Studies, and Fine Arts. In this guide you will find resources to help you create the greatest impact with Film Clips. Four clips are listed under each key character trait, for the purpose of illustrating some positive or negative aspect of the given trait and stimulating creative reflection and discussion. This study guide provides a great deal of flexibility for the teacher to use Film Clips most effectively. You will want to use your discretion regarding the appropriateness of both the clips and the suggested activities to the age as well as the intellectual and emotional skill levels of your students. With this in mind, this study guide can help you take a fresh approach to character education, using the letters F-I-L-M to summarize the appropriate steps:
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Fitting clips to lesson plans and standards A list of key education standards covered by the clips and activities suggested in this guide is available on pages 20-24.
Creating a Lesson Plan:
The teacher can choose to create one 45–50 minute class session, by showing all four clips under a key theme, pausing after each for reaction and discussion (25–30 minutes), and then doing one of the following exercises (15–20 minutes). Alternatively, the teacher can create four 30 minute class sessions by showing one clip, pausing for reaction and discussion (10–15 minutes), and doing one of the following exercises (15–20 minutes).
Introducing clips to students. Pages 5-16
As you prepare to show a film clip, you can introduce it with a plot synopsis. This gives students who have not previously seen the movie from which the clip is taken some context for understanding the clip. Pause the DVD after the on-screen teaser question following the clip.
Listening to students discuss the clips.
Pages 5-16 The on-screen teaser question following a film clip is designed to initiate thoughtful discussion. The follow-up “Going Deeper” questions should encourage further personal exploration. These questions can be addressed in the context of the whole class, or by splitting the class into small groups and then having the groups report back to the larger class after they have explored their thoughts and opinions, or through 4
a written exercise to be handed in later. The quotations help students build higher order thinking skills, foster analysis of the quotation and relate the film clip to their own lives and the topics they are discovering in class.
Moving students to action. Pages 17-20
Suggested activities to engage the students more deeply with the issues raised by the film clips.
Pride Theme: Giving Your All Film: Akeelah and the Bee (PG) 2:00 Akeelah has a gift. She can spell better than anyone she knows in her neighborhood in south central Los Angeles. Working against the odds, she works hard with her coach to prepare for the National Spelling Bee. But when she makes it all the way to the final round, she overhears a heated conversation between her rival and his father. Akeelah decides to lose on purpose in order to let her rival win…and, in her mind, win the affection of his father. But is this right? This 2006 film from Lionsgate is written and directed by Doug Atchison, and stars Laurence Fishburne, Angela Bassett, Keke Palmer, Curtis Armstrong, and J.R. Villarreal. 5
Teaser Question: Why is important to others that you do your best? Going Deeper: Have you ever intentionally not given your best effort? Why? “To know a man, observe how he wins his object, rather than how he loses it; for when we fail our pride supports us; when we succeed, it betrays us.” —Charles Caleb Colton “Many a man has finally succeeded only because he has failed after repeated efforts. If he had never met defeat he would never have known any great victory.” —Oreson Swett Marden Theme: Taking Pride In Your Vision Film: Star Trek: First Contact (PG-13) 1:39 The crew of the Enterprise have traveled back in time from the 24th century to make sure that a pivotal moment in their history occurs, the warp drive rocket launch that would lead to human’s first contact with aliens. The inventor of warp drive and captain of that crucial launch, Zephraim Cochrane, is destined to be a great hero… even if he says he wants nothing to do with that destiny. This 1997 film from Paramount Pictures is directed by Jonathan Frakes, written by Branon Braga and Ronald D. Moore, and stars Patrick Stewart, Jonathan Frakes, Brent Spiner, Levar Burton, Michael Dorn, Gates McFadden, Marina Sirtis, Alfre Woodard, James Cromwell, and Alice Krieg Teaser Question: What does it mean to be a great person? 6
Going Deeper: When is modesty not helpful? What are some things about yourself that you are proud of? Are there times that you feel you have to hide your talents? “Hope begins in the dark, the stubborn hope that if you just show up and try to do the right thing, the dawn will come. You wait and watch and work: You don’t give up.” —Anne Lamott “The price of victory is high… but so are the rewards.” —Paul Bryant Theme: Seeking Self-Esteem Film: Napoleon Dynamite (PG) 1:59 Napoleon’s brother desperately wants to defend himself… and to feel better about himself. So, it’s off to Rex Kwon Do self-defense class. But is this what he really needs question This 2004 film from 20th Century Fox is directed by Jared Hess, written by Jared Hess and Jerusha Hess, and stars Jon Heder, Jonathan Gries, Aaron Ruell, Efren Ramirez, and Tina Majorino. Teaser Question: What is self-esteem? Why is it important? Going Deeper: What are some ways that people and companies around us tell us that we are not good enough? Why do believe them? Who do you know that has great self esteem? How does she or he do it?
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“It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood, who strives valiantly; who errs and comes short again and again; because there is not effort without error and shortcomings; but who does actually strive to do the deed; who knows the great enthusiasm, the great devotion, who spends himself in a worthy cause, who at the best knows in the end the triumph of high achievement and who at the worst, if he fails, at least he fails while daring greatly. So that his place shall never be with those cold and timid souls who know neither victory nor defeat.” —Theodore Roosevelt “That you may retain your self-respect, it is better to displease the people by doing what you know is right, than to temporarily please them by doing what you know is wrong.” —William J. H. Boetcker Theme: A Matter of Pride Film: The Rookie (G) 1:49 He once had dreams of being a major league baseball player, but that was a long time ago. Now, he is a coach for the local school team, This 2002 film from Walt Disney and Buena Vista is directed by John Lee Hancock, written by Mike Rich, and stars Dennis Quaid, Rachel Griffiths, Jay Hernandez, Beth Grant, Angus T. Jones, and Brian Cox. Teaser Question: What makes you proud? Why? 8
Going Deeper: “If you don’t have dreams, you don’t have anything.” What are some dreams that can make you want to give your all? “We aren’t born winners. We aren’t born losers. We are born choosers.” —Keith Davis “Nothing in the world can take the place of Persistence. Talent will not; nothing is more common than unsuccessful men with talent. Genius will not; unrewarded genius is almost a proverb. Education will not; the world is full of educated derelicts. Persistence and Determination alone are omnipotent. The slogan ‘Press On’ has solved and always will solve the problems of the human race.” —Calvin Coolidge
Honor Theme: Piracy Film: War Games (PG) 0:59 David is a computer hacker who has no problem using his online skills to change his grades. And he doesn’t stop there: In order to impress his new girlfriend Jennifer, David decides to change her biology grade from an “F” to a “C.” When Jennifer makes it clear that she does not want to be involved in something this dangerous, David assures her that no one will ever know. But does that make it right? 9
This 1983 film from MGM is directed by John Badham, written by Lawrence Lasker and Walter Parkes, and stars Matthew Broderick, Dabney Coleman, John Wood, and Ally Sheedy. Teaser Question: Would you change your grade if you knew you wouldn’t get caught? Going Deeper: The internet makes it easier to do research and write papers, but also makes it easier to skip a lot of work. When do you cross the line by copying material from the internet? When does it become cheating? “There is a hole in the moral ozone and it’s getting bigger.” —Michael Josephson “Rather fail with honor than succeed by fraud.”
—Sophocles
Theme: Responsibility Film: It’s a Wonderful Life (Not Rated) 5:29 The Great Depression was a very scary time for people throughout the country. Many people lost their jobs and had no money. Only a few managed to stay on top of everything during these grim years, while others panicked. In this scene from one of the most popular movies of all time, George Bailey, owner of the local Building Savings and Loan, has just gotten married and is about to use the money he has saved for years to take his bride on a big honeymoon… until he sees a crowd gathered outside his office, a crowd that is scared and desperate. This 1946 film from Universal Studios is directed by Frank Capra, written by Francis Goodrich, Albert Hackett, and Frank Capra, 10
and stars James Stewart, Donna Reed, Lionel Barrymore, Thomas Mitchell, Ward Bond, and Henry Travers. Teaser Question: Do businesses and customers have responsibilities to each other? Going Deeper: In the movie, George always put others before himself. Some people say it is important to take care of yourself first. Should he have used his own money that he had been saving for his honeymoon? “All you can take with you is that which you have given away.” —from It’s A Wonderful Life Theme: Integrity Film: Eight Men Out (PG) 0:58 George “Buck” Weaver and his teammates, the 1919 Chicago White Sox are possibly the best team to ever play baseball. However, when some of his underpaid teammates decide to fix the world series, Buck must decide wether he should join them or turn them. This 1988 film from Orion Pictures and MGM is written and directed by John Sayles, from a book by Eliot Asinof, and stars John Cusack, Christopher Lloyd, John Mahoney, Charlie Sheen, David Strathairn, and D.B. Sweeney. Teaser Question: Can your friends count on your integrity? Why? Going Deeper: Have you ever had someone you trust let you down? How do you view that person after that? What does “honor” mean to you? 11
“Regardless of the verdict of juries…no player who throws a ball game…no player who undertakes, or promises to throw a game…no player who sits in conference with a bunch of crooked players and gamblers where the ways and means of throwing a ball game are discussed, and does not promptly tell his club about it…will ever play professional baseball again.” —Judge Kenesaw Mountain Landis “The strength of a nation is derived from the integrity of its home.” —Confucious Theme: Honorable Intentions Film: Batman Begins (PG-13) 0:59 Billionaire playboy—that is the image Bruce Wayne, secretly the Batman, wants everyone to see. In order to fit in, he acts like something he is not. But when Bruce runs into someone very dear to him from long ago and tries to convince her that there is more to him than what she sees, he receives a tough lesson about the difference between good intentions and right actions. This 2005 film from Warner Brothers is directed by Christopher Nolan, written by Christopher Nolan and David S. Goyer, and stars Christian Bale, Michael Caine, Liam Neeson, Katie Holmes, Gary Oldman, Morgan Freeman, Cillian Murphy, Tom Wilkinson, Rutger Hauer, and Ken Watanabe. Teaser Question: Can intentions be honorable without action? Going Deeper: “Actions speak louder than words”—what does that mean? 12
“It’s not who you are underneath. It’s what you do that defines you.” —from Batman Begins “The smallest act of kindness is worth more than the grandest intention.” —Unknown
Citizenship Theme: Democracy Film: The Ant Bully (PG) 0:56 “It’s the differences that make a colony strong.” When a young boy shrinks to the size of an ant, he learns a lot about how much more efficient teamwork can be. This 2007 film from Warner Brothers is directed by John A. Davis, written by John A. Davis and John Nickle, and stars the voice talents of Julia Roberts, Nicholas Cage, Meryl Streep, Paul Giamatti, Zach Tyler, Regina King, Bruce Campbell, Lily Tomlin, Cheri Oteri, Larry Miller, Alison Mack, and Ricardo Montalban. Teaser Question: What does “E Pluribus Unum” mean? Going Deeper: What divisions do you see around you: in crowd/ out-crowd, etc.? What does it take to help everyone think like a colony instead of only for themselves?
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“No man should think himself a zero, and think he can do nothing about the state of the world.” —Bernard Baruch “The only title in our democracy superior to that of President is the title of citizen.” —Louis D. Brandeis Theme: The Common Good Film: Star Trek IV: The Voyage Home (PG) 0:47 Spock, the half-Vulcan, half-human Starfleet officer who believes in logic above emotion, is challenged by his human mother to consider the fact that his teammates made an emotional decision to risk their own lives in order to save him. “The good of the one,” she says, “outweighed the good of the many.” Spock struggles to understand. This 1986 film from Paramount Pictures is directed by Leonard Nimoy, written by Steve Meerson, Peter Krikes, Harve Bennett, and Nicholas Meyer, and stars William Shatner, Leonard Nimoy, DeForrest Kelley, James Doohan, George Takei, Walter Koenig, Nichelle Nichols, and Catherine Hicks Teaser Question: Does the good of the many outweigh the good of the few? Why? Why not? Going Deeper: What does it mean to speak of majority rule? How does it relate to the rights of the individual? Have you ever had to decide between the one or the many? What did you do? Why?
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“Isn’t everyone a part of someone else?”
—Budd Schulberg
“If you want to lift yourself up, lift someone else up.” —Booker T. Washington Theme: The Right Thing to Do Film: World Trade Center (PG-13) 0:59 When two New York City Port Authority police officers find themselves trapped in the rubble of September 11, 2001, both they and the people who love them must endure a horrible ordeal before they are finally found. The lessons they learn about life and hope and community will stay with them forever. This 2006 film from Paramount Studios is directed by Oliver Stone, written by Andrea Berloff, and stars Nicholas Cage, Michael Peña, Maggie Gyllenhaal, Maria Bello, Stephen Dorff, Jay Hernandez, and Michael Shannon. Teaser Question: What qualities define a good citizen? Going Deeper: Have people ever looked down upon you because of how you look or act? Have you ever treated someone unkindly because of how they looked or acted? “Today we are afraid of simple words like goodness and mercy and kindness. We don’t believe in the good old words because we don’t believe in good old values anymore. And that’s why the world is sick.” —Lin Yutang I don’t think of all the misery, but of all the beauty that still remains. —Anne Frank 15
Theme: Who Are We? Film: Spirit of America (Not Rated) 3:08 This 2002 montage is directed by Chuck Workman and features brief clips from over 110 films, all focusing on different aspects of the American identity. It was featured on the 2004 Academy Awards, and included in a thirty-minute school program cosponsored by the American Association of School Counselors. Teaser Question: What is the Spirit of America? Going Deeper: What would you give up for a friend who has earned your respect? How important is self-respect in earning the respect of others? “America is the greatest, freest and most decent society in existence. It is an oasis of goodness in a desert of cynicism and barbarism. This country, once an experiment unique in the world, is now the last best hope for the world.” —Dinesh D’Souza “There is nothing wrong with America that cannot be cured by what is right with America.” —Bill Clinton
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Moving students to action.
Suggested activities to engage the students more deeply with the issues raised by the film clips.
Character “Word Wall”
A “word wall” can help your students develop/build their vocabulary in terms of meaning, context, and relevance. The words below come directly from the video clips or the question prompt at the end of each clip. Developing a word wall is a great way to introduce key vocabulary terms at the beginning of a unit or piece by piece as your class explores a unit of study. Honor Pride Citizen Intention
Sacrifice
Community
Integrity
Self-esteem Diversity
Hero
Character
Perseverance
Utilizing Quotes
Use as journal starters and essay prompts. A tool to strengthen student writing, as in supporting a line of thought expressed by the writer. Develop analytical thinking. Quotes are character-based in nature which is common among many state writing tests, the SAT, and many analytical writing prompts. Connect concepts across multiple curricula. Homework discussion starters with parents or guardians. Encourage students to share their own favorite maxim (one 17
they have heard or read before, one passed down as a family favorite, or one used often in class) and reflect upon its meaning and context. Inspire students, teams, or collaborative pairs to develop their own personal “Code of Character” or “team motto” based on one of the quotes. Language Arts: Scribe students’ favorite maxims or motto on the board and have the class interpret it’s meaning. This can then lead to a grammatical analysis of the quote where the students can edit the student’s rendition of the quote for spelling, punctuation, tense and part of speech. History and Social Studies: Have students research or discover who the author of the quote is, where the author came from and when and where the quote may have been said. Look for any special context or history behind the quote. Select a classroom “Quote of the Week” that provides a theme for daily assignments, possibly taken from one of the suggestions above. As students learn and analyze more quotes, they provide great material to use for extra credit questions and assignments. This is an excellent way to keep the quotes fresh and in the mind of the students.
Idea Starters!
1. Have students identify situations where there are everyday opportunities to exhibit honor. 2. As a class write an “Honor Code” for your classroom. Have students help create the code and then sign it. Post in the front of the room and include on all student work. 3. Explore Service Learning and have your students work in 18
groups, or as one whole class come up with a service learning project that relates to anti-bullying or a monthly character trait at your school. 4. Adopt a US soldier as a pen pal for your class, thanking them for the way they are serving you and your country. 5. Celebrate a Classmate activity: Have your students write one nice thing about someone in class who is not necessarily their best friend. Do this three days in a row (or once weekly for three weeks), each time having them write about someone different. Each time read out what was written. 6. Give each student a sheet of paper with the name of every classmate on it. Then next to each name, have your students write one positive word or adjective that describes each person. Once everyone is done collect and compile the list. Make individualized bookmarks for each student and under his/her name at the top of the book mark, write down the list of words that were created for them. 7. Role play different scenarios from each movie, where applicable. Students can demonstrate the right way and wrong way to deal with challenges and adversity. 8. As a class, analyze Bill Clinton’s quote (under Spirit of America) by brainstorming all the things wrong with America and all things great about America. Then draw connecting the positives that could help repair the negatives. (Compare and contrast) 9. Have students list all the ways they have ever failed or come up short in a task or challenge. Ask them how they handled or dealt with that failure, and then as a group discuss other possible ways to deal with those personal challenges! 10. Challenge each student to talk to/ or even eat lunch with, three students that they do not normally speak to or eat with. At the end of the month ask them how that went. 19
11. Sponsor a “Laws of Life” or “Foundations for Life” Essay contest in your school or just for your class, based on the themes in Episode 5. (See, www.LawsofLife.org or http:// charactercounts.org/programs/FFL/index.html ) 12. “Team 2 Care”: Have a school team or form a team of your own to adopt your school’s Special Olympians, as they prepare for their own Olympics throughout your school year. Volunteer to coach, cheer, and lend a hand in any way possible to these schoolmates you might not know as well as some others.
Keeping a Diary
The students can be asked to keep a diary with 27 entries in which they will record their favorite examples of the character trait they saw demonstrated in the clips and examples of how they have or have not shown this character trait in their own lives. Also included are guides to other resources to help you to use these film clips most effectively in your classroom. We hope that this study guide will stimulate your own creativity to help your students grow in their abilities for moral reflection and action.
Fitting Clips to Educational Standards:
In recent years, assessment of the academic progress of students has been standardized through the creation of a set of measurable and obtainable goals or standards. Listed here are sample standards that we believe are fulfilled by utilizing the film clips, teaser questions, and various exercises listed in this guide.
Language Arts Standards (Elementary)
Topic: Listening/Speaking Standard: Recalls, interprets, and summarizes information presented orally. 20
Standard: Uses oral language for different purposes: to inform, to persuade, and to entertain. Standard: Responds to literal, inferential, and evaluative questions on orally presented material. Standard: Acquires new vocabulary in each content area and uses it correctly. Standard: Participates in discussions related to curricular learning in all subject areas. Standard: Determines the meaning of a word based on how it is used in an orally presented sentence. Topic: Writing Standard: Uses a writing process that involves prewriting, drafting, revising, editing (can involve peer editing), proofreading, and publishing. Topic: Literature Standard: Experiences traditional literature through a variety of media.
and
contemporary
Social Studies Standards (Elementary)
Topic: Information Processing Standard: Gathers information through reading, listening, observing and surveying. Standard: Locates and utilizes information from a variety of sources, e.g., books, newspapers, atlases, glossaries, photographs, laser- disks, computer software, others. Standard: Selects and discusses the main idea from a reading passage or listening activity. Standard: Distinguishes between fiction and non-fiction stories. Standard: Analyzes information from two or more sources for agreements, contradictions, facts, and opinions. Topic: Problem Solving Standard: Identifies and states a problem related to topic under study. 21
Standard: Chooses a solution to a problem after supplying the evidence. Standard: Shows respect toward others.
Fine Arts Standards (Elementary)
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing Standard: Identifies and applies dramatic elements of plot, setting, character, and dialogue. Standard: Identifies implicit and explicit main ideas, details, sequences of events, and cause-effect relationships in dramatic presentations. Standard: Describes and demonstrates the role and responsibility of the audience. Standard: Demonstrates an awareness that drama comes from all cultures throughout time and compares and contrasts cultures through drama activities.
Language Arts Standards (Middle & High)
Topic: Listening/Speaking Standard: Follows oral directions and asks questions for clarification. Standard: Listens and responds to various language patterns and literary forms including regional dialects. Standard: Responds to literal, inferential, and critical questions. Standard: Evaluates messages and effects of mass media (film). Topic: Writing Standard: Uses a writing process that involves prewriting, drafting, revising, editing (can involve peer editing), proofreading, and publishing. Standard: Writes paragraphs that include unifying ideas and supporting details (may include topic sentence and clincher sentence). 22
Standard: Produces paragraphs and compositions for a variety of purposes (exposition, description, narration, and persuasion). Standard: Experiments with organization, style, purpose, and audience. Standard: Uses available electronic communication technologies in writing.
Social Studies Standards (Middle & High)
Topic: Cultural Geography Standard: Identifies various ethnic groups in the Americas, Europe, and Oceania, and describes their impact on the development of the regions (e.g., linguistic patterns and cultural contributions). Standard: Assesses cultural expression of art, music, and literature. Standard: Explains how social institutions (religion, government, and economics) influence the attitudes and behaviors of people. Topic: Cultural Geography Standard: Categorizes important social and cultural developments of the Americas, Europe, and Oceania. Topic: Problem Solving Standard: Identifies and defines a problem. Standard: Formulates possible alternatives/solutions to a given problem. Standard: Collects evidence using appropriate, reliable data. Standard: Chooses a reasonable solution from among the various alternatives. Standard: Identifies areas for further study. Standard: Follows established rules. Standard: Shows respect toward others. Standard: Works with a group, following set rules of procedure to complete an assigned task. 23
Standard: Formulates and defends position on issues. Standard: Identifies and uses alternative methods of conflict resolution. Standard: Participates in planning for effective civic actions and demonstrates effective civic actions. Standard: Recognizes the rights of others to present different viewpoints.
Fine Arts Standards (Middle & High)
Topic: Artistic Skills and Knowledge: Creating, Performing, Producing Standard: Demonstrates social discipline and appropriate group contribution. Standard: Uses imagination to form and express thought, feeling, and character.
Character-related Standards
Standard: Retells stories that illustrate positive character traits and will explain how the people in the stories show the qualities of honesty, patriotism, loyalty, courtesy, respect, truth, pride, self-control, moderation, and accomplishment. Standard: Gives examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion. Standard: Demonstrates an understanding of good citizenship.
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Special Thanks to: North Carolina Department of Public Instruction Georgia Department of Education Directors Guild of America Screen Actors Guild of America Writers Guild of America American Federation of Musicians Of the United States and Canada Buena Vista Pictures Dimension Films Dreamworks Lions Gate Films Lucasfilm Metro-Goldwyn-Mayer Films Miramax Films New Line Cinema Paramount Pictures Pixar Animation Touchstone Studios Twentieth Century Fox United Artists Universal Pictures Walden Media Walt Disney Pictures Warner Bros. The Weinstein Company
Visit us online at www.FilmClipsOnline.com 25
Film Clips SPIRIT OF AMERICA
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