Documentary Film:

• Title: Happy (2011), NR
  • 1 hr 16 min, Tom Shadyac – executive producer.
• Description: “Happy” was originally inspired by a 2005 New York Times article “A New Measure of Well-Being from a Happy Little Kingdom” by Andrew C. Revkin. In this article the United States was ranked 23rd on a list of the happiest nations in the world, with much poorer countries such as Iceland and Puerto Rico ranking well above the U.S.. “Happy” makes a compelling argument that once basic necessities like food and shelter are provided, economic factors have little to do with overall satisfaction in life. The filmmakers explore some of the non-material roots of happiness using a combination of scientific research and fascinating true human stories. In the process, they discover that while there isn’t a universal formula, everyone can become happier. The film benefits from the huge variety of experiences it examines around the world and is full of positive energy along with a sense of joy regarding the shared human experience. Because of the short length, “Happy” works best as an introduction to the subject, but it presents information in a clear and appealing way that captures student attention and provokes classroom discussion.
• Review: Many students in middle school understand that happiness is a common life goal but are often confused among conflicting messages on how to achieve lifetime satisfaction. By illustrating those who have achieved happiness in a wide variety of lifestyles and in differing environments, the movie supports the idea that happiness extends beyond financial means and material items.
• Clip: Happy
  • <iframe width=”854″ height=”480″ src=”https://www.youtube.com/embed/wZErD8blgw4″ frameborder=”0″ allow=”autoplay; encrypted-media” allowfullscreen></iframe>
• Core Integration:  I would show this documentary as part of an english/writing lesson. Students would use this documentary as a basis for writing an essay about what makes them happy, what activities they take part in that make them happy, and what acts of kindness they will do for others. This will help teach how to write a personal opinion essay broken into the proper components (i.e. introduction, body, conclusion). In order to get ideas for their essay, I would have students take notes throughout the week using diary entries about what made them happy and what they did that made others happy. Writing in a diary will also show students another way they can keep track of their personal mental health and give them an outlet to use.
• Standards:
  • NEHS1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
    • MEH1.8.4:Explain appropriate ways to express needs, wants, emotions, and feelings
      • HBO1: Express feelings in a healthy way
      • HBO2: Engage in activities that are mentally and emotionally healthy
      • HBO3: Prevent and manage interpersonal conflict, in healthy ways
      • HBO4: Prevent and manage emotional stress and anxiety in healthy ways
  • CCSS.ELA-LITERACY.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • CCSS.ELA-LITERACY.W.8.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two).

Popular Film:

• Title: What’s Eating Gilbert Grape (1993), PG-13
  • 1 hr 58 min, Alan C. Blomquist – executive producer
• Description: Gilbert and Arnie live in the small town of Endora, Iowa. It is Gilbert’s responsibility to care for Arnie, his developmentally-delayed brother. Gilbert and his sisters are expected to take care of Arnie and their obese, mentally-ill mother, Bonnie. Bonnie has not left the house since her husband committed suicide 7 years ago. Amy, the oldest sister, does all of the cleaning and cooking for the household. Ellen, the youngest sister, chooses to focus on her appearance to distract her from their dysfunctional family life. Due to his illness, Arnie was not expected to live a long life, but he will soon turn eighteen. The entire family is busily planning his birthday party. Gilbert constantly has to keep a close eye on Arnie, who loves to climb his town’s water tower any chance he has. Gilbert has friends, but his unconventional home life often has him feeling isolated and unsupported. Gilbert meets Becky and her grandmother, who were traveling through Endora for the yearly airstream convention when their RV broke down. They are forced to spend the week in the small town while the RV was repaired. Gilbert develops a crush on Becky and is fascinated by a world beyond his current dreary life. As Gilbert gets closer to Becky, he turns away from his responsibilities at home. On a date with Becky, Gilbert finds that Arnie has gone missing. They find that he has been taken into custody by the town authorities after climbing the water tower. When Bonnie finds out that her son is in jail, she leaves her home for the first time in seven years. At the police station Bonnie is ridiculed for her weight. She successfully gets Arnie out of jail but feels shameful about her appearance. At Arnie’s birthday party, Bonnie refuses to leave her home. She later admits her vulnerability to Gilbert and thanks her son for taking care of their family. After the party, Bonnie decides to go upstairs to her bedroom for the first time in seven years. That night, she passes away in her sleep. The Grape children decide to burn their home with Bonnie inside to avoid ridicule from the community. The film jumps to one year later, and it appears that all of the children have since moved on with their lives. Amy takes a job at a bakery in Des Moines, and Ellen is switching schools. Gilbert and Arnie are awaiting the arrival of the summer campers and the return of Becky with the possibility of starting their lives anew.
• Review: This film addresses many mental health issues including anger, depression, and suicide. The whole Grape family is still healing and dealing with repercussions of their father’s suicide 7 years before. At the beginning of the story, Gilbert is intolerant of his family’s differences. He is aggravated at Ellen’s narcissism, bothered by his mother’s obesity, and annoyed with Arnie’s developmental delay. Gilbert’s intolerance leads him to intense moments of anger. In addition to being Arnie’s caregiver, Gilbert is expected to hold a steady job in order to provide for the family financially. Amy assumes the maternal role. She cooks and cleans the family’s home and assists in its many repairs. It becomes clear that each family member is burdened by their responsibilities. They are still young, and it is evident that their emotional development has been stunted because they have been expected to behave like adults. This film has some scenes that may be a little mature for 8th grade. These scenes could be skipped without sacrificing much of the plot or important mental health topics if the class could not handle them.
• Clip: What’s Eating Gilbert Grape
  • <iframe width=”560″ height=”315″ src=”https://www.youtube.com/embed/Kf-JPkSfjug” frameborder=”0″ allow=”autoplay; encrypted-media” allowfullscreen></iframe>
• Core Integration:  After watching this movie student’s would be asked to write three letters from Gilbert to his sisters or his friends in Endora that reveal where he and Arnie have gone, who they are with and what they have been doing. Describe the status of Gilbert’s mental health and whether or not it has improved. Describe how and where he has found help and the strategies he has tried to control his anger and feelings of isolation. Keep the tone of the letters true to Gilbert’s character and spread the dates of the letters over time.
• Standards:
  • CCSS.ELA-LITERACY.W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
    • CCSS.ELA-LITERACY.W.8.3.A: Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
    • CCSS.ELA-LITERACY.W.8.3.B: Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
    • CCSS.ELA-LITERACY.W.8.3.E: Provide a conclusion that follows from and reflects on the narrated experiences or events.
  • NEHS1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
    • MEH1.8.4:Explain appropriate ways to express needs, wants, emotions, and feelings
      • HBO1: Express feelings in a healthy way
      • HBO2: Engage in activities that are mentally and emotionally healthy
      • HBO3: Prevent and manage interpersonal conflict, in healthy ways
      • HBO4: Prevent and manage emotional stress and anxiety in healthy ways
      • HBO5: Use self-control and impulse-control strategies to promote health
  • NEHS3: Students will demonstrate the ability to access valid information and products and services to enhance health.
    • MEH3.8.4:Describe situations that call for professional mental and emotional health services
    • MEH3.8.5:Determine the availability of valid and reliable mental and emotional health products
    • MEH3.8.6:Access valid and reliable mental and emotional health information from home, school, or community
    • MEH3.8.8:Locate valid and reliable mental and emotional health services