DOCSLIB.ORG

Teaching Through the Simpsons

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teaching Through the Simpsons TEACHING THROUGH THE SIMPSONS Many topics can be taught using episodes of The Simpsons. Below are just some examples of the numerous topics that can be covered using this television show. These episodes can be used in many different ways. • You can outline at the start of Class 1 what topic you are going to explore. You can discuss the key terms and explain a small bit about it, then play the episode. In Class 2 you can hand out the worksheet and ask students to fill it in from watching the episode in the last class. In Class 3 you can then discuss the episode using the questions from the worksheet as a guide. OR • You can introduce the topic at the start of Class 1. You can explain about it and use other material to briefly introduce it. Then you can break the episode into three 10-minute sections that are watched over several classes, as time allows. After each section you can stop the episode and explore what the class have learned so far. At the end of the episode you can then hand out the worksheet. The worksheet should take one class to be answered in an indepth way. In a later class you can discuss in detail all that the episode has shown about the particular topic, using the worksheet as a guide. The episodes with worksheets attached are: 1. ‘Bart Sells His Soul’ – In this episode Bart sells his soul without realising the consequences. Throughout the episode he learns an important lesson about the value of his soul. 2. ‘Homer the Heretic’ – In this episode Homer refuses to go to church with the family. He decides he doesn’t believe in God and religion. Throughout the episode he is taught a very important lesson. 3. ‘In Marge We Trust’ – In this episode Marge feels that she can help the people of Springfield just as well as the Reverend does. However, she soon learns that helping others is not as easy as it seems. 4. ‘The Tree House of Horrors’ – In this episode there are three different ‘mini’ stories. Each story contains an important lesson. 2 Time to Journey Online Resource ‘Bart Sells His Soul’ 1. What is your idea of heaven? 2. What is your idea of hell? 3. Explain Reverend Lovejoy’s threat to the children after mass. 4. What do you think of what Reverend Lovejoy said? 5. It is said that The Simpsons often takes a point of view that is the opposite of what viewers be- lieve, exaggerates it to the point of ridiculousness and hopes that people get it. What is the point of this episode? 6. What is a soul? 7. Do you believe everyone has a soul? Why/why not? 8. What do you think happens to a soul after death? 9. What was Lisa’s view of the soul? 10. What was Milhouses’s view of the soul? 11. What was Bart’s view of the soul? 12. Draw a cartoon version of what you think happens to the soul after death. Write some text un- derneath your cartoon to explain your point of view. Teaching through The Simpsons 3 ‘Homer the Heretic’ 1. What does the word ‘heretic’ mean? 2. How does it relate to Homer in this episode? 3. In this episode, what do you think of the behaviour of Homer as a: • Person • Husband • Father • Neighbour? 4. In what new way does Homer decide to worship God? 5. What did Homer say about Apu and his religion? What do you think of this? 6. Homer had a dream in which God appeared to him. Explain this dream. 7. Why does God give Homer the option to worship in ‘his own way’? 8. Ned Flanders insists that God did not burn down Homer’s house. How does Reverend Lovejoy feel about the issue? 9. Homer is saved by his neighbours, who are all of different religions. Name the religions. 10. What does this tell you about Homer’s neighbours? 11. After Homer is saved, how does he feel about God? 12. What did you think about the ending of the episode? 13. What religious issue/message is dealt with in this episode? 14. Are there any other moral/religious issues in this episode? 4 Time to Journey Online Resource ‘In Marge We Trust’ 1. Explain briefly what happens in this episode, for: • Marge • Homer and the children. 2. What are the religious/moral issues in this episode? Explain. 3. Does the church help you in your daily life? 4. Should the church help you in your daily life? Why/why not? 5. In what ways do members of the church community take responsibility for each other: • In your parish • In the Simpsons’ parish. 6. Why are people sometimes put off helping others? 7. ‘People should look after members of their own religion first.’ Do you agree? Explain. 8. Imagine someone comes to you with a problem. They pour it all out and expect you to respond in some way. How are you going to try to help them? Would it make any difference if the person was not a close friend? Why/why not? 9. At the end of the episode, Reverend Lovejoy entertains the congregation with his exciting sermon. Compare this sermon to the one at the start of the episode. 10. What do you think of sermons at your place of worship? Teaching through The Simpsons 5 ‘Tree House of Horrors’ 1. Explain briefly what happens in each of the three parts of this episode. 2. Part 1 is about Homer selling his soul to the devil. Why, do you think, is Ned Flanders portrayed as the devil? 3. What do you think about the way hell is portrayed in this episode? 4. The selling of a soul was also dealt with in another episode. Compare the two episodes. 5. Part 1 ends with Marge explaining that Homer had given his soul to her on their wedding day; therefore, the devil could not take it. Do you think you can give a significant other your soul? Why/why not? 6 In Part 2 Bart has a dream about his death. Explain the dream. 7. Bart is on his way to school. What happens on the bus? 8. Why doesn’t anyone believe Bart? 9. Can you compare what happened to Bart with the story of ‘The Boy Who Cried Wolf’? Why/why not? 10. Is there a lesson to be learned (religious or other) at the end of Part 2 of this episode? 11. Explain what moral message you think Part 3 might be trying to express. 12. What do you think about the way The Simpsons deals with religion? Explain. .
Load more

Recommended publications
  • Emotional and Linguistic Analysis of Dialogue from Animated Comedies: Homer, Hank, Peter and Kenny Speak
    Emotional and Linguistic Analysis of Dialogue from Animated Comedies: Homer, Hank, Peter and Kenny Speak. by Rose Ann Ko2inski Thesis presented as a partial requirement in the Master of Arts (M.A.) in Human Development School of Graduate Studies Laurentian University Sudbury, Ontario © Rose Ann Kozinski, 2009 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington OttawaONK1A0N4 OttawaONK1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-57666-3 Our file Notre reference ISBN: 978-0-494-57666-3 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non­ support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation.
    [Show full text]
  • Die Flexible Welt Der Simpsons
    BACHELORARBEIT Herr Benjamin Lehmann Die flexible Welt der Simpsons 2012 Fakultät: Medien BACHELORARBEIT Die flexible Welt der Simpsons Autor: Herr Benjamin Lehmann Studiengang: Film und Fernsehen Seminargruppe: FF08w2-B Erstprüfer: Professor Peter Gottschalk Zweitprüfer: Christian Maintz (M.A.) Einreichung: Mittweida, 06.01.2012 Faculty of Media BACHELOR THESIS The flexible world of the Simpsons author: Mr. Benjamin Lehmann course of studies: Film und Fernsehen seminar group: FF08w2-B first examiner: Professor Peter Gottschalk second examiner: Christian Maintz (M.A.) submission: Mittweida, 6th January 2012 Bibliografische Angaben Lehmann, Benjamin: Die flexible Welt der Simpsons The flexible world of the Simpsons 103 Seiten, Hochschule Mittweida, University of Applied Sciences, Fakultät Medien, Bachelorarbeit, 2012 Abstract Die Simpsons sorgen seit mehr als 20 Jahren für subversive Unterhaltung im Zeichentrickformat. Die Serie verbindet realistische Themen mit dem abnormen Witz von Cartoons. Diese Flexibilität ist ein bestimmendes Element in Springfield und erstreckt sich über verschiedene Bereiche der Serie. Die flexible Welt der Simpsons wird in dieser Arbeit unter Berücksichtigung der Auswirkungen auf den Wiedersehenswert der Serie untersucht. 5 Inhaltsverzeichnis Inhaltsverzeichnis ............................................................................................. 5 Abkürzungsverzeichnis .................................................................................... 7 1 Einleitung ...................................................................................................
    [Show full text]
  • The Simpsons “Do Diversity” in the Critical Media Literacy Classroom
    “Peace and Chicken” The Simpsons “do diversity” in the critical media literacy classroom Emma Jane McGillivray Department of Integrated Studies in Education McGill University, Montreal January 2011 A thesis submitted to McGill University in partial fulfilment of the requirements of the degree of Masters of Arts © Emma Jane McGillivray 2011 Library and Archives Bibliothèque et Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'édition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre référence ISBN: 978-0-494-75923-3 Our file Notre référence ISBN: 978-0-494-75923-3 NOTICE: AVIS: The author has granted a non- L'auteur a accordé une licence non exclusive exclusive license allowing Library and permettant à la Bibliothèque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par télécommunication ou par l'Internet, prêter, telecommunication or on the Internet, distribuer et vendre des thèses partout dans le loan, distrbute and sell theses monde, à des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, électronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriété du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette thèse. Ni thesis. Neither the thesis nor la thèse ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent être imprimés ou autrement printed or otherwise reproduced reproduits sans son autorisation.
    [Show full text]
  • SIMPSONS to SOUTH PARK-FILM 4165 (4 Credits) SPRING 2015 Tuesdays 6:00 P.M.-10:00 P.M
    CONTEMPORARY ANIMATION: THE SIMPSONS TO SOUTH PARK-FILM 4165 (4 Credits) SPRING 2015 Tuesdays 6:00 P.M.-10:00 P.M. Social Work 134 Instructor: Steven Pecchia-Bekkum Office Phone: 801-935-9143 E-Mail: [email protected] Office Hours: M-W 3:00 P.M.-5:00 P.M. (FMAB 107C) Course Description: Since it first appeared as a series of short animations on the Tracy Ullman Show (1987), The Simpsons has served as a running commentary on the lives and attitudes of the American people. Its subject matter has touched upon the fabric of American society regarding politics, religion, ethnic identity, disability, sexuality and gender-based issues. Also, this innovative program has delved into the realm of the personal; issues of family, employment, addiction, and death are familiar material found in the program’s narrative. Additionally, The Simpsons has spawned a series of animated programs (South Park, Futurama, Family Guy, Rick and Morty etc.) that have also been instrumental in this reflective look on the world in which we live. The abstraction of animation provides a safe emotional distance from these difficult topics and affords these programs a venue to reflect the true nature of modern American society. Course Objectives: The objective of this course is to provide the intellectual basis for a deeper understanding of The Simpsons, South Park, Futurama, Family Guy, and Rick and Morty within the context of the culture that nurtured these animations. The student will, upon successful completion of this course: (1) recognize cultural references within these animations. (2) correlate narratives to the issues about society that are raised.
    [Show full text]
  • The Id, the Ego and the Superego of the Simpsons
    Hugvísindasvið The Id, the Ego and the Superego of The Simpsons B.A. Essay Stefán Birgir Stefánsson January 2013 University of Iceland School of Humanities Department of English The Id, the Ego and the Superego of The Simpsons B.A. Essay Stefán Birgir Stefánsson Kt.: 090285-2119 Supervisor: Anna Heiða Pálsdóttir January 2013 Abstract The purpose of this essay is to explore three main characters from the popular television series The Simpsons in regards to Sigmund Freud‟s theories in psychoanalytical analysis. This exploration is done because of great interest by the author and the lack of psychoanalytical analysis found connected to The Simpsons television show. The main aim is to show that these three characters, Homer Simpson, Marge Simpson and Ned Flanders, represent Freud‟s three parts of the psyche, the id, the ego and the superego, respectively. Other Freudian terms and ideas are also discussed. Those include: the reality principle, the pleasure principle, anxiety, repression and aggression. For this analysis English translations of Sigmund Freud‟s original texts and other written sources, including psychology textbooks, and a selection of The Simpsons episodes, are used. The character study is split into three chapters, one for each character. The first chapter, which is about Homer Simpson and his controlling id, his oral character, the Oedipus complex and his relationship with his parents, is the longest due to the subchapter on the relationship between him and Marge, the id and the ego. The second chapter is on Marge Simpson, her phobia, anxiety, aggression and repression. In the third and last chapter, Ned Flanders and his superego is studied, mainly through the religious aspect of the character.
    [Show full text]
  • The Simpsons Tapped out - Analysis and Proposed Events Overview
    The Simpsons Tapped Out - Analysis and Proposed Events Overview Players like myself have faithfully enjoyed The Simpsons Tapped Out (TSTO) for several years. The developers have continued to expand the game and provide updates in response to player feedback. This has been evident in tools such as the IRS Building tap radius, the Introduction Unemployment Office Job Manager and the Cut & Paste feature, all of which are greatly appreciated by players and have extended the playability of TSTO for many of us who would have otherwise found the game too tedious to continue once their Springfields grew so large. Notably, as respects Events, positive reactive efforts were identifiable in the 2017 Winter Event and the modified use of craft currency. As evident from the forums, many dedicated and heavily-invested players have grown tired with some of TSTO's stale mechanics and gameplay, as well as the proliferation of uninspired content, much of which has little to no place in Springfield, if even the world of "The Simpsons." This Premise player attitude is often displayed in the later stages of major Events as players begin to sense monotony due to a lack in changes throughout an Event, resulting in a feeling that one is merely grinding through the game to stock up on largely unwanted Items. Content-driven major Events geared toward "The Simpsons" version of Springfield with changes of pace, more like mini-Events, and the Solution addition of new Effects, enabling a variety of looks while injecting a new degree of both familiarity and customization for players. The proposed Events and gameplay changes are steeped in canonical content rather than original content.
    [Show full text]
  • Rethinking Church in Springfield, USA Bible Study and Discussion for a Small Group of Young Adults
    Rethinking Church in Springfield, USA Bible Study and Discussion for a Small Group of Young Adults “What’s the big deal about going to some building every Sunday?” - Homer Simpson in “Homer the Heretic” Preparation: • Locate a copy of the Simpsons episode, “Homer the Heretic.” This episode can be found on the fourth season. It’s the third episode. • A chalkboard, white-board, or big piece of paper to write upon. Likewise, chalk, markers, or other writing utensil. • Make sure you have a remote control or some way to pause the episode as you watch. • Bibles Gathering/Welcome: “Tonight we will be watching an episode of The Simpsons called ‘Homer the Heretic’.” Opening Prayer: Option 1: Dear God, you have called us to be your people. You have called us to love your world. You have called us to be salt and light. Renew our flavor and renew our shimmer for the sake of our neighbor and for the sake your mission for the heart of each person we meet. And, in the end, for the sake of your son, Jesus of Nazareth the Christ. Amen. Option 2: Something else. Watch the Episode: “Homer the Heretic” • Assign one person the task of pausing the episode whenever anyone in the room says “pause.” • Assign a different person to take notes on the chalkboard/whiteboard/big-piece-of-paper. Make sure they have something to write with. • Assign every individual the task of yelling “pause” when they notice something important to them. Once the movie is paused. The individual states what they noticed, and the note taker jots it down.
    [Show full text]
  • Springfield‟ S Sacred Canopy: Religion and Humour in The
    Springfield‟s Sacred Canopy: Religion and Humour in The Simpsons by David Seward Feltmate A thesis presented to the University of Waterloo in fulfillment of the thesis requirement for the degree of Doctor of Philosophy in Religious Studies Waterloo, Ontario, Canada, 2010 ©David Seward Feltmate 2010 AUTHOR'S DECLARATION I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. ii Abstract This dissertation examines religion‟s satirical portrayal in The Simpsons. Building upon a sociological theory of humour developed from Peter Berger‟s sociological theories of knowledge, religion, and humour, it assesses how The Simpsons criticizes America‟s major religious traditions and their social roles. Arguing that the program presents a spectrum of acceptable religious practice, this dissertation demonstrates how The Simpsons constructs its arguments by selectively interpreting each tradition through its most recognizable characteristics and the common sentiments through which those characteristics are interpreted. These “ignorant familiarities” are used as a basis for understanding what Americans presumably know about religion, what is deemed acceptable “religious behaviour” in the public sphere, and what the consequences are for those religions that The Simpsons caricatures. iii Acknowledgements A work of this size does not come to fruition without the help of others. First, I would like to thank my supervisor, Dr. Douglas E. Cowan, for recognizing the value of my work and encouraging me to pursue it. His relentless criticism of my writing has made this dissertation accessible, while his support saved me from despair when I wondered if this was worthwhile.
    [Show full text]
  • Instructor's Guide
    DRAWN TO THE GODS Religion and Humor in The Simpsons, South Park, and Family Guy Instructor’s Guide Dives into a new world of religious satire illuminated through the layers of religion and humor that make up the The Simpsons, South Park, and Family Guy. Drawing on the worldviews put forth by three wildly popular animated shows – The Simpsons, South Park, and Family Guy– David Feltmate demonstrates how ideas about religion’s proper place in American society are communicated through comedy. The book includes discussion of a wide range of American religions, including Protestant and Catholic Christianity, Judaism, Islam, Buddhism, Native American Religions, New Religious Movements, “Spirituality,” Hinduism, and Atheism. Along the way, readers are shown that jokes about religion are influential tools for teaching viewers how to interpret and judge religious people and institutions. Feltmate develops a picture of how each show understands 304 pages | Paper | 978-1-4798-9036-1 Religion and communicates what constitutes good religious practice as well as which traditions they seek to exclude on the basis of Contents: race and ethnicity, stupidity, or danger. From Homer Simpson’s • Chapter Summaries with Discussion Questions spiritual journey during a chili-pepper induced hallucination to and Recommended Episodes South Park’s boxing match between Jesus and Satan to Peter • Questions for Reflection Griffin’s worship of the Fonz, each show uses humor to convey • Supplementary Assignments a broader commentary about the role of religion in public life. Through this examination, an understanding of what it means to "Without a doubt, I will use this delightful, well-researched, well-crafted monograph in my media, religion, and popular culture courses.
    [Show full text]
  • Song Titles with Circular Reference
    Song Titles With Circular Reference Pent-up Renado remunerates that footlights huddles unsympathetically and plodded adhesively. supportablyFootling and when captivated negativism Horatio Rutger prostrate bragging her sanctification uneventfully codsand whites or bead her crazily. henges. Norm often nobble What a treat to see this in print. And if you pick album art that comes from the same creativity you used to make your album, your music will be well represented no matter where it goes. We had no choice. You see that rock? Even in this calm after the storm, the past still weighs on her, leaving her shaken in the present. It is a common misconception. Are you the Northwestern University Overtones or The Overtones of Northwestern University? Our son, the stirrer! What was it like to sting someone? They were just a joke. Not the best known record on this list, but in some ways the most groundbreaking one. There must be someone with the kind of voice Garcia was hearing in his head. As music and literature have been merging over the past few decades, there are a handful of examples of circular narratives in the music world. If the deficiency has been cured, the mechanical licensing collective shall so confirm in writing, and the license shall be effective as of the date that the original notice of license was provided by the digital music provider. Ina Gadda da Vida and. This is a rock group! The simplest of design. You a mosquito, you in trouble. Interim application of accrued royalties. Oould you slow down? Grand Funk at No.
    [Show full text]
  • Day Day One August 21
    Thursday Day One August 21 2p 8:30p 9:9:9: "Life on the Fast Lane" :2222: :22"Itchy and Scratchy and Marge" 2:30p 9p :0110: :01"Homer's Night Out" :3223: :32"Bart Gets Hit by a Car" 3p 9:30p :1111: :11"The Crêpes of Wrath" :4224: :42"One Fish, Two Fish, Blowfish, Blue Fish" 3:30p :2112: :21"Krusty Gets Busted" 10p :5225: :52"The Way We Was" 4p :3113: :31"Some Enchanted Evening" 10:30p :6226: :62"Homer vs. Lisa and the 8th Commandment" Season 2: 1990 -1991 Season 1: 1989 -1990 11p 4:30p 10a :4114: :41"Bart Gets an 'F'" :7227: :72"Principal Charming" 1:1:1: "Simpsons Roasting on an Open Fire" 11:30p 5p 10:30a :5115: :51"Simpson and Delilah" :8228: :82"Oh Brother, Where Art Thou?" 2:2:2: "Bart the Genius" 5:30p 11a :6116: :61"Treehouse of Horror" 3:3:3: "Homer's Odyssey" 6p 11:30a :7117: :71"Two Cars in Every Garage and Three Eyes on Every Fish" 4:4:4: "There's No Disgrace Like Home" 12p 6:30p 5:5:5: "Bart the General" :8118: :81"Dancin' Homer" 12:30p 7p 6:6:6: "Moaning Lisa" :9119: :91"Dead Putting Society" 1p 7:30p 7:7:7: "The Call of the Simpsons" :0220: :02"Bart vs. Thanksgiving" 1:30p 8p 8:8:8: "The Telltale Head" :1221: :12"Bart the Daredevil" Friday Day Two August 22 6a 1p 5p Season 2: 1990 -1991 (cont'd) 414141:41 ::: "Like Father, Like Clown" 555555:55 ::: "Colonel Homer" 636363:63 ::: "Lisa the Beauty Queen" 12a 292929:29 ::: "Bart's Dog Gets an "F"" 6:30a 1:30p 5:30p 424242:42 ::: "Treehouse of Horror II" 565656:56 ::: "Black Widower" 646464:64 ::: "Treehouse of Horror III" 12:30a 303030:30 ::: "Old Money" 7a 2p 6p 434343:43 :::
    [Show full text]
  • September Morn.Scw
    THE SIMPSONS "SEPTEMBER MORN" WRITTEN By DANA L GOUDREAULT Page 2. Act One SCENE 1 FADE IN: EXT. A BRIGHT BLUE SKY - MORNING Unlike any other Simpsons opening, a bright blue screen is held for the opening moments as the voice of Lisa Simpson is heard. LISA It's been many years since that fateful day in September, when the lives of so many of us on this planet were changed forever in a matter of minutes, the reverberations of those cataclysmic moments still being felt throughout the world today and will continue to do so for many generations to come. LISA (CONT'D) Every person has a personal insight into the tragedy, every family a story of how things were before and after the events that struck New York, Washington, and a small field in Shanksville Pennsylvania. The list seems endless of communities that were affected by the loss of so many people on that day who were from other parts of the country, the world even, whose family members and friends continue to mourn their loss. Page 3. LISA (CONT'D) This is my personal recollection of the events of that day, September 11th, 2001 and how they affected the lives of people here in Springfield. Oddly enough, as tragedy was about to befall us, my family, like most others, started out that tuesday morning like any other, though my last recollection of that morning before the tragedy struck is of my Mom uncharacteristicly striking my Dad with, of all things, a frying pan...and right in the presense of our neighbor, Mr.
    [Show full text]