study guide - sony pictures...
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STUDY GUIDEA COMPANION GUIDE TO THE DOCUMENTARY FILM, "THE EAGLE HUNTRESS,"
FOR EDUCATORS, GRADES 6 -12, TO BUILD:
SELF-ESTEEM | BELONGING | GENDER EQUITY
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TABLE OF CONTENTS
About the Filmmakers..........................................................................................P.2
About THE EAGLE HUNTRESS.............................................................................P.3
About this Study Guide........................................................................................P.4
Background information......................................................................................P.5 • Eagle Hunting • The Kazakh People • ProfileofMongolia • Definitions
Preparing Students for the Screening...................................................................P.9
Discussion Guide...............................................................................................P.10
Activities............................................................................................................P.12 • ActivityOne:FosteringaPositiveSelf-Concept/Identity • ActivityTwo:UnderstandingHowOurIdentityis shapedbyothers • ActivityThree:BelongingtoCommunity • ActivityFour:AnalyzingGenderBias/Stereotyping • Activity Five: Reaching Our Full Potential
Curricular Extensions.........................................................................................P.22 • Journaling • ConnectionstoLiterature
Additional Resources.........................................................................................P.23
Educational Standards........................................................................................P.24
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ABOUT THE FILMMAKERSTHEEAGLEHUNTRESSisexecutiveproducedandnarratedbySTARWARS’sDaisyRidley.LikeRidley’scharacter“Rey,”Aisholpanneverdoubtsherabilitytobeasstrongorbraveasanyboy.Sherecognizesnoobstaclesandrefusestohaveherambitiondenied.Whileshepracticesanancientart,Aisholpan’sstoryisamodernandinspiringonebecausesherepresentsaworldwhereayounggirl’sdreams—nomatterhowchallenging—cancometrue.
DirectedbyOttoBell,THEEAGLEHUNTRESSisnarratedbyDaisyRidley,executiveproducedbyRidleyandMorganSpurlock,andproducedbyStacyReiss,SharonChangandOttoBell.ThedirectorofphotographyisSimonNiblett,theeditorisPierreTakalandthefilmfeaturesastirringendcreditssong,“AngelbytheWings,”bySia.
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ABOUT THE EAGLE HUNTRESS
THEEAGLEHUNTRESSfollowsAisholopan,a13-year-oldgirl,asshetrainstobecomethefirstfemaleintwelvegenerationsofherKazakhfamilytobecomeaneaglehunter,andrisestothepinnacleofatraditionthathasbeenhandeddownfromfathertosonforcenturies.
SetagainstthebreathtakingexpanseoftheMongoliansteppe,THEEAGLEHUNTRESSfeaturessomeofthemostawe-inspiringcinematographyevercapturedinadocumentary,givingthisintimatetaleofayounggirl’squestthedramaticforceofanepicnarrativefilm.
WhiletherearemanyoldKazakheaglehunterswhovehementlyrejecttheideaofanyfemaletakingpartintheirancienttradition,Aisholpan’sfatherNurgaivbelievesthatagirlcandoanythingaboycan,aslongasshe’sdetermined.
ThestorybeginsafterAisholpanhasbeentrainingwithherfather’seagleformanymonths.Aseveryeaglecanonlyhaveonemaster,thetimehascomeforAisholpantocaptureaneagleofherown.Clamberingdownasheerrockcliffwitharope,Aisholpanretrievesafledglingeaglefromitsnestasitsmothercirclesoverhead.Hereaglewilllive,train,andhuntwithher,untilshereleasesitintothewildyearslater,sothecycleoflifecancontinue.
Aftermonthsoftraininghereaglewithherfather,Aisholpanisreadytotestherabilities.Sheentersarenownedcompetition,theGoldenEagleFestival,andfacesoffagainst70ofthegreatestKazakheaglehuntersinMongolia.
Themostarduouschallengeisyettocome,astherite-of-passageforeveryyoungeaglehunteristotakepartinahunt.Aisholpanmustridewithherfatherdeepintothefrigidmountainsandendure40belowzerotemperaturesandperilouslandscapestoprovesheisatrueeaglehuntress.
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ABOUT THIS STUDY GUIDE
Thankyouforincludingthedocumentaryfilm,THEEAGLEHUNTRESS,inyourclassroom.Thefilmandthecompanionstudyguidecanserveaspowerfulcurriculartoolstoencouragestudentsage12-17tothinkcritically,discussandreflectonthemesthatarecrucialtoadolescentdevelopment,including:
• BuildingIdentity • Belonging • RolesinSociety • GenderBias/Stereotyping • PersonalEmpowerment
RATIONALEDuringadolescence,studentsareintheprocessofdiscoveringwhotheyare,wheretheybelongandwhattheywanttobecome.Thequestionsthatcanarisearoundidentitydevelopmentareoftendeeplypersonalandhighlycomplex.Findingamechanismthatenablesstudentstoshareopenly,contributeideasandtakerisksintheclassroomisimportantbutoftenchallenging.THEEAGLEHUNTRESScanservethispurposebyencouragingstudentsto:
• Exploreanewculturethatisbothsimilaranddifferentfromthantheirown. • Identifywiththechallengesapeerconfrontswhilepursuingadream. • Findcommonalitiesandintersectionswithaprotagonistwhoisanordinarypersondoing extraordinarythings. • Relatetoapositiverolemodelwhodisplaysmanyofthevaluesoursocietyhopestoinstill inyoungpeople,including:self-determination,courage,conviction,resolvetoreachher goalsandrelentlesscommitmenttoexpressinghertrueself.
ORGANIZATION Thisstudyguideincludesavarietyofinformationandresourcestoalloweducatorsflexibilityinitsuse.Materialscanbetailoredtoalignwiththelearningobjectivesofeachclassroom,including:assessmentofstudents’individualneedsandlevels,differencesinbackgroundknowledge,aswellastimepermittedinthecurricularcalendar.Thediscussionguideand/oractivitiescanbeusedtocreateasinglelessonoranentireunitofstudy,dependingonclassroomlearninggoals.Inaddition,theguideprovidesoptionstobroadenthescopeofthecurriculumincluding:backgroundinformation,aglossary,possiblecurricularextensions,resourcesforadditionalinformationandrelevantnationalstandards.
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BACKGROUND INFORMATION
EAGLE HUNTINGFalconryhasbeendatedtothe3rdCenturyB.C.intheChineseHanDynasty,butnotallscholarsagreeonwhenpeopleontheEurasiansteppefirstbeganhuntingwitheagles.MarcoPolowroteabouthowKublaiKhan(GenghisKhan’sgrandson),1215-1294,huntedwiththousandsoffalconers,includinggoldeneagles.WeknowthatKazakhnomadshavehuntedeaglesforcenturies.Aisholpan’sfatherNurgaivknowsthenamesofteneaglehuntersinhisfamilybeforehim—Aisholpanisapartofthe12thgeneration.
HuntingwitheagleshasalwaysbeenuniquetoEurasia,andithasonlybeenpracticedbytheKazakhandKyrgzpeople.EaglehuntingiscurrentlypracticedbyKazakhsinBayon-Ölgii,Mongolia,aswellasinKazakhstan,andtheSaurandAltairangesinXinjiang,China.ThetraditionisalsokeptupbytheKyrgzpeopleinKyrgyzstanandAkqi,Xinjiang,China,andtheTurkmeninTurkmenistan.
Thesepeoplestraditionallyhuntwithgoldeneagles,oneofthefastestmovinganimalsonearth,capableofreachingspeedsofupto190milesperhour.Interestingly,foranactivitythathasbeenpursuedforcenturiesbymen,theeaglehunterssolelyusefemaleeagles,becausetheyarelargerandfiercer.Theyweighupto15poundsandaverageaboutthreefeettallwithverybroadwingsthatcanspanoversixfeet.Goldeneagleskilltheirpreyusingtheirrazorsharptalons,whicharepowerfulenoughtobreakbones.Eaglehuntingtakesplaceinwinter,usuallyfromNovemberthroughFebruary,whenitiseasiertoseethefoxesandotherpreyagainstthesnow.
Takingpartinahuntistherite-of-passageforayoungbürkitshi(eaglehunter),likeAisholpan.YoungeaglehuntersoftencompeteintheGoldenEagleFestivalinOlgii,whichwasestablishedin1999andwhichAisholpanwoninherfirstcompetition.
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THE KAZAKH PEOPLEKazakhs(akaQazaqs)aredescendantsofnomadswhohaveroamedthelandbetweentheAltaiMountainsandtheBlackseaforcenturies,herdingsheep,goats,camels,yaks,horses,andcattle.Thefoundationoftheirsocietywastribesofextendedfamiliesledbymaleelders.Today,mostKazakhfamiliesaretermedsemi-nomadicbecausetheyonlymoveseasonally,uptofourtimeseachyear.
In1911,Mongolia’sleaderBogdKhanacceptedtheKazakhsascitizensofMongolia,andagreedtodesignatetheareaforthemtosettle.AfterMongoliabecameaCommunistcountryin1924,leaderKhorloogiinChoibalsanledabrutalpurgeofKazakhs,Buddhists,andothers,confiscatingtheirpropertiesandanimals,aswellaskillingover30,000people.
WhenKazakhstandeclaredindependencein1991,theywelcomedallKazakhsinthediasporatoreturn.Over70,000MongolianKazakhsdidso,andonly100,000remaintoday.KazakhsarestillthelargestethnicminorityinMongolia,representingfourpercentofthepopulation.TheyhavetheirownKazakhlanguage,whichbelongstotheTurkicfamilyoflanguages,andarepredominantlyMuslim,whereasthemajorityofMongoliansareBuddhistornon-religious.NinetypercentoftheKazakhsliveinBayan-Ölgii,andtherestlivemostlyinKhovdProvinceandUlaanbaatar,thenation’scapital.
Kazakhculturehastraditionallyheldrigidideasabouttherolesofmenandwomen—menherd,andwomencookandcareforchildren.Butastimehaspassed,Kazakhnomads,despitetheirphysicalisolation,havebecomeincreasingawareofandinfluencedbythemodernworld,includingmoreprogressiveideasaboutwomen.The1924constitutionmandatedequalityofthesexes,and,overthedecades,thereweremorefemaleuniversitygraduatesthanmale.AsurbanMongolianwomenfoughtdeeplyengrainedsexisminthe1990sandbecamelawyers,politicians,filmproducers,authors,journalists,andathletes,wordtraveledtothecountrysidethroughfamilymembers,tourism,andtechnologylikecellphones.Overtime,attitudesaboutgenderhavebeguntorelaxamongsomeruralKazakhs,likeAisholpan’sfamily,althoughmanydeeplypatriarchalcustomsendure.
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PROFILE OF MONGOLIA MongoliaisalandlockednationinAsia,whichsharesborderswithChinaandRussia.It’sasparselypopulatedcountryknownforitslackofarablelandandruggedterrain.Fortypercentofitspeopleareatleastsemi-nomadic,traversingthegrassysteppesonhorsebackwithmountainsbothnorthandwest,andtheGobiDesertalongthesouth.
GeographicArea:603,909sqmi
Capital:Ulaanbaatar
Population:Threemillion
OfficialLanguages:MongolianCyrillic,MongolianScript
EthnicMakeup:96%Mongol,4%Kazakh
Religion:53%Buddhist,4%Shamanism,3%Islam
Government:Unitarysemi-presidentialrepublic
Currency:Togrog Sources:https://en.wikipedia.org/wiki/Mongolia,http://www.bbc.com/news/world-asia-pacific-15460525
DEFINITIONS
FROM THE KAZAKH LANGUAGE
Bürkit: Eagle
Bürkitshi: Eagle Hunter
Tomagha:Leatherhoodwornbytheeagletokeepitcalm.
Baldaq: AY-shapedwoodenrestattachedtoahorse’ssaddletoserveasaperchforeaglestorideontherightarmoftheirmaster/mistress.
KAZAKH CULTURAL TERMS
Ger:TraditionalKazakhdwelling,whichisaroundstructureconsistingofeasilyremovablewalls,polesandaceilingcoveredwithcanvasandfelt,tightenedwithropesanddesignedtobesturdyenoughforrepeateddismantlingandre-assemblage.
Tribe:Intraditionalsociety,familiesorcommunitieswhoshareacommoncultureorlanguageandsocial,religious,economicorbloodties.
Nomadic:Livingwithoutapermanentdwellingandmovingseasonallytofindfood,waterand/orgrazingland.
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STUDY TERMS Culture:Asociety’sbeliefs,customs,arts,andhumanintellectualachievements.
Patriarchy:Asocietalsystem,inwhichmenholdauthorityorpositionsfromwhichwomenareeithersegregatedorexcluded.
Custom:Anacceptedbeliefabouthowtolook,behaveoractinaspecificsociety,timeorplace.
Community:Peoplelivinginthesameplaceorsharingaparticularcharacteristicincommon,suchaslanguage,race,religion,attitudes,goalsorinterests.
Tradition:Customs,beliefsorvaluesthataretransmittedfromgenerationtogeneration.Traditionscancreatesocialcohesion,clearlydefinedexpectationsofhowtolook,actorthinkand/orasenseofbelonginginasociety.Theycanalsolimitaperson’sabilitytofullyparticipateinsocietyandexpresshisorhertrueself.
Traditional Roles:Societalexpectationsaboutourroles,behaviorsandrelationshipsthataredefinedbyrace,religion,age,genderandotherlimitingcharacteristics.Theyarelearnedandvarybyculture.
Self-Concept:Howoneseeoneselforself-imagebasedonstrengths,weaknesses,status,etc.
Identity:Asetofchangeablecharacteristicsthatmakeupwhoweare,whatweliketodoandhowwepresentourselvestotheworld.Thesecharacteristicsincludeinterests,personalitycharacteristicsandvalues.
Gender Bias/Stereotyping:Rigidbeliefsaboutgenderbasedongeneralizedcharacteristics.Genderbias/stereotypingcaninfluencehowapersonbehaves,looksorfeels.Theycanleadtostigmaordiscriminationtowardspeoplewhodonotorcannotdisplaythegendernormsexpectedbysociety.
Gender Equity:Aconditioninwhichallpeoplehavefullaccesstotherightsandopportunitiesasocietyhastooffer,regardlessofgender.
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PREPARING STUDENTS FOR THE SCREENING
1. ProvideasynopsisofTHEEAGLEHUNTRESS(seeAboutTHEEAGLEHUNTRESSsection).2. Providerelevantbackgroundinformation(seeBackgroundInformationsection).3. Previewrelevantdefinitions(seeDefinitionssection).4. Engagestudent’sbackgroundknowledgebyaskingstudentstoconsiderthe
followingbeforethescreening: •HowdoyouimaginelifeinMongolia? •TheartistSia,providedtheclosingsong,“AngelontheWing”forTHEEAGLEHUNTRESS (canplaysongorapartofit).Initsrefrain,sherepeatsthephrase“Youcandoanything.” •Doyouagreeordisagreewiththisstatement? •Doyouagreeordisagreethatstereotypescanlimitourabilitytoreachourpotential?
5. Createfilm-to-selfconnectionsbyaskingstudentstoconsiderthefollowingduringthescreening: •HowisAisholpan’slifethesameanddifferentfromyourown?Thinkspecificallyabout culturalelements,including:friends,family,community,food,education,technology, popularculture,rituals,andactivities. •WhatcharacteristicsdoesAisholpanhavethathelpheronherjourneytobecoming aneaglehuntress? •ConsiderhowAisholpanissupportedandchallengedduringherjourneyto becominganeaglehuntress. •HaveyoueverwantedtodoorbecomesomethinginyourlifelikeAisholpan?Whatkind ofcommitmentdiditrequire?Inwhatwayswereyousupportedorchallenged?
Recordkeyresponsesontheboardorhavestudentsreflectinwriting.EncouragestudentstotakenotesrelatingtothesequestionsandanythingelsethatstandsouttothemaboutTHEEAGLEHUNTRESSduringthescreening.
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DISCUSSION GUIDEWhatwerethefilmmakerstryingtosayinTHE EAGLEHUNTRESS?
Whatwasitliketowatchapeerpursuingadream?DoyouconsiderAisholpanarolemodel?Whyorwhynot?
WhatwordscometomindwhenyouthinkofAisholpan?
Howdidthesecharacteristicshelphertobecomeaneaglehuntress?
Arethesecharacteristicsworthadmiring?Whichonesdoyouthinkaremostnecessarytopursuingadream?
Haveyoudisplayedanyofthesecharacteristicswhilepursuingadream?Arethereanycharacteristicsthatyouwouldliketodevelop?
DoyoubelievethesecharacteristicsareuniversallyhumanorspecifictoAisholpan’sculture?
HowdoyouthinkAisholpanviewedherself?Howdidherpositiveself-concepthelpherachievehergoal?
BeingthefirsteaglehuntressinMongoliadefiedtraditionandthetraditionalrolesofKazakhculture.HowwasAisholpanabletoforgeanidentitydifferentfromtheexpectationsofhertribe?
Whatspecialchallengesdidshefacebecauseshewasyoung?Becauseshewasagirl?
HowdidtheElderslabelhernegativelybecauseofhergender?Howdidsherespondtothestereotypes?
People,groupsandinstitutionscanattachlabelstousthataredifferentfromhowwewoulddescribeourselves.Howareouridentitiesinfluencedbyhowwethinkothersseeus?
Inwhatwaysdotraditionalrolesinoursocietylimitpeoplefromreachingtheirfullpotential?Howimportantisittobelieveinyourself?Howimportantisittohaveotherpeoplebelieveinyou?
AisholpanreceiveddifferentmessagesfromherfamilyandtheEldersaboutagirl’splaceinsociety.Whatmessageshaveyougottengrowingupabouthowboysaresupposedtobeorhowgirlsare
supposedtobe?Fromyourfamily?Yourculture?Otherstudents?Yourfriends?Yourteachers?Havethesemessageseverbeenatoddswitheachother?
Aisholpanbrokeagenderbarrierbybecomingthefirstfemaleeaglehuntress.DopeoplelikeAisholpanpavethewayforgenderequityinasociety?Dowehavegenderequityinoursociety?Whatwouldittaketogetthere?
WhatroledidherfamilyplayinAisholpanbecominganeaglehuntress?
HowdidherfamilycontributetoAisholpan’spositiveself-concept?Howdidsherelyontheserelationshipsinherpursuitofadream?
CouldshehavebecomeanEagleHuntresswithouttheguidanceofherfather?Herfamily?Whyorwhynot?
Atwhatpointsdidherfather’sencouragementhelpherthemost?Thesupportofherfamily?
ThefilmmakersshowedAisholpaninotherrolesinherlifebesidesbecominganeaglehuntress.WhatweresomeoftherolesthatAisholpanhadinthefilm?Howweretheysimilarordifferentfromtheroleswetakeoninoursociety?
Ouridentitiesaremadeupofthemanydifferentroleswetakeoninourlives.OneofAisholpan’sroleswasasafriendandaclassmate.HowdidAisholpan’sfriend’srespondtoherdesiretobeaneaglehuntress?
Althoughherfriendsseemedsupportive,Aisholpanwastheonlyoneofherfriend’slearningtobeaneaglehuntress.Doyouthinkitwouldbehardtobetheonlyoneofyourpeerspursuingacertaingoal?
DidAisholpanactdifferentlyinhermanyroles?Whatinfluencedherbehavior?Dopeopleinoursocietyeveractdifferentlybasedonthedifferentrolesandactivitiestheydo?
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Thinkoftherolesthatyoutakeoninyourlife.Doyoubehavedifferentlydependingontherolesandactivitiesyoudo?
EventhoughAisholpanwasbreakingtraditionbybecomingthefirstgirltohunteaglesinMongolia,shealsosoughttobelongtothetraditionofeaglehunters.Inthefilm,shesays,“Becauseallofthemeninmyfamilyhavebeeneaglehunters,it’smydreamtobecomethefirsteaglehuntressinMongolia.”Inwhatwayswassheseekingtobelongtoatradition,andinwhatwayswasshestandingoutsideoftraditionalrolesbybecominganeaglehuntress?
Inthefilm,Aisholpan’sfathersaid“SinceAisholpanisagirl,itwasimportantthatherridingandhuntingstylesareflawless.”Doyouthinkit’sfairthat,becauseshewasagirl,shemighthavebeenheldtoahigherstandardthanhermalecounterpartstobeacceptedbytheeaglehuntingcommunity?
AisholpanwasacceptedasanEagleHuntressduringthecompetitionaftershewonthecompetition.Doyouthinkshewouldhavebeenaccepted,ifshehadn’tshowngreatskillandtalent?Doyouthinkitisnecessaryforsomeonetobetalentedtobeaccepted?
TheKazakhpeopleareatraditionalsocietywithfewmoderninfluences.Howaretraditionalsocietiesandmodernsocietiessimilaranddifferent?Howdoestheirisolatedgeographyinfluencethespeedatwhichtheirbeliefsorvalueschangeorgrow?
ThetraditionofeaglehuntingintheKazakhcultureishundredsofyearsold.Dowehaveanytraditionsinoursocietythatarethatold?Whatdoesitmeanifyoudonotsharethetraditionsorbeliefsofthedominantculture?Doesitmeanyoudon’tbelong?Inwhatwaysdoesitmakeiteasierorhardertoforgeanidentity?
EaglehuntinginKazakhcultureistraditionallymale.ManyactivitiesinKazakhcultureadhereto
patriarchalideasabouttherolesofmenandwomen.Werethereotherwaysinthefilmthatpeopleadheredtorigidideasaboutwhatmenandwomenaresupposedtodo,orhowtheyaresupposedtobehave?Arethereanywaysinwhichourculturedefinestherolesofmenandwomenintraditionalways?
TheElderssuggestedthatAisholpanwasacceptedduringtheeaglehuntingcompetitionbecauseoftheinfluenceoftourists.DoyoubelievethatWesterninfluenceshadanimpactonAisholpanbeingacceptedasanEagleHuntress?Areoutsideinfluencesonatraditionalcultureadvantageousornot?
TheEldersstilldidnotacceptAisholpanasaneaglehuntress,evenaftershewonthecompetition.Theysaidsheneededtoactuallyhuntafoxinthewilderness.Aisholpanwasnotdeterredbythis.Shesaid,“IwillprovethatIamarealeaglehuntress.”Aretherewaysthatnegativevoicescanactuallychallengeapersontoaccomplishagoal?Doyoubelieveshewouldhavehadthestrengthtoignorethesenegativevoiceswithoutthesupportofherfamily?
Howdotechnologicaladvances,socialmediaandpopularcultureinfluenceidentity?Howhavetheyinfluencedyouridentity?Howareyourvalues,beliefsandrolessimilaranddifferentfromgenerationsbeforeyou?
ContrarytotheElders,Aisholpanandherfamilybelievedthatanythingispossible,regardlessofgender.DidthissupporthelpAisholpanpursueherdream?Doyoubelievethatanythingispossible?
Books,music,films,socialmediaandpopularculturecaninfluencehowweidentifyourselves.TheSiasong,“AngelontheWing,”assertsthat“Youcandoanything.”Doyouagreeordisagreewiththismessage?Inwhatwaysdoesmusicandothermediaeitherreinforcetraditionalvaluesorencourageindividualexpression?
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ACTIVITIES
Activity One: Fostering a Positive Self-Concept/Identity
LEARNING OBJECTIVES • Studentswillunderstandthemeaningofself-conceptandidentity. • Studentswillidentifycharacteristicsthatleadtoapositiveself-concept andinfluenceouridentity. • Studentswillidentifycharacteristicsneededtoaccomplishagoal. • Studentswillunderstandthatthesecharacteristicscantranscendaparticularcultureandsociety.
MATERIALS/PREPARATION • Definitions:Culture,Self-Concept,Identity • PersonalityCharacteristicsList • WritingAssignmentPrompt
GROUP LESSONAskstudentstolistsomeofthecharacteristicsthatAisholpandisplayedthathelpedheraccomplishhergoalofbecominganeaglehuntress(seePersonalityCharacteristicsListbelow).Recordkeyresponsesontheboard,orpromptfromPersonalityCharacteristicsList.AskiftheythoughtAisholpanbelievedinherselfand/orhadastrongsenseofself.Explainthatmanyofthesecharacteristicswerepartofherself-concept,andthatsheidentifiedherselfasbeingcapableofachievingagoal.
ExplainthatlikeAisholpan,partoftheirself-conceptandidentityismadeupofthethingsthattheybelieveaboutthemselves,andwhattheythinktheycanandcannotdo.Askthemtothinkofsomethingthattheyaregoodatdoing(examples:ahobby,anactivity,asport,anacademicsubject,aschoolassignment,beingagoodfriend,supportingafamilymember,communityservice),andtothinkofthecharacteristicsthatittooktobegoodatit.Introducethewritingassignment.
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WRITING ASSIGNMENT PROMPT • Writeadescriptionofsomethingyouaregoodatdoing.Whatdidittakeforyoutosucceed? Includeasmuchdetailaspossibleincluding:howmuchtimeittook,whattalentsyou havethatmadeyougoodatit,whatskillsyouneededtodevelop,whatyouneededto learnorpractice,anychallengesyoufaced,whyyouareproudofyouraccomplishment. • Whatpersonalitycharacteristicsdidyoudisplaytoaccomplishthatgoal? (usecharacteristicsgeneratedduringclassdiscussionoranyothersthatapply.) • Whatarethecharacteristicsofwhichyouaremostproud? • Didyoubelieveinyourself?Howdidapositiveself-concepthelpyouaccomplishyourgoal? • Howdidachievingthegoalcontributetoyouridentityinapositiveway?Didyoufeel morecapableafterachievingyourgoal?Inwhatways? • Arethereanyothercharacteristicsthatyouwouldliketodevelopfurther?
LESSON CLOSUREBringstudentstogethertodiscusstheirwriting.Seeiftheirarecommoncharacteristicsthatstudentslistedthatwereessentialtodevelopingacompetency.SeewhatcharacteristicstheysaidthattheysharedwithAisholpan(e.g.toanalyzeifqualitiesareculturally-specificoruniversal).Seeiftherearecommoncharacteristicsthatstudentswouldliketodevelop.BrainstormwaysthatthesecanbedevelopedbythinkingabouthowAisholpanaccomplishedhergoal.Recordkeyresponsesontheboard.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathattheiridentitiesareinfluencedbythewaysthattheyseethemselves,andhowapositiveself-conceptisnecessarytoachievegoals.
Strong Active Brave
Ambitious Independent Intelligent
Clever Cooperative Assertive
Detailed Courageous Understanding
Adventurous Agile Self-Sufficient
Reliable Responsible Muscular
Confident Competent Optimistic
Graceful Capable Skilled
Joyful Goal-Oriented Risk-Taker
Determined Rebel Commitment
Bold Free Persistent
SAMPLE PERSONALITY CHARACTERISTICS
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Activity Two: Understanding How Our Identity is Shaped by Others
LEARNING OBJECTIVES • Studentswillunderstandthatidentityissociallyconstructed. • Studentswillunderstandthatidentityisinfluencedbyothersandthatthevaluesof differentpeople,groupsandinstitutionscanbeconflicting. • Studentswillseetherelationshipbetweentheindividualandthegroup.
MATERIALS/PREPARATION • Definitions:Culture,Self-Concept,Identity,Tradition,TraditionalRoles,Custom, GenderBias/Stereotyping • T-Chartwith“Family”ononesideand“Elders”ontheother.Possiblequotesfromfilmto includeonthechart:
Family “She(Aisholpan)decidedonherowntobeaneaglehunter.AndIbelieveit’sawoman’s righttochoose.” “Ithinkboysandgirlsareequal.” “SometimesIworry,peoplemightthinkit’sstrangebecauseshedoessomethingthatmen usuallydo.Butsheshowsextraordinarystrength,regardlessofhergender.” “Ijustwantmydaughtertoloveherlife.” “Girlscandoanythingboyscaniftheytry.” “Youprovedyourselftoday.Youwereasbraveasanyman.” “Sheisaverybraveandcourageousgirl.”
Elders “Girlsdonothunteagles.” “Womenareweaker,morefragile.” “Whilemengoeaglehunting,womenareathomepreparingteaandwater.” “It’shardforgirlstogotothemountainsandchaseanimalsonhorses.” “Theygetcold.” “Womenaresupposedtostayindoorsandquarrelforgiftsafterparties,whilemenaremeantfor theoutdoors,andwequarrelforthecatch.”
• WritingAssignmentPrompt
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GROUP LESSONReviewActivityOne(ifincludedincurriculum).Explainthatouridentitiesandself-conceptarealsoinfluencedbyothers,andthatthevaluesofdifferentpeople,groupsandinstitutionscansometimesbeatoddswitheachother.AskstudentstogeneratealistofpeoplewhosupportedAisholpan,aswellasthosewhodidnotsupporther.PutupT-Chartincludingquotes.Discusshowthesevalueseitheradheretoordefycustom,tradition,traditionalrolesandgenderbias/stereotyping.Discusswhattheythinkarethestrengthsandweaknessesofeachofthesepositions.Recordkeyresponsesontheboard.Explainthat,likeAisholpan,theirownself-conceptandidentityisinfluencedbyothersinsociety.Askthemtobrainstormalistofpeople,groupsandinstitutionswhocaneithersupporttheminpursuingtheirgoals,orwhoholdvaluesorbeliefsthatmightdeterthemfromachievingagoal(listcanincludepeers,friends,teachers,school,family,politicians,laws,church,mediaoutlets).Recordkeyresponsesontheboard.TellthemtheywillbeaddingtotheirwritingassignmentfromActivityOnetoseewhoandhowtheyfeltsupportedtowardsreachingtheirownparticulargoalandhowtheydidnot.Introducethewritingassignment.
WRITING ASSIGNMENT PROMPT • Whatpeople,groupsorinstitutionssupportedyouinreachingyourgoal? • Whatdidtheysaytoyou?Didtheyencourageyou?Diditjibewithyourownself-concept? • Whatdidtheydo?Supportyouwithtime?Teachyousomethingyoudidn’tknow? • Weretherepeoplewhoyouwishedsupportedyoumore?Whatcouldtheyhavesaidor donedifferently? • Werethereanywaysthatyoudidnotfeelsupported?Didyoufeellabeled?Didanyone oranythingimpactyourself-conceptinanegativewayorattempttokeepyoufrom reachingyourgoal? • Howdidthesevariousvalueseitheradheretoordefycustom,tradition,traditionalroles andgenderbias/stereotyping?Weretheiropinionseveratoddswitheachother.
PAIR SHAREExplaintostudentsthattheywilltaketurnssharingwiththeirpartnerwhattheyhavewrittenaboutachievingagoal.Aftersharing,theywilltaketurnsreflectingthegoalbacktoeachotherinpositiveways(useSamplePersonalityCharacteristicsList).
LESSON CLOSUREBringstudentstogethertodiscusshowitfelttohavetheirgoalreflectedbacktotheminpositiveways.Askthemhowitfelttobeacceptedbyapeer,likeAisholpanwasbyherfamily.Askstudentstosharehowitfelttoencourageanotherstudent,likeAisholpan’sfamilyencouragedher.Recordkeyresponsesonboard.Usetheseobservationstoreinforcetheconceptthatidentityissociallyconstructed,andthatouridentityandself-conceptarebuiltinrelationshipwithotherpeople,groupsandinstitutions,whosevaluesmayconflictwithoneanother.
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Activity Three: Belonging to Community
LEARNING OBJECTIVES • Studentswillunderstandthemeaningofcommunity. • Studentswillunderstandthattraditionsandtraditionalrolesreinforcesocialconventions, cohesionandasenseofbelonginginagroup. • Studentswillunderstandthattraditionsandtraditionalrolescanlimitaperson’sabilityto reachtheirfullpotential. • Studentswillseetherelationshipbetweentheindividualandthegroupinacommunity.
MATERIALS/PREPARATION • Definitions:Tribe,Community,Tradition,TraditionalRoles,Custom,GenderBias/Stereotyping • Createstatement/sforstudentstoconsiderthatisbasedonyourknowledgeofstudent interestsandschoolculture.Thestatement/sshouldgenerateastrongyetpossibly polarizingopinion. • SmallGroupPrompt • BlankChartPaper • TwoCharts:MajorityBeliefProsandCons,MinorityBeliefProsandCons
GROUP LESSONExplainthatallpeoplehaveadesiretobelongand,atthesametime,theyhaveadesiretoasserttheirindividualitywithinagroup.AnexamplefromthefilmwasthatAisholpanwantedtobeapartoftheeaglehuntingtraditionofhertribe,butshealsowantedtoexpressherindividualitybybeingthefirstgirltoachievethisgoal.
Explainthataclassroomisanexampleofacommunitywherestudentswanttofitin,butalsowanttoexpresstheirindividuality.Explainthattheyaregoingtodoagroupactivitythatexploreswhatitmeanstoshareabelief,valueoropinionofacommunityandwhatitmeanstostandoutsideofthisbelief,valueoropinion.IntroduceGroupActivity.
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GROUP ACTIVITYPresentstudentswithstatement.Askthemtorecordwhethertheyagreewiththestatement,feelneutralaboutitordisagree.Askthemtoanswerinprivatewithoutconsultingothers.Breakclassintothreegroupsbasedontheiranswer.Askthemtolookaroundatthegroupsandthinkabouttheparticularpositiontheyholdforaminute.Promptthemtoconsiderhowtheyfeeltobeeitherinthemajorityortheminority(Canrepeatthisprocesswithadditionalstatements,sostudentscananalyzehowitfeelstobeindifferentpositionswithintheclassroomcommunity).
Breakthemupintothreesmallgroupsbasedontheiranswers.AskthemtoanswerSmallGroupPromptonblankchartpaper.Encouragestudentstothinkaboutboththepotentialpositivesandnegativesofeitherposition(e.g.beinginthemajoritymaymakethemfeelliketheybelongor,conversely,thattheyarejustamemberofthecrowd.Beingintheminoritymayeithermakethemfeelleftoutorthattheyarefollowingthebeatoftheirowndrummer).
SMALL GROUP PROMPT • Inwhatwaysdidyoulikeholdingasimilarbelieftothemajorityorminorityofthecommunity? • Inwhatwaysdidyounotlikebeinginthemajorityorminority? • Howdidyoufeelaboutthepeopleintheothergroups? • Howdidyourposition/otherpeople’spositioninfluenceyourideasaboutthe classroomcommunity?
LESSON CLOSUREBringstudentstogethertosharesmallgroupdiscussions.Putuptwochartstoencouragediscussionofboththeprosandconsofeitherbeinginthemajorityorminority.Recordkeyresponsesontheboard.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathattheneedsofacommunityareconstantlyshiftingbetweentheindividualandthegroup.
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Activity Four: Analyzing Gender Bias/Stereotyping
LEARNING OBJECTIVES • Studentswillunderstandthemeaningofgender,genderbias/stereotypesandgenderequity. • Studentswillunderstandthatgenderidentityissociallyconstructed. • Studentswillunderstandthatgenderidentityisinfluencedbygenderbias/stereotyping. • Studentswillunderstandthatfullparticipationinasocietymeansthateachperson’s uniquequalities,giftsandskillscontributetofairandrespectfulcommunities.
MATERIALS/PREPARATION • Definitions:Tradition,TraditionalRoles,GenderBias/Stereotyping,GenderEquity • T-Chartwith“Family”ononesideand“Elders”ontheother.Possiblequotesfromfilmto includeonthechart:
Family “She(Aisholpan)decidedonherowntobeaneaglehunter.AndIbelieveit’sawoman’s righttochoose.” “Ithinkboysandgirlsareequal.” “SometimesIworry,peoplemightthinkit’sstrangebecauseshedoessomethingthatmenusually do.Butsheshowsextraordinarystrength,regardlessofhergender.” “Ijustwantmydaughtertoloveherlife.” “Girlscandoanythingboyscaniftheytry.” “Youprovedyourselftoday.Youwereasbraveasanyman.” “Sheisaverybraveandcourageousgirl.”
Elders “Girlsdonothunteagles.” “Womenareweaker,morefragile.” “Whilemengoeaglehunting,womenareathomepreparingteaandwater." “It’shardforgirlstogotothemountainsandchaseanimalsonhorses.” “Theygetcold.” “Womenaresupposedtostayindoorsandquarrelforgiftsafterparties,whilemenaremeantfor theoutdoors,andwequarrelforthecatch.”
• Chartthatincludesjobsthataretraditionallymaleandfemale.Jobscanbefoundat: http://www.thedigeratilife.com/blog/index.php/2007/05/29/traditional-jobs-for-men-and- women-the-gender-divide/ • SmallGroupPrompt • BlankChartPaper
GROUP LESSONExplaintostudentsthatthereweremanywaysthatAisholpan’sculturehadrigidideasabouttherolesofwomenandmenthatwereatoddswithhowherfamilyviewedgender.Putchartwithquotesonboard.Askthemwhichquotestheyagreeordisagreewith.Askthemiftheythinkitwashardforhertopursueherdreamwithoutfemalerolemodels.AskthemiftheythinkitwouldhavebeenfairifAisholpanwereforbiddenfrompursuingherdreambecauseofgenderbias/stereotyping.
Askthemiftheybelievethatthesekindsofgenderbias’andgenderstereotypesexistinourculture.Introducechartwithcareers.Askthemtoguesswhetherthesejobsaretraditionallymaleorfemalein
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oursociety.Revealpercentagesofwomenintraditionallyfemalejobsandmenintraditionallymalejobs.Askthemtogeneratealistofcharacteristicsneededtoperformtheparticularjobs.Recordkeyresponsesontheboard.Askiftheybelievethatonegenderisbettersuitedforaparticularcareer,oriftheythinkthatgenderbias/stereotypinghasledtoadherencetorigidgenderrolesinparticularjobsinourculture.Askthemiftheybelievethatmenandwomenareinherentlybetteratcertainthings,oriftheythinkgenderstereotypesaresociallyconstructed.Tellthemtothinkabouttheirownlivesandhowtheyidentifyaseithergirlsorboys.Introducethewritingassignment.
WRITING ASSIGNMENT PROMPT • AisholpanreceiveddifferentmessagesfromherfamilyandtheEldersaboutagirl’splace insociety.Whatmessageshaveyougottengrowingupabouthowboysaresupposedtobe orhowgirlsaresupposedtobe?Fromyourfamily?Yourculture?Otherstudents? Yourfriends?Yourteachers?Arethesemessageseveratoddswitheachother? • Doyouthinkitwouldbehardtochangethegenderbias’/stereotypesinourculture?For example,howhardwoulditbeforyoutobethefirstofyourgendertoparticipateinan activity,likeAisholpanwas? • Doyoubelievethatgenderbias’affectpeople’sabilitytobewhattheywant? • Doyouthinkitisimportantforpeopletofullyparticipateinasociety,regardless ofgender?
LESSON CLOSUREBringstudentstogethertoreflectontheirnotionsofgenderbias/stereotypingandgenderequity.Recordkeyresponsesontheboard.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathatgenderbias/stereotypingcanlimitaperson’sabilitytofullyparticipateinasocietyandthatgenderequitycanleadtoeachpersonexpressingtheiruniquegifts,talentsandskillsinasociety.
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Activity Five: Reaching Our Full Potential
LEARNING OBJECTIVES • Studentswillunderstandthattechnology,mediaandpopularculturehaveaninfluenceon identityandself-concept. • Studentswillunderstandhowexpressingafull-rangeofcharacteristicscanleadtoeach personreachingtheirfullpotential. • Studentswillunderstandhoweachperson’suniquequalities,giftsandskillscancontribute tofairandrespectfulcommunities.
MATERIALS/PREPARATION • Definitions:Self-Concept,Identity,Tradition,TraditionalRoles, GenderBias/Stereotyping,GenderEquity • SmallGroupPrompt • BlankChartPaper
GROUP LESSONExplaintothestudentsthatthefilmmakersofTHEEAGLEHUNTRESSpresentedacompellingtaleofthepersonalempowermentofayoungperson.AskstudentshowAisholpanwasapositiverolemodeltothem,orhowandwhytheyfoundherjourneytobepersonallyinspirational.PromptstudentstogeneratetheideathatAisholpanwasabletodefytraditionalgenderrolesandexpresshertrueself.Recordkeyresponsesontheboard.Explainthat,likethefilmitself,theSiasongattheendofthefilm,“AngelintheWing”assertsthat“Youcandoanything.”Askiftheybelievethismessageistrue.Askstudentshowimportantitisforyoungpeopletobeabletodisplayafull-rangeofcharacteristicsandpursueadream,likeboththefilmandthesongsuggest.
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Explainthat,whilecertainmediaandpopularculturecanpressureyoungpeopletoconformtotraditionalexpectationsandgenderstereotypes,therearealsobooks,music,films,socialmediaandpopularculturethatpromoteastrongsenseofselfandempoweryoungpeopletodoandbewhatevertheywant.Askthemiftheybelieveitisimportanttolistentopositivemessagesinthemedia,inordertoreachtheirfullpotential.(NOTE:IfyouhavecompletedActivities1-3,youcanreviewthelistofotherpeople,groupsandinstitutionsthattheclassnamedaspositiverolemodelsforthem).BreakstudentsintosmallgroupstoworkonSmallGroupPrompt.Tellthemtorecordanswersonblankchartpaper.
SMALL GROUP PROMPT • Therearemanypeople,groupsandinstitutionsthatcanhelpyoungpeoplebelievein themselves.Similarly,books,music,filmsorothermedia/popularculturecanencourage youtopursueyourowngoals,assertyourownvaluesorexpressyourtrueselves.Makea listofanythathavepersonallyinfluencedyouinpositiveways. • Bepreparedtoexplaintotheclassthereasonsyouconsidertheirmessagestobepositive, andhowtheyinspireyoutobeyourtrueself. • Inwhatwaysdoyouwishthatthemessagespresentedinmusic,filmorother media/popularcultureweremoreencouragingtoyoungpeople?
LESSON CLOSUREHaveeachgrouppresenttheirlisttotheclass.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathatinorderforyoungpeopletoreachtheirfull-potential,theyneedtofeelempoweredtopursuetheirowngoals,asserttheirownvaluesandenjoythefreedomofself-expression.Reinforcethevalueofgoodrolemodels.
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CURRICULAR EXTENSIONSJOURNALING
Studentsmayfindissuessurroundinggender,stereotypingandidentityformationtobeextremelypersonal.Journalingcanprovidestudentswithaprivatevehicleforreflectingdeeply,makingconnectionsbetweenlessons,aswellasgainingthemostpersonalinsightabouttheideasgeneratedbyTHEEAGLEHUNTRESS.Journalingmayeitherbefree-formresponsestothefilmthataregeneratedfromclassroomdiscussionsoractivities,orwrittenoffofpromptsprovidedbyyou.
CONNECTIONS TO LITERATURE
THEEAGLEHUNTRESScontainsstoryelementsofthehero’sjourneythatarefamiliartomanyworksofliterature.Acurricularextensiontothisstudyguidewouldbealiterarycomparisonbetweenoneoffollowingbooksandthefilm:
Alexie,Sherman.The Absolutely True Diary of a Part Time IndianBaum,FrankL. The Wizard of OzBradley,MarionZimmer.The Mists of AvalonCollins,Suzanne.The Hunger GamesHinton,S.E. The OutsidersKidd,SueMonk.The Secret Life of Bees Naidoo,Beverly. Journey to Jo’burgPaolinin,Christopher.EragonPullman,Philip.The Golden CompassRiordan,Rick.Percy Jackson and the Lightning ThiefRowling,J.K.Harry Potter and the Sorcerer’s StoneTwain,Mark.The Adventures of Huckleberry FinnVerne,Jules.20,000 Leagues Under the SeaZusak,Markus.The Book Thief andI Am the Messenger
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ADDITIONAL RESOURCESMongolia
https://en.wikipedia.org/wiki/Mongolia
http://www.infoplease.com/country/mongolia.html
http://www.bbc.com/news/world-asia-pacific-15460525
The Kazakh People
http://www.beforethey.com/tribe/kazakh
http://www.macalester.edu/academics/geography/mongolia/mongolian_kazakhs.html
https://www.britannica.com/topic/Kazakh
Eagle Hunting
http://content.time.com/time/photogallery/0,29307,1878468,00.html
http://www.newyorker.com/culture/photo-booth/the-eagle-hunters-of-mongolia
https://www.lonelyplanet.com/mongolia/travel-tips-and-articles/mongolias-lost-secrets-in-pictures-the-golden-eagle-hunters
Adolescent Identity Development
http://www.actforyouth.net/adolescence/identity/
http://lp.wileypub.com/HandbookPsychology/SampleChapters/Volume6.pdf
https://www.apa.org/pi/families/resources/develop.pdf
Adolescence and Self-Esteem
http://understandingteenagers.com.au/blog/teenagers-and-self-esteem-key-factors/
http://www.actforyouth.net/resources/rf/rf_slfestm_0603.pdf
https://www.psychologytoday.com/blog/surviving-your-childs-adolescence/201009/adolescence-and-self-esteem
Fostering Gender Equity
https://teachunicef.org/teaching-materials/topic/gender-equality
http://www.tolerance.org/category/classroom-resources/gender-equity
http://www.gov.scot/resource/doc/196713/0052704.pdf
Gender and Careers
http://womensissues.about.com/od/womenintheworkforce/a/WomenWorkTopOccupations.htm
https://www.washingtonpost.com/blogs/post-leadership/post/could-your-gender-affect-your-career-interests/2011/04/01/gIQACBqscL_blog.html
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078050/
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EDUCATIONAL STANDARDSCommon Core Standards
Speaking and Listening 6-12: College and Career Readiness Anchor Standards1.Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiversepartners,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.2.Integrateandevaluateinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.3.Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric.4.Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,andstyleareappropriatetotask,purpose,andaudience.6.Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.
Source:http://www.corestandards.org/ELA-Literacy/CCRA/SL/
Writing 6-12: College and Career Readiness Anchor Standards1.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.2.Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.
Source:http://www.corestandards.org/ELA-Literacy/CCRA/W/
Reading 6-12: College and Career Readiness Anchor Standards2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.3.Analyzehowandwhyindividuals,events,orideasdevelopandinteractoverthecourseofatext.7.Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasinwords.
Source:http://www.corestandards.org/ELA-Literacy/CCRA/R/
National Council for the Social Studies (K-12)People,Places,andEnvironments:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofpeople,places,andenvironments.
Individual Development and Identity: Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofindividualdevelopmentandidentity.
Power, Authority, and Governance: Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofhowpeoplecreateandchangestructuresofpower,authority,andgovernance.
Global Connections: Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofglobalconnectionsandinterdependence.
Source:NationalCouncilfortheSocialStudies,ExpectationsofExcellence:CurriculumStandardsforSocialStudies,1994.
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RACHEL DEMASisaformerteacherandfreelancewriterresidinginNewYorkCity.ShebeganhercareerineducationasaNewYorkCityTeachingFellowandheldpositionsasaNYCFellowSelectorandanAcademicInterventionSpecialistfortheNewYorkCityDepartmentofEducation.Priortoteaching,Ms.Demaswasatelevisionandvideoproducer,specializinginnewsmagazineformatshows,includingAmericanDigest.Recentwritingprojectsinclude:TheBlackBearFilmFestivalProgram,contributionstotheanthology,Motherhood:MayCauseDrowsiness,co-editingoftheanthology,MomfortheHolidays,aswellascontentmarketingandrebrandingforseveralwebsites.SheholdsaBachelorofJournalismfromtheUniversityofMissouriandaMastersofElementaryandSpecialEducationfromLongIslandUniversity,Brooklyn.
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SONY PICTURES CLASSICS presents in association with 19340 PRODUCTIONS ARTEMIS RISING FOUNDATION IMPACT PARTNERS SHINE GLOBAL and WARRIOR POETS a film by OTTO BELL a KISSIKI film and STACEY REISS production “THE EAGLE HUNTRESS”
edited by PIERRE TAKAL director of photography SIMON NIBLETT narrated by DAISY RIDLEY original title song by SIA executive producers MORGAN SPURLOCK JEREMY CHILNICK DAISY RIDLEY MARC H. SIMON DAN COGAN REGINA K. SCULLY
BARBARA DOBKIN SUSAN MACLAURY produced by STACEY REISS SHARON CHANG and OTTO BELL directed by OTTO BELLCOPYRIGHT © 2016 BY EAGLE HUNTRESS, LLC. ALL RIGHTS RESERVED.
WWW.THEEAGLEHUNTRESSMOVIE.COM WWW.SONYCLASSICS.COM