The document provides learning outcomes and classroom activities for studying the film In the Name of the Father. Students will analyze film techniques, understand how they manipulate responses and create meaning. Activities explore setting, characters, relationships, themes of injustice and prejudice, and how sound and costume design affect the film. Students are prompted to consider the director's intentions and what can be learned about human nature.

1. Jim Sheridan
Linda Rubens
(Thanks to
Chris Wells)

2. learning outcomes
By the time you have completed this unit, you should
be able to:
 analyse film image and sequences in detail;
 understand the way film language creates
setting, theme and character, and manipulates
our responses;
 describe how verbal and visual features are
combined for different purposes;
 respond to and interpret meaning, ideas and
effects;
 write about aspects of the text.

3. Thinking
Gathering Relating to others
plot Using language, text and
symbols
Managing self
Participating and
contributing
Plot summary
In pairs:
1. Use the info in the above link to create a timeline of at
least 10 events from the film.
2. Research the following terms and record their
definitions:
a. IRA
b. Model citizen
c. Guildford Four
d. Provable alibis
e. Justice

4. Thinking
Relating to others
Using language, text and
setting
symbols
Managing self
Participating and
contributing
1. Before class: Read the following article:
2. http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/1
9940114/REVIEWS/401140301/1023
3. In class:
a. Describe the location and time period that the film is set in.
b. Brainstorm 5 adjectives to describe the atmosphere/mood of
the setting.
c. Locate still shots to match the adjectives.
d. Choose 2 adjectives and write a paragraph for each to
describe and explain which film techniques were used to
help create the atmosphere/mood.
Gathering
e. Share your ideas with your neighbour.
Processing

5. Processing
Applying
setting & effect
1. Explain the effect that the setting has on the life of
Gerry Conlon .
2. Explain what you think the author wants us to learn
about Conlon by placing him in this setting.
3. Imagine how the setting would affect you. Write a
blog to describe how you would react to the
setting. Include specific examples from the film.
Thinking
Using language, text and
symbols
Managing self
Participating and
contributing

6. Gathering
characters
Thinking
Relating to others
Processing Using language, text
and symbols
Managing self
Participating and
contributing
Before class: Read the cast list
In class: Work in pairs to -
1. List the 4 main characters.
2. Identify the protagonist in this film. And who is the
antagonist? Explain why you believe this.
3. List the main obstacles and/or problems faced by
the protagonist and the antagonist in the story.
How do they overcome them?
4. For each of the main characters, create a timeline
of their 'journey'.

7. change in a character
Thinking
Using language,
text and symbols
Managing self
1. Explain the
Choose a 1. Identify and outcome of this
character and… describe the change. What
1. Describe the event or person did the
character at the that influenced character learn
beginning of the a change in the from this?
film. character. 2. What does the
2. Include 2. Explain how the director want us
visual/verbal character as viewers to
features to changed. learn from this
support your 3. Include change?
description. visual/verbal 3. Include
features. visual/verbal
features.
Gathering
Processing

8. relationship
Thinking
Using language, text
and symbols
development
Managing self
1. Describe the
1. Identify and relationship at the
1. Identify an important describe the end of the film.
relationship in the changes in this Are the
film. relationship. Does characters
2. Describe this the balance of friends? Why/why
relationship – are power change? not?
they friends, related, Is there a 2. Explain what the
enemies? conflict? Does director want us
3. Identify any one person help as viewers to learn
visual/verbal features the other in some from this
that support your way? relationship.
description. 2. What is the 3. Can this be linked
outcome? to human nature
3. Include or the world in
visual/verbal general?
Gathering features.
Processing 4. Include
Applying visual/verbal
techniques.

9. Processing
Applying
essay
“Forget the big players in the world; it is the people in
the margins of our society whose stories are most
compelling.”
To what extent do you agree with this statement?
Respond to this statement with close reference to the
text you have studied.
Thinking
Using language, text and
symbols
Managing self

10. Gathering Thinking
Processing Relating to others
Using language, text and
Applying symbols
themes Managing self
Participating and
contributing
Before class: think about the themes of injustice and
prejudice
In class: work in pairs to –
1. Identify and describe 3 examples of each theme
being shown in the film. Which characters are
linked to this theme?
2. Explain each theme’s relevance to today’s world.
Record examples of which are seen in real life.
3. Describe the director’s intention in relation to this
message. What did Sheridan want the viewer to
learn or think about?
4. Identify and describe the social issues that are
represented in the film.
5. Explain what you learnt from these themes.
6. Explain what lessons we can learn about human
behaviour.

11. Processing
Applying essay
“A successful visual or oral text is one in which a
director seeks to create new realities and/or fresh
perspectives for old ideas.”
To what extent do you agree with this statement?
Respond to this statement with close reference to one
or more texts you have studied.
Thinking
Using language, text
and symbols
Managing self

12. Thinking
Relating to others
costume
Using language, text
and symbols
Gathering Managing self
Processing Participating and
contributing
In class: Work in pairs to -
1. Choose 2characters and locate an example of each
of their costumes.(Google)
2. For each character, explain what the costume reveals
about their character.
3. For each character, discuss what the costume
represents.
4. Explain the overall effect the director wanted to
create with these costumes.
5. Present your ideas to the class.

13. Thinking
sound
Relating to others
Gathering Using language, text
Processing and symbols
Managing self
Applying Participating and
contributing
In groups, answer the questions about sound in a
sequence of your choice. We will watch the scenes
first as a class.
Include:
1. A description of what is happening,
2. Is the sound diegetic or non-diegetic?
3. Does the sound represent a certain character,
theme or setting? In what way?
4. What does the sound tell us about the character,
setting or theme?
5. Create a playlist of 5-10 songs that you believe
would represent the setting, characters and
themes in the film.

14. essay
Processing
Applying
“In order to motivate or persuade an audience to
take action, a text must appeal to the ears as much
as to the eyes.”
To what extent do you agree with this statement?
Respond to this statement with close reference to one
or more texts you have studied.
Thinking
Using language, text and
symbols
Managing self

15. References
1. NZQA draft resource
2. IMDb
3. Wikipedia