This activity could be adapted for English, Media, and Communications courses listed (see Appendix A for related courses and policy document expectations)

•  Video of The Corporation (only view the first hour or two)

•  Access to a computer lab with Internet access, and a copy of the "Electronic Resources" provided in this package.

•  In addition to viewing the documentary, allow 2 to 6 75-minute periods. Time will vary depending on the size of the class, and the amount of time provided for students to conduct research.

Students should have a basic knowledge of expository programming, and be familiar with the concept of a theme in literature or media.

•  Provide students with an overview of the activity prior to viewing The Corporation so that they can take appropriate notes. Consider providing a template to assist them in recording relevant information.

•  View the first hour or two of The Corporation . Ask students to identify themes used to tell the documentary's story (i.e., using mental illness to frame their characterization of corporations).

•  Generate a list of student reactions to this theme. How did they react when this was presented? Did it alter the way that they watched the film?

•  Generate a list of other themes that students have observed in other media presentations (e.g., news, documentaries, films, etc.). Discuss how these examples compare to The Corporation.

•  In small groups, have students discuss and be prepared to respond to the following questions:

-  How does the use of themes contribute to effectiveness of expository programming?

-  Are there any shortcomings of theme use?

• Facilitate a class discussion about small group findings.

Separate, but related, issues about the presentation of the documentary could be included in this lesson, or expanded into subsequent lessons. They include:

•  how the narrative structure is articulated through the use, sequencing and/or juxtaposition of visuals, written text, graphics, format of interview segments, and use of sound effects and voice-overs

• on The Corporation's Web site, the film is posited as a satire described as "darkly amusing." Is it perceived that way by students? Or is it perceived as a serious piece that attacks rather than pokes fun at corporations and capitalism?

Formative

•  Observation of student interaction and participation in the process

•  Consider creating a peer-assessment instrument so that students can provide constructive feedback to one another