Professional Documents
Culture Documents
1. SELECT ANY ONE FEATURE LENGTH FILMS CONCERNING DEATH AND DYING AND
DISCUSS THEM IN CLASS. (Use separate sheet)
1. SELECT TWO SONGS CONCERNING DEATH AND DYING. BRIEFLY DISCUSS THE
MEANING OF THE SONG.
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3. WRITE YOUR OWN ORBITUARY AND EULOGY, ASSUMING YOU WERE TO DIE AT
THE PRESENT TIME. WRITE THEM EVEN IF YOU DONT EVEN WANT THEM. YOU MAY
HAVE A FRIEND OR RELATIVES WRITE YOUR EULOGY FOR YOU.
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4. IF YOU WERE REASONABLY CERTAIN THAT YOU HAD ONLY ONE MORE YEAR TO
LIVE, HOW WOULD YOU TRY TO SPEND IT? BE AS SPECIFIC AS YOU CAN:PEOPLE
(NOT NAMES BUT RELATION TO YOU), BOOKS, PLACES TO VISIT, ACTIVITIES, TYPE OF
THINGS TO WRITE OR MAKE, WAY OF HANDLING YOUR DEATH WITH THOSE YOU
MEERT, FAMILY, FRIENDS AND STRANGERS, DECISION ABOUT HOSPITALS AND
DRUGS ETC. WHAT IF YOU HAD ONLYONE MONTH? WHAT IS YOU HAS ONE DAY? WHY
ARENT YOU DOING SOMEOF THESE THINGS NOW?
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What are the five stages of Anticipatory Grief experienced by the members of the family of the ill
person, as presented by Dr. Austin Kutscher? What symptoms? What can be done to help
someone pass through these stages? How does anticipatory grief relate to subsequent
bereavement? List and discuss all of Kutscher's 13 points. Be sure to comment on each of the
13 points. Do not simply list them or copy and paste them!
If you think there is such a right , then who has the duty to provide death when it is
requested?
What is actually meant by most who use the term "right to die"? How might it be
rephrased to have clearer meaning?
What then should the law state regarding such a "Right to Die"? What is to be done
in the case of unconscious adults who were previously competent?
What is a "living will"? What is good about it? What is wrong with it?
Would you have one? Do you? What could be done to improve it?
How is it any better or worse than appointing a durable power of attorney or a
proxy or legal agent? What is the legal status of each option at the present time in
the USA and in NY specifically ? Would you have a living will? Do you? why or why
not? Would you appoint a proxy? Have you? Why or why not?
1. Which of the issues covered this semester has been the most important and why
so?
2. Which of the issues covered this semester has meant anything to you personally
and why so?
3. Why are not more people aware of these troublesome questions, issues or
problems?
4. Now that you have been educated as to these issues related to Death and Dying
in what way will they have any consequence in your life?
5. Are you in a better position now to think about and handle these issues?
7: What specific things do you think could be improved in the structure or design of
the course and learning activities?
10: What changes would you suggest be made to the quantity of work required for
this course?
11: How could the course be improved in terms of my interaction, participation, and
management of the course?
12: What other suggestions, comments, or recommendations would you have for
the instructor?
13. What advice do you offer to students who would be just entering the class at
the very start of the semester?
a. THE DOCTOR
b. DYING YOUNG
c. BEACHES
d. STEEL MAGNOLIAS
f. MY GIRL
k. MY LIFE
l. TERMS OF ENDEARMENT
m. DAD
n. SHADOWLANDS
q. PHILADELPHIA
r. SCHINDLER'S LIST
s. SOPHIE'S CHOICE
t. WIT
FILM:
AUDIO:
Stages of Dying NC 54
Prolongation of Life NC 55
Discussion Questions
The following activities are designed to explore the different ways we use words to
describe
emotions, how we learn and talk about death, and how death is represented in
popular media.
1. Write the following statement on the board and brainstorm possible meanings:
2. Divide the class into small groups and ask them to discuss their first experiences
with death.
How did they learn about it? What did their parents teach them?
3. Many people don't learn about death through their parents. Instead they learn
from television
find helpful the list of movies, books, and websites in the With Eyes Open Youth
Resources area
(http://dipsy.pbs.org/witheyesopen/resources_youth.html).
5. Ask students to think of examples of movies they have seen in which one of the
main
characters dies. The following are some suggested movie titles: Life Is Beautiful,
Ordinary People,
The Sixth Sense, Beaches, and Corrina, Corrina. Discuss how death and dying is
portrayed in these
movies.
Do they portray a diverse portrait of how society deals with death and dying?
8. Discuss the following euphemisms that people use when they talk about death.
Activity One
Duration: 90 minutes
In this lesson students will discuss and explore various responses to death.
1. Divide students into small research groups. Each group will visit a different
website.
http://www.madd.org/aboutmad/default.shtml
http://detnews.com/20 00/autos/0003/29/a01-26337.htm
http://www.nydailynews.com/archive/96_11/110696/news/4614.htm
http://www.missingkids.com
2. Ask each group to answer the following questions based on their research. The
results should
People express grief and loss in different ways, what do you think of the way they
responded
to their loss?
Did their emotions help them deal with their loss? In what ways?
Do you think their work in these causes helps them move on with their lives, or
prevents it?
4. Ask each student to reflect on a person or pet that has died. Have each student
write a letter
to that person, or pet, in order to help them express their emotions, and work
through their
grief. Have each student write a letter to a person or a pet who has died. The
following is a list of
What you might have wanted them to say to you when they were alive
5. Decide as a class how you might share the letters. Make sure to honor a student's
desire not to