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Section 1
Summarize the films’ main points or some of the major elements of the film which stick out to you. In this section I am not looking for a summary of the entire film, I have viewed it multiple times. The purpose is to set up the analysis portion in section II by describing the material you will be analyzing in that section. In other words, describe specific scenes or elements of the film that you will be explaining with theories or concepts from the course. Be sure to describe the scenes in a way that it provides context for the concepts/theories you will be explaining in the next section
Section II
Take three concepts/theories that we have covered in the course and use them in a way that helps you analyze the main points of the film that you have presented above in section I. You may use any theory, paradigm or concept you wish, the point is to select the best theory, paradigm or concept to help illustrate and/or explain the ideas the film is trying to express, and demonstrate your knowledge of said theory, paradigm or concept. You should explain the concept/theory first and then discuss in some detail how it applies to the scene you are describing. Again, you are looking to select the ideas that best help shed some light on what is sociologically happening in the film.
Section III (5 points)
Keeping in mind the summation of the film you provided above in the previous sections, use some element or concept from the film or the entire theme/argument of the film and relate it to your personal perspective on some urban phenomena or relate it to a personal situation you experienced at some point. Your connection to the film does not have to be literal, or specific to the entire theme of the film, it can be more symbolic or related to a brief moment in the film, but be careful not to stretch that idea so far that you lose any connection to the film
Section IV
Using the material from the film, develop one multiple choice question you could ask on a hypothetical exam covering any of the points found in the film.
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