The Benevolent Dictator:

1. The Benevolent Dictator: A discussion of teaching ethics using, �The Emperor�s Club.�

3. The Emperor�s Club Plot A Classics teacher successful in molding the characters of students of a boarding school, faces the challenge of a youngster who questions and defies authority. There are students who make wrong decisions, but ultimately develop characters of integrity. However, the teacher goes as far as to tweak situations to create a learning environment for the defiant youngster, who grows into a corrupt adult who can feel remorse for his lack of values, but cannot and does not want to change.

4. Justification and Overview The problem of semester exams having been stolen off the school�s computer system have caused much reflection and consternation. The faculty has said it is disillusioned, questions what we do, . . Teaching ethics is an important topic in any school. However with the several challenges we have been faced with it is an an essential topic for the High School Faculty to look at as we questions so much of what we do this time. The Emperor�s Club would be a tertulia, a 2 � hour informal viewing and discussion that has the benefits of both a social event and professional development. Though this event would be a one time discussion, the topic would continue�as it has�in the lunchroom and in other informal and formal spaces during the year.

5. Objectives Teachers will Reflect on the role of the teacher in the classroom, especially in the area of character development. Consider how the adults of the community are limited in their capacity to save and change and �mold� the youngsters in their care. Consider to what extent the adults of the community are to blame for misbehavior. Identify with the teacher who is trying to do the right thing by this student, but does not in the end have the impact on the one child he tries to �save.�

6. Themes Teacher Role�to mold or to teach Teacher as God Striving for Excellence Human Nature Adolescence and Challenging Authority Integrity

7. Motivation Discuss December exam stealing�why did it happen? Do you feel particularly bad about a particular student who was involved? Why does this student especially catch your attention? What values do we try to teach at CB which were violated in the stealing of the exams?

8. Discussion Questions Did you ever try to help a student by trying to distort a situation? Did it work, that is, was the student helped? Long term? Is it a teacher�s job to teach or to form? Hundert is told by the headmaster to ignore Sedgewick�s cheating. Do you think the request was justified? Why or why not? Have you felt like you have been in a similar situation? What did you do? How did you feel? Sedgewick�s errors seem to characterize him completely. What are Hundert�s flaws in character? Do they define him? Is he and all of them equally wrong and bad? Which is the real world? Hundert�s or Sedgewick�s?

9. Discussion Questions In a K-12 school, to what extent are we responsible for how our students turn out? What are the values Hundert is trying to teach? Does he manage? Does a teacher have a right, a responsibility, or should he/she teach values? Does Sedgewick act the way he does because of his values, or does he become who he does because of the way he acted? What role does the teaching of the classics have at Hundert�s school? How would the teaching of classics affect, if at all, Colegio Bolivar?

10. Quotations Discussions Quotation 1:William Hundert: Great ambition and conquest without contribution is without significance. What will your contribution be? How will history remember you? What role does this quote play in the movie? Quotation 2:Older Deepak Mehta: A great teacher has little external history to record. His life goes over into other lives. These men are pillars in the intimate structure of our schools. They are more essential than its stones or beams, and they will continue to be a kindling force and a revealing power in our lives. Really? Do you agree with this quotation? Do teachers have such an essential role, or are the forming forces other than the teachers?

11. Quotations Discussions Quotation 3: William Hundert: Sir, it's my job to mold your son's character, and I think if - Senator Bell: Mold him? Jesus God in heaven, son. You're not gonna mold my boy. Your job is to teach my son. You teach him his times tables. Teach him why the world is round. Teach him who killed who and when and where. That is your job. You, sir, will not mold by son. I will mold him. Do you agree with Hundert or Bell?

12. Quotation discussions Quotation 4: William Hundert: Follow the path, Mr. Masoudi. Walk where the great men before you have walked. Is it possible through the teaching of the classical thought to really encourage students to walk where �the great men� have walked? Quotation 5: William Hundert It is not living that is important, but living rightly. Great words. How do we impart this lesson to students?

13. Follow Up Activities Teachers plan to use the movie in their classrooms. Teachers discuss how we can increase ethics education at Colegio Bolivar. Revising of the 9th grade ethics program. Continued work on the buddies program.

14. Bibliography The Emperor�s Club. Retrieved March 16, 2005, http://www.theemperorsclub.com/ The Emperor�s Club, retrieved March 16, 2005. http://www.haro- online.com/movies/emperors_club.html Ethics and Educational Leadership (3) (F,S,S) retrieved March 16, 2005. http://asterix.ednet.lsu.edu/~maxcy/7001_syl.htm Hoffman, Michael, dir. The Emperor�s Club. With Kevin Kline. Universal Pictures, 2002. Intenet Movie Database. Retrieved March 16,2005, http://www.imdb.com/title/tt0283530/quotes Philosophical Films, �The Emperors Club,� retrieved March 16, 2005. http://www.philfilms.utm.edu/1/emperors.htm Youthtools.com, retrieved March 16, 2005, http://youthtools.ibelieve.com/content.asp?CID =16706 .