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Forrest Gump
A Motion Picture Study Guide
for High School U.S. History Courses
Created by Laura Gordon
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Forrest Gump Motion Picture Study Guide
Table of Contents
Title Page…………………………………………………………….Page 1
Table of Contents………………………………………………….Page 2
Purpose………………….……………………………………………Page 3
Curriculum Connections……………………………….......Pages 3-4
Teaching Suggestions………………………….…………………Page 4
Plot Summary…………………………………………………..Pages 4-7
Key Characters………………………………………………....Pages 7-8
Pre-Viewing Exercise……………………………………….Pages 9-10
Lesson #1: The Civil Rights Movement.……….....Pages 11-12
Lesson #2: The Vietnam War………….…….….......Pages 13-16
Lesson #3: Anti-Vietnam War Demonstrations...Pages 17-18
Lesson #4: Life in the 50s, 60s, 70s, and 80s………Pages 19-21
Lesson #5: Forrest Gump in Historical Footage...Pages 22-23
Works Cited……………………………………………………….Page 24
Picture Appendix…………………………………………..Pages 25-28
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Forrest Gump Motion Picture
Study Guide Introduction
Purpose
The purpose of this motion picture study
guide is to provide ideas for teachers of high
school U.S. History classes to integrate the
film, Forrest Gump, into the classroom. This
is an engaging film that spans several decades
of the twentieth century and includes many
historical references. It follows the life of
Forrest Gump, a well-meaning man with a
low IQ, who through hard work, good
fortune, and his love for others achieves a
great deal and experiences some of the most
memorable eras in American history. Forrest
Gump can very effectively be connected to
key elements in the North Carolina Standard
Course of Study for U.S. History and core
thematic strands set by the National Council
for the Social Studies. By responsibly
integrating this film into the classroom,
students will be more engaged in learning
about many events of the second half of the
twentieth century.
Curriculum Connections
span and the historical events that occurred
during those years are clearly listed as goals
and objectives that North Carolina U.S.
History students must learn. The following
include the goals and objectives clearly
addressed in the film:
North Carolina Standard Course of Study
(Available at:
http://www.ncpublicschools.org/curriculum/s
ocialstudies/scos/2003-04/067eleventhgrade)
Goal 11: "Recovery, Prosperity, and Turmoil
(1945-1980) - The learner will trace
economic, political, and social developments
and assess their significance for the lives of
Americans during this time period."
Objectives:
"11.01: Describe the effects of the Cold War
on economic, political, and social life in
America.
11.02: Trace major events of the Civil Rights
Movement and evaluate its impact.
11.03: Identify major social movements
including, but not limited to, those involving
women, young people, and the environment,
and evaluate the impact of these movements
on the United States' society.
11.04: Identify the causes of United States'
involvement in Vietnam and examine how
this involvement affected society.
11.05: Examine the impact of technological
innovations that have impacted American
life.
11.06: Identify political events and the
actions and reactions of the government
officials and citizens, and assess the social
and political consequences."
Goal 12: "The United States since the
Vietnam War (1973-present) - The learner
will identify and analyze trends in domestic
and foreign affairs of the United States during
this time period."
Objectives:
"12.03: Identify and assess the impact of
economic, technological, and environmental
changes in the United States.
12.04: Identify and assess the impact of
social, political, and cultural changes in the
United States."
Forrest Gump has a plot that spans the
1950s-1980s. In the North Carolina Standard
Course of Study, the years covered in that
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The film also deals with the following
thematic strands set by the National Council
for the Social Studies:
NCSS Thematic Strands (Available at
http://www.ncss.org/standards/)
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environment
IV. Individual Development and Identity
V. Individuals, Groups, and Institutions
VI. Power, Authority, and Governance
Two effective ways to integrate this
film into the classroom are to view the entire
film in shorter segments, allowing for
reflection after each viewing before moving
on to the next segment, or viewing select
scenes of the film after giving students a basic
overview and reflecting on those after viewing
them. The film is rated PG-13 for drug
content, some sensuality, and war violence.
Certain scenes are not appropriate for the
classroom or necessary for learning the goals
and objectives set forth earlier, and they can
easily be skipped. Viewing the film in its
totality is not necessary for students to take
away some very important points from the
film. However, giving the students a broad
overview and introducing them to the plot
and main characters gives them a more
vested interest and should be done prior to
viewing the segments suggested.
Teaching Suggestions
This guide is a supplemental guide to
assist teachers in teaching about the second
half of the twentieth century in America. It
should be used in addition to other resources
about this time period. One of the most
effective ways to use this study guide is to
introduce students to the key information
being addressed and then use the lessons
included in this guide to supplement and
illustrate more clearly what has already been
taught. This will provide more depth to what
students are learning and make it more
interesting and memorable.
This guide also encourages the use
of a concept referred to as AIME, which
stands for "Amount of Invested Mental
Energy." This is a concept originating from
Gavriel Salomon's work, Interaction of
Media Cognition and Learning. The key
elements of this concept that are
incorporated into this guide are the following:
preparing students with necessary
information before they view scenes from the
film, clearly explaining what students should
be looking and listening for while they are
watching the film, showing short segments of
the film at a time rather than the whole film,
and completing activities and discussion on
the film segments after viewing each.
Plot Summary
The film begins with Forrest Gump, a wellmeaning man in his thirties with a low IQ
sitting on a bench waiting for a bus. He
begins to talk to a woman who is also waiting
for a bus and the subject turns to shoes. He
says that his mother always said that you
could tell a lot about a person by his or her
shoes, and he begins to reminisce about his
first pair of shoes, sharing the story of his
early life with that stranger. The movie shows
some of the key memories of his childhood
from the 1950s. He was raised by a single
mother in Greenbow, Alabama, who always
told him not to let anyone tell him that he or
she was better than him. She became
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particularly adamant about this after they
were told that he had an IQ of 75. One of his
early memories was when he had to get leg
braces to help straighten his back. With his
low IQ, simple nature, and leg braces, he had
few friends and was a prime target for bullies.
His best friend was a girl his age named
Jenny Curran. Jenny and he were inseparable
as children, particularly since she needed a
friend to turn to because of a sexually abusive
father. One afternoon when bullies were
picking on Forrest and chasing him, Jenny
told him to "Run, Forrest, run!" He began
running in his leg braces, which fell off
eventually, and he learned he could run very
fast and very far. This began a lifelong love of
running for him. During these memories, the
scene continues to flash back to Forrest
Gump sitting on a park bench speaking to
the woman and other companions after she
leaves. His story continues when he talks
about running from the bullies in high school
and trying to escape their truck by cutting
through a football field, where a football
talent scout from Alabama State University
noted how he ran across the field far faster
than anyone else. Forrest was recruited by
the university in the 1960s and went to school
on a scholarship. While there, the university
was forced to integrate by federal troops, and
Forrest watched the famous scene of an
African American student going into a
campus building to enroll. She dropped a
book, and Forrest picked it up for her,
showing that he did not discriminate against
others. He was named an All-American for
football because he could run so fast with the
ball if told simply to run, and he was allowed
to meet President John F. Kennedy at the
White House. While there, he continued to
pine after Jenny and go to visit her. She was
dating other young men and was not nearly as
attentive to Forrest as she used to be,
although part of her still continued to want to
be. He tried to protect her when anyone hurt
her- even punching her boyfriend when
Forrest thought he was hurting her. Forrest
graduated college and entered the army,
where he found that simply obeying orders
would get him very far. He met a new friend,
Benjamin Buford "Bubba" Blue, who was an
African American young man, who also
seemed to be on the same intelligence level
as Forrest. They became fast friends and
looked out for one another, planning to get a
shrimp boat after they got out of the army,
which was Bubba's dream. All the while, the
scene continues to occasionally go back to
Forrest on the bench with different
companions, sharing his story and chocolate.
After the Vietnam War broke out in 1965,
he learned he would be going there and
decided to go see Jenny one last time. She
was kicked out of school and trying to pursue
her dream of singing, but only found work in
a seedy locale. When the men started to
harass her, Forrest attacked them, Jenny
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became angry, and told Forrest he could not
keep doing that. He told her that he was
being sent to Vietnam, and she told him to
remember to run if he got in trouble and
then she hitchhiked away. Forrest and Bubba
were sent to Vietnam and came under the
command of a young, tough lieutenant
named Dan Taylor, who went by Lieutenant
Dan. In Vietnam, his platoon took heavy fire,
killing Bubba and wounding many others.
Forrest himself was shot in the buttocks, but
won the medal of honor for carrying so many
men to safety, including Lieutenant Dan who
wanted to die in the jungle with his men.
Lieutenant Dan had to have both legs
amputated and became very bitter because
he wanted to die in the jungle rather than live
crippled. While recovering, Forrest became
exceptionally good at ping pong and was put
on the American team. He was sent back
home and received the medal of honor from
President Lyndon Johnson. While in
Washington, D.C. Forrest was pulled into
speaking at an anti-war demonstration on the
National Mall with Abbie Hoffman, although
Forrest's speech was not heard because a
soldier pulled the plug on the anti-war
demonstrations equipment. While there,
Forrest ran into Jenny again who was with a
bus full of war protesters. They spend time
together, and she introduced him to her
boyfriend and his friends, members of the
Black Panthers. While at a party, the
boyfriend hit Jenny, and Forrest attacked him
and they left. The next morning, she left
Forrest again for her abusive boyfriend.
Forrest was sent to other countries, including
China during the Cold War to represent the
nation in ping pong. He became a national
celebrity and even appeared on the Dick
Cavett show with John Lenin as another
guest. Afterward, Forrest ran into Lieutenant
Dan, who was living a rough, bitter, alcoholfilled life in the city, and they begin to spend
time together. Forrest also met President
Richard Nixon as a result of his celebrity
status, who learned that he was staying in a
seedy hotel and had him put up in the
Watergate hotel. There, Forrest noticed men
with flashlights in the Watergate Complex
across the way, and reported it. Forrest
decided to carry out Bubba's dream of getting
a shrimp boat and met little success at first.
Lieutenant Dan came down to be his first
mate. As a result of Hurricane Carmen
striking in the Gulf of Mexico, Forrest's boat
was the only shrimp boat left and gained a
monopoly over sells, which made Bubba
Gump Shrimp become a huge company.
While on board, Lieutenant Dan made
peace with himself and God and got a new
start in life. Soon after, Forrest learned that
his mother was sick and rushed home
to be with her. She died of cancer, and he
remained at their home. Lieutenant Dan
managed the business and invested them in
Apple Computers, where they made a
fortune. While home, Jenny returned and
spent some quality time with Forrest,
revisiting their childhood. He asked her to
marry him, but she refused, saying he did not
want to marry her- she had been too wild.
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his father. Forrest loves his son very much
and is determined to raise him well.
They spent one night together and then she
ran away again. Heartbroken and alone, with
Mama and Bubba dead and Jenny gone,
Forrest started to run and continued to run
for a long time, all the way from coast to
coast. He became a national celebrity again,
acquired a mass of followers, and was a huge
inspiration for many others. Jenny saw
him on television and wrote him a letter.
During this time, Carter was in office, and a
recession was evident. One day, Forrest
decided to stop running and returned home
where he got Jenny's letter, which asked him
to come visit her. That is why he is waiting on
the bus stop bench. The old woman who has
been attentively listening to him tells him
where he needs to go to find Jenny and that
he does not even need the bus. He runs
there and meets her in her apartment. He
also meets her son named Forrest, who she
reveals is his son. She reveals that she is sick,
with a virus that has no cure- probably AIDSso he asks her to come home with him so he
can take care of her, and she agrees. She asks
him to marry her, and he agrees. They get
married, and Lieutenant Dan shows up with
his fiancé and prosthetic legs, a much happier
man. Forrest, Jenny, and young Forrest
spend some happy time together, but Jenny
dies soon after. Forrest buries her under their
favorite tree from childhood, bulldozes down
her father's house because she hated it, and
raises young Forrest on his own. Young
Forrest is very smart, but also very kind like
Main Characters
Forrest Gump:
The film chronicles his life from a child just
starting school until he is in his early thirties.
He is well-meaning, hard-working, and a
loving person, but he has a low IQ, which
constantly challenges him. Despite the
challenges, Forrest overcomes every obstacle
and serves as an inspiration to everyone he
meets.
Mama:
Mama is a loving, single mother who run a
bed and breakfast in her family's old,
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southern home and works very hard to raise
Forrest well and to teach him that he is just as
good as anyone else and can do anything.
Lieutenant Dan:
Jenny Curran:
Jenny is Forrest's first real friend and loves
him very much. She has a very abusive
childhood that haunts her for the rest of her
life, leading her to make some very bad
choices about men. Forrest never gives up on
her and constantly tries to be with her, which
she finally gives in to after having his child
and becoming terminally ill.
Lieutenant Dan comes from a long line of
soldiers and plans to be one or die in his
attempts. He is a confident leader and kind
in his own cynical way toward Forrest. He is
wounded in action in Vietnam and carried to
safety by Forrest. Both of his legs are
amputated and he is bitter that he survived as
a cripple rather than died as a hero in the
jungle. He helps Forrest on the shrimp boat
and finds his way as a result, becoming a
whole man again- at peace with himself and
God.
Forrest Gump's son, Forrest Gump:
Benjamin Buford "Bubba" Blue:
Bubba and Forrest become fast friends when
they meet each other in basic training for the
army. They are about on the same
intelligence level and both are kind men.
Bubba shares his dream of owning a shrimp
boat after getting out of the army with
Forrest, and they plan to do that together.
Bubba is wounded mortally in action in
Vietnam, and Forrest carries him to safety,
but he dies in Forrest's arms. Forrest carries
out Bubba's dream and gives half of the
money earned to Bubba's family.
Forrest Gump is the son of Forrest Gump by
Jenny Curran. He is a smart little boy who
also seems to be kind like his father. His
mother dies when he is young, and he is left
to be raised by his father, Forrest Gump, who
is determined to raise him well.
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Pre-Viewing Exercise
Introduction and Purpose:
This activity may be completed prior to viewing
the film or completing any of the other lessons
included in this guide so that students have a
broad overview of the film and an understanding
of why film is used to study history. The activity
will also help students learn how to actively view a
film and use it to learn about history by asking
certain key questions.
Goals and Objectives:
The main goal of this lesson is to introduce
students to the film, Forrest Gump, and for
students to learn why film is used to study history
and how it can be used effectively. It also
addresses the North Carolina Standard Course of
Study goals 11 and 12 and their objectives as well
as the National Council for the Social Studies
thematic strands I-VI.
Materials:
-Forrest Gump DVD
-Copies of the front and back cover of the DVD
case and Pre-Viewing Exercise for each student
-Chalk and chalkboard or marker board and
markers
-Forrest Gump Motion Picture Study Guide
Getting Started Activity:
The teacher should write the following assignment
on the board for students to work on:
"Getting Started: 5 minutes
1) Jot down as many historically based films as
you can think of.
2) Write a response to answer the following
question: How can films be used to study
history?"
Once students have had time to complete the
activity, the teacher should ask students to
volunteer film titles that came to mind to answer
the first part of the activity. Briefly discuss what
the historical focus is for each. The teacher
should then ask students to contribute their ideas
on how film can be used to study history. The
teacher should encourage the students to share
their responses and also guide a discussion on the
following topics if students do not bring them up:
1) Students can learn about the time period a film
is about as well as the time period in which the
film is made by examining the film and its
production.
2) Students can learn about modern views toward
historical periods by how they are treated in film.
3) Students can discuss what is true or false about
time periods and examine historical accuracies
and inaccuracies in a film.
4) Students can discuss strengths and weaknesses
of films in learning about history
Teacher Input:
The teacher should now introduce students to the
film, Forrest Gump, and give a plot summary for
the students- the plot summary included in this
guide may be used. The teacher should also focus
on introducing students to the time period in
focus- 1950s-1980s.
Guided Practice:
The teacher should draw a basic time line from
1950 to 1990 on the board. She will ask students
to add key historical events that occurred during
that time period until the class has a basic
timeline, covering the most important events in
U.S. History during that span of time. The class
should then discuss cause and effect briefly and
how history can be studied by examining society
as a whole or the life of an individual. This can
lead into a discussion of Forrest Gump and how it
is focused on the life of the fictional character,
Forrest Gump, through this time period.
Independent Practice:
The teacher should now introduce students to
some basic questions to ask whenever they view
any film. She should give each student a copy of
the front and back cover of the DVD case and the
Forrest Gump Pre-Viewing Exercise Worksheet.
The class should be given a basic overview of the
questions so that they understand what is being
asked. The teacher should then instruct students
independently to attempt to answer as many of
the questions as they can using the copy of the
DVD case and what they already know about the
film from the plot summary and the time period
from the timeline completed earlier. Once
students have had ample time, the class should
discuss each question and what they have learned
about the film so far. Questions 8-10 will most
likely be conjectures at this point- students can
expand on these later. All the questions should be
reviewed after viewing the film or parts of it for
further response, particularly questions 8-10.
Closure:
The class should discuss how knowing the
answers to these questions can help a person
understand a film and history better.
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Name: ____________________________________ Date: ______________ Class Period: _____
Forrest Gump Pre-Viewing Exercise
Directions: Read the following questions carefully. Use the copy of the outside of the DVD case to
respond to the following questions. You may add to your responses after viewing the film, but try to
give a preliminary response before viewing.
1) Who created/produced the film?
2) What is the film about?
3) When and where is it set?
4) What major historical events occurred during that time?
5) When was it produced?
6) What major historical events occurred during that time?
7) Why was it created?
8) What messages does it send the audience?
9) What methods or styles are used to send those messages?
10) Who is the target audience?
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Lesson #1: The Civil Rights
Movement in Forrest Gump
Introduction and Purpose:
The purpose of this lesson is to examine the
treatment of the Civil Rights movement in Forrest
Gump and expand student understanding of this
time period through the film. This lesson should
be completed after students have been given at
least a broad overview of the Civil Rights
Movement and understand what it was, when it
happened, why it happened, how it happened,
and what its results were.
Goals and Objective:
The primary goal for this lesson is for students to
gain a more complete understanding of what the
Civil Rights Movement was, why it occurred, and
what the results were. This lesson addresses the
North Carolina Standard Course of Study goal 11,
objectives 11.02 and 11.03 as well as the NCSS
thematic strands I-VI.
Materials:
-Forrest Gump DVD
-Copies of the Civil Rights Movement Exercise
for each student
-Chalk and chalkboard or marker board and
markers
-Forrest Gump Motion Picture Study Guide
Getting Started Activity:
The teacher should write the following assignment
on the board for students to work on
independently:
"Getting Started: 5 minutes:
Write a short response for each of the following
questions:
1) What was the Civil Rights Movement?
2) When did it occur?
3) Why did it occur?
4) How did it happen?
5) What were its results?"
Once students have had ample time to complete
the questions, the teacher will guide students in a
discussion of the questions and answers. Students
should be encouraged to ask questions if they
have any.
Teacher Input:
The teacher will now give students an overview of
Forrest Gump and the Civil Rights Movement
Exercise worksheet on the next page. She will
review the questions, which help guide what the
students should be asking during the viewing of
the clip from the film. The teacher will explain
that students may take notes while watching the
clip or wait until after viewing to write their
responses.
Independent Practice:
The teacher should now play minutes 20:00 to
25:15 and 1:07:50 to 1:09:15 from the DVD for
the students. The teacher should monitor student
behavior and attention. Once the film has been
shown and before students discuss the clip
together, they should independently respond to
the questions on the worksheet. The teacher
should give students around fifteen minutes to
write thoughtful responses.
Guided Practice:
Once students have had ample time to respond,
the teacher will pair students up with a partner so
that they can share their responses and discuss the
questions. They should be given around five to
ten minutes to complete this sharing and
discussion phase. Once they have had ample time
to do this, then the class will come back together
as a whole, and the teacher should ask each pair
to respond to one of the questions to the rest of
the class. Once their response has been given,
others can add their perspectives. The teacher
may also provide original photographs or video
footage of the integration of the University of
Alabama to compare it to the scene from the film
for more discussion.
Closure:
Students should be asked to discuss what they
already knew about the Civil Rights Movement
before viewing by consulting their original
responses to the "Getting Started" questions and
then what they learned from the film, including
personal responses.
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Name: _____________________________ Date: __________________ Class Period: ________
The Civil Rights Movement as Portrayed in Forrest Gump
Directions: Read the following questions carefully and keep them in mind while you watch the clip
from the film that portrays the Civil Rights Movement. After the film, respond to each question as
fully as you can. Use a separate sheet of paper or the back to respond if you need more room.
1. What was happening in Alabama during this time period? Why was it such a volatile era?
2. Who was George Wallace? What do we learn about him from this clip and the news footage
included in this clip?
3. What is happening at the University of Alabama in this clip? How does the clip attempt to show
how controversial this was?
4. What is the significance of the following dialogue from this clip: (What does it tell you about
common views toward integration? What does it tell you about Forrest and his views toward other
races?)
Friend of Forrest: "Coons are trying to get in the school."
Forrest: "Coons? When raccoons try to get in our back porch, mama just chases them off with a
broom."
Friend of Forrest: "Not raccoons, you idiot, niggers- they want to go to school."
Forrest: "With us? They do?"
5. What happens when we view Forrest interacting with the African American woman in the film
footage? What does this tell us about Forrest?
6. Why do you think Forrest was placed into that particular scene?
7. How do Forrest's coaches respond when they see him help an African American student on
television? Why did they respond this way?
8. How was the Civil Rights Movement portrayed overall in this film clip?
9. How were the whites portrayed? Explain using evidence from the film clip.
10. How were African Americans portrayed? Explain using evidence from the film clip.
11. Who were the Black Panthers? How were they portrayed in the film?
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Lesson #2: The Vietnam War in
Forrest Gump
Introduction and Purpose: The purpose of
this lesson is to examine the treatment of the
Vietnam War in Forrest Gump and expand
student understanding of this time period
through the film. This lesson should be
completed after students have a basic
understanding of what the Vietnam War was,
when it was fought, where it was fought,
between whom was it fought, why it was
fought, how it was fought, and what its results
were. This lesson will enhance student
understanding of the conflict.
Goals and Objective:
The primary goal for this lesson is for
students to gain a more complete
understanding of what the Vietnam War was,
why it occurred, and what the results were.
This lesson addresses the North Carolina
Standard Course of Study goal 11, objectives
11.01, 11.03, 11.04, and 11.06 as well as the
NCSS thematic strands I-VI.
Materials:
-Forrest Gump DVD
-Copies of the Vietnam War Exercise for
each student
-Chalk and chalkboard or marker board and
markers
-Forrest Gump Motion Picture Study Guide
Getting Started Activity:
The teacher should write the following
assignment on the board for students to work
on independently:
"Getting Started: 5 minutes:
Write a short response for each of the
following questions on a blank sheet of
paper:
1) What was the Vietnam War?
2) When and where did it occur?
3) Why did it occur? What were the two
sides?
4) How was it fought?
5) What were its results?
6) What do you think of when you think of
the Vietnam War?"
Once students have had ample time to
complete the questions, the teacher will guide
students in a discussion of the questions and
answers. Students should be encouraged to
ask questions if they have any.
Teacher Input:
The teacher will now give students an
overview of Forrest Gump and the Vietnam
War Exercise worksheet on the next page.
She will review the first clip's set of questions,
which help guide what the students should be
asking during the viewing of the clip from the
film. The teacher will explain that students
may take notes while watching the clip or wait
until after viewing to write their responses.
Guided Practice:
The teacher should now play minutes 31:10
to 35:30 from the DVD for the students. The
teacher should monitor student behavior and
attention. Once the clip has been shown, the
teacher will divide the class into five groups
and assign each group a question to discuss
and respond to. They should have around
five minutes to formulate a response. Once
the time has elapsed, the teacher will call the
class back together, and call on one student
from each group to summarize their group's
response to their assigned question- other
students should take notes and respond on
their own worksheets.
Teacher Input:
The teacher will review the second clip's set
of questions, which help guide what the
students should be asking during the viewing
of the clip from the film. The teacher will
explain that students may take notes while
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watching the clip or wait until after viewing to
write their responses.
contributed to the film's overall treatment of
the war.
Independent Practice:
The teacher should now play minutes 40:38
to 1:03:25 from the DVD for the students.
The teacher should monitor student behavior
and attention. Once the clip has been shown,
the teacher will ask students to take out the
sheet of paper that they responded to the
"Getting Started" questions on and review
their response to question #6. They should
then respond, on their own, to the last
question on their Vietnam War in Forrest
Gump worksheet. Once they have been given
ample time to respond, the teacher will ask
students to discuss how their original views
toward the Vietnam War compared to how it
was portrayed in the film. Students will then
be assigned either the odd or even number
questions on the worksheet to complete
independently.
Extended Exercise:
The class may examine this film and the
Vietnam War in more depth by studying the
music from the second clip. The class should
view the clip and pause the film after each
song is played in the film. The class may
research that song and its origin and
meaning. They should then discuss the
purpose of each song's inclusion and what
effect(s) the music had on this clip.
Guided Practice:
Once students have independently
responded to their assigned questions, the
teacher will pair the students up so that they
can share their responses with one another.
Once they have had time to complete the
sharing process, the teacher will call the class
back together to review the answers to the
questions assigned. Students should ask
questions if they have any.
Closure:
The class may discuss the film's treatment of
the Vietnam War and how this was
accomplished. They should focus in
particular on the style of this clip and
brainstorm all elements that they felt
14
Name: _____________________________ Date: __________________ Class Period: ________
The Vietnam War as Portrayed in Forrest Gump
Directions: Read the following questions carefully and keep them in mind while you watch the clips
from the film that portrays the Vietnam War. After the film, respond to each question as fully as
you can. Use a separate sheet of paper or the back to respond if you need more room.
Clip #1:
1. Why does Forrest join the military? Why does Bubba join the military? How do you know this?
2. How does the film address race relations in the military in this clip? Give evidence for your
response.
3. Why does Forrest do so well in the military? What does this imply about the military?
4. How is the military portrayed in this clip overall? Give evidence behind your response.
5. What is life like during basic training according to this clip? What techniques are used to
emphasize this portrayal?
Clip #2:
1. What is the landscape, geography, and climate of Vietnam portrayed like in this clip? How do
you think this influenced young American soldiers serving there?
2. How does the first song played affect your view of that scene when Forrest and Bubba first arrive
at their camp in Vietnam? Why do you think it has that effect?
3. How is the military portrayed in this clip? Give evidence for your response.
4. How is battle portrayed in this clip? Give evidence for your response.
5. How does Forrest feel about the men he served in Vietnam with? How do you know? Why do
you think the makers of the film included this?
15
6. How does Forrest respond when his platoon takes fire originally? What does he do afterward?
7. Why does Lieutenant Dan resist Forrest's help?
8. What happened to Bubba? How does he respond?
9. What types of weapons were used in this war?
10. What is life like for Forrest while he is recuperating from his wounds? How did the soldiers
pass time?
11. How does the film treat the effects of the war on the individual soldiers? What effect did the
war have on Lieutenant Dan? Was his experience unique? Give evidence for your response.
12. How do Lieutenant Dan and Bubba's views toward the war and death in the war differ (Think
of when Lieutenant Dan is injured and when Bubba is dying)? How does this reflect American
sentiment on a wider scale?
13. Why was Forrest introduced to President Lyndon Johnson? Why was Forrest integrated into
this clip of historical footage? Evaluate its effectiveness.
14. What perspectives were left out of this portrayal of the Vietnam War?
15. Overall, how did the film portray the Vietnam War? Was it positive, negative, both, or neutral?
Give evidence for your response.
16
Lesson #3: Anti-Vietnam War
Demonstrations in Forrest Gump
Introduction and Purpose: The purpose of this
lesson is to examine the controversy over the
Vietnam War in Forrest Gump and expand
student understanding of this controversy through
the film. This lesson should be completed after
students have a basic understanding of what the
Vietnam War was, when it was fought, where it
was fought, between whom was it fought, why it
was fought, how it was fought, and what its results
were as well as what the American homefront was
like during this time and how it responded to the
war. This lesson will enhance student
understanding of the conflict abroad and at home.
Goals and Objective:
The primary goal for this lesson is for students to
gain a more complete understanding of what the
Vietnam War was, why it occurred, why it was
controversial, and what the results were. This
lesson addresses the North Carolina Standard
Course of Study goal 11, objectives 11.01, 11.03,
11.04, and 11.06 as well as NCSS thematic
strands I-VI.
Materials:
-Forrest Gump DVD
-Copies of the Anti-Vietnam War Demonstrations
Exercise for each student
-Chalk and chalkboard or marker board and
markers
-Forrest Gump Motion Picture Study Guide
Once students have had ample time to complete
the questions, the teacher will guide students in a
discussion of the questions and answers. Students
should be encouraged to ask questions if they
have any.
Teacher Input:
The teacher will now give students an overview of
Forrest Gump and the Anti-Vietnam War
Demonstrations Exercise worksheet on the next
page. She will review the questions, which help
guide what the students should be asking during
the viewing of the clip from the film. The teacher
will explain that students may take notes while
watching the clip or wait until after viewing to
write their responses.
Guided Practice:
The teacher should now play minutes 1:03:25 to
1:07:35 from the DVD for the students. The
teacher should monitor student behavior and
attention. Once the clip has been shown, the
teacher will assign one question to each student by
numbering them off 1-5. They should have
around three minutes to formulate a response.
Once the time has elapsed, the teacher will call
the class back together and form them into groups
of five- each member with a different question.
They should share their responses together, and
then the class should discuss the questions briefly
as a whole.
Closure:
The teacher should ask students to discuss
whether or not students felt that the film
accurately reflected the controversial nature of the
Vietnam War in Vietnam and the United States.
To examine the anti-war front more closely, the
class may then discuss Abbie Hoffman, who he
was, what he did, and how he was portrayed in the
film in more depth.
Getting Started Activity:
The teacher should write the following assignment
on the board for students to work on
independently:
"Getting Started: 5 minutes:
Write a short response for each of the following
questions on a blank sheet of paper:
1) Why was the Vietnam War so controversial?
2) How did many Americans feel about the war
originally?
3) How did American public opinion of the war
change over time?"
17
Name: _____________________________ Date: __________________ Class Period: ________
The Anti-Vietnam War Demonstrations as Portrayed in Forrest Gump
Directions: Read the following questions carefully and keep them in mind while you watch the clips
from the film that portrays the American homefront during the Vietnam War. After the film,
respond to each question as fully as you can. Use a separate sheet of paper or the back to respond
if you need more room.
1. What type of demonstration is Forrest pulled into during this clip? How do you know? Where
was it occurring? Was Forrest aware of what he was being pulled into?
2. Who was the man in the American flag shirt supposed to be? What was his role in this clip?
3. What was the overall attitude of the crowd? How could you tell?
4. Why did another soldier pull the cords out of the audio equipment while Forrest was speaking?
How is this reflective of the different sides in the conflict on the American homefront?
5. How were the people involved in the demonstration portrayed? Give evidence for your
response.
18
Lesson #4: Life in the 50s, 60s, 70s,
and 80s in Forrest Gump
Introduction and Purpose: The purpose of this
lesson is to examine how American life and
history was portrayed in the four decades across
which Forrest Gump spans. This lesson is
intended to be used when the film is viewed in its
entirety. However, it is most effective when the
film is divided up according to the decades and
students view and discuss each section at a time.
This lesson should be used after students have
covered this material in class as a review of these
decades. The other lessons in this study guide
may be used along with this lesson.
*Note: If viewing the film in its entirety, there are
some scenes that may not be appropriate in the
classroom and can easily be skipped. The teacher
should view the film prior to showing it to the
class to determine if any scenes need to be
skipped.
Goals and Objective:
The primary goal for this lesson is for students to
gain a more complete understanding of America
in the 1950s-1980s. This lesson addresses the
North Carolina Standard Course of Study goals
11 and 12 as well as NCSS thematic strands I-VI.
Materials:
-Forrest Gump DVD
-Copies of the 1950s-1980s Overview Graphic
Organizer for each student
-Chalk and chalkboard or marker board and
markers
-Forrest Gump Motion Picture Study Guide
1) On a blank sheet of paper, create a timeline
from 1950 to 1990.
2) Label the key events and what presidents
served during this time."
Students will be given ample time to complete this
exercise and then the class will add to the
timelines as a whole- brainstorming what they
know about each decade. (Students may have one
from the Pre-Viewing Lesson and may use that to
review if that activity was completed prior to this
lesson)
Teacher Input:
The teacher will now give students an overview of
Forrest Gump and a copy of the 1950s to 1980s
Overview Graphic Organizer. She should explain
that the students will be watching the film in four
sections- one on each decade. The students
should watch each section carefully and take notes
on the graphic organizer, and the class will discuss
the decade after each viewing.
Independent/ Guided Practice:
The class should now watch the film in the
following segments:
Decade
Time on DVD
1950s
0-19:50
1960s
19:51-1:17:00
1970s
1:17:01-1:58:00
1980s
1:58:01-2:15:00
After viewing each segment, the teacher should
give students around ten minutes independently
to finish their notes on their graphic organizer.
The class should then discuss what it already
knew about that decade, how the film portrayed
America during that decade, and what it left out.
Closure:
Once the entire film has been viewed, the class
should discuss the film as a whole, how it
portrayed American life during the 1950s-1980s,
and what the film's purpose was. The class should
also discuss the style of the film and how effective
integrating and manipulating real historical
footage was.
Getting Started Activity:
The teacher should write the following assignment
on the board for students to work on
independently:
"Getting Started: 5 minutes:
19
1950s-1980s Overview Graphic Organizer
What major
events occurred
during this
decade? How
were they
addressed in the
film?
What was left
out?
Who were the
American
presidents during
this decade? How
were they
portrayed in the
film?
20
1950s
1960s
1970s
1980s
What was
American society
like during this
time period? How
was it portrayed
in the film?
What historical
footage was used
to represent this
decade in the
film?
Overall, how was
this decade
presented in the
film?
21
Lesson #5: Forrest Gump in
Historical Footage
Introduction and Purpose: The purpose of this
lesson is to examine how American life and
history was portrayed in the four decades across
which Forrest Gump spans. This lesson is
intended to be used when the film is viewed in its
entirety. However, it is most effective when the
film is divided up according to the decades and
students view and discuss each section at a time.
This lesson should be used after students have
covered this material in class as a review of these
decades. The other lessons in this study guide
may be used along with this lesson.
*Note: If viewing the film in its entirety, there are
some scenes that may not be appropriate in the
classroom and can easily be skipped. The teacher
should view the film prior to showing it to the
class to determine if any scenes need to be
skipped.
Goals and Objective:
The primary goal for this lesson is for students to
gain a more complete understanding of America
in the 1950s-1980s. This lesson addresses the
North Carolina Standard Course of Study goals
11 and 12 as well as NCSS thematic strands I-VI.
Materials:
-Forrest Gump Special Features DVD
-Copies of the Forrest Gump in Historical
Footage Worksheet for each student
-Chalk and chalkboard or marker board and
markers
-Forrest Gump Motion Picture Study Guide
Getting Started Activity:
The teacher should write the following assignment
on the board for students to work on
independently:
"Getting Started: 5 minutes:
know about each decade. (Students may have one
from the Pre-Viewing Lesson and may use that to
review if that activity was completed prior to this
lesson)
Teacher Input:
The teacher will now give students an overview of
Forrest Gump and a copy of the 1950s to 1980s
Overview Graphic Organizer. She should explain
that the students will be watching the film in four
sections- one on each decade. The students
should watch each section carefully and take notes
on the graphic organizer, and the class will discuss
the decade after each viewing.
Independent/ Guided Practice:
The class should now watch the film in the
following segments:
Decade
Time on DVD
1950s
0-19:50
1960s
19:51-1:17:00
1970s
1:17:01-1:58:00
1980s
1:58:01-2:15:20
After viewing each segment, the teacher should
give students around ten minutes independently
to finish their notes on their graphic organizer.
The class should then discuss what it already
knew about that decade, how the film portrayed
America during that decade, and what it left out.
Closure:
Once the entire film has been viewed, the class
should discuss the film as a whole, how it
portrayed American life during the 1950s-1980s,
and what the film's purpose was. The class should
also discuss the style of the film and how effective
integrating and manipulating real historical
footage was.
1) On a blank sheet of paper, create a timeline
from 1950 to 1990.
2) Label the key events and what presidents
served during this time."
Students will be given ample time to complete this
exercise and then the class will add to the
timelines as a whole- brainstorming what they
22
Name: _____________________________ Date: __________________ Class Period: ________
Forrest Gump in Historical Footage Worksheet
Directions: Read the following questions carefully and keep them in mind while you watch the clips
from the Forrest Gump special features DVD. After the film, respond to each question as fully as
you can. Use a separate sheet of paper or the back to respond if you need more room.
23
Works Cited
Forrest Gump. Director Robert Zemeckis. Perf. Tom Hanks, Robin Wright, Gary Sinise,
Mykelti Williamson, and Sally Field. 1994. DVD. Pararmount, 2001.
Salomon, Gavriel. "Amount of Invested Mental Energy." Interaction of Media Cognition
and Learning. Hillsdale, NJ: Lawrence Erlbaum Associates, 1994.
*Images used in this guide are cited in the picture appendix.
24
Picture Appendix
The following are the images included in this study guide and the website from which they were
found in the order used in the paper.
1.
http://images.starpulse.com/Photos/Previews/Forrest-Gump-p11.jpg
2.
http://www.cineclub.de/filmarchiv/1994/forrest-gump.html
3.
http://images.starpulse.com/Photos/Previews/Forrest-Gump-p11.jpg
4.
http://www.codinghorror.com/blog/images/forrest-gump-feather.jpg
5.
http://www.flickr.com/photos/natalius/2406012182/
6.
http://img2.timeinc.net/ew/dynamic/imgs/061006/17191__forrest_gump_l.jpg
7.
http://www.keryx.se/forrestgump/kids_forrest_jenny.jpg
8.
http://www.cineclub.de/filmarchiv/1994/forrest-gump.html
9.
http://sportsmed.starwave.com/i/magazine/new/forrest_gump_bama.jpg
25
10.
http://www.cinema.com/film/2886/forrest-gump/gallery/page_4.phtml
11.
http://www.cinema.com/film/2886/forrest-gump/gallery/page_4.phtml
12.
http://www.cinema.com/film/2886/forrest-gump/gallery/page_4.phtml
13.
http://www.forrest-gump.de/image/president2.jpg
14.
http://plaza.ufl.edu/gator913/Images/gump_momma.jpg
15.
http://www.fanboyx.com/images/me/007/128gump.jpg
16.
http://www.film.org.pl/prace/filmografia_zemeckisa/forrest.jpg
17.
http://content9.flixster.com/question/48/11/85/4811859_std.jpg
18.
http://morte.martin-gunz.com/filme/drama/forrest_gump.htm
19.
http://www.codinghorror.com/blog/images/forrest-gump-feather.jpg
26
20.
http://l.yimg.com/img.movies.yahoo.com/ymv/us/img/hv/photo/movie_pix/paramount_pictures/for
rest_gump/sally_field/gump1.jpg
21.
22.
23.
24.
25.
http://www.flickr.com/photos/natalius/2406012182/
http://www.klepsidra.net/klepsidra5/bubba.jpg
http://www.cinema.com/film/2886/forrest-gump/gallery/page_4.phtml
http://content9.flixster.com/question/51/62/57/5162575_ori.gif
http://en.wikipedia.org/wiki/Foster_Auditorium
26.
http://upload.wikimedia.org/wikipedia/commons/thumb/9/99/Governor_George_Wallace_stands_
defiant_at_the_University_of_Alabama.jpg/250pxGovernor_George_Wallace_stands_defiant_at_the_University_of_Alabama.jpg
27.
http://www.cswap.com/1994/Forrest_Gump/still/11.jpg
27
28.
http://www.klepsidra.net/klepsidra5/forrest-bubba.jpg
29.
http://www.cineclub.de/filmarchiv/1994/forrest-gump.html
30.
http://content.answers.com/main/content/wp/en/thumb/8/81/180pxHoffman_abbie4_med.jpg
31.
32.
http://videodetective.com/photos/128/005389_11.jpg
http://www.student.ru.nl/mariekemeijerink/gump_kennedy.jpg
33.
http://www.cites.uiuc.edu/edtech/teaching_showcase/articles/baird/newsletter_2_05/images/gump_n
_lennon.jpg
34.
35.
http://thesiu.fm.interia.pl/medal.jpg
http://www.forrest-gump.de/image/president2.jpg
28