Who Killed the Electric Car Analysis – College Essay Example
Who Killed the Electric Car Analysis – College Essay Example

Who Killed the Electric Car Analysis – College Essay Example

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  • Pages: 9 (2363 words)
  • Published: August 24, 2017
  • Type: Case Study
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Who Killed the Electric Car? is a powerful tool pertinent to many academic subjects and adaptable to an assortment of abilities. acquisition manners. and schoolroom ends. This rich. A self-contained movie requires small or no extra research on the portion of the teacher or the category. but can be used as the foundation for independent pupil research. The movie divides neatly into two equal and independent sections that can be shown on consecutive years or at different points in a unit. Both sections offer first-class treatment chances.

The schoolroom experience of pupils taking classes on environmental scientific discipline or offerings that include a unit on air quality or environmental concerns would be enriched by sing Who Killed the Electric Car. Courses that encourage involvement in technology and practical math applications would besides profit. The ethical and civic inquiries that the movie explores offer a natural connexion for i

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nstructors working in the country of civics. authorities. morals. and concern moralss. In many of these classes, the movie could be treated as an instance survey. The ethical inquiries raised are limitless and a big assortment of higher-level-thinking activities can be developed from the movie.

Included in this package are treatment prompts, category activities, and research suggestions.

Film Summary. the General Motors electric vehicle is featured. As this section concludes. the success of the industry’s legal scheme is symbolized by a celebrity-studded funeral for the electric auto. This section is filled with factual analysis that examines conflicting claims about emanations. practicality. costs of assorted fuels. and consumer demand. Who Killed the Electric Car? is presented as a whodone-it enigma.

Staying true to this genre. the movie opens with necessary background information. describe

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the offense committed. replying all of the what. where. and when inquiries. and so in the manner of Sir Arthur Conan Doyle gathers the suspects for close examination. coming to a decision on the guilt or artlessness of each. The 2nd half of Who Killed the Electric Car? is Sherlock Holmes at his best. The seven suspects identified in the first half of the movie are scrutinized. One by one. consumers. batteries. oil companies. car makers. the U. S. authorities. the California Air Resources Board. and the newest scoundrel. the H auto. base on balls under the bare bulb in the inspector’s question room in an effort to reply the inquiry asked in the film’s rubric:

Who Killed the Electric Car? At the terminal of each section the featured suspect is judged as guilty or guiltless. Opening with a spot of automotive history that establishes the electric auto as a competitory option to the internal burning engine. Who Killed the Electric Car? takes the spectator back to the beginning of the 20th century and the morning of the automotive age. A straightforward account of why gasolene beats out electricity as the fuel of pick and how the internal burning engine wins laterality concludes the wide overview.

The movie so moves to the recent yesteryear with the debut of the California Air Resources Board and their 1990 determination to necessitate that 10 per centum of all autos sold in California by each auto maker be zero-emission vehicles by the twelvemonth 2003. The Dr. Jekyll and Mr. Hyde response of automotive companies is revealed ; production and selling of zero-emission autos is elaborate. a period during which the legal

and political squads of the same makers work to get the better of the jurisprudence that gave birth to modern electric vehicles.

While several makers are The movie ends on a positive note. acknowledging a grassroots motion that envisions cleaner air and energy independence. In a John Kennedy-style entreaty. the movie claims that those who solve our energy riddle will be those that “change the universe. ”

Selected scenes for classroom review Two million new autos are sold in Television advertisements for  California each twelvemonth. electric auto. Cheap oil supports the burning Introduce Dr. Alan Lloyd of engine over the electric auto. Air quality in California: Manufacturer’s case to “Black cloud of decease. ” overturn emanations criteria. Each gallon of gasoline burned outputs President Bush backing lbs of C dioxide. engineering in the State of the Union. Introduce. David Freeman. Hydrogen Hummer and the H main road.  Creating demand for electric autos. . hearing on the emanations criteria and California’s ballot to kill the criteria. zero-emission policy. Cost to run an electric auto peers Manufacturers starts to roll up gasolene when gas is 60 cents per gallon. the electric autos. Californians Against Utility “Save the electric car” run. Company Abuse including the mock funeral claims to hold built electric autos the Last collected. harmonizing to demand. Selling; How far. how fast. batch. how much?  interpreter explains the Suspect: Car Manufacturers destiny of the gathered EV1s. PBS at the auto crusher. Suspect: Government. David Freeman. “We’re up against Suspect:  most of the money in the universe. ” Vigil for the  Suspect: Hydrogen Fuel Cell Would you purchase one of these electric President Bush at an autos?

Display cheque for

1. 9 million filling station. dollars offered to “Who controls the hereafter? Last autos moved. He who has the biggest nine. Automotive Museum The Smell of Fear. List of suspects. Verdicts. Suspect: Consumers “The battle about the electric auto was rather merely a battle about the hereafter. ”Suspect: Batteries Introduce James Woolsey and Plug-In America. “The one group of people that stairss Suspect: Oil Companies up to take it on is the group that will alter the universe. ”

Discussion Prompts.

These prompts can be used for full-class treatment little group conversations or adapted for usage as composing assignments of changing length and item.

  • What compromises related to autos and transit are you willing to do to continue and better air quality? Brainstorm possibilities and so discourse each one. concentrating on the mean consumer.
  • What one averment in the movie do you differ with? Why?
  • What one averment in the movie problems you the most? Why?
  • In your ain words. explicate why the automakers collected and destroyed the electric vehicles.
  • Did authorities function the people in the instance of electric autos?

Why?

  • Does authorities have the right to state companies what to fabricate? Why?
  • How of import an issue is our nation’s dependance on oil? Explain.
  • Do you agree that those who solve the energy inquiry will alter the universe? Explain.
  • Should the universe oil supply be divided equally harmonizing to population. given to those able to pay the highest monetary value. or reserved for developing states? Explain your sentiment.
  • Is it acceptable for a state to utilize oil as a arm? Why/why non?
  • Would you characterize each of the undermentioned as a good citizen or a bad

citizen?

Why?

  • The oil companies
  • The car companies
  • U. S. consumers
  • Scientists researching H fuel
  • The citizens seeking to salvage the electric auto
  •  Is energy a national security issue? Why/how? Explain.
  •  How is the usage of H as a fuel related to the reemergence of atomic power?
  •  Does boring for more oil in the pristine wilderness make sense? Why/why non?
  •  Given the information provided in the movie. make you believe electric autos are a sensible option to burning engines? Why/why non?
  •  Given the information provided in the movie. make you believe you will be able to purchase a hydrogen-powered auto in the following 10 old ages? 20 old ages? Ever? Why/why non?

Mock Court Choose defense and prosecution squads for each of the seven suspects identified in the movie. Have the squads prepare for a mock test utilizing the information in the movie and if desired. extra research. Stage a test with a jury that has non seen the movie. Functions: Judge: Acts as presiding officer keeping order. deciding struggles. and bear downing the jury. Prosecution squad: Presents grounds against the named suspect utilizing informants. charts. graphs. and physical grounds. The squad would besides cross-examine defense informants. The prosecution’s occupation is to turn out beyond a sensible uncertainty the guilt of the suspect.

Defense squad: Presents grounds that rebut the prosecution’s position and may propose alternate culprits. The defence may utilize informants. charts. graphs. and physical grounds. The squad would besides cross-examine prosecution informants. The defense’s occupation is to make sensible uncertainty as to the guilt of the suspect. This activity can be used as an alternate appraisal of pupil cognition while constructing critical thought and unwritten presentation

accomplishments.

Common Good: Open the activity by reading the paragraph below. Allow for a few proceedings of general remark on the construct of the “common good” and the claim by so president Charles E. Wilson: What’s good for the state is good for General Motors and frailty versa. The preamble to the United States Constitution opens with the words: “We the People of the United States. in order to organize a more perfect Union. set up, Justice. insure domestic Tranquility. supply for the common defense. advance the general Welfare. and procure the Blessings of Liberty to ourselves and our Descendants. make ordain and set up this Fundamental law for the United States of America. ” These words imply a common involvement that is shared by citizens and authorities. a construct frequently referred to as the “common good.

” In 1953. the so president of General Motors. Charles E. Wilson. was nominated by President Dwight Eisenhower to function as his Secretary of Defense. During Wilson’s verification hearings. senators were concerned that he would hold trouble doing a determination that could ache General Motors. a major defense contractor. even if the determination was in the best involvement of the United States. When asked this inquiry. Wilson assured senators that he could do such a determination but that he could non conceive of such a state of affairs. “because for old ages I thought what was good for the state was good for General Motors and frailty versa.

” Student direction Who Killed the Electric Car? implies that the “common good” is non-being served by the determination to abandon electric vehicles and embracing H engineering. Write your ain definition of the

“common good. ” Make groups of 3 to 5 and portion these definitions. Try to hold on to a group definition. Evaluate General Motors’ determination to kill the electric auto plan in visible radiation of your group’s definition. Be ready to describe your findings to the category. Make Mr. Wilson’s ideas from 1953 reflect the General Motors Corporation that is presented in the movie? If the Senate called the current president of G.M. to explicate the decease of the electric auto. conceive of what he might state that would be quoted more than 50 old ages subsequently.

Hidden Agenda Teacher debut As a category. insight about the term “hidden docket. ” When you get all the thoughts on the board. do groups of 3 to 5. In groups. have the category discuss the thoughts on the board and so compose a definition of “hidden agenda” that the group can hold on to. As a category. portion these definitions and make one working definition for the whole category. Have pupils return to their groups and discourse what “hidden docket ” the followers may hold had.

To do a claim. the group must hold at least one piece of solid grounds from the movie. Each group should make up one's mind which three of their claims are the strongest and fix to show them to the category.

What ss the role of business? What is the function of concern in a democratic/capitalist society? The complex interaction between concerns. authorities. and consumers are presented as an instance survey in Who Killed the Electric Car? . After sing the movie. clear up your ain attitude toward the function of concern. before any

treatment. by utilizing the prompts that follow. Prioritize the full list from 1. most of import. to 10. least of import. and so compose merely a sentence or two that explains each ranking. Using your consequences. do groups that include persons with different attitudes. While you discuss the film. analyze how different positions of concern influence sentiments about the movie.

What is the role of government? What is the function of authorities in a democratic/capitalist society? The complex interaction between concerns. authorities. and citizens is presented as an instance survey in Who Killed the Electric Car? After singing the movie. clear up your ain attitude toward the function of authorities. before any treatment. by utilizing the prompts that follow. Prioritize the full list from 1. most of import. to 10. least of import. and so compose merely a sentence or two that explains each ranking. Using your consequences. do groups that include persons with different attitudes. While you discuss the film. analyze how different positions of authorities influence sentiments about the movie.

Making the case.

In the 2nd half of Who Killed the Electric Car? each of the suspects in this enigma is held up to scrutiny. Acting as an indifferent investigator. develop a list of the grounds offered for guilt and the grounds that indicate artlessness. In groups or as a category. utilize these grounds lists as the footing for an argument that leads to a ballot on each suspect.

Brian Daniels teaches history and morals at Hudson High School. Hudson. Massachusetts. He is the school facilitator for the democratic school enterprise.

Hudson High and an active member of the school’s First Amendment Schools squad. He has been learning

for 30 old ages and holds bachelor’s grades in history and psychological science from Boston College and a master’s grade in critical and originative thought from the University of Massachusetts at Boston. He will go the Curriculum Director for English and Social Studies Grades 6-12 in the Hudson school territory in the summer of 2006. He has been published several times in the Boston Globe and has an article slated for publication in October of 2006 in the National Social Studies.

Supervisors Association magazine.

Supervisors association magazine. A Sony pictures classics release electric entertainment presents a dean Devlin/Plinyminor production a film by Chris Paine “Who Killed the Electric Car? ” Narrated by Martin Sheen edited by Michael Kovalenko Chris a. Peterson director of photography thaddeus wadleigh original music by Michael Brook consulting producer Alex Gibney executive producers Dean Devlin Tavin Marin Titus Richard D.

 

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