Arranged Marriages: Love or Duty? Script

Warm-up & Introduction (10 minutes)

(Slide 1: Arranged Marriages: Love or Duty?)

Teacher: "Good morning/afternoon, everyone! Today, we're diving into a really interesting and often misunderstood topic: arranged marriages. This isn't just about history; it's a living tradition for millions of people around the world, and it challenges many of our own ideas about love, family, and choice."

(Slide 2: What comes to mind when you hear 'arranged marriage'?)

Teacher: "Let's start with a quick thought exercise. When you hear the term 'arranged marriage,' what immediately comes to your mind? Don't censor yourselves; just share your initial associations. It could be something you've seen in a movie, read in a book, or even a personal story you've heard. What feelings or assumptions might you have?"

(Allow 2-3 minutes for students to share, guiding the discussion to be open and respectful. Acknowledge all responses without judgment.)

Teacher: "Thank you for sharing your honest thoughts. It's clear that many of us have different ideas, and some might even come from popular culture or limited information. Our goal today is to move beyond those initial perceptions and gain a deeper, more nuanced understanding."

(Slide 3: Today, we will...)

Teacher: "By the end of this lesson, our objective is to analyze the cultural, social, and personal dimensions of arranged marriages. We'll challenge some common stereotypes and learn to articulate diverse perspectives on this practice. This is important because it fosters cultural empathy, helps us critically think about global social structures, and encourages us to consider different life paths and societal values beyond our own experiences."

(Slide 4: Understanding Arranged Marriages)

Teacher: "So, what exactly is an arranged marriage? At its core, an arranged marriage is a marriage union where the bride and groom are selected by individuals other than the couple themselves, primarily by family members such as parents or elders.

"It's crucial to understand that there are varying degrees of choice within arranged marriages. Some might involve very little direct choice from the individuals, while others allow for a significant say, including veto power, or even a period of courtship before the final decision. The focus is often on family legacy, social standing, economic stability, and cultural compatibility rather than solely romantic love.

"This practice isn't confined to one region; it's a global phenomenon, common in parts of Asia, Africa, the Middle East, and within certain diaspora communities worldwide."

Film Viewing & Initial Reflection (35 minutes)

(Slide 5: Film Viewing: A Window into Arranged Marriage)

Teacher: "To help us understand this topic better, we're going to watch a film clip. This clip offers a glimpse into one particular arranged marriage experience. Before we start, I'm going to hand out a worksheet called the Film Viewing Questions Worksheet."

(Distribute the worksheet.)

Teacher: "As you watch, please use this worksheet to take notes and answer the questions. Pay close attention to:

• The motivations of the individuals and families involved.
• The emotions and challenges portrayed.
• Any cultural traditions and expectations you observe.
• And importantly, any surprises or new questions that arise for you."

(Ensure the film clip is ready. Play the 20-30 minute film clip.)

Teacher: "Now that you've watched the clip, please take about 5-10 minutes to finish completing your Film Viewing Questions Worksheet and gather your thoughts individually. This is your chance to solidify your observations and reflections before we discuss them."

(Allow students time to write.)

Small Group Discussion (20 minutes)

(Slide 6: Small Group Discussion)

Teacher: "Alright, let's move into small groups. Please get into groups of 3-4 students. Once you're in your groups, your task is to discuss your answers to the questions on the Film Viewing Questions Worksheet. Compare your perspectives, see what themes or points of divergence you noticed in the film, and share any surprises or how the film challenged your initial perceptions."

(Circulate among groups, listen to discussions, and prompt deeper thinking. Offer guidance if groups get stuck.)

Whole Class Discussion & Debrief (20 minutes)

(Slide 7: Whole Class Debrief & Nuance)

Teacher: "Let's bring it back together, class. What were some of the most interesting points or discussions that came up in your small groups? Who would like to share a key insight or a question that emerged?"

(Facilitate the discussion, calling on different groups and individuals. Guide them toward a nuanced understanding using the following prompts as needed.)

Teacher: "Based on the film and our discussions, how do you think individual happiness and desires are balanced with family expectations and societal pressures in arranged marriages?"

Teacher: "What are some common misconceptions about arranged marriages that you think we've started to challenge today?"

Teacher: "Why do you think it's important for us, as global citizens, to understand and respect different cultural practices like arranged marriages, even if they are very different from our own?"

Cool Down/Exit Ticket (5 minutes)

(Slide 8: Reflecting on Diverse Traditions)

Teacher: "Excellent discussion, everyone. Today, we've explored just how complex and varied arranged marriages can be. It's not about deciding if it's 'right' or 'wrong,' but about understanding different cultures and respecting diverse paths to partnership. Before you leave, I have one final, quick task for you. On an index card or a piece of paper, please complete this sentence:

One new perspective I gained about arranged marriages today is...

"Please hand these to me as you exit. Thank you for your thoughtful participation today!"

Film Viewing Questions: Arranged Marriages

Instructions: As you watch the film clip, answer the following questions to the best of your ability. Be prepared to discuss your answers with your classmates.

Part 1: Initial Observations (During the Film)

1. Who are the main characters featured in the clip, and what is their relationship to the arranged marriage process?
   
   
   
   
   
   
   

2. What cultural traditions, rituals, or ceremonies related to marriage do you observe in the film?
   
   
   
   
   
   

3. What are the stated or implied reasons for the arranged marriage (e.g., family honor, financial stability, tradition, community ties)?
   
   
   
   
   
   
   

4. How do the individuals involved (the potential couple, parents, other family members) seem to feel about the arranged marriage? Describe their emotions (e.g., excitement, nervousness, sadness, duty, hope).
   
   
   
   
   
   
   
   
   
   
   
   

5. Are there any moments in the clip where an individual expresses agency or a lack of agency regarding the marriage? Describe these moments.
   
   
   
   
   
   
   
   
   
   
   
   

Part 2: Reflection & Analysis (After the Film)

1. Before watching the clip, what were your initial assumptions about arranged marriages? Did the film confirm, challenge, or add nuance to these assumptions? Explain.
   
   
   
   
   
   
   
   
   
   
   
   

2. In what ways did the film highlight the balance between individual desires and family/community expectations?
   
   
   
   
   
   
   
   
   
   
   
   

3. What is one aspect of arranged marriage portrayed in the film that surprised you, and why?
   
   
   
   
   
   
   

4. Based on the film, what do you think are some of the potential benefits and challenges of an arranged marriage for the individuals involved?
   
   
   
   
   
   
   
   
   
   
   
   
   

5. What new questions do you have about arranged marriages or the culture portrayed in the film after watching the clip?
   
   
   
   
   
   
   

Film Viewing Questions Answer Key: Arranged Marriages

Note to Teacher: The answers below are suggested responses and may vary depending on the specific film clip chosen. Encourage students to provide thoughtful and well-supported answers based on their observations and interpretations. The goal is to foster critical thinking and nuanced understanding, not just recall.

Part 1: Initial Observations (During the Film)

1. Who are the main characters featured in the clip, and what is their relationship to the arranged marriage process?

   • Suggested Answer: (Will vary based on film clip, e.g., A young woman, likely the bride, who seems hesitant but dutiful. Her parents, who are actively arranging the match. A potential groom, who appears briefly and seems agreeable. The relationships are primarily parental guidance/decision-making and the prospective couple being presented to each other.)

2. What cultural traditions, rituals, or ceremonies related to marriage do you observe in the film?

   • Suggested Answer: (Will vary based on film clip, e.g., Family meetings between the two sides, the serving of tea or special food, traditional clothing worn during meetings, specific greetings or gestures of respect, the exchange of gifts, or religious blessings.)

3. What are the stated or implied reasons for the arranged marriage (e.g., family honor, financial stability, tradition, community ties)?

   • Suggested Answer: (Will vary based on film clip, e.g., The parents mention finding a partner from a good family background, maintaining their community status, ensuring financial security for their daughter, or upholding long-standing family traditions.)

4. How do the individuals involved (the potential couple, parents, other family members) seem to feel about the arranged marriage? Describe their emotions (e.g., excitement, nervousness, sadness, duty, hope).

   • Suggested Answer: (Will vary based on film clip, e.g., The bride appears nervous and perhaps a bit resigned, showing a sense of duty. The parents seem hopeful and proud, confident in their decision. The groom might be quiet but respectful, showing anticipation.)

5. Are there any moments in the clip where an individual expresses agency or a lack of agency regarding the marriage? Describe these moments.

   • Suggested Answer: (Will vary based on film clip, e.g., Lack of agency: The bride doesn't speak much in front of the groom's family and seems to accept decisions made for her. Agency: There might be a subtle glance exchanged between the couple, or a parent might ask their child for their 'opinion' even if the ultimate decision rests with the elders.)

Part 2: Reflection & Analysis (After the Film)

1. Before watching the clip, what were your initial assumptions about arranged marriages? Did the film confirm, challenge, or add nuance to these assumptions? Explain.

   • Suggested Answer: (Open-ended, e.g., "I initially thought arranged marriages were always forced, but the film showed that while families are involved, there can still be respect and hope for the couple." or "I assumed there would be no emotional connection, but I saw moments of genuine tenderness or concern between the families.")

2. In what ways did the film highlight the balance between individual desires and family/community expectations?

   • Suggested Answer: (Will vary based on film clip, e.g., The film shows the parents prioritizing the family's reputation and financial future (community expectation), while the bride's quiet demeanor might suggest her personal desires are secondary, yet she still hopes for a happy outcome.)

3. What is one aspect of arranged marriage portrayed in the film that surprised you, and why?

   • Suggested Answer: (Open-ended, e.g., "I was surprised by how much emphasis was placed on the compatibility of families, not just the individuals." or "I was surprised by the quiet acceptance of the bride; I expected more overt rebellion based on what I'd heard.")

4. Based on the film, what do you think are some of the potential benefits and challenges of an arranged marriage for the individuals involved?

   • Suggested Answer:
     • Benefits: Family support, reduced pressure of finding a partner, shared cultural values, financial stability, strong community ties, potentially a deep bond that grows over time.
     • Challenges: Lack of initial romantic love, limited personal choice, pressure to conform, potential incompatibility, difficulty in expressing individual needs or desires, cultural expectations that may clash with modern views.

5. What new questions do you have about arranged marriages or the culture portrayed in the film after watching the clip?

   • Suggested Answer: (Open-ended, e.g., "How do couples develop love after an arranged marriage?" or "What happens if one partner is truly unhappy?" or "How much influence do individuals actually have in choosing their partner in these cultures today?")