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Background 5
Event poster 14
Credits 15
Background information
Fun activities and discussion questions exploring the themes of the film.
There are also special video features, which are available at benhur.damarismedia.com.
This pack is designed to appeal to young people aged 11 and upwards. Some
questions and activities may be more suitable for older groups - watch out for the
‘16+/extension’ symbol.
16
Please feel free to select whichever activities you feel are most appropriate for the group you are
leading.
You could share the trailer on social media to encourage others to join your trip - see
benhur.damarismedia.com.
After years at sea, working as a slave, a breathtaking turn of events sends Judah on an epic journey back
to his homeland to seek revenge but instead he finds redemption. Based on Lew Wallace’s timeless
novel, Ben-Hur: A Tale of the Christ, the film also stars Morgan Freeman and Rodrigo Santoro.
Director Timur Bekmambetov (Wanted, Night Watch) was excited to be a part of the project. ‘The 1959
Ben-Hur is not just a film, it’s a phenomenon that greatly affected the culture of the 20th century,’ he
explains. ‘Even though the setting and the circumstances are thousands of years ago, the characters’
emotions and actions are relatable and have a modern, universal resonance.’
Screenwriter John Ridley reflects that Judah Ben-Hur is a ‘classic character’ who existed 80 years prior to
the 1959 film, having originated in Lew Wallace’s book Ben-Hur: A Tale of the Christ. ‘He’s a wronged
man seeking revenge and redemption,’ Ridley says. ‘Compelling characters like Ben-Hur and
Messala are the reason we can return to these stories again and again.’ His fellow screenwriter Keith
R. Clarke was inspired by the story’s powerful message. ‘One of the last sentences Christ spoke was
“Father, forgive them for they know not what they’ve done.” So much tragedy in the world can be
averted by forgiving our enemies.’
Ben-Hur stars Jack Huston as Judah Ben-Hur, ‘a character combining aristocratic irony and ability to
truly care for other people’, according to Bekmambetov, with Toby Kebbell as Judah’s adopted brother
Messala.
In this part of the guide, the group will think about their own unique identities and how these might
change and develop in the future.
Icebreaker: Who am I?
You’ll need: Sticky labels, pens.
This game will get everybody talking and set the scene for a discussion about identity.
Give everybody a sticky label, and ask them to write down the name of a well-known celebrity,
historical figure or fictional character. This label will now be stuck onto the forehead of someone else in
the group who doesn’t know what it says.
Everybody now mingles, trying to find out who they are by asking yes/no questions to other members
of the group: for example, ‘Am I a man?’, ‘Am I fictional?’, ‘Am I an actor?’. The game finishes when
everyone has guessed correctly.
You might want to play the film trailer, available at benhur.damarismedia.com, to refresh the group’s
memory.
What did you like most about the film? Which scene was your favourite, and which character
did you relate to the most?
If your group is part of a larger organisation, tag them in and encourage them
to retweet. You can find us on Twitter at @DamarisMedia to chat more about
your reaction to the film.
How did you feel about Judah when we first met him at the beginning of the film? What seems
to be important to him? What might he be wanting or expecting from his own future?
Ask everyone to draw a large silhouette outline of themselves on a piece of paper. (A simple
‘gingerbread man’ style figure is fine.) They can then look through the selection of magazines and cut
out any pictures which they feel represent them as a person: perhaps a hobby they enjoy, a celebrity
or a kind of animal they love, a place where they’ve been, something they think is interesting or
beautiful or a cause that they care about. They can then create a collage inside the outline using these
pictures.
If they want to, they could include drawings of their own or printouts of their own photos that they
have prepared beforehand. (Make sure they have permission to cut these up!)
Afterwards, encourage a few people to share their collage and explain why they chose these pictures.
What does their collage say about them and what they’re made of?
Judah’s life takes a dramatic turn when he is betrayed and exiled, and he becomes a very different
person. Most of us won’t experience anything this extreme, but we still have turning points in our
lives that have made us who we are.
Ask the group to draw a long line or a winding path along a landscape sheet of paper. This represents
the course of their life until now. Along the path, ask them to draw or write in a series of signposts
showing where something significant happened to change the course of their life.
These significant events could include things like moving to a new place, meeting a friend or an
influential role model, discovering a book or film which changed their perspective, or finding a new
interest.
Afterwards, encourage a few people to share their picture and explain some of the turning points
they’ve encountered along their life journey.
What sort of person do you think Judah might have become if his life hadn’t changed
unexpectedly? Can you think of some examples of difficult life events which might actually turn
out for the best?
Do you know what direction you want your life to take in the future? If not, what might help
you to discover your sense of direction?
16 What does the word ‘destiny’ mean to you? What reason does Judah give for not believing in
destiny? Do you think that having a destiny means not being able to choose your future and
why or why not?
Read out these ten ‘I want’ statements, and get the group to write them down. (Alternatively you
could print copies of the statements and hand them out.) Then give the group five minutes to rank the
statements from ‘1’ to ‘10’, with ‘1’ being the most important in their future life and ‘10’ being the
least important.
I want…
to have a partner and children of my own
to travel and have adventures
to have security and not worry about money
to create or discover something new and exciting
to live out my spiritual or political beliefs
to push myself to achieve difficult challenges
to take care of others
to follow in the footsteps of my parents or carers
to use my talents to become successful or well-known
to have fun and not be tied down by responsibilities
After they have done this, ask a few volunteers to share what was most or least important to them and
why.
Use markers - stones or items of clothing will do - to lay out a race course. This needs to be wide
enough for the teams to get around without damaging anything - or each other! Include start and
finish lines.
Divide the volunteers into teams of three - unless you have a lot of space, two or three teams is
probably enough. Give each team a blanket or sheet: this is the ‘chariot’. Two people will be at the
front pulling: they are the ‘horses’. The ‘chariot rider’ sits on the blanket and holds on tightly as the
‘horses’ pull them around the course!
If you like, the race could consist of three laps of a circular course, with the ‘horses’ and ‘rider’ rotating
after each lap.
When we first meet him, do you think Judah is making any compromises to avoid making life
too complicated? Would you call him selfish and why or why not?
In your view, are there any big or small injustices which people in our society avoid thinking
about from day to day? What compromises do you think we all make to have an easier life?
How do Judah’s experiences during the film prompt him to start thinking about the big picture?
What are some of the personal turning points for him? What sort of person has he become by
the end of the story?
16 Do you remember a moment in your life when you became aware of an injustice in the world or
of somebody else’s struggles? How did your perspective change? How did this make you feel?
Using furniture, boxes or whatever other objects you have available, create a simple obstacle course
across the room. This could include, for example, things to climb over, things to duck under and things
to step around.
Ask for volunteers to navigate the course - with a twist. They must walk backwards and must use
a handheld mirror to see where they are going! Depending on the age or confidence of the group,
you could make the game slightly easier: each participant could be paired with a helper who can see
where they are going, or the rest of the group could shout instructions from the sidelines.
Before the session, ask a few volunteers to prepare a short presentation on a cause they care about.
This could be a charity they support, a local or global injustice they feel passionate about or something
which impacts them personally. If you have a projector, laptop or tablet available, they could include
pictures.
As the group leader, you might want to kick things off by preparing a simple presentation of your own
and speaking first.
Can you think of any examples of people whose beliefs and values changed the world for the
better? What inspired them to make a difference?
What do you think are some of your valuable talents, passions or experiences - and how could
you use these to benefit others? How might your unique gifts enable you to ‘be the solution’ to
one of the world’s problems?
16 What do you think it means to live with integrity? How do you try to express your own
personal beliefs and values through the way that you live?
Cut out the cards on page 13. If you have fewer than 22 people in the group, you could choose which
pairs of cards to use, or play two rounds. If you have more than 22 people in your group, you could
do multiple copies of some pairs. (Check the answers below to see what the correct pairs are.)
Give ‘problem’ cards (A-K) to one half of the group and ‘solution’ cards (1-11) to the other half. The
group must now mingle and try to pair up each problem with its correct solution. When everybody
has paired off, check the answers: how many did the group get right?
Answers: A, 7 - The salt can absorb the liquid before it soaks in; B, 11 - Potassium nitrate, a crucial
ingredient in gunpowder, is found in urine; C, 5 - The so-called ‘salmon cannon’ has been trialled in
Washington; D, 6 - The ferrets wore special jackets fitted with a chip which analysed network breaks;
E, 2 - The vinegar allegedly has an alkalizing effect on stomach acids in some cases; F, 1 - The puppets,
which look like the heads of adult condors, feed the chicks; G, 9 - The oil in the walnut darkens
damaged areas; H, 10 - Maremma dogs protect Little Penguin burrows on Middle Island; I, 4 - One
remedy recommends rubbing the slime of a live snail into the burn; J, 3 - Coke’s acidic properties
make it a useful cleaning fluid; K, 8 - Enzymes in the banana peel allegedly help dislodge the splinter
and heal the skin.
2
B In the 19 century, gunpowder was
th
Cider
made using … vinegar
3
C In America, special … help fish migrate Coca-cola
to their breeding ground.
4
D An internet company has recently used Snails
… to help lay underground cables.
5
E One traditional indigestion cure Cannons
recommends swallowing some …
6
F Condor chicks hatched in captivity have Ferrets
been successfully raised by …
7
G You can fix marks on wooden Salt
furniture using …
8
H On an Australian island, … protect a Banana
rare penguin species from predators. peels
9
I In medieval times people believed … Walnuts
could offer a remedy for burns.
10
J You can use … to clean your toilet. Dogs
11
K Some people say that you can use … to
Urine
help get rid of splinters.
© 2016 PARAMOUNT PICTURES AND METRO-GOLDWYN-MAYER PICTURES INC. ALL RIGHTS RESERVED.
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© 2016 Paramount Pictures and Metro-Goldwyn-Mayer Pictures Inc. All Rights Reserved.
For community activities and promotional use only.
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Ben-Hur Credits
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