**LEADERSHIP IN CINEMA**

***Remember the Titans***

(Based on a true story)

**Submitted by:** Pam McDonald

**E-mail:** <Pam_McDonald@nifc.blm.gov>

**Phone:** 208-387-5318

**Audience** **Rating:** PG

> **Released:** 2000
>
> **Studio:** Walt Disney Pictures
>
> **Genre:** Drama
>
> **Runtime:** 114 minutes

**Materials:** VCR or DVD, television or projection system, Wildland
Fire Leadership Values and Principles handouts (single-sided), notepad,
writing utensil

**Objective:** Students will identify Wildland Fire Leadership Values
and Principles illustrated within *Remember the Titans* and discuss
leadership lessons learned with group members or mentors.

**Basic** **Plot:** The year is 1971 and tensions are high in
Alexandria, VA. The school board creates an integrated high school, T.C.
Williams, by combining one white and one black high school. Coach Herman
Boone (African-American) is given the head football coaching position
above local Coach Bill Yoast (Caucasian). The film follows the triumphs
and setbacks of the team's quest for team togetherness and a state
championship.

**Cast of Main Characters:**

> Denzel Washington Coach Herman Boone
>
> Will Patton Coach Bill Yoast
>
> Wood Harris Julius Campbell
>
> Ryan Hurst Gerry Bertier
>
> Donald Faison Petey Jones
>
> Craig Kirkwood Jerry \'Rev\' Harris
>
> Ethan Suplee Louie Lastik
>
> Kip Pardue Ronnie \'Sunshine\' Bass
>
> Hayden Panettiere Sheryl Yoast

**Facilitation Options:**

*Remember the Titans* illustrates an abundance of leadership values and
principles. Participants should have few problems identifying those that
correspond to the Wildland Fire Leadership Values and Principles. The
objective is not to identify every leadership principle but to promote
thought and discussion. Participants should be less concerned with how
many principles they view within the film and more concerned with how
the principles they do recognize can be used to develop themselves as a
leader.

The film can be viewed in its entirety or by clip selection, depending
on facilitator intent and time schedules. Another method is to have the
participant(s) view the film on his/her own and then hold the discussion
session.

> **[Full-film Facilitation Suggestion]{.underline}:**
>
> When opting for the full-film method, the facilitator should determine
> a good breaking point near the middle of the film.
>
> 1\. Review the Wildland Fire Leadership Values and Principles with
> students.
>
> 2\. Advise students to document instances within the film that
> illustrate/violate the Wildland Fire Leadership Values and Principles
> on the handout provided.
>
> 3\. Break students into small discussion groups.
>
> 4\. Show students *Remember the Titans*.
>
> 5\. Break. (Suggestion: After the team returns from training camp.)
>
> 6\. Begin the guided discussion.
>
> 7\. Provide a short synopsis with some "ticklers" to pay attention
> before beginning the rest of the film.
>
> 8\. Resume the film.
>
> 9\. Have students discuss their findings and how they will apply
> leadership lessons learned to their role in wildland fire suppression.
> Facilitate discussion in groups that have difficulty.
>
> 10\. Wrap up the session and encourage students to apply leadership
> lessons learned in their personal and work lives.
>
> **[Clip Facilitation Suggestion]{.underline}:**
>
> 1\. Review the Wildland Fire Leadership Value or Principle targeted
> for discussion. (May be given or ask students to identify the value or
> principle being illustrated after viewing the clip.)
>
> 2\. Show the clip.
>
> 3\. Facilitate discussion regarding the selected clip and
> corresponding value and/or principle.
>
> 4\. Break students into small discussion groups.
>
> 5\. Have students discuss their findings and how they will apply
> leadership lessons learned to their role in wildland fire suppression.
> Facilitate discussion in groups that may have difficulty.
>
> 6\. Wrap up the session and encourage students to apply leadership
> lessons learned in their personal and work lives.
>
> **[Mentor Suggestion]{.underline}:**
>
> Use either method presented above. The mentor should be available to
> the student to discuss lessons learned from the film as well as
> incorporating them to the student's leadership self-development plan.
>
> Encouraging individuals to keep a leadership journal is an excellent
> way to document leadership values and principles that are practiced.
>
> Suggest other wildland fire leadership toolbox items that will
> contribute to the overall leadership development of the student.
>
> **[Other References]{.underline}:**
>
> Facilitators are encouraged to review the links below in order to
> obtain information that may be helpful during group/classroom
> discussions.
>
> Canadian Association of Student Activity Advisors (CASAA). Leadership
> Movies. *Remember the Titans*.
> <http://www.casaaleadership.ca/documents/rememberthetitans.pdf>
>
> Chasing the Frog.com. Movies. Outside the box.\
> <http://www.chasingthefrog.com/reelfaces/rememberthetitans.php>
>
> Click2Flicks. "Remember the Titans." A Story of School Integration.
>
> <http://www.click2flicks.com/remember_the_titans/the_titans_ch1.htm>
>
> Merron, Jeff. *Reel Life: 'Remember the Titans.'*
> <http://espn.go.com/page2/s/closer/020808.html>
>
> Official website of the '71 original Titans.
>
> <http://www.71originaltitans.com/>
>
> The Gerry Bertier #42 Foundation®
>
> <http://www.gerrybertier.com/index.php?goto=story>

**Encourage students of leadership to visit the website at
[http://www.fireleadership.gov](http://www.fireleadership.gov/).**

+-----------+----------------------------------------------------------+
| *         |                                                          |
| *Wildland |                                                          |
| Fire      |                                                          |
| L         |                                                          |
| eadership |                                                          |
| Values    |                                                          |
| and       |                                                          |
| Pri       |                                                          |
| nciples** |                                                          |
+-----------+----------------------------------------------------------+
| **Duty**  | Be proficient in your job, both technically and as a     |
|           | leader.                                                  |
|           |                                                          |
|           | -   Take charge when in charge.                          |
|           |                                                          |
|           | -   Adhere to professional standard operating            |
|           |     procedures.                                          |
|           |                                                          |
|           | -   Develop a plan to accomplish given objectives.       |
+-----------+----------------------------------------------------------+
|           | Make sound and timely decisions.                         |
|           |                                                          |
|           | -   Maintain situation awareness in order to anticipate  |
|           |     needed actions.                                      |
|           |                                                          |
|           | -   Develop contingencies and consider consequences.     |
|           |                                                          |
|           | -   Improvise within the commander's intent to handle a  |
|           |     rapidly changing environment.                        |
+-----------+----------------------------------------------------------+
|           | Ensure that tasks are understood, supervised and         |
|           | accomplished.                                            |
|           |                                                          |
|           | -   Issue clear instructions.                            |
|           |                                                          |
|           | -   Observe and assess actions in progress without       |
|           |     micro-managing.                                      |
|           |                                                          |
|           | -   Use positive feedback to modify duties, tasks and    |
|           |     assignments when appropriate.                        |
+-----------+----------------------------------------------------------+
|           | Develop your subordinates for the future.                |
|           |                                                          |
|           | -   Clearly state expectations.                          |
|           |                                                          |
|           | -   Delegate those tasks that you are not required to do |
|           |     personally.                                          |
|           |                                                          |
|           | -   Consider individual skill levels and development     |
|           |     needs when assigning tasks.                          |
+-----------+----------------------------------------------------------+
| **        | Know your subordinates and look out for their well       |
| Respect** | being.                                                   |
|           |                                                          |
|           | -   Put the safety of your subordinates above all other  |
|           |     objectives.                                          |
|           |                                                          |
|           | -   Take care of your subordinate's needs.               |
|           |                                                          |
|           | -   Resolve conflicts between individuals on the team.   |
+-----------+----------------------------------------------------------+
|           | Keep your subordinates informed.                         |
|           |                                                          |
|           | -   Provide accurate and timely briefings.               |
|           |                                                          |
|           | -   Give the reason (intent) for assignments and tasks.  |
|           |                                                          |
|           | -   Make yourself available to answer questions at       |
|           |     appropriate times.                                   |
+-----------+----------------------------------------------------------+
|           | Build the team.                                          |
|           |                                                          |
|           | -   Conduct frequent debriefings with the team to        |
|           |     identify lessons learned.                            |
|           |                                                          |
|           | -   Recognize individual and team accomplishments and    |
|           |     reward them appropriately.                           |
|           |                                                          |
|           | -   Apply disciplinary measures equally.                 |
+-----------+----------------------------------------------------------+
|           | Employ your subordinates in accordance with their        |
|           | capabilities.                                            |
|           |                                                          |
|           | -   Observe human behavior as well as fire behavior.     |
|           |                                                          |
|           | -   Provide early warning to subordinates of tasks they  |
|           |     will be responsible for.                             |
|           |                                                          |
|           | -   Consider team experience, fatigue and physical       |
|           |     limitations when accepting assignments.              |
+-----------+----------------------------------------------------------+
| **In      | Know yourself and seek improvement.                      |
| tegrity** |                                                          |
|           | -   Know the strengths/weaknesses in your character and  |
|           |     skill level.                                         |
|           |                                                          |
|           | -   Ask questions of peers and superiors.                |
|           |                                                          |
|           | -   Actively listen to feedback from subordinates.       |
+-----------+----------------------------------------------------------+
|           | Seek responsibility and accept responsibility for your   |
|           | actions.                                                 |
|           |                                                          |
|           | -   Accept full responsibility for and correct poor team |
|           |     performance.                                         |
|           |                                                          |
|           | -   Credit subordinates for good performance.            |
|           |                                                          |
|           | -   Keep your superiors informed of your actions.        |
+-----------+----------------------------------------------------------+
|           | Set the example.                                         |
|           |                                                          |
|           | -   Share the hazards and hardships with your            |
|           |     subordinates.                                        |
|           |                                                          |
|           | -   Don't show discouragement when facing set backs.     |
|           |                                                          |
|           | -   Choose the difficult right over the easy wrong.      |
+-----------+----------------------------------------------------------+

***Remember the Titans***

**1. Document film clips illustrating or violate the Wildland Fire
Leadership Values and Principles.**

**2. Discuss leadership lessons learned from the film with group members
or mentor.**

**Duty**

-   Be proficient in your job, both technically and as a leader.

-   Make sound and timely decisions.

-   Ensure that tasks are understood, supervised and accomplished.

-   Develop your subordinates for the future.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

**Respect**

-   Know your subordinates and look out for their well being.

-   Keep your subordinates informed.

-   Build the team.

-   Employ your subordinates in accordance with their capabilities.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

**Integrity**

-   Know yourself and seek improvement.

-   Seek responsibility and accept responsibility for your actions.

-   Set the example.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

***Remember the Titans***

**Guided Discussion**

1\. What instances of segregation and racial indifference are displayed
in the film?

2\. Racial tension is the main conflict in *Remember the Titans*. Boone
states, "This is where they fought the Battle of Gettysburg. Fifty
thousand men died right here on this field, fightin' the same fight that
we're still fightin' amongst ourselves today." \[0:32:00 -- 0:32:50\]
History is said to repeat itself and many years have passed since 1971.
Are we still facing some of the same issues today? Discuss recent
examples of conflicts/issues that have divided Americans. Discuss
conflicts that divide members of the wildland fire service.

3\. In Coach Boone's Gettysburg speech, he says, "You listen...and you
take a lesson from the dead. If we don't come together...right now, on
this hallowed ground...then we, too, will be destroyed. Just like they
were. I don't care if you like each other or not, but you will respect
each other; and maybe...I don't know, maybe we'll learn to play this
game like men." \[0:33:21 -- 0:34:01\] The wildland fire service shares
the sorrow of fallen firefighters. What can we do to learn from those
individuals who lost their life in the line of duty?

4\. Coach Boone states the following during his first team meeting.
"This is no democracy. It is a dictatorship. I am the law. If you
survive camp, you will be on the team. *If* you survive." As a player on
Coach Boone's team, how would you react to this statement? Is ruling
with a strong hand a successful leadership method?

5\. Integration in public school systems was a sensitive issue during
the early '70s and continues to present problems today. Identify
characters from the film who were either proponents of integration or
believe that segregation is a historical issue. Give examples that
support your answer.

6\. Gerry and Julius have a heated discussion about a lack of both
leadership and team unity. \[0:29:09 -- 0:30:49\] Gerry feels that
Julius is out for his own interests and not for the team. Julius feels
there is no team. He also feels that Gerry is a poor leader because he
does nothing to address the poor blocking by white players---Gerry
included. When Gerry accuses Julius of having the "worst attitude I ever
heard," Julius responds with "Attitude reflects leadership, Captain."
What is Julius saying about himself? Is the captain the only person with
leadership responsibilities? Are there other instances of "attitude
reflects leadership" within the movie?

7\. What does Coach Boone do in an attempt to bring the team together?
Do you feel you have a cohesive team? As a leader what can be done to
foster unity?

8\. Identify instances in the film that illustrate "Delegate those tasks
that you are not required to do personally"?

9\. On a couple of occasions, Coach Yoast uses a player to challenge
Coach Boone's authority. What were the challenges? How did Coach Boone
handle those situations?

10\. Coach Yoast is presented with losing his opportunity to be inducted
into the Hall of Fame. What is his action? What leadership
value/principle does he illustrate? If you had been Coach Yoast, how
would you have handled the situation?

11\. What characters were used to show the continual struggle against
integration and/or team unity throughout the film? Which character has a
breakthrough?

12\. Coaches Yoast and Boone have differing opinions about the press
conference that takes place after Gerry's wreck. Coast Yoast feels it is
not a time to be parading around talking about football. Coast Boone,
hurting as well, feels it is a time to show a strong front. However,
when Coach Boone says, "I'm a winner. I'm going to win," Coach Yoast
wonders if the comment is more about Boone's personal ambition than
about football and the team. This exchange plants a seed of doubt in
Boone's head. \[1:29:26 -- 1:31:40\] Do you feel that Coach Boone is
blinded by his own ambition? How do leaders balance pursuing their own
ambitions while looking out for the well-being of the team?

***Remember the Titans***

**The following clips illustrate or violate the Wildland Leadership
Values and Principles. These are only guidelines and may be interpreted
differently by other views; they are presented as a guide for
facilitation.**

**Duty**

  -----------------------------------------------------------------------
  Boone assumes the head coach position. (Take charge when in charge.)\
  \[0:08:04 -- 0:08:57 and 0:13:41 -- 0:41:21\]

  Boone requires proper dress and punctuality when leaving for football
  camp. (Clearly states expectations. \[0:11:47 -- 0:12:39\]

  Boone notifies the team of his policy not to cut a player and his
  consequences of poor performance. (Duty---multiple applications; may
  also fall into value of respect) \[0:19:24 -- 0:20:37\]

  Boone encourages Louie to work on his grades and go to college---will
  have a weekly progress check. Rev offers to tutor Louie. (Prepare you
  subordinates for the future.)\
  \[0:24:01 -- 0:24:34, 0:26:29 -- 0:26:29, and 1:32:29 -- 1:33:26\]

  Bertier, as team captain, asks the defense to do their jobs. (Ensure
  that tasks are understood, supervised, and accomplished.) Boone has
  Coach Hinds address the conflict between Bertier and Campbell.
  (Delegate those tasks that you are not required to do personally.)\
  \[0:27:02 -- 0:27:43\]

  Boone tells Yoast to shape up the defense. He doesn't tell him how but
  will take over if necessary. (Ensure that tasks are understood,
  supervised, and accomplished.)\
  \[0:48:03 -- 0:49:12\]

  Yoast uses Petey Jones as a defensive player. (Considers individual
  skill levels and developmental needs when assigning tasks.) Doc tells
  Boone to see what happens. (Observe and assess actions in progress
  without micro-managing. \[0:49:12 -- 0:51:58\]

  Boone gives opponents' defensive analysis to Yoast. (Develop a plan to
  accomplish given objectives.) \[0:58:53 -- 1:00:10\]

  Boone puts Ronnie in for the injured Rev. Embellishes his own childhood
  as encouragement for Ronnie. (Use positive feedback to modify duties,
  tasks and assignments when appropriate.)\
  \[1:09:36 -- 1:10:07\]

  After encouragement, Ronnie assumes leadership of the team after Rev is
  injured. (Take charge when in charge.) \[1:10:07 -- 1:10:24\]

  Boone stands behind his policy of not cutting team members. (Adhere to
  professional standard operating procedures.) He delegates Gary Bertier
  to handle cutting Ray Budds from the team. (Delegate those tasks that
  you are not required to do personally.) \[1:12:12 -- 1:12:52\]

  Lyle insinuates that Yoast will be head coach before season's end.
  (Violates all values and many principles including: Adhere to
  professional standard operating procedures. Recognize individual and
  team accomplishments and reward them appropriately. Set the example.)
  \[1:16:15 -- 1:17:08\]

  Boone speaks to team at championship game halftime. Julius and Yoast
  contribute. (Use positive feedback to modify duties, tasks and
  assignments when appropriate.) \[1:37:52 -- 1:39:04\]

  Boone makes changes to defense when asked by Yoast. (Improvise within
  the commander's intent to handle a rapidly changing environment.)
  \[1:39:04 -- 1:39:33\]

  Yoast tells Boone he needs to throw something at Henry that he isn't
  ready for---doesn't tell him what to do. Boone puts in the injured Rev.
  (Observe and assess actions in progress without micro-managing.
  Consider individual skill levels and development needs when assigning
  tasks.)\
  \[1:42:35 -- 1:43:58\]
  -----------------------------------------------------------------------

**Respect**

  -----------------------------------------------------------------------
  Boone discusses Yoast's position on the coaching staff. (Provide early
  warning to subordinates of tasks they will be responsible for.
  \[0:13:41 -- 0:14:21\]

  Boone resolves conflicts between individuals on the team by requiring
  they learn about one another---otherwise, 3-a-day or 4-a-day practices.
  (Build the team.) \[0:23:29 -- 0:25:50\]

  Bertier attempts to work out his differences with Julius. (Resolve
  conflicts between individuals on the team.) \[0:29:09 -- 0:30:49\]

  Boone gives team the Gettysburg respect speech. (Build the team.)
  \[0:32:00 -- 0:34:01\]

  Yoast addresses Boone when players are reaching their physical limits
  during practice. "There is a fine line between tough and crazy. . ."
  (Put the safety of your subordinates above all other objectives.)
  \[0:27:43 -- 0:28:49\]

  Boone gives players the Titans speech before the first game. (Build the
  team.) \[0:47:09 -- 0:48:03\]

  Yoast uses Petey Jones as a defensive player. (Give the reason
  \[intent\] for assignments and tasks.) \[0:49:12 -- 0:51:58\]

  Boone tells Yoast he doesn't discipline by race. (Apply disciplinary
  measures equally.)\
  \[0:55:16 -- 0:56:32\]

  Boone gives opponents' defensive analysis to Yoast. (Provide accurate
  and timely briefings.)\
  \[0:58:53 -- 1:00:10\]

  Blue calls a team meeting to bring the team back together. (Conduct
  frequent debriefings with the team to identify lessons learned.)
  \[1:03:46 -- 1:05:48\]

  Bertier cuts Ray from the team after he misses a block on purpose. (Put
  the safety of your subordinates above all other objectives.) \[1:12:12
  -- 1:12:52\]
  -----------------------------------------------------------------------

**Integrity**

+-----------------------------------------------------------------------+
| Boone does not want to take the head coach position because of his    |
| race. (Know the strengths/weaknesses in your character and skill      |
| level.) \[0:05:51 -- 0:06:05\]                                        |
+-----------------------------------------------------------------------+
| Yoast decides to coach at T.C. Williams as an assistant. (Choose the  |
| difficult right over the easy wrong.) \[0:10:02 -- 0:10:29\]          |
+-----------------------------------------------------------------------+
| Petey blames poor blockers for his fumble. (Accept full               |
| responsibility for and correct poor team performance.) \[0:20:37 --   |
| 0:22: 07\]                                                            |
+-----------------------------------------------------------------------+
| Bertier and Campbell have heated exchange about leadership. Campbell  |
| is looking out for self; Gerry isn't addressing Ray's poor blocking.  |
| (Seek responsibility and accept responsibility for your actions.)     |
| \[0:29:09 -- 0:30:49\]                                                |
+-----------------------------------------------------------------------+
| Bertier addresses poor block by Ray. (Accept full responsibility for  |
| and correct poor team performance.) \[0:34:01 -- 0:34:56\]            |
+-----------------------------------------------------------------------+
| Dr. Day feels he put Boone in a no-win situation; the school board    |
| will fire him if he loses a game. (Share the hazards and hardships    |
| with your subordinates.) \[0:45:24 -- 0:46:33\]                       |
+-----------------------------------------------------------------------+
| Yoast accepts responsibility for benching Alan. (Seek responsibility  |
| and accept responsibility for your actions.) \[0:54:43 -- 0:55:19\]   |
+-----------------------------------------------------------------------+
| Blue and Louie call a team meeting to bring the team back together.   |
| (Accept full responsibility for and correct poor team performance.)   |
| \[1:03:46 -- 1:05:48\]                                                |
+-----------------------------------------------------------------------+
| Ronnie gives credit for his good performance to Rev's teaching.       |
| (Credit subordinates for good performance.) \[1:11:37 -- 1:12:12\]    |
+-----------------------------------------------------------------------+
| Coach Taber shows poor example in front of players. (Violation: Set   |
| the example.)                                                         |
|                                                                       |
| \[1:17:08 -- 1:17:45\]                                                |
+-----------------------------------------------------------------------+
| Yoast threatens to expose the plot by school board member, Hall of    |
| Fame representative and referee to get rid of Boone as head coach     |
| even if he goes down with them. (Choose the difficult right over the  |
| easy wrong.) \[1:17:45 -- 1:21:52\]                                   |
+-----------------------------------------------------------------------+
| Emma admits to Gerry that she needs to change. (Know yourself and     |
| seek improvement.)                                                    |
|                                                                       |
| \[1:23:05 -- 1:24:00\]                                                |
+-----------------------------------------------------------------------+
| Mrs. Bertier asks that Julius not cry in front of Gerry. (Don't show  |
| discouragement when facing set backs.) \[1:26:18 -- 1:27:26\]         |
+-----------------------------------------------------------------------+
| Yoast questions Boone's integrity. Boone wrestles with the comment.   |
| (Actively listen to feedback from subordinates.) \[1:29:26 --         |
| 1:30:38\]                                                             |
+-----------------------------------------------------------------------+
| Gerry remains strong and focuses on handicap Olympics when he becomes |
| paralyzed. (Don't show discouragement when facing set backs.)         |
| \[1:31:40 -- 1:32:39\]                                                |
+-----------------------------------------------------------------------+
| Sheryl addresses the coaches' shortcomings. (Actively listen to       |
| feedback from your subordinates. Accept full responsibility for and   |
| correct poor team performance.) \[1:37:00 -- 1:37:52\]                |
+-----------------------------------------------------------------------+
| Julius Campbell addresses the team during halftime of the state       |
| championship game. "We came into this game winners; I'd like to see   |
| us go out as winners. "(Accept full responsibility for and correct    |
| poor team performance.) \[1:37:52 -- 1:39:04\]                        |
+-----------------------------------------------------------------------+
| Alan asks Yoast to put Petey in his place. (Know the                  |
| strengths/weaknesses in your character and skill level.) \[1:39:32 -- |
| 1:41:23\]                                                             |
+-----------------------------------------------------------------------+

***Remember the Titans***

**Guided Discussion -- Possible Answers**

1\. What instances of segregation and racial indifference are displayed
in the film?

-   **Black riot outside the store after white store owner kills black
    teenager. \[0:01:47 - -:01:53\]**

-   **Bertier wants Coach Yoast to kick the black players off the team.
    \[0:03:08\]**

-   **Neighbors question if the Boone family are the movers when
    unpacking their belongings. \[0:04:34 -- 0:05:04\]**

-   **School administrator worried that Alexandria will become like
    Watts. \[0:05:04 -- 0:05:51\]**

-   **Boone is placed as head coach because he is black. Makes statement
    regarding the placement of a white coach that couldn't tie his
    shoes.\
    \[0:05:04 -- 0:07:27\]**

-   **When only blacks show up for Boone's first team meeting Petey
    says, "Black inside, black inside, black inside." Blue comments as
    well. \[0:10:29 -- 0:10:59\]**

-   **Players segregate themselves on buses to football camp. \[0:16:58
    -- 0:17:38\]**

-   **Gerry refers to Ronnie as a "fruitcake." \[0:35:44 -- 0:36:16\]**

-   **Protests outside T.C. Williams. Emma believes the blacks hate the
    whites. Emma will not shake Julius' hand. \[0:43:48 -- 0:45:24\]**

-   **Blacks and whites sit separately at first football game. \[0:46:33
    -- 0:47:09\]**

-   **Blacks not allowed in diner. \[0:53:18 -- 0:54:43\]**

-   **Mr. Bosley blames blacks for Alan getting replaced by Petey. Boone
    makes statement to Yoast: "The world don't give a damn about how
    sensitive these kids are---especially the young black kids."
    \[\[0:54:43 -- 0:56:32\]**

-   **Mrs. Bertier does not want Gerry to go to the Berg and does not
    want to get to know Julius. \[0:56:32 -- 0:57:09\]**

-   **Terms of "coon" and "cracker." \[multiple instances\]**

-   **Petey is involved in a hallway fight when he is accused of talking
    to a white boy's girl. \[1:00:10 -- 1:01:43\]**

-   **Coach Taber won't share his game film with "that monkey"
    (referring to Coach Boone. \[1:17:08 -- 1:17:45\]**

2\. Racial tension is the main conflict in *Remember the Titans*. Boone
states, "This is where they fought the Battle of Gettysburg. Fifty
thousand men died right here on this field, fightin' the same fight that
we're still fightin' amongst ourselves today." \[0:32:00 -- 0:32:50\]
History is said to repeat itself and many years have passed since 1971.
Are we still facing some of the same issues today? Discuss recent
examples of conflicts/issues that have divided Americans. Discuss
conflicts that divide members of the wildland fire service.

-   **Answers will vary; but most would probably agree that as much as
    things have changed, we still battle the same issues regarding race,
    gender, and status.**

-   **Some of the conflicts/issues that have divided Americans
    include:**

    -   **Imus' derogatory comments about the Rutgers women's basketball
        team**

    -   **Andy Rooney's reference that most baseball players are
        Hispanic and have the name Rodriquez**

    -   **Bill Cosby's criticism of African language skills**

    -   **Rebuilding of New Orleans after Hurricane Katrina with regard
        to race, status, demographics of the city**

    -   **Racial quotas in public school system**

    -   **Debate regarding rights and benefits for civil unions**

    -   **Border security and immigrant worker program**

    -   **Racial profiling and the Patriot Act**

-   **Answers will vary. Many of the issues that plague most Americans
    are found within the wildland fire service. Other issues may include
    position held in the fire community, agency bias, contractor vs.
    federal employee, and political stand on policy.**

3\. In Coach Boone's Gettysburg speech, he says, "You listen...and you
take a lesson from the dead. If we don't come together...right now, on
this hallowed ground...then we, too, will be destroyed. Just like they
were. I don't care if you like each other or not, but you will respect
each other; and maybe...I don't know, maybe we'll learn to play this
game like men." \[0:33:21 -- 0:34:01\] The wildland fire service shares
the sorrow of fallen firefighters. What can we do to learn from those
individuals who lost their life in the line of duty?

-   **Become a student of fire. Participate in and develop staff rides.
    Research tragedy fires. Resources to assist you include:**

    -   **Professional Reading Program
        (<http://www.fireleadership.gov/toolbox/documents/pro_reading_room.htm>)**

    -   **Staff Ride Library
        (<http://www.fireleadership.gov/toolbox/staffride/index.html>)**

    -   **Wildland Fire Lesson Learned Center
        (<http://www.wildfirelessons.net/Home.aspx>)**

4\. Coach Boone states the following during his first team meeting.
"This is no democracy. It is a dictatorship. I am the law. If you
survive camp, you will be on the team. *If* you survive." As a player on
Coach Boone's team, how would you react to this statement? Is ruling
with a strong hand a successful leadership method?

-   **Answers will vary.**

5\. Integration in public school systems was a sensitive issue during
the early '70s and continues to present problems today. Identify
characters from the film who were either proponents of integration or
believe that segregation is a historical issue. Give examples that
support your answer.

-   **Louie Lastik, Ronnie and Colonel Bass.**

-   **Louie is the first player to show up at the team meeting---doesn't
    know there is a segregation issue. \[0:12:40 -- 0:13:17\]**

-   **Louie sits with black team members during meals. \[0:22:07 --
    0:23:08\]**

-   **Colonel Bass wants Ronnie to play on a team that allows black
    athletes to play. \[0:36:12 -- 0:36:38\]**

-   **Ronnie attempts to buy dinner for Blue and Petey at the local
    diner---says segregation is history. \[0:53:18 -- 0:54:43\]**

6\. Gerry and Julius have a heated discussion about a lack of both
leadership and team unity. \[0:29:09 -- 0:30:49\] Gerry feels that
Julius is out for his own interests and not for the team. Julius feels
there is no team. He also feels that Gerry is a poor leader because he
does nothing to address the poor blocking by white players---Gerry
included. When Gerry accuses Julius of having the "worst attitude I ever
heard," Julius responds with "Attitude reflects leadership, Captain."
What is Julius saying about himself? Is the captain the only person with
leadership responsibilities? Are there other instances of "attitude
reflects leadership" within the movie?

-   **Answers will vary.**

-   **During halftime of the championship game, Julius changes his
    attitude when he steps up and tells Coach Boone that he deserves all
    that was demanded of the team---perfection.**

-   **Coach Yoast adds, "Yeah. I hope you boys have learned as much from
    me this year as I've learned from you. You've taught this city how
    to trust the soul of a man rather than the look of him. And I guess
    it's about time I joined the club. Herman! I sure could use your
    help. Ed Henry's kicking my ass out there." \[1:37:52 -- 1:39:04\]**

7\. What does Coach Boone do in an attempt to bring the team together?
Do you feel you have a cohesive team? As a leader what can be done to
foster unity?

-   **The following things were done to bring about team unity:**

    -   **Holds football camp away from the hostile Alexandria area.**

    -   **Separated players by defense and offense instead of gender for
        the bus rides and rooms at football camp. \[0:15:58 --
        0:17:38\]**

    -   **Instead of punishing the players for fighting, he speaks to
        the team about controlling anger---"harnessing that aggression
        into a team effort to achieve perfection." \[0:19:24 --
        0:20:37\]**

    -   **Presents a motivational speech at Gettysburg. \[0:32:00 --
        0:34:01**

    -   **Requires that players interview each other to learn more about
        each other. \[0:24:58 -- 0:25:50\]**

-   **Answers will vary.**

8\. Identify instances in the film that illustrate "Delegate those tasks
that you are not required to do personally"?

-   **Coach Boone has Coach Hinds handle the conflict when Gerry accuses
    Julius of playing "selfish, show-off football." \[0:27:02 --
    0:27:43\]**

-   **Coach Yoast allows players to settle blocking problem during night
    scrimmage. \[0:34:01 -- 0:35:44\]**

-   **Coach Boone tells Gary Bertier to handle cutting Ray Budds from
    the team.**

-   **Coach Yoast tells Alan that if he wants Petey to take his
    position, he must ask himself.**

9\. On a couple of occasions, Coach Yoast uses a player to challenge
Coach Boone's authority. What were the challenges? How did Coach Boone
handle those situations?

-   **Using Petey Jones as a defensive player and later putting Petey in
    after benching him.**

-   **He allowed the actions to occur and avoided the temptation to
    micro-manage or undermine Coach Yoast's authority.**

10\. Coach Yoast is presented with losing his opportunity to be inducted
into the Hall of Fame. What is his action? What leadership
value/principle does he illustrate? If you had been Coach Yoast, how
would you have handled the situation?

-   **Yoast approaches the referee and exposes the plot knowing that it
    could cost him the induction into the Hall of Fame.**

-   **Choose the difficult right over the easy wrong.**

-   **Answers will vary.**

11\. What characters were used to show the continual struggle against
integration and/or team unity throughout the film? Which character has a
breakthrough?

-   **Ray Budds, football player**

-   **Emma (breakthrough)**

-   **Coach Tyrell**

-   **School Administrator**

-   **Lyle, Hall of Fame representative**

12\. Coaches Yoast and Boone have differing opinions about the press
conference that takes place after Gerry's wreck. Coast Yoast feels it is
not a time to be parading around talking about football. Coast Boone,
hurting as well, feels it is a time to show a strong front. However,
when Coach Boone says, "I'm a winner. I'm going to win," Coach Yoast
wonders if the comment is more about Boone's personal ambition than
about football and the team. This exchange plants a seed of doubt in
Boone's head. \[1:29:26 -- 1:31:40\] Do you feel that Coach Boone is
blinded by his own ambition? Could the same thing be said about Coach
Yoast? How do leaders balance the pursuit of own ambitions while looking
out for the well-being of the team?

-   **Answers may vary. Participants may bring up the fact that Coach
    Boone knows that he will be replaced by Coach Yoast if he loses a
    game. His needs may have been greater than the needs of the team.
    The comment was made near the end of the season and each coach would
    have opportunities with other schools, however.**

-   **The same argument may be said of Coach Yoast. He knew that a loss
    would ensure his placement as head coach and induction into the Hall
    of Fame.**

-   **Answers may vary but may include discussions about leading by
    example. When the leader is successful, so is the team. Finding the
    balance is the goal of every good leader. Good leaders know---either
    through personal observation or feedback from others---when their
    own interests are paramount to that of their subordinates.**