STUDY GUIDE...2 ABOUT THIS STUDY GUIDE Thank you for including the documentary film,THE EAGLE HUNTRESS, in your classroom. The film and the companion study guide can serve as powerful

STUDY GUIDEA COMPANION GUIDE TO THE DOCUMENTARY FILM, "THE EAGLE HUNTRESS,"

FOR EDUCATORS, GRADES 6 -12, TO BUILD:

SELF-ESTEEM | BELONGING | GENDER EQUITY

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TABLE OF CONTENTS

About the Filmmakers..........................................................................................P.2

About THE EAGLE HUNTRESS.............................................................................P.3

About this Study Guide........................................................................................P.4

Background information......................................................................................P.5 • Eagle Hunting • The Kazakh People • ProfileofMongolia • Definitions

Preparing Students for the Screening...................................................................P.9

Discussion Guide...............................................................................................P.10

Activities............................................................................................................P.12 • ActivityOne:FosteringaPositiveSelf-Concept/Identity • ActivityTwo:UnderstandingHowOurIdentityis shapedbyothers • ActivityThree:BelongingtoCommunity • ActivityFour:AnalyzingGenderBias/Stereotyping • Activity Five: Reaching Our Full Potential

Curricular Extensions.........................................................................................P.22 • Journaling • ConnectionstoLiterature

Additional Resources.........................................................................................P.23

Educational Standards........................................................................................P.24

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ABOUT THE FILMMAKERSTHEEAGLEHUNTRESSisexecutiveproducedandnarratedbySTARWARS’sDaisyRidley.LikeRidley’scharacter“Rey,”Aisholpanneverdoubtsherabilitytobeasstrongorbraveasanyboy.Sherecognizesnoobstaclesandrefusestohaveherambitiondenied.Whileshepracticesanancientart,Aisholpan’sstoryisamodernandinspiringonebecausesherepresentsaworldwhereayounggirl’sdreams—nomatterhowchallenging—cancometrue.

DirectedbyOttoBell,THEEAGLEHUNTRESSisnarratedbyDaisyRidley,executiveproducedbyRidleyandMorganSpurlock,andproducedbyStacyReiss,SharonChangandOttoBell.ThedirectorofphotographyisSimonNiblett,theeditorisPierreTakalandthefilmfeaturesastirringendcreditssong,“AngelbytheWings,”bySia.

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ABOUT THE EAGLE HUNTRESS

THEEAGLEHUNTRESSfollowsAisholopan,a13-year-oldgirl,asshetrainstobecomethefirstfemaleintwelvegenerationsofherKazakhfamilytobecomeaneaglehunter,andrisestothepinnacleofatraditionthathasbeenhandeddownfromfathertosonforcenturies.

SetagainstthebreathtakingexpanseoftheMongoliansteppe,THEEAGLEHUNTRESSfeaturessomeofthemostawe-inspiringcinematographyevercapturedinadocumentary,givingthisintimatetaleofayounggirl’squestthedramaticforceofanepicnarrativefilm.

WhiletherearemanyoldKazakheaglehunterswhovehementlyrejecttheideaofanyfemaletakingpartintheirancienttradition,Aisholpan’sfatherNurgaivbelievesthatagirlcandoanythingaboycan,aslongasshe’sdetermined.

ThestorybeginsafterAisholpanhasbeentrainingwithherfather’seagleformanymonths.Aseveryeaglecanonlyhaveonemaster,thetimehascomeforAisholpantocaptureaneagleofherown.Clamberingdownasheerrockcliffwitharope,Aisholpanretrievesafledglingeaglefromitsnestasitsmothercirclesoverhead.Hereaglewilllive,train,andhuntwithher,untilshereleasesitintothewildyearslater,sothecycleoflifecancontinue.

Aftermonthsoftraininghereaglewithherfather,Aisholpanisreadytotestherabilities.Sheentersarenownedcompetition,theGoldenEagleFestival,andfacesoffagainst70ofthegreatestKazakheaglehuntersinMongolia.

Themostarduouschallengeisyettocome,astherite-of-passageforeveryyoungeaglehunteristotakepartinahunt.Aisholpanmustridewithherfatherdeepintothefrigidmountainsandendure40belowzerotemperaturesandperilouslandscapestoprovesheisatrueeaglehuntress.

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ABOUT THIS STUDY GUIDE

Thankyouforincludingthedocumentaryfilm,THEEAGLEHUNTRESS,inyourclassroom.Thefilmandthecompanionstudyguidecanserveaspowerfulcurriculartoolstoencouragestudentsage12-17tothinkcritically,discussandreflectonthemesthatarecrucialtoadolescentdevelopment,including:

• BuildingIdentity • Belonging • RolesinSociety • GenderBias/Stereotyping • PersonalEmpowerment

RATIONALEDuringadolescence,studentsareintheprocessofdiscoveringwhotheyare,wheretheybelongandwhattheywanttobecome.Thequestionsthatcanarisearoundidentitydevelopmentareoftendeeplypersonalandhighlycomplex.Findingamechanismthatenablesstudentstoshareopenly,contributeideasandtakerisksintheclassroomisimportantbutoftenchallenging.THEEAGLEHUNTRESScanservethispurposebyencouragingstudentsto:

• Exploreanewculturethatisbothsimilaranddifferentfromthantheirown. • Identifywiththechallengesapeerconfrontswhilepursuingadream. • Findcommonalitiesandintersectionswithaprotagonistwhoisanordinarypersondoing extraordinarythings. • Relatetoapositiverolemodelwhodisplaysmanyofthevaluesoursocietyhopestoinstill inyoungpeople,including:self-determination,courage,conviction,resolvetoreachher goalsandrelentlesscommitmenttoexpressinghertrueself.

ORGANIZATION Thisstudyguideincludesavarietyofinformationandresourcestoalloweducatorsflexibilityinitsuse.Materialscanbetailoredtoalignwiththelearningobjectivesofeachclassroom,including:assessmentofstudents’individualneedsandlevels,differencesinbackgroundknowledge,aswellastimepermittedinthecurricularcalendar.Thediscussionguideand/oractivitiescanbeusedtocreateasinglelessonoranentireunitofstudy,dependingonclassroomlearninggoals.Inaddition,theguideprovidesoptionstobroadenthescopeofthecurriculumincluding:backgroundinformation,aglossary,possiblecurricularextensions,resourcesforadditionalinformationandrelevantnationalstandards.

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BACKGROUND INFORMATION

EAGLE HUNTINGFalconryhasbeendatedtothe3rdCenturyB.C.intheChineseHanDynasty,butnotallscholarsagreeonwhenpeopleontheEurasiansteppefirstbeganhuntingwitheagles.MarcoPolowroteabouthowKublaiKhan(GenghisKhan’sgrandson),1215-1294,huntedwiththousandsoffalconers,includinggoldeneagles.WeknowthatKazakhnomadshavehuntedeaglesforcenturies.Aisholpan’sfatherNurgaivknowsthenamesofteneaglehuntersinhisfamilybeforehim—Aisholpanisapartofthe12thgeneration.

HuntingwitheagleshasalwaysbeenuniquetoEurasia,andithasonlybeenpracticedbytheKazakhandKyrgzpeople.EaglehuntingiscurrentlypracticedbyKazakhsinBayon-Ölgii,Mongolia,aswellasinKazakhstan,andtheSaurandAltairangesinXinjiang,China.ThetraditionisalsokeptupbytheKyrgzpeopleinKyrgyzstanandAkqi,Xinjiang,China,andtheTurkmeninTurkmenistan.

Thesepeoplestraditionallyhuntwithgoldeneagles,oneofthefastestmovinganimalsonearth,capableofreachingspeedsofupto190milesperhour.Interestingly,foranactivitythathasbeenpursuedforcenturiesbymen,theeaglehunterssolelyusefemaleeagles,becausetheyarelargerandfiercer.Theyweighupto15poundsandaverageaboutthreefeettallwithverybroadwingsthatcanspanoversixfeet.Goldeneagleskilltheirpreyusingtheirrazorsharptalons,whicharepowerfulenoughtobreakbones.Eaglehuntingtakesplaceinwinter,usuallyfromNovemberthroughFebruary,whenitiseasiertoseethefoxesandotherpreyagainstthesnow.

Takingpartinahuntistherite-of-passageforayoungbürkitshi(eaglehunter),likeAisholpan.YoungeaglehuntersoftencompeteintheGoldenEagleFestivalinOlgii,whichwasestablishedin1999andwhichAisholpanwoninherfirstcompetition.

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THE KAZAKH PEOPLEKazakhs(akaQazaqs)aredescendantsofnomadswhohaveroamedthelandbetweentheAltaiMountainsandtheBlackseaforcenturies,herdingsheep,goats,camels,yaks,horses,andcattle.Thefoundationoftheirsocietywastribesofextendedfamiliesledbymaleelders.Today,mostKazakhfamiliesaretermedsemi-nomadicbecausetheyonlymoveseasonally,uptofourtimeseachyear.

In1911,Mongolia’sleaderBogdKhanacceptedtheKazakhsascitizensofMongolia,andagreedtodesignatetheareaforthemtosettle.AfterMongoliabecameaCommunistcountryin1924,leaderKhorloogiinChoibalsanledabrutalpurgeofKazakhs,Buddhists,andothers,confiscatingtheirpropertiesandanimals,aswellaskillingover30,000people.

WhenKazakhstandeclaredindependencein1991,theywelcomedallKazakhsinthediasporatoreturn.Over70,000MongolianKazakhsdidso,andonly100,000remaintoday.KazakhsarestillthelargestethnicminorityinMongolia,representingfourpercentofthepopulation.TheyhavetheirownKazakhlanguage,whichbelongstotheTurkicfamilyoflanguages,andarepredominantlyMuslim,whereasthemajorityofMongoliansareBuddhistornon-religious.NinetypercentoftheKazakhsliveinBayan-Ölgii,andtherestlivemostlyinKhovdProvinceandUlaanbaatar,thenation’scapital.

Kazakhculturehastraditionallyheldrigidideasabouttherolesofmenandwomen—menherd,andwomencookandcareforchildren.Butastimehaspassed,Kazakhnomads,despitetheirphysicalisolation,havebecomeincreasingawareofandinfluencedbythemodernworld,includingmoreprogressiveideasaboutwomen.The1924constitutionmandatedequalityofthesexes,and,overthedecades,thereweremorefemaleuniversitygraduatesthanmale.AsurbanMongolianwomenfoughtdeeplyengrainedsexisminthe1990sandbecamelawyers,politicians,filmproducers,authors,journalists,andathletes,wordtraveledtothecountrysidethroughfamilymembers,tourism,andtechnologylikecellphones.Overtime,attitudesaboutgenderhavebeguntorelaxamongsomeruralKazakhs,likeAisholpan’sfamily,althoughmanydeeplypatriarchalcustomsendure.

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PROFILE OF MONGOLIA MongoliaisalandlockednationinAsia,whichsharesborderswithChinaandRussia.It’sasparselypopulatedcountryknownforitslackofarablelandandruggedterrain.Fortypercentofitspeopleareatleastsemi-nomadic,traversingthegrassysteppesonhorsebackwithmountainsbothnorthandwest,andtheGobiDesertalongthesouth.

GeographicArea:603,909sqmi

Capital:Ulaanbaatar

Population:Threemillion

OfficialLanguages:MongolianCyrillic,MongolianScript

EthnicMakeup:96%Mongol,4%Kazakh

Religion:53%Buddhist,4%Shamanism,3%Islam

Government:Unitarysemi-presidentialrepublic

Currency:Togrog Sources:https://en.wikipedia.org/wiki/Mongolia,http://www.bbc.com/news/world-asia-pacific-15460525

DEFINITIONS

FROM THE KAZAKH LANGUAGE

Bürkit: Eagle

Bürkitshi: Eagle Hunter

Tomagha:Leatherhoodwornbytheeagletokeepitcalm.

Baldaq: AY-shapedwoodenrestattachedtoahorse’ssaddletoserveasaperchforeaglestorideontherightarmoftheirmaster/mistress.

KAZAKH CULTURAL TERMS

Ger:TraditionalKazakhdwelling,whichisaroundstructureconsistingofeasilyremovablewalls,polesandaceilingcoveredwithcanvasandfelt,tightenedwithropesanddesignedtobesturdyenoughforrepeateddismantlingandre-assemblage.

Tribe:Intraditionalsociety,familiesorcommunitieswhoshareacommoncultureorlanguageandsocial,religious,economicorbloodties.

Nomadic:Livingwithoutapermanentdwellingandmovingseasonallytofindfood,waterand/orgrazingland.

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STUDY TERMS Culture:Asociety’sbeliefs,customs,arts,andhumanintellectualachievements.

Patriarchy:Asocietalsystem,inwhichmenholdauthorityorpositionsfromwhichwomenareeithersegregatedorexcluded.

Custom:Anacceptedbeliefabouthowtolook,behaveoractinaspecificsociety,timeorplace.

Community:Peoplelivinginthesameplaceorsharingaparticularcharacteristicincommon,suchaslanguage,race,religion,attitudes,goalsorinterests.

Tradition:Customs,beliefsorvaluesthataretransmittedfromgenerationtogeneration.Traditionscancreatesocialcohesion,clearlydefinedexpectationsofhowtolook,actorthinkand/orasenseofbelonginginasociety.Theycanalsolimitaperson’sabilitytofullyparticipateinsocietyandexpresshisorhertrueself.

Traditional Roles:Societalexpectationsaboutourroles,behaviorsandrelationshipsthataredefinedbyrace,religion,age,genderandotherlimitingcharacteristics.Theyarelearnedandvarybyculture.

Self-Concept:Howoneseeoneselforself-imagebasedonstrengths,weaknesses,status,etc.

Identity:Asetofchangeablecharacteristicsthatmakeupwhoweare,whatweliketodoandhowwepresentourselvestotheworld.Thesecharacteristicsincludeinterests,personalitycharacteristicsandvalues.

Gender Bias/Stereotyping:Rigidbeliefsaboutgenderbasedongeneralizedcharacteristics.Genderbias/stereotypingcaninfluencehowapersonbehaves,looksorfeels.Theycanleadtostigmaordiscriminationtowardspeoplewhodonotorcannotdisplaythegendernormsexpectedbysociety.

Gender Equity:Aconditioninwhichallpeoplehavefullaccesstotherightsandopportunitiesasocietyhastooffer,regardlessofgender.

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PREPARING STUDENTS FOR THE SCREENING

1. ProvideasynopsisofTHEEAGLEHUNTRESS(seeAboutTHEEAGLEHUNTRESSsection).2. Providerelevantbackgroundinformation(seeBackgroundInformationsection).3. Previewrelevantdefinitions(seeDefinitionssection).4. Engagestudent’sbackgroundknowledgebyaskingstudentstoconsiderthe

followingbeforethescreening: •HowdoyouimaginelifeinMongolia? •TheartistSia,providedtheclosingsong,“AngelontheWing”forTHEEAGLEHUNTRESS (canplaysongorapartofit).Initsrefrain,sherepeatsthephrase“Youcandoanything.” •Doyouagreeordisagreewiththisstatement? •Doyouagreeordisagreethatstereotypescanlimitourabilitytoreachourpotential?

5. Createfilm-to-selfconnectionsbyaskingstudentstoconsiderthefollowingduringthescreening: •HowisAisholpan’slifethesameanddifferentfromyourown?Thinkspecificallyabout culturalelements,including:friends,family,community,food,education,technology, popularculture,rituals,andactivities. •WhatcharacteristicsdoesAisholpanhavethathelpheronherjourneytobecoming aneaglehuntress? •ConsiderhowAisholpanissupportedandchallengedduringherjourneyto becominganeaglehuntress. •HaveyoueverwantedtodoorbecomesomethinginyourlifelikeAisholpan?Whatkind ofcommitmentdiditrequire?Inwhatwayswereyousupportedorchallenged?

Recordkeyresponsesontheboardorhavestudentsreflectinwriting.EncouragestudentstotakenotesrelatingtothesequestionsandanythingelsethatstandsouttothemaboutTHEEAGLEHUNTRESSduringthescreening.

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DISCUSSION GUIDEWhatwerethefilmmakerstryingtosayinTHE EAGLEHUNTRESS?

Whatwasitliketowatchapeerpursuingadream?DoyouconsiderAisholpanarolemodel?Whyorwhynot?

WhatwordscometomindwhenyouthinkofAisholpan?

Howdidthesecharacteristicshelphertobecomeaneaglehuntress?

Arethesecharacteristicsworthadmiring?Whichonesdoyouthinkaremostnecessarytopursuingadream?

Haveyoudisplayedanyofthesecharacteristicswhilepursuingadream?Arethereanycharacteristicsthatyouwouldliketodevelop?

DoyoubelievethesecharacteristicsareuniversallyhumanorspecifictoAisholpan’sculture?

HowdoyouthinkAisholpanviewedherself?Howdidherpositiveself-concepthelpherachievehergoal?

BeingthefirsteaglehuntressinMongoliadefiedtraditionandthetraditionalrolesofKazakhculture.HowwasAisholpanabletoforgeanidentitydifferentfromtheexpectationsofhertribe?

Whatspecialchallengesdidshefacebecauseshewasyoung?Becauseshewasagirl?

HowdidtheElderslabelhernegativelybecauseofhergender?Howdidsherespondtothestereotypes?

People,groupsandinstitutionscanattachlabelstousthataredifferentfromhowwewoulddescribeourselves.Howareouridentitiesinfluencedbyhowwethinkothersseeus?

Inwhatwaysdotraditionalrolesinoursocietylimitpeoplefromreachingtheirfullpotential?Howimportantisittobelieveinyourself?Howimportantisittohaveotherpeoplebelieveinyou?

AisholpanreceiveddifferentmessagesfromherfamilyandtheEldersaboutagirl’splaceinsociety.Whatmessageshaveyougottengrowingupabouthowboysaresupposedtobeorhowgirlsare

supposedtobe?Fromyourfamily?Yourculture?Otherstudents?Yourfriends?Yourteachers?Havethesemessageseverbeenatoddswitheachother?

Aisholpanbrokeagenderbarrierbybecomingthefirstfemaleeaglehuntress.DopeoplelikeAisholpanpavethewayforgenderequityinasociety?Dowehavegenderequityinoursociety?Whatwouldittaketogetthere?

WhatroledidherfamilyplayinAisholpanbecominganeaglehuntress?

HowdidherfamilycontributetoAisholpan’spositiveself-concept?Howdidsherelyontheserelationshipsinherpursuitofadream?

CouldshehavebecomeanEagleHuntresswithouttheguidanceofherfather?Herfamily?Whyorwhynot?

Atwhatpointsdidherfather’sencouragementhelpherthemost?Thesupportofherfamily?

ThefilmmakersshowedAisholpaninotherrolesinherlifebesidesbecominganeaglehuntress.WhatweresomeoftherolesthatAisholpanhadinthefilm?Howweretheysimilarordifferentfromtheroleswetakeoninoursociety?

Ouridentitiesaremadeupofthemanydifferentroleswetakeoninourlives.OneofAisholpan’sroleswasasafriendandaclassmate.HowdidAisholpan’sfriend’srespondtoherdesiretobeaneaglehuntress?

Althoughherfriendsseemedsupportive,Aisholpanwastheonlyoneofherfriend’slearningtobeaneaglehuntress.Doyouthinkitwouldbehardtobetheonlyoneofyourpeerspursuingacertaingoal?

DidAisholpanactdifferentlyinhermanyroles?Whatinfluencedherbehavior?Dopeopleinoursocietyeveractdifferentlybasedonthedifferentrolesandactivitiestheydo?

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Thinkoftherolesthatyoutakeoninyourlife.Doyoubehavedifferentlydependingontherolesandactivitiesyoudo?

EventhoughAisholpanwasbreakingtraditionbybecomingthefirstgirltohunteaglesinMongolia,shealsosoughttobelongtothetraditionofeaglehunters.Inthefilm,shesays,“Becauseallofthemeninmyfamilyhavebeeneaglehunters,it’smydreamtobecomethefirsteaglehuntressinMongolia.”Inwhatwayswassheseekingtobelongtoatradition,andinwhatwayswasshestandingoutsideoftraditionalrolesbybecominganeaglehuntress?

Inthefilm,Aisholpan’sfathersaid“SinceAisholpanisagirl,itwasimportantthatherridingandhuntingstylesareflawless.”Doyouthinkit’sfairthat,becauseshewasagirl,shemighthavebeenheldtoahigherstandardthanhermalecounterpartstobeacceptedbytheeaglehuntingcommunity?

AisholpanwasacceptedasanEagleHuntressduringthecompetitionaftershewonthecompetition.Doyouthinkshewouldhavebeenaccepted,ifshehadn’tshowngreatskillandtalent?Doyouthinkitisnecessaryforsomeonetobetalentedtobeaccepted?

TheKazakhpeopleareatraditionalsocietywithfewmoderninfluences.Howaretraditionalsocietiesandmodernsocietiessimilaranddifferent?Howdoestheirisolatedgeographyinfluencethespeedatwhichtheirbeliefsorvalueschangeorgrow?

ThetraditionofeaglehuntingintheKazakhcultureishundredsofyearsold.Dowehaveanytraditionsinoursocietythatarethatold?Whatdoesitmeanifyoudonotsharethetraditionsorbeliefsofthedominantculture?Doesitmeanyoudon’tbelong?Inwhatwaysdoesitmakeiteasierorhardertoforgeanidentity?

EaglehuntinginKazakhcultureistraditionallymale.ManyactivitiesinKazakhcultureadhereto

patriarchalideasabouttherolesofmenandwomen.Werethereotherwaysinthefilmthatpeopleadheredtorigidideasaboutwhatmenandwomenaresupposedtodo,orhowtheyaresupposedtobehave?Arethereanywaysinwhichourculturedefinestherolesofmenandwomenintraditionalways?

TheElderssuggestedthatAisholpanwasacceptedduringtheeaglehuntingcompetitionbecauseoftheinfluenceoftourists.DoyoubelievethatWesterninfluenceshadanimpactonAisholpanbeingacceptedasanEagleHuntress?Areoutsideinfluencesonatraditionalcultureadvantageousornot?

TheEldersstilldidnotacceptAisholpanasaneaglehuntress,evenaftershewonthecompetition.Theysaidsheneededtoactuallyhuntafoxinthewilderness.Aisholpanwasnotdeterredbythis.Shesaid,“IwillprovethatIamarealeaglehuntress.”Aretherewaysthatnegativevoicescanactuallychallengeapersontoaccomplishagoal?Doyoubelieveshewouldhavehadthestrengthtoignorethesenegativevoiceswithoutthesupportofherfamily?

Howdotechnologicaladvances,socialmediaandpopularcultureinfluenceidentity?Howhavetheyinfluencedyouridentity?Howareyourvalues,beliefsandrolessimilaranddifferentfromgenerationsbeforeyou?

ContrarytotheElders,Aisholpanandherfamilybelievedthatanythingispossible,regardlessofgender.DidthissupporthelpAisholpanpursueherdream?Doyoubelievethatanythingispossible?

Books,music,films,socialmediaandpopularculturecaninfluencehowweidentifyourselves.TheSiasong,“AngelontheWing,”assertsthat“Youcandoanything.”Doyouagreeordisagreewiththismessage?Inwhatwaysdoesmusicandothermediaeitherreinforcetraditionalvaluesorencourageindividualexpression?

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ACTIVITIES

Activity One: Fostering a Positive Self-Concept/Identity

LEARNING OBJECTIVES • Studentswillunderstandthemeaningofself-conceptandidentity. • Studentswillidentifycharacteristicsthatleadtoapositiveself-concept andinfluenceouridentity. • Studentswillidentifycharacteristicsneededtoaccomplishagoal. • Studentswillunderstandthatthesecharacteristicscantranscendaparticularcultureandsociety.

MATERIALS/PREPARATION • Definitions:Culture,Self-Concept,Identity • PersonalityCharacteristicsList • WritingAssignmentPrompt

GROUP LESSONAskstudentstolistsomeofthecharacteristicsthatAisholpandisplayedthathelpedheraccomplishhergoalofbecominganeaglehuntress(seePersonalityCharacteristicsListbelow).Recordkeyresponsesontheboard,orpromptfromPersonalityCharacteristicsList.AskiftheythoughtAisholpanbelievedinherselfand/orhadastrongsenseofself.Explainthatmanyofthesecharacteristicswerepartofherself-concept,andthatsheidentifiedherselfasbeingcapableofachievingagoal.

ExplainthatlikeAisholpan,partoftheirself-conceptandidentityismadeupofthethingsthattheybelieveaboutthemselves,andwhattheythinktheycanandcannotdo.Askthemtothinkofsomethingthattheyaregoodatdoing(examples:ahobby,anactivity,asport,anacademicsubject,aschoolassignment,beingagoodfriend,supportingafamilymember,communityservice),andtothinkofthecharacteristicsthatittooktobegoodatit.Introducethewritingassignment.

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WRITING ASSIGNMENT PROMPT • Writeadescriptionofsomethingyouaregoodatdoing.Whatdidittakeforyoutosucceed? Includeasmuchdetailaspossibleincluding:howmuchtimeittook,whattalentsyou havethatmadeyougoodatit,whatskillsyouneededtodevelop,whatyouneededto learnorpractice,anychallengesyoufaced,whyyouareproudofyouraccomplishment. • Whatpersonalitycharacteristicsdidyoudisplaytoaccomplishthatgoal? (usecharacteristicsgeneratedduringclassdiscussionoranyothersthatapply.) • Whatarethecharacteristicsofwhichyouaremostproud? • Didyoubelieveinyourself?Howdidapositiveself-concepthelpyouaccomplishyourgoal? • Howdidachievingthegoalcontributetoyouridentityinapositiveway?Didyoufeel morecapableafterachievingyourgoal?Inwhatways? • Arethereanyothercharacteristicsthatyouwouldliketodevelopfurther?

LESSON CLOSUREBringstudentstogethertodiscusstheirwriting.Seeiftheirarecommoncharacteristicsthatstudentslistedthatwereessentialtodevelopingacompetency.SeewhatcharacteristicstheysaidthattheysharedwithAisholpan(e.g.toanalyzeifqualitiesareculturally-specificoruniversal).Seeiftherearecommoncharacteristicsthatstudentswouldliketodevelop.BrainstormwaysthatthesecanbedevelopedbythinkingabouthowAisholpanaccomplishedhergoal.Recordkeyresponsesontheboard.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathattheiridentitiesareinfluencedbythewaysthattheyseethemselves,andhowapositiveself-conceptisnecessarytoachievegoals.

Strong Active Brave

Ambitious Independent Intelligent

Clever Cooperative Assertive

Detailed Courageous Understanding

Adventurous Agile Self-Sufficient

Reliable Responsible Muscular

Confident Competent Optimistic

Graceful Capable Skilled

Joyful Goal-Oriented Risk-Taker

Determined Rebel Commitment

Bold Free Persistent

SAMPLE PERSONALITY CHARACTERISTICS

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Activity Two: Understanding How Our Identity is Shaped by Others

LEARNING OBJECTIVES • Studentswillunderstandthatidentityissociallyconstructed. • Studentswillunderstandthatidentityisinfluencedbyothersandthatthevaluesof differentpeople,groupsandinstitutionscanbeconflicting. • Studentswillseetherelationshipbetweentheindividualandthegroup.

MATERIALS/PREPARATION • Definitions:Culture,Self-Concept,Identity,Tradition,TraditionalRoles,Custom, GenderBias/Stereotyping • T-Chartwith“Family”ononesideand“Elders”ontheother.Possiblequotesfromfilmto includeonthechart:

Family “She(Aisholpan)decidedonherowntobeaneaglehunter.AndIbelieveit’sawoman’s righttochoose.” “Ithinkboysandgirlsareequal.” “SometimesIworry,peoplemightthinkit’sstrangebecauseshedoessomethingthatmen usuallydo.Butsheshowsextraordinarystrength,regardlessofhergender.” “Ijustwantmydaughtertoloveherlife.” “Girlscandoanythingboyscaniftheytry.” “Youprovedyourselftoday.Youwereasbraveasanyman.” “Sheisaverybraveandcourageousgirl.”

Elders “Girlsdonothunteagles.” “Womenareweaker,morefragile.” “Whilemengoeaglehunting,womenareathomepreparingteaandwater.” “It’shardforgirlstogotothemountainsandchaseanimalsonhorses.” “Theygetcold.” “Womenaresupposedtostayindoorsandquarrelforgiftsafterparties,whilemenaremeantfor theoutdoors,andwequarrelforthecatch.”

• WritingAssignmentPrompt

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GROUP LESSONReviewActivityOne(ifincludedincurriculum).Explainthatouridentitiesandself-conceptarealsoinfluencedbyothers,andthatthevaluesofdifferentpeople,groupsandinstitutionscansometimesbeatoddswitheachother.AskstudentstogeneratealistofpeoplewhosupportedAisholpan,aswellasthosewhodidnotsupporther.PutupT-Chartincludingquotes.Discusshowthesevalueseitheradheretoordefycustom,tradition,traditionalrolesandgenderbias/stereotyping.Discusswhattheythinkarethestrengthsandweaknessesofeachofthesepositions.Recordkeyresponsesontheboard.Explainthat,likeAisholpan,theirownself-conceptandidentityisinfluencedbyothersinsociety.Askthemtobrainstormalistofpeople,groupsandinstitutionswhocaneithersupporttheminpursuingtheirgoals,orwhoholdvaluesorbeliefsthatmightdeterthemfromachievingagoal(listcanincludepeers,friends,teachers,school,family,politicians,laws,church,mediaoutlets).Recordkeyresponsesontheboard.TellthemtheywillbeaddingtotheirwritingassignmentfromActivityOnetoseewhoandhowtheyfeltsupportedtowardsreachingtheirownparticulargoalandhowtheydidnot.Introducethewritingassignment.

WRITING ASSIGNMENT PROMPT • Whatpeople,groupsorinstitutionssupportedyouinreachingyourgoal? • Whatdidtheysaytoyou?Didtheyencourageyou?Diditjibewithyourownself-concept? • Whatdidtheydo?Supportyouwithtime?Teachyousomethingyoudidn’tknow? • Weretherepeoplewhoyouwishedsupportedyoumore?Whatcouldtheyhavesaidor donedifferently? • Werethereanywaysthatyoudidnotfeelsupported?Didyoufeellabeled?Didanyone oranythingimpactyourself-conceptinanegativewayorattempttokeepyoufrom reachingyourgoal? • Howdidthesevariousvalueseitheradheretoordefycustom,tradition,traditionalroles andgenderbias/stereotyping?Weretheiropinionseveratoddswitheachother.

PAIR SHAREExplaintostudentsthattheywilltaketurnssharingwiththeirpartnerwhattheyhavewrittenaboutachievingagoal.Aftersharing,theywilltaketurnsreflectingthegoalbacktoeachotherinpositiveways(useSamplePersonalityCharacteristicsList).

LESSON CLOSUREBringstudentstogethertodiscusshowitfelttohavetheirgoalreflectedbacktotheminpositiveways.Askthemhowitfelttobeacceptedbyapeer,likeAisholpanwasbyherfamily.Askstudentstosharehowitfelttoencourageanotherstudent,likeAisholpan’sfamilyencouragedher.Recordkeyresponsesonboard.Usetheseobservationstoreinforcetheconceptthatidentityissociallyconstructed,andthatouridentityandself-conceptarebuiltinrelationshipwithotherpeople,groupsandinstitutions,whosevaluesmayconflictwithoneanother.

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Activity Three: Belonging to Community

LEARNING OBJECTIVES • Studentswillunderstandthemeaningofcommunity. • Studentswillunderstandthattraditionsandtraditionalrolesreinforcesocialconventions, cohesionandasenseofbelonginginagroup. • Studentswillunderstandthattraditionsandtraditionalrolescanlimitaperson’sabilityto reachtheirfullpotential. • Studentswillseetherelationshipbetweentheindividualandthegroupinacommunity.

MATERIALS/PREPARATION • Definitions:Tribe,Community,Tradition,TraditionalRoles,Custom,GenderBias/Stereotyping • Createstatement/sforstudentstoconsiderthatisbasedonyourknowledgeofstudent interestsandschoolculture.Thestatement/sshouldgenerateastrongyetpossibly polarizingopinion. • SmallGroupPrompt • BlankChartPaper • TwoCharts:MajorityBeliefProsandCons,MinorityBeliefProsandCons

GROUP LESSONExplainthatallpeoplehaveadesiretobelongand,atthesametime,theyhaveadesiretoasserttheirindividualitywithinagroup.AnexamplefromthefilmwasthatAisholpanwantedtobeapartoftheeaglehuntingtraditionofhertribe,butshealsowantedtoexpressherindividualitybybeingthefirstgirltoachievethisgoal.

Explainthataclassroomisanexampleofacommunitywherestudentswanttofitin,butalsowanttoexpresstheirindividuality.Explainthattheyaregoingtodoagroupactivitythatexploreswhatitmeanstoshareabelief,valueoropinionofacommunityandwhatitmeanstostandoutsideofthisbelief,valueoropinion.IntroduceGroupActivity.

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GROUP ACTIVITYPresentstudentswithstatement.Askthemtorecordwhethertheyagreewiththestatement,feelneutralaboutitordisagree.Askthemtoanswerinprivatewithoutconsultingothers.Breakclassintothreegroupsbasedontheiranswer.Askthemtolookaroundatthegroupsandthinkabouttheparticularpositiontheyholdforaminute.Promptthemtoconsiderhowtheyfeeltobeeitherinthemajorityortheminority(Canrepeatthisprocesswithadditionalstatements,sostudentscananalyzehowitfeelstobeindifferentpositionswithintheclassroomcommunity).

Breakthemupintothreesmallgroupsbasedontheiranswers.AskthemtoanswerSmallGroupPromptonblankchartpaper.Encouragestudentstothinkaboutboththepotentialpositivesandnegativesofeitherposition(e.g.beinginthemajoritymaymakethemfeelliketheybelongor,conversely,thattheyarejustamemberofthecrowd.Beingintheminoritymayeithermakethemfeelleftoutorthattheyarefollowingthebeatoftheirowndrummer).

SMALL GROUP PROMPT • Inwhatwaysdidyoulikeholdingasimilarbelieftothemajorityorminorityofthecommunity? • Inwhatwaysdidyounotlikebeinginthemajorityorminority? • Howdidyoufeelaboutthepeopleintheothergroups? • Howdidyourposition/otherpeople’spositioninfluenceyourideasaboutthe classroomcommunity?

LESSON CLOSUREBringstudentstogethertosharesmallgroupdiscussions.Putuptwochartstoencouragediscussionofboththeprosandconsofeitherbeinginthemajorityorminority.Recordkeyresponsesontheboard.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathattheneedsofacommunityareconstantlyshiftingbetweentheindividualandthegroup.

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Activity Four: Analyzing Gender Bias/Stereotyping

LEARNING OBJECTIVES • Studentswillunderstandthemeaningofgender,genderbias/stereotypesandgenderequity. • Studentswillunderstandthatgenderidentityissociallyconstructed. • Studentswillunderstandthatgenderidentityisinfluencedbygenderbias/stereotyping. • Studentswillunderstandthatfullparticipationinasocietymeansthateachperson’s uniquequalities,giftsandskillscontributetofairandrespectfulcommunities.

MATERIALS/PREPARATION • Definitions:Tradition,TraditionalRoles,GenderBias/Stereotyping,GenderEquity • T-Chartwith“Family”ononesideand“Elders”ontheother.Possiblequotesfromfilmto includeonthechart:

Family “She(Aisholpan)decidedonherowntobeaneaglehunter.AndIbelieveit’sawoman’s righttochoose.” “Ithinkboysandgirlsareequal.” “SometimesIworry,peoplemightthinkit’sstrangebecauseshedoessomethingthatmenusually do.Butsheshowsextraordinarystrength,regardlessofhergender.” “Ijustwantmydaughtertoloveherlife.” “Girlscandoanythingboyscaniftheytry.” “Youprovedyourselftoday.Youwereasbraveasanyman.” “Sheisaverybraveandcourageousgirl.”

Elders “Girlsdonothunteagles.” “Womenareweaker,morefragile.” “Whilemengoeaglehunting,womenareathomepreparingteaandwater." “It’shardforgirlstogotothemountainsandchaseanimalsonhorses.” “Theygetcold.” “Womenaresupposedtostayindoorsandquarrelforgiftsafterparties,whilemenaremeantfor theoutdoors,andwequarrelforthecatch.”

• Chartthatincludesjobsthataretraditionallymaleandfemale.Jobscanbefoundat: http://www.thedigeratilife.com/blog/index.php/2007/05/29/traditional-jobs-for-men-and- women-the-gender-divide/ • SmallGroupPrompt • BlankChartPaper

GROUP LESSONExplaintostudentsthatthereweremanywaysthatAisholpan’sculturehadrigidideasabouttherolesofwomenandmenthatwereatoddswithhowherfamilyviewedgender.Putchartwithquotesonboard.Askthemwhichquotestheyagreeordisagreewith.Askthemiftheythinkitwashardforhertopursueherdreamwithoutfemalerolemodels.AskthemiftheythinkitwouldhavebeenfairifAisholpanwereforbiddenfrompursuingherdreambecauseofgenderbias/stereotyping.

Askthemiftheybelievethatthesekindsofgenderbias’andgenderstereotypesexistinourculture.Introducechartwithcareers.Askthemtoguesswhetherthesejobsaretraditionallymaleorfemalein

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oursociety.Revealpercentagesofwomenintraditionallyfemalejobsandmenintraditionallymalejobs.Askthemtogeneratealistofcharacteristicsneededtoperformtheparticularjobs.Recordkeyresponsesontheboard.Askiftheybelievethatonegenderisbettersuitedforaparticularcareer,oriftheythinkthatgenderbias/stereotypinghasledtoadherencetorigidgenderrolesinparticularjobsinourculture.Askthemiftheybelievethatmenandwomenareinherentlybetteratcertainthings,oriftheythinkgenderstereotypesaresociallyconstructed.Tellthemtothinkabouttheirownlivesandhowtheyidentifyaseithergirlsorboys.Introducethewritingassignment.

WRITING ASSIGNMENT PROMPT • AisholpanreceiveddifferentmessagesfromherfamilyandtheEldersaboutagirl’splace insociety.Whatmessageshaveyougottengrowingupabouthowboysaresupposedtobe orhowgirlsaresupposedtobe?Fromyourfamily?Yourculture?Otherstudents? Yourfriends?Yourteachers?Arethesemessageseveratoddswitheachother? • Doyouthinkitwouldbehardtochangethegenderbias’/stereotypesinourculture?For example,howhardwoulditbeforyoutobethefirstofyourgendertoparticipateinan activity,likeAisholpanwas? • Doyoubelievethatgenderbias’affectpeople’sabilitytobewhattheywant? • Doyouthinkitisimportantforpeopletofullyparticipateinasociety,regardless ofgender?

LESSON CLOSUREBringstudentstogethertoreflectontheirnotionsofgenderbias/stereotypingandgenderequity.Recordkeyresponsesontheboard.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathatgenderbias/stereotypingcanlimitaperson’sabilitytofullyparticipateinasocietyandthatgenderequitycanleadtoeachpersonexpressingtheiruniquegifts,talentsandskillsinasociety.

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Activity Five: Reaching Our Full Potential

LEARNING OBJECTIVES • Studentswillunderstandthattechnology,mediaandpopularculturehaveaninfluenceon identityandself-concept. • Studentswillunderstandhowexpressingafull-rangeofcharacteristicscanleadtoeach personreachingtheirfullpotential. • Studentswillunderstandhoweachperson’suniquequalities,giftsandskillscancontribute tofairandrespectfulcommunities.

MATERIALS/PREPARATION • Definitions:Self-Concept,Identity,Tradition,TraditionalRoles, GenderBias/Stereotyping,GenderEquity • SmallGroupPrompt • BlankChartPaper

GROUP LESSONExplaintothestudentsthatthefilmmakersofTHEEAGLEHUNTRESSpresentedacompellingtaleofthepersonalempowermentofayoungperson.AskstudentshowAisholpanwasapositiverolemodeltothem,orhowandwhytheyfoundherjourneytobepersonallyinspirational.PromptstudentstogeneratetheideathatAisholpanwasabletodefytraditionalgenderrolesandexpresshertrueself.Recordkeyresponsesontheboard.Explainthat,likethefilmitself,theSiasongattheendofthefilm,“AngelintheWing”assertsthat“Youcandoanything.”Askiftheybelievethismessageistrue.Askstudentshowimportantitisforyoungpeopletobeabletodisplayafull-rangeofcharacteristicsandpursueadream,likeboththefilmandthesongsuggest.

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Explainthat,whilecertainmediaandpopularculturecanpressureyoungpeopletoconformtotraditionalexpectationsandgenderstereotypes,therearealsobooks,music,films,socialmediaandpopularculturethatpromoteastrongsenseofselfandempoweryoungpeopletodoandbewhatevertheywant.Askthemiftheybelieveitisimportanttolistentopositivemessagesinthemedia,inordertoreachtheirfullpotential.(NOTE:IfyouhavecompletedActivities1-3,youcanreviewthelistofotherpeople,groupsandinstitutionsthattheclassnamedaspositiverolemodelsforthem).BreakstudentsintosmallgroupstoworkonSmallGroupPrompt.Tellthemtorecordanswersonblankchartpaper.

SMALL GROUP PROMPT • Therearemanypeople,groupsandinstitutionsthatcanhelpyoungpeoplebelievein themselves.Similarly,books,music,filmsorothermedia/popularculturecanencourage youtopursueyourowngoals,assertyourownvaluesorexpressyourtrueselves.Makea listofanythathavepersonallyinfluencedyouinpositiveways. • Bepreparedtoexplaintotheclassthereasonsyouconsidertheirmessagestobepositive, andhowtheyinspireyoutobeyourtrueself. • Inwhatwaysdoyouwishthatthemessagespresentedinmusic,filmorother media/popularcultureweremoreencouragingtoyoungpeople?

LESSON CLOSUREHaveeachgrouppresenttheirlisttotheclass.UseboththeirobservationsfromthefilmofAisholpan,aswellastheirownpersonalexperiences,toreinforcetheideathatinorderforyoungpeopletoreachtheirfull-potential,theyneedtofeelempoweredtopursuetheirowngoals,asserttheirownvaluesandenjoythefreedomofself-expression.Reinforcethevalueofgoodrolemodels.

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CURRICULAR EXTENSIONSJOURNALING

Studentsmayfindissuessurroundinggender,stereotypingandidentityformationtobeextremelypersonal.Journalingcanprovidestudentswithaprivatevehicleforreflectingdeeply,makingconnectionsbetweenlessons,aswellasgainingthemostpersonalinsightabouttheideasgeneratedbyTHEEAGLEHUNTRESS.Journalingmayeitherbefree-formresponsestothefilmthataregeneratedfromclassroomdiscussionsoractivities,orwrittenoffofpromptsprovidedbyyou.

CONNECTIONS TO LITERATURE

THEEAGLEHUNTRESScontainsstoryelementsofthehero’sjourneythatarefamiliartomanyworksofliterature.Acurricularextensiontothisstudyguidewouldbealiterarycomparisonbetweenoneoffollowingbooksandthefilm:

Alexie,Sherman.The Absolutely True Diary of a Part Time IndianBaum,FrankL. The Wizard of OzBradley,MarionZimmer.The Mists of AvalonCollins,Suzanne.The Hunger GamesHinton,S.E. The OutsidersKidd,SueMonk.The Secret Life of Bees Naidoo,Beverly. Journey to Jo’burgPaolinin,Christopher.EragonPullman,Philip.The Golden CompassRiordan,Rick.Percy Jackson and the Lightning ThiefRowling,J.K.Harry Potter and the Sorcerer’s StoneTwain,Mark.The Adventures of Huckleberry FinnVerne,Jules.20,000 Leagues Under the SeaZusak,Markus.The Book Thief andI Am the Messenger

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ADDITIONAL RESOURCESMongolia

https://en.wikipedia.org/wiki/Mongolia

http://www.infoplease.com/country/mongolia.html

http://www.bbc.com/news/world-asia-pacific-15460525

The Kazakh People

http://www.beforethey.com/tribe/kazakh

http://www.macalester.edu/academics/geography/mongolia/mongolian_kazakhs.html

https://www.britannica.com/topic/Kazakh

Eagle Hunting

http://content.time.com/time/photogallery/0,29307,1878468,00.html

http://www.newyorker.com/culture/photo-booth/the-eagle-hunters-of-mongolia

https://www.lonelyplanet.com/mongolia/travel-tips-and-articles/mongolias-lost-secrets-in-pictures-the-golden-eagle-hunters

Adolescent Identity Development

http://www.actforyouth.net/adolescence/identity/

http://lp.wileypub.com/HandbookPsychology/SampleChapters/Volume6.pdf

https://www.apa.org/pi/families/resources/develop.pdf

Adolescence and Self-Esteem

http://understandingteenagers.com.au/blog/teenagers-and-self-esteem-key-factors/

http://www.actforyouth.net/resources/rf/rf_slfestm_0603.pdf

https://www.psychologytoday.com/blog/surviving-your-childs-adolescence/201009/adolescence-and-self-esteem

Fostering Gender Equity

https://teachunicef.org/teaching-materials/topic/gender-equality

http://www.tolerance.org/category/classroom-resources/gender-equity

http://www.gov.scot/resource/doc/196713/0052704.pdf

Gender and Careers

http://womensissues.about.com/od/womenintheworkforce/a/WomenWorkTopOccupations.htm

https://www.washingtonpost.com/blogs/post-leadership/post/could-your-gender-affect-your-career-interests/2011/04/01/gIQACBqscL_blog.html

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4078050/

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EDUCATIONAL STANDARDSCommon Core Standards

Speaking and Listening 6-12: College and Career Readiness Anchor Standards1.Prepareforandparticipateeffectivelyinarangeofconversationsandcollaborationswithdiversepartners,buildingonothers’ideasandexpressingtheirownclearlyandpersuasively.2.Integrateandevaluateinformationpresentedindiversemediaandformats,includingvisually,quantitatively,andorally.3.Evaluateaspeaker’spointofview,reasoning,anduseofevidenceandrhetoric.4.Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthelineofreasoningandtheorganization,development,andstyleareappropriatetotask,purpose,andaudience.6.Adaptspeechtoavarietyofcontextsandcommunicativetasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.

Source:http://www.corestandards.org/ELA-Literacy/CCRA/SL/

Writing 6-12: College and Career Readiness Anchor Standards1.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.2.Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffectiveselection,organization,andanalysisofcontent.4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.9.Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

Source:http://www.corestandards.org/ELA-Literacy/CCRA/W/

Reading 6-12: College and Career Readiness Anchor Standards2.Determinecentralideasorthemesofatextandanalyzetheirdevelopment;summarizethekeysupportingdetailsandideas.3.Analyzehowandwhyindividuals,events,orideasdevelopandinteractoverthecourseofatext.7.Integrateandevaluatecontentpresentedindiversemediaandformats,includingvisuallyandquantitatively,aswellasinwords.

Source:http://www.corestandards.org/ELA-Literacy/CCRA/R/

National Council for the Social Studies (K-12)People,Places,andEnvironments:Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofpeople,places,andenvironments.

Individual Development and Identity: Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofindividualdevelopmentandidentity.

Power, Authority, and Governance: Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofhowpeoplecreateandchangestructuresofpower,authority,andgovernance.

Global Connections: Socialstudiesprogramsshouldincludeexperiencesthatprovideforthestudyofglobalconnectionsandinterdependence.

Source:NationalCouncilfortheSocialStudies,ExpectationsofExcellence:CurriculumStandardsforSocialStudies,1994.

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RACHEL DEMASisaformerteacherandfreelancewriterresidinginNewYorkCity.ShebeganhercareerineducationasaNewYorkCityTeachingFellowandheldpositionsasaNYCFellowSelectorandanAcademicInterventionSpecialistfortheNewYorkCityDepartmentofEducation.Priortoteaching,Ms.Demaswasatelevisionandvideoproducer,specializinginnewsmagazineformatshows,includingAmericanDigest.Recentwritingprojectsinclude:TheBlackBearFilmFestivalProgram,contributionstotheanthology,Motherhood:MayCauseDrowsiness,co-editingoftheanthology,MomfortheHolidays,aswellascontentmarketingandrebrandingforseveralwebsites.SheholdsaBachelorofJournalismfromtheUniversityofMissouriandaMastersofElementaryandSpecialEducationfromLongIslandUniversity,Brooklyn.

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SONY PICTURES CLASSICS presents in association with 19340 PRODUCTIONS ARTEMIS RISING FOUNDATION IMPACT PARTNERS SHINE GLOBAL and WARRIOR POETS a film by OTTO BELL a KISSIKI film and STACEY REISS production “THE EAGLE HUNTRESS”

edited by PIERRE TAKAL director of photography SIMON NIBLETT narrated by DAISY RIDLEY original title song by SIA executive producers MORGAN SPURLOCK JEREMY CHILNICK DAISY RIDLEY MARC H. SIMON DAN COGAN REGINA K. SCULLY

BARBARA DOBKIN SUSAN MACLAURY produced by STACEY REISS SHARON CHANG and OTTO BELL directed by OTTO BELLCOPYRIGHT © 2016 BY EAGLE HUNTRESS, LLC. ALL RIGHTS RESERVED.

WWW.THEEAGLEHUNTRESSMOVIE.COM WWW.SONYCLASSICS.COM