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Action! Film is a common and powerful element in the social studies classroom and Cinematic Social Studies explores teaching and learning social studies with film. Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors of this volume seek to explain, through an array of ideas and visions, what cinematic social studies can/should look like, while providing research and rationales for why teaching social studies with film is valuable and important. This volume includes twenty-four scholarly chapters discussing relevant topics of importance to cinematic social studies. The twenty four chapters are divided into three sections. This stellar collection of writings includes contributions from noteworthy scholars like Keith Barton, Wayne Journell, James Damico, Cynthia Tyson, and many more.
Using Film in the Social Studies examines the common and often misused practice of teaching with film. Using Film in the Social Studies is comprised of seven chapters that discuss various topics of film use. Topics include: the appropriate method for incorporating film into the curriculum; relevant legal issues surrounding film use; educational benefits of film use; creation of film; and a brief history of film use in education. The book also describes a quantitative research study of middle and secondary social studies teachers, which examines how social studies teachers use film in the classroom. A model for using film, the "Russell Model," is discussed in detail regarding appropriate procedures and steps that should be followed when using film in the classroom. Using Film in the Social Studies is a hands-on, research based, accessible book that enables teachers to use film appropriately and legally in the classroom.
Offers a fresh overview of teaching with film to effectively enhance social studies instruction.
Exploration, intertwined with home-seeking, has always defined America. Corbin argues that films about significant cultural landscapes in America evoke a sense of travel for their viewers. These virtual travel experiences from the mid-1970s through the 1990s built a societal map of "popular multiculturalism" through a movie-going experience.
Inventing Film Studies offers original and provocative insights into the institutional and intellectual foundations of cinema studies. Many scholars have linked the origins of the discipline to late-1960s developments in the academy such as structuralist theory and student protest. Yet this collection reveals the broader material and institutional forces—both inside and outside of the university—that have long shaped the field. Beginning with the first investigations of cinema in the early twentieth century, this volume provides detailed examinations of the varied social, political, and intellectual milieus in which knowledge of cinema has been generated. The contributors explain how multiple instantiations of film study have had a tremendous influence on the methodologies, curricula, modes of publication, and professional organizations that now constitute the university-based discipline. Extending the historical insights into the present, contributors also consider the directions film study might take in changing technological and cultural environments. Inventing Film Studies shows how the study of cinema has developed in relation to a constellation of institutions, technologies, practices, individuals, films, books, government agencies, pedagogies, and theories. Contributors illuminate the connections between early cinema and the social sciences, between film programs and nation-building efforts, and between universities and U.S. avant-garde filmmakers. They analyze the evolution of film studies in relation to the Museum of Modern Art, the American Film Council movement of the 1940s and 1950s, the British Film Institute, influential journals, cinephilia, and technological innovations past and present. Taken together, the essays in this collection reveal the rich history and contemporary vitality of film studies. Contributors: Charles R. Acland, Mark Lynn Anderson, Mark Betz, Zoë Druick, Lee Grieveson, Stephen Groening, Haden Guest, Amelie Hastie, Lynne Joyrich, Laura Mulvey, Dana Polan, D. N. Rodowick, Philip Rosen, Alison Trope, Haidee Wasson, Patricia White, Sharon Willis, Peter Wollen, Michael Zryd
Traumagenic events—episodes that have caused or are likely to cause trauma—color the experiences of K-12 students and the social studies curriculum they encounter in U.S. schools. At the same time that the global COVID-19 pandemic has heightened educators’ awareness of collective trauma, the racial reckoning of 2020 has drawn important attention to historical and transgenerational trauma. At a time when social studies educators can simply no longer ignore “difficult” knowledge, instruction that acknowledges trauma in social studies classrooms is essential. Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum. The 20 Hollywood or History? lessons are organized by themes such as political trauma and war and genocide. Each lesson presents film clips, instructional strategies, and primary and secondary sources targeted to the identified K-12 grade levels. As a collection, they provide ready-to-teach resources that are perfect for teachers who are committed to acknowledging trauma in their social studies instruction.
“One of the rare collections I would recommend for use in undergraduate teaching – the chapters are lucid without being oversimplified and the contributors are adept at analyzing the key industrial, technological and ideological features of contemporary U.S. cinema.” Diane Negra, University of East Anglia, UK. “Contemporary American Cinema offers a fresh and sometimes revisionist look at developments in the American film industry from the 1960s to the present … Readers will find it lively and provocative.” Chuck Maland, University of Tennessee, USA. “Contemporary American Cinema is the book on the subject that undergraduate classes have been waiting for … Comprehensive, detailed, and intelligently organized [and] written in accessible and compelling prose … Contemporary American Cinema will be embraced by instructors and students alike.” Charlie Keil, Director, Cinema Studies Program, University of Toronto, Canada. “Contemporary American Cinema usefully gathers together a range of materials that provide a valuable resource for students and scholars. It is also a pleasure to read.” Hilary Radner, University of Otago, New Zealand. “Contemporary American Cinema deepens our knowledge of American cinema since the 1960s. … This is an important collection that will be widely used in university classrooms.” Lee Grieveson, University College London, UK. “Contemporary American Cinema is a clear-sighted and tremendously readable anthology, mapping the terrain of post-sixties US cinema with breadth and critical verve.” Paul Grainge, University of Nottingham, UK. “This collection of freshly written essays by leading specialists in the field will most likely be one of the most important works of reference for students and film scholars for years to come.” Liv Hausken, University of Oslo, Norway. Contemporary American Cinema is the first comprehensive introduction to American cinema since 1960. The book is unique in its treatment of both Hollywood, alternative and non-mainstream cinema. Critical essays from leading film scholars are supplemented by boxed profiles of key directors, producers and actors; key films and key genres; and statistics from the cinema industry. Illustrated in colour and black and white with film stills, posters and production images, the book has two tables of contents allowing students to use the book chronologically, decade-by-decade, or thematically by subject. Designed especially for courses in cinema studies and film studies, cultural studies and American studies, Contemporary American Cinema features a glossary of key terms, fully referenced resources and suggestions for further reading, questions for class discussion, and a comprehensive filmography. Individual chapters include: The decline of the studio system The rise of American new wave cinema The history of the blockbuster The parallel histories of independent and underground film Black cinema from blaxploitation to the 1990s Changing audiences The effects of new technology Comprehensive overview of US documentary from 1960 to the present Contributors include: Stephen Prince, Steve Neale, Susan Jeffords,Yvonne Tasker, Barbara Klinger, Jim Hillier, Peter Kramer, Mark Shiel,Sheldon Hall, Eithne Quinn, Michele Aaron, Jonathan Munby.
The book is unique in that it mixes theory and practical applications in rethinking traditional social studies education. It focuses on essays integrating media, popular culture, and alternative texts for teaching and learning in social studies and history education through a social education lens. Social education integrates social studies, media / popular culture, and cultural studies all within a social justice framework. The text provides 20+ curriculum themes with strategies to connect in teaching and learning, along with resources to extend depth of understanding. In addition, the pedagogical philosophy inherent in the essays is student-centered learning focusing on issues, problem, and project-based instruction. Although the themes are generally social studies and history focused, the links to media and popular culture can be integrated in other disciplines.
Explorations in New Cinema History brings together cutting-edge research by the leading scholars in the field to identify new approaches to writing and understanding the social and cultural history of cinema, focusing on cinema’s audiences, the experience of cinema, and the cinema as a site of social and cultural exchange. Includes contributions from Robert Allen, Annette Kuhn, John Sedwick, Mark Jancovich, Peter Sanfield, and Kathryn Fuller-Seeley among others Develops the original argument that the social history of cinema-going and of the experience of cinema should take precedence over production- and text-based analyses Explores the cinema as a site of social and cultural exchange, including patterns of popularity and taste, the role of individual movie theatres in creating and sustaining their audiences, and the commercial, political and legal aspects of film exhibition and distribution Prompts readers to reassess their understanding of key periods of cinema history, opening up cinema studies to long-overdue conversations with other disciplines in the humanities and social sciences Presents rigorous empirical research, drawing on digital technology and geospatial information systems to provide illuminating insights in to the uses of cinema