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Offers a fresh overview of teaching with film to effectively enhance social studies instruction.
Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery. Adding to the education literature of how to teach and learn difficult histories, contributors apply their theoretical and pedagogical expertise and experiences to a variety of historical topics to show the ways that film can create opportunities for challenging conversations in the classroom and attempts to recognize the perspectives of historically marginalized groups. Chapters focus on translating research into practice by applying theoretical frameworks such as critical race theory, auto-ethnography or cultural studies, as well as more practical pedagogical models with film. Each chapter also includes applicable pedagogical considerations, such as how to help students approach difficult topics, model questions or strategies for engaging students, and examples from the authors’ own experiences in teaching with film or in leading students to develop counter-narratives through filmmaking. These discussions of the real considerations facing classroom teachers and professors are sure to appeal to experienced secondary teachers, pre-service teacher education programs, graduate students, and academic audiences within education, history, and film studies. Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book’s companion website www.teachingdifficulthistory.com.
Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher. The book comes with access to a companion website, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Transcripts from teachers and students that you can use as tools for reflection - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.
Since the beginning of the 20th century, the film industry has confronted, challenged, and explored various social issues through its films. Social issue films are an excellent resource for teaching social issues. Teachers will find this book to be a valuable resource for teaching social issues. This book includes a discussion on teaching social issues, teaching with film, and how social issue films can be utilized to enhance the curriculum. This volume offers teachers an effective means for teaching social issues to today’s digital and media savvy students. Furthermore, this volume details how film can be used to teach social issues, discusses relevant legal issues surrounding the use of film in the classroom, and details two separate models for teaching social issues with film. The heart of the book includes a detailed filmography of 180 films that pertain to 30 social issues. Each social issue includes a definition/explanation of the social issue and details six films. Each film detailed includes complete bibliographic information and a synopsis. This volume is clearly organized and expertly written for educators and is beneficial to librarians and teachers at the secondary and college level, particularly in social studies, sociology, history, political science, literature, film studies, and other social sciences.
History teachers should be less concerned with having students try to re-experience the past and more concerned with teaching them how to learn from the study of it. Keeping this in mind, teachers should integrate more critical film and television analysis into their history classes, but not in place of reading or at the expense of traditional approaches. Teachers must show students how to engage, rather than suspend, their critical faculties when the projector or television monitor is turned on. The first major section of this book, "Analyzing a Moving Image as a Historical Document," discusses the two stages in the analysis of a moving image document: (1) a general analysis of content, production, and reception; and (2) the study of the moving image document as a representation of history, as evidence for social and cultural history, as evidence for historical fact, or as evidence for the history of film and television. Strategies for the classroom are also discussed. The second major section, "Visual Language," is an introduction to visual language meant to serve as a general and selective guide for history teachers new to the critical use of moving-image media in the classroom. Discussions of various aspects of film history and film techniques help to illustrate the possible use of films and television as historical documents and show how film history is a manifestation of the same socio-cultural forces that shape the larger history of society. A 103-item bibliography and a sample class assignment are included. (JB)
Popular media has become a common means by which students understand both the present and the past. Consequently, more teachers are using various forms of popular culture as pedagogical tools in the history classroom. With their emphasis on issues such as drug and alcohol abuse, sex, race, gender, and violence, social problem films, or “message movies,” offer a compelling look at the eras in which they were made. In order to facilitate the use of social problem films as learning tools, however, teachers of history need a dependable resource. Teaching History with Message Movies is a guide for teaching US history using these films as vivid historical illustrations and tools for student engagement. In addition to covering key themes and concepts, this volume provides an overview of significant issues and related films, a tutorial in using film in historical methodology, user guides for thinking about social problems on screen, and sample exercises and assignments for direct classroom use. Focusing on the issues that plaguing society, the book draws on films such as I Am a Fugitive from a Chain Gang (1932), Gentleman’s Agreement (1947), The Snake Pit (1948), Silkwood (1983) and One Flew Over the Cuckoo’s Nest (1975), among others. This resource enables teachers to effectively use films to examine key social and cultural issues, concepts, and influences in their historical context. Teaching History with Message Movies will be an invaluable asset to any teacher of history in middle- and secondary school settings, as well as at the undergraduate level.
Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach history. The second edition is completely revised and updated including: two entirely new case studies; a new chapter focusing on using international film and incorporating a more global view in the classroom; and additional material on using film to tackle difficult and controversial issues; as well as updates to all of the cases. Each section of the book focuses on how teachers can effectively support the development of students’ historical film literacy through topics such as using film to develop interpretive skills, to explore controversial issues, and to develop historical empathy. By developing the skills students need to think critically about the past or what they think they know about history, the lessons in this book illustrate how to harness the pedagogical power of film to provide the tools necessary for rigorous inquiry and democratic citizenship. Special features include: "Reflection on the Case," following each chapter, analyzing and discussing the strengths and limitations of the teacher’s approach as well as providing strategies for using and choosing films specific to the educational outcome Sample unit outlines, descriptions of class texts and films, worksheets, essay questions, viewer guides, and exercises for the classroom throughout Discussion of the practical considerations facing classroom teachers, including juggling time restraints, issues of parental permission, and meeting standards
Popular media has become a common means by which students understand both the present and the past. Consequently, more teachers are using various forms of popular culture as pedagogical tools in the history classroom. Science fiction is one of the most popular genres of contemporary film, a genre that permeates much of the current culture. In order to facilitate the use of science fiction films as learning tools, teachers of history need a dependable resource. Teaching History with Science Fiction Films is a guide for teaching U.S. and world history. In addition to covering key themes and concepts, the volume provides • an era-by-era overview of significant issues and related films, • a tutorial in using film in historical methodology, • user guides for 10 key science fiction films, and • sample exercises and assignments for direct classroom use. Among the films covered in this book are staples of American cultural literacy, including Things to Come, The Day the Earth Stood Still, Soylent Green, and Independence Day. Covering conceptual topics such as geopolitics, environmental consciousness, imperialism, immigration, gender roles, and technological innovation across the decades, Teaching History with Science Fiction Films will enable classroom teachers to effectively use movies to examine key social and cultural issues, concepts, and influences in their historical context. With a list of more than 90 recommended films, this volume will be an invaluable asset to any teacher of history.
A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
From the beginning of the 20th century, Hollywood filmmakers have shaped public beliefs about and attitudes toward African Americans, Asian Americans, Native Americans, and Latinos. Challenging and updating the historical record, ethnic minority filmmakers have been re-presenting their histories, cultures, and literature from the perspectives of their own experience. The resulting films offer teachers an effective means for teaching ethnic diversity in today's media-saturated culture. This work details rationales and methods for incorporating readily available films into the high school and college undergraduate curriculum, particularly in history, social studies, literature, and film studies courses. It includes definitions of race and ethnicity and essays on the film history of African American, Asian American, American Indian, and Latino representation. Subsequent chapters, organized by disciplines, describe specific ways to teach visual and multicultural literacy with films, including suggestions for topics, methods, and films, and ending with four discipline-specific curriculum units for high school students. Film terminology and a list of resources to help teachers create their own curriculum units complete the work.