2nd Edition
Teaching History with Film Strategies for Secondary Social Studies
Part I: Using Film to Teach History
1. Introduction
2. Issues in Using Film to Teach History
Part II: Using Film to Develop Empathy
3. Empathy for Caring
4. Using Film to Develop Empathy as Perspective Recognition
Part III: Using Film to Develop Analytical or Interpretive Skills
5. Movies as Primary Documents
6. Using Film as a Secondary Source
Part IV: Using Film to Teach Difficult Historical and Contemporary Issues
7. Using Film to Teach about Difficult Contemporary Issues
8. Using Film to Teach Difficult History
Part V: Using Film to Visualize the Past, Film as a Historical Narrative, and Using Foreign Films
9. Using Film to Visualize the Past
10. Using Film as Historical Narrative
11. Using Foreign Films to Teach History
Biography
Alan S. Marcus is Associate Professor, Curriculum and Instruction, and University Teaching Fellow in the Neag School of Education at the University of Connecticut.
Scott Alan Metzger
is Associate Professor, Curriculum and Instruction at Pennsylvannia State University.Richard J. Paxton
is Professor of Education at Pacific University, Oregon.Jeremy D. Stoddard
is Professor in the School of Education and associated faculty in the Film and Media Studies Program at William & Mary.‘Film gives the history teacher rich opportunity to investigate stories of the past as contestable interpretations, but this is not a simple task. This book provides real help in this mission by providing a practical blend of theory, analysis and teaching program exemplars. This second edition is up-dated and the addition of chapters on foreign films and difficult histories give currency and an international focus and appeal. A must for teachers across all stages of education who wish to motivate, engage and inspire today’s visually-orientated students.’
—Debra Donnelly is Senior Lecturer and Program Coordinator for History Education at University of Newcastle
‘The significance of the second edition of Teaching History with Film goes beyond introducing history educators to the potential and provisos for teaching with the increasing number of historical feature films and documentaries—including foreign films—that are consumed everyday as part of our cultural curriculum. The power of this book lies in how the authors bring together and clearly explicate theory and research with real-world case studies of innovative and powerful teaching that illuminate ambitious and authentic ways to facilitate the teaching of historical media literacy in an era where teaching for historical literacy is needed more than ever.’
—David Hicks is Professor of History and Social Science Education in the School of Education at Virginia Tech
