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
Table of Contents
Part I: Using Film to Teach History
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
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 Metzgeris Associate Professor, Curriculum and Instruction at Pennsylvannia State University.
Richard J. Paxtonis Professor of Education at Pacific University, Oregon.
Jeremy D. Stoddardis 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