Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. 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 the use of 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. 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 historical empathy, to develop interpretive skills, and to explore controversial issues. 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
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...
(Shapiro, 1993, p. 3). This is a sweeping statement that often serves as a springboard for conversation in my graduate education classes.What it tends to do is open up the larger topic of to what degree can a non-minority member ...
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.
McDonagh, Eileen L. “The 'Welfare Rights State' and the 'Civil Rights State': Policy Paradox and State Building in the Progressive Era.” Studies in American Political Development 7 (Fall 1993): 225–74. Mintz, Steven, and Randy W.
Becoming a history teacher, then, is not about learning a script or picking up a series of handy tips and useful ... Beyond GCSE, if your school is an 11–18 school, you will be able to teach an even smaller group of high-flyers and, ...
This volume advocates for including feature films in secondary history classrooms through examining the ways in which films can promote students’ historical understanding while also addressing the potential drawbacks to using film.
Theory & Research in Social Education, 32(2), 213–247. doi:10.1080/00933104.2004.10473253 Hilferty, F. (2007). Contesting the curriculum: An examination of professionalism as defined and enacted by Australian history teachers.
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.
This volume serves as a guide for teaching history with sci-fi films.
William B. Russell ... Donna Bryan, and Peggy Burke Film Synopsis The Miracle Worker is a biographical account of the life of Helen Keller. ... The Miracle Workerwas based on Helen Keller's autobiography, The Story of My Life.