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The Art of Teaching Social Studies with Film

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The Art of Teaching Social Studies with Film The Clearing House, 85: 157–164, 2012 Copyright C Taylor & Francis Group, LLC ISSN: 0009-8655 print; 1939-912x online DOI: 10.1080/00098655.2012.674984 The Art of Teaching Social Studies with Film WILLIAM B. RUSSELL III Abstract: Teaching with film is a powerful and mean- on film can be an accurate interpretation of historical ingful instructional strategy. This article discusses events (Rosenstone 1995). five classroom-tested methods for teaching with film: Teaching with film is a pedagogical practice, and the (1) film as a visual textbook, (2) film as a depicter of use of film for instruction is common. In a research atmosphere, (3) film as an analogy, (4) film as a his- study of social studies teachers, 100 percent reported us- toriography, and (5) film as a springboard. Each of ing film at least once a month to help teach social studies the methods discussed includes examples of a variety content (Russell 2007). Additionally, Donnelly (2006) of films that could be used, along with suggested focus reported that using film to teach about the Holocaust questions and conversation topics. Furthermore, this ar- is tied with using Holocaust survivor guest lecturers for ticle discusses relevant legal issues surrounding the use the most common method utilized to teach about this of film in the classroom. event. Although using film to teach historical content is the Keywords: social studies, film, movies, teaching, video, most common practice by classroom teachers, there are history multiple ways film can be incorporated into the cur- riculum. The purpose of this article is threefold: (1) to provide teachers with a rationale and understanding of eaching with film is a powerful and meaningful five classroom-tested methods for using film effectively instructional methodology. Film arouses emotions T in the classroom, (2) to provide teachers with relevant and can act as an effective communicator. In the 21st examples of potential films to be used to enhance the century, film and other media play a significant role in social studies curriculum, and (3) to provide teachers students’ everyday lives. On average, a teenager spends with an understanding of the legal issues surrounding over seven hours a day using media, of which almost the use of film in the classroom. four hours is devoted to film and television (Kaiser Fam- Downloaded by [Mr William Russell] at 03:35 16 May 2012 ily Foundation 2005). Videos on demand, Google TV, and streaming movies through websites like Netflix pro- Teaching with Film vide limitless access to film and television and increase A film can stimulate a viewer’s senses and provide im- the availability of the medium to students. With the in- ages of historical and social topics that a textbook can- stant availability of film and television it is simple to see not. Films are made for entertainment, textbooks and why teenagers devote so much time to these media. other educational resources are not. A film’s visual stim- Since the creation of film, teachers have been attempt- ulation and ability to entertain are so much more power- ing to incorporate it into the curriculum (Russell 2007). ful as a resource, which is why teachers find themselves Teachers realize that film has the potential to bring stu- utilizing film for instructional purposes. However, for dents closer to the people and events that they are study- film to be effective it must be used appropriately; for ing. Many consider teaching with film to be an effective example, as in the following four stages, outlined in the strategy for teaching social studies content (Russell and Russell Model for Using Film (Russell 2007). Waters 2010; Holmes, Russell, and Movitz 2007). As well, historians have written that film images impact and Stage 1: The Preparation Stage influence a person’s perspective of history (O’Connor The preparation stage is the most important stage of 1990; O’Connor and Jackson 1988) and that history the Russell Model for Using Film. This is the planning William B. Russell III is at the University of Central Florida, Orlando, FL. 157 158 The Clearing House 85(4) 2012 stage of the model. The preparation stage includes cre- films discussed are rated R and some scenes may not be ating lesson plans that incorporate film while still meet- considered classroom appropriate. ing instructional goals/objectives, state standards, na- tional standards, and adhering to all legal requirements. Film as a Visual Textbook Teachers may consider asking themselves: What is my goal/objective for showing this film? Is there a better way Using film as a visual textbook is the most common to have students meet this goal/objective? Is this film ap- method used by teachers. Teachers often will use a film propriate for my students? What is the focus question? as visual record simply to convey what happened. Is it What is my topic conversation question for after the possible for feature-length Hollywood films to be an ac- film? Remember to obtain permission from the admin- curate depiction of an event, issue, time period, and/or istration and parents prior to showing a film to ensure person? Historians have found that history on film can you are not violating school and district guidelines. be an accurate interpretation of past events (Rosenstone 1995) and that film images can impact and influence a Stage 2: The Pre-viewing Stage person’s perspective of history (O’Connor and Jackson 1988). Nonetheless, historians are aware that many film The pre-viewing stage is done prior to students view- portrayals of history are inaccurate. Examples of films ing the film. The pre-viewing stage should include an with flaws and considerable historical inaccuracies, ac- introduction of the film and the purpose for viewing cording to historians, include They Died with Their Boots the film. Teachers should present focusing questions to On (1941), Pocahontas (1995), and Pearl Harbor (2001). students to help them focus on learning goals. Teach- On the other hand, a number of respected films are com- ers may also want to highlight key aspects or important monly used as visual textbooks, including Gandhi and scenes that are essential to students’ meeting the lessons Schindler’s List. instructional goals and objectives. Gandhi (1982).Gandhiis a biographical account of the Stage 3: The Watching the Film Stage life of Mahatma Gandhi (Ben Kingsley), a lawyer who The watching the film stage is where students actu- became a major political and spiritual leader of India. ally view the film. The watching the film stage includes This film is an excellent resource for teaching a unit on watching the film (in its entirety or clips) and ensuring nationalist movements and/or India and is an outstand- that students stay on task throughout the film. Depend- ing piece of cinema that can be used as a visual text- ing on the film, teachers may need to stop the film pe- book. The historical account of Mahatma Gandhi’s life riodically to highlight key aspects or to provide time conveyed throughout the film provides students with for students to clarify and construct the meaning of a rich knowledge base for understanding Gandhi’s im- the film. pact on the world. To help student understanding, have students participate in a mock noncooperation activity. Stage 4: The Culminating Activity Stage Be sure that they adhere to the components of nonco- The culminating activity stage is done after students operation, which are difficult, yet powerful. After the have watched the film and includes assessing student activity have students discuss as a class noncooperation Downloaded by [Mr William Russell] at 03:35 16 May 2012 learning in some fashion. Closure of film needs to oc- versus violent protest in relation to the activity and the cur. Depending on the instructional goals and objec- film. tives, teachers can choose to summarize the film or they can have a discussion of the film using the topic con- Schindler’s List (1993).Schindler’sList is based on servation questions to assess student comprehension Thomas Keneally’s 1982 Booker Prize–winning book, and understanding. Other culminating activities include Schindler’s Ark. It is the true story of Oskar Schindler a written assignment (paper, worksheet), role playing (Liam Neeson), a businessman and a member of the activities, and/or student-led discussion pertaining to Nazi Party, who helped save the lives of over one thou- the film. sand Jews during the Holocaust by having them work in his factories. This film is an excellent resource for Methods for Teaching with Film teaching a unit on the Holocaust and is an outstanding Teachers can utilize film in various ways. The fol- piece of cinema that can be used as a visual textbook. lowing methodologies have been classroom-tested and The film conveys historical atmosphere and provides found to be effective: (1) film as a visual textbook, an historical account of the events surrounding Oskar (2) film as a depicter of atmosphere, (3) film as an Schindler’s role during the Holocaust. One possible ac- analogy, (4) film as a historiography, and (5) film as tivity includes having students complete a timeline of a springboard. Each of the following sections discusses the Holocaust that includes key events and explanations how these methods can be utilized and includes two ex- of the importance of the events. Students can then share amples of relevant films for each method. Some of the the timeline with the class. The Art of Teaching Social Studies with Film 159 Film as a Depicter of Atmosphere process includes using films that are similar to events, Using film as a depicter of atmosphere is effective people, places, and so on, but are otherwise differ- and has been found to be valuable for helping visu- ent.
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