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 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 Although using film to teach historical content is the Keywords: social studies, film, movies, teaching, video, most common practice by classroom teachers, there are history multiple ways film can be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.

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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 ’s 1982 Booker Prize–winning book, and understanding. Other culminating activities include Schindler’s Ark. It is the true story of 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. Film as analogy is a very powerful and thought- ally construct an understanding of historical places and provoking method for teaching with film. There are settings. This method allows teachers to show students many films that can be utilized as an analogy for vari- architecture, living conditions, clothes, and weapons of ous issues, events, and/or people. Examples of respected different historical periods. Films are excellent resources films that could be used as an analogy include X-Men for depicting atmosphere, considering that production and Planet of the Apes. companies spend millions of dollars recreating realis- tic representations of events, time periods, and/or per- X-Men (2000). This first installment of the X-Men series sons depicted in movies. Typically, conveying the at- deals with the ideas of tolerance, acceptance, prejudice, mosphere to the students only requires short film clips, and power. Charles Xavier (Patrick Stewart) and Mag- which maximizes instructional time. Examples of re- neto (Ian McKellan) are both mutants with extraordi- spected films that could be used to depict atmosphere nary powers but with two very different goals in mind. include Marie Antoinette and Gladiator. Charles wants mutants and humans to peacefully co- Marie Antoinette (2006). Marie Antoinette is set in 18th- exist, while Magneto believes that humans will turn on century France and depicts the life of Marie Antoinette the mutants and attempt to destroy them. Both of these (Kirsten Dunst). The film explores her marriage, at age men begin searching for two mutants traveling together 15, to Louis XVI (Jason Schwartzman) and her reign known as Rogue (Anna Paquin) and Wolverine (Hugh as queen beginning at age 19. This film is an excellent Jackman). Charles wants to help these mutants use their resource for depicting the atmosphere of 18th-century powers for good, while Magneto has a very different France. The film is visually stunning and provides stu- plan in mind. Although this film is based on mutants dents with unmatched visual images of royalty and with superpowers, it is very relevant to have students Versailles during that time. Marie Antoinette could be analyze analogies within the storyline. X-Men could be utilized to depict the clothing and living conditions used during a lesson on the Holocaust. The basis for the of both royalty and commoners. Specifically, the film X-Men movie series revolves around mutants (analogy conveys historical atmosphere and helps students grasp to the Jewish population of Germany) and how the gov- the quality of life of royalty compared to that of com- ernment (Third Reich) is trying to take away their rights moners. Have students carefully examine the lifestyle by having all mutants marked and registered (Jewish of Marie Antoinette, including her clothing and living Star and/or Auschwitz serial numbers) and moving into conditions. a central location for their kind (ghetto and/or concen- tration camps). Have students examine the analogies in Gladiator (2000). Gladiator is based on historical events; the film and compare the film to real-life events (e.g., however, the story is fictional. The story portrays Max- the Holocaust). Although, the two are not the same, it imus Decimus Meridius (Russell Crowe), who is the requires a high level of critical thinking and analysis for General of the Roman Army and friend of Marcus Aure- students to understand the often hidden meanings and lius (Richard Harris) the Emperor of Rome. After the

Downloaded by [Mr William Russell] at 03:35 16 May 2012 analogies in movies. Have students share thoughts with emperor is murdered, Maximus is betrayed and en- classmates. slaved as a gladiator. This film is a great resource for teaching a unit on the Roman Empire. The film is vi- sually stunning and provides students with unmatched Planet of the Apes (1968). An astronaut crew, lead by visual images of the Roman Empire; specifically, Gladia- Colonel George Taylor (Charlton Heston), crash lands tor could be utilized to depict the Roman Coliseum and on a planet in the distant future. The astronauts discover its magnificence. The historical atmosphere conveyed that evolved and intelligent talking apes are the domi- throughout the film will provide students with a rich nant ruling species and that humans are oppressed and knowledge base for understanding the social and polit- enslaved. Although this film is based on intelligent talk- ical factors of the Roman Empire. One possible activity ing apes, it is very relevant and littered with analogies includes having students participate in a role playing ac- within the storyline, such as racial segregation, minority tivity where they play the various gladiator scenes in the groups, social class structure, and oppression. The film film and/or create new scenes not included in the film. is based on the novel by Pierre Boulle titled La Plan`ete Students can create swords and other weapons using des Singes. Planet of the Apes could be used during a les- paper/cardboard. son on minority groups. The film depicts the unequal treatment of humans by the apes. Have students exam- Film as an Analogy ine the analogies in the film and compare the film to the Using film as an analogy is effective and is a great way treatment of minority groups throughout history. Have to have students utilize higher-order thinking skills. This students share their positions with classmates. 160 The Clearing House 85(4) 2012

Film as a Historiography are similar to present day in another. Students can then Using film as a historiography is an underutilized share the options and outcomes chart with the class. but effective and powerful methodology. The concept Film as a Springboard behind using film as a historiography is simple. Arti- facts (like films) created during a time period can be a Using film as a springboard is a powerful and creative valuable resource; for example, many contemporary way to arouse student interest in an event, issue, and/or films portray relevant issues in current society. So in person. This often is done with short film clips to pro- 10 or 20 years a student could use a film created during voke interest and discussion. Simply put, using film as this time to better understand what issues were relevant a springboard means a teacher is using film to motive during the 2010s. One would easily see the relevant and grab the attention of student. Using film as a spring- issues of terrorism, the Middle East conflict, environ- board promotes and encourages quality discussion and mentalism, war, same-sex marriage, and so on. This can higher-order thinking. Examples of respected films that be done with any time period. Examples of respected could be used as a springboard include John Q and Good films that could be used as a historiography include 12 Night, and Good Luck. Angry Men and Dr. Strangelove. John Q (2002). This dramatic film tells the story of John Quincy Archibald (Denzel Washington) and his strug- 12 Angry Men (1957). Made during the 1950s, 12 An- gle to keep his dying son alive. His young son, Mike gry Men is a drama about a murder trial jury and their (Daniel E. Smith), suddenly experiences heart failure at process to decide on a verdict. The case seems to be an a baseball game and the doctors say Mike will need a easy decision of guilty, but Juror #8 (Henry Fonda) has heart transplant to survive. John’s insurance company a dissenting opinion after the first vote. He tries to en- will not cover such an expense, and John does not make courage the other jurors to be open minded and look much money. So, he will have to make a choice about past any personal prejudices. 12 Angry Men was made how to save the life of his son, regardless of the cost. in 1957 and depicted a jury of 12 white men. The film To explore the concept of responsibility, the teacher included no minorities and no females in significant could show a small segment of the film that depicts roles, a clear sign of the times. The film was remade in the father of a dying son in need of a heart transplant the 1997 and included four minorities on the jury and taking over the wing of a hospital because he does not a female judge. This film is an amazing resource when have the money to pay for the operation. The father used for historiography because it can stimulate student takes hostages and insists that the hospital conduct the examination of the social norms of the time period and surgery before he lets the hostages free. Students could the social issues of the era. Students should complete answer the following questions. Are his actions respon- a societal norms and issues chart that includes the im- sible? Who is the father more responsible to, the law or portant issues of the era, the norms of the times, and his son? Are family responsibilities more important than issues that are similar to the present day. Students can civic responsibilities? Should the father be prosecuted? then share their options and outcomes chart with the If so, what penalty should the father face for his actions? class. Is the father a good citizen? Why or why not? John Q is

Downloaded by [Mr William Russell] at 03:35 16 May 2012 an amazing resource and can serve as a springboard into a lesson related to character and civic issues. Have Dr. Strangelove, Or: How I Learned to Stop Worrying and students examine John’s situation and all of his options Love the Bomb (1964). Made during the Cold War, Dr. to save his son. Have them select each option and com- Strangelove is a comedy (farce) about an Air Force Gen- plete an options and outcomes chart where students list eral (Sterling Hayden) who launches an atomic bomb John’s options in one column. In the next column have attack on the Soviet Union, based on paranoia and students list the outcomes of those options. Students false information. The President (Peter Sellers) and can then share the options and outcomes chart with the Joint Chiefs are unable to stop the bomb, because class. the Air Force General holds the cancelation codes. Dr. Strangelove can be used to examine society in the 1960s Good Night, and Good Luck (2005). This film addresses and help students grasp the significance and insanity of the topic of communism during the age of Senator the Cold War. The film’s creation and production, along Joseph McCarthy and his battle to find and eliminate with the plot and writing, allow for an individual to ex- communists at all costs. The main character, Edward plore the film as well as how the Cold War was viewed Murrow (David Strathairn), is a CBS reporter who during the making of the film. Students should examine at great personal and professional risk challenges the social and political issues during the Cold War. Have McCarthy. This is an excellent film that is based on them complete a social and political climate chart where the true story of a group of individuals who took an students list the important social and political issues of unpopular stance because they knew McCarthy was the Cold War in one column and norms and issues that violating the rights of U.S. citizens. Good Night, and Good The Art of Teaching Social Studies with Film 161

TABLE 1. Possible Focus Questions and Topics of Conversations for Films

Title Film Method Possible Focus Question Possible Topic of Conversation

Gandhi (1982) Visual textbook How did Gandhi impact the Is noncooperation protesting a world? useful way of accomplishing goals? Schindler’s List (1993) Visual textbook How significant was Oskar How do Schindler’s actions Schindler’s list? compare to the actions of others during the Holocaust? Marie Antoinette (2006) Depicter of atmosphere How does Marie Antoinette’s Should Marie Antoinette have life style compare to the done anything differently? citizens of France? Gladiator (2000) Depicter of atmosphere How does the gladiator lifestyle In what way did the Roman compare to the life of a Coliseum impact both the Roman general, emperor, people and Rome? and/or citizen? X-Men (2000) Analogy How do Charles Xavier and In what ways are the mutants in Magneto use their the film like the Jewish extraordinary powers to affect population in Germany tolerance, acceptance, and during the Holocaust? prejudice? Planet of the Apes (1968) Analogy How do the apes and the In what ways are the humans in humans relate? What are the the film treated like other roles of each? minority groups in history? 12 Angry Men (1957) Historiography How does the film’s depiction If the film was remade today, of societal norms compare to what would the jury look present day? like? Dr. Strangelove (1964) Historiography How does the film’s depiction How does the film depict the of societal norms compare to Cold War? present day? John Q (2002) Springboard Who is the father more Are family responsibilities responsible to: the law or his more important than civic son? responsibilities? Good Night, and Good Luck Springboard What is the role of the media? Who is the media responsible (2005) to: the law, the government, and/or the people?

Luck can serve as an amazing springboard into a lesson Legal Issues related to communism, governmental power, media, The use of copyrighted films in a classroom is legal. Downloaded by [Mr William Russell] at 03:35 16 May 2012 and individual rights. Specifically, Good Night, and Good Nonetheless, there are legal guidelines teachers must Luck is a great film to use as a springboard into a lesson adhere to when using copyrighted material. Section 110 on the role of media. A teacher can show the film and (1) of Title 17 of the United States Code on Copyright have students answer the following questions: What and Conditions explains the exemption for the use of is the role of the media? Who is responsible for the copyrighted films for educational purposes. Simply put, media? Who is the media responsible to: the law, the a teacher must adhere to the following guidelines when government, and/or the people? Does the government using films: have the right to select what information is shared with the media and the public? Have students examine the • Films must be shown in a nonprofit educational insti- role of the media and the power of government by cre- tution. Within the institution, the film must be shown ating a position statement that explains their stance on in a classroom or place intended for instruction. governmental power and the rights of individuals • Films must be for planned educational purposes, not and media. Students can then share their position for extracurricular entertainment. statements with the class. • Films must be shown by the teacher to the students A complete list of focus questions and topics of con- in a “face-to-face” encounter.1 versations for each film can be found in table 1. For more information about the films discussed here please On November 2, 2002, President George W. Bush see Appendix A. For more resources regarding teaching signed The Teach Act, which has loosened the re- with film please see Appendix B. strictions for classroom use of copyrighted materials. 162 The Clearing House 85(4) 2012

Despite the less-restrictive guidelines, teachers are ab- Appendix A solutely prohibited from making or showing a pirated Films are listed alphabetically. copy of a film, using film for public performance, and/or from making a profit from the film (Russell 2012). Dr. Strangelove, Or: How I Learned to Stop Worrying and Love the Bomb (1964) Conclusion Genre: Comedy The use of film can help provide a meaningful learn- MPAA rating: PG ing experience when used appropriately and effectively. Alternative title: Dr. Strangelove Films can help increase and clarify historical under- Directed by: Stanley Kubrick standing of the past and ability to think historically. A Produced by: Stanley Kubrick film’s ability to communicate can increase student in- Written by: Stanley Kubrick, Terry Soit, and Peter terest in the content and motivate students to go beyond George rote memorization (Russell 2012). Enabling students to Color: Black and white go beyond recall and move toward higher-order think- Length: 93 minutes ing is a goal of all teachers. These higher-order thinking Language: English skills will promote good decision making, which is Production company: Stanley Kubrick Productions considered the heart of social studies education (Engle Cast: Peter Sellers, George C. Scott, Slim Pickens, 2003). The films detailed in this article will enable James Earl Jones, and Sterling Hayden students to gain a deeper understanding of, interest in, and appreciation for the content. Whether film is being Gandhi (1982) used as a visual textbook, as a depicter of atmosphere, Genre: Drama as an analogy, as a historiography, and/or as a spring- MPAA rating: PG board, teachers need to remember to adhere to the legal Alternative title: Richard Attenborough’s Film: Gandhi guidelines and practice effective teaching strategies. Directed by: Richard Attenborough Produced by: Richard Attenborough Note Written by: John Briley 1. Section 110 (1) of Title 17 of the United States Code on Color: Color/black and white Copyright and Conditions cites the exemption for the use of Length: 188 minutes copyrighted films for educational purposes. “Performance or display of a work by instructors or pupils in the course Language: English of face-to-face teaching activities of a nonprofit educational Production company: Carolina Bank institution, in a classroom or similar place devoted to in- Cast: Ben Kingsley, Candice Bergen, John Gielgud, struction, unless in the case of a motion picture or other and Martin Sheen audiovisual work, the performance, or the display of indi- vidual images, is given by means of a copy that was not Gladiator (2000) lawfully made under this title, and that the person respon- sible for the performance knew or had reason to believe Genre: Drama was not lawfully made.” MPAA rating: R Alternative title: The Gladiators Downloaded by [Mr William Russell] at 03:35 16 May 2012 Directed by: Ridley Scott REFERENCES Produced by: David Franzoni, Branko Lustig, and Donnelly, M. 2006. Educating students about the Holocaust: A survey Douglas Wick of teaching practices. Social Education 70(1): 51–54. Written by: David Franzoni, John Logan, and William Engle, S. H. 2003. Decision-making: The heart of social studies in- struction. The Social Studies 94(1): 7–10. (Reprinted with permission Nicholson from Social Education 27(4): 301–4.) Color: Color Holmes, K., W. Russell, and A. Movitz. 2007. Reading in the social Length: 155 minutes studies: Using subtitled films. Social Education 71(6): 326–30. Kaiser Family Foundation. 2005. Generation M: Media in the lives of Language: English 8–18 year olds. National Public Study. http://www.kff.org. Production company: DreamWorks SKG O’Connor, J. E. 1990. Image as artifact: The historical analysis of film and Cast: Russell Crowe, Joaquin Phoenix, Connie television. Malabar, FL: Krieger Publishing Company. O’Connor, J. E., and M. A. Jackson. 1988. American history/American Nielsen, Richard Harris, and Djimon Hounsou film. New York: Ungar Publishing Company. Rosenstone, R. A. 1995. Visions of the past: The challenge of film to our idea of history. Cambridge, MA: Harvard University Press. Good Night, and Good Luck (2005) Russell, W. 2007. Using film in the social studies. Lanham, MD: Univer- Genre: Drama sity Press of America. Russell, W. 2012. The reel world history: Teaching world history with MPAA rating: PG Hollywood films. Social Education 76(1): 22–28. Alternative title: None Russell, W., and S. Waters. 2010. Cinematic citizenship: Developing Directed by: George Clooney citizens of character with film. Action in Teacher Education 32(2): 12–23. Produced by: Grant Heslov The Art of Teaching Social Studies with Film 163

Written by: Grant Heslov and George Clooney Schindler’s List (1993) Color: black and white Genre: Drama Length: 93 minutes MPAA rating: R Language: English Alternative title: None Production company: Warner Independent Pictures Directed by: Steven Spielberg (WIP) Produced by: Branko Lustig, Gerald Molen, and Cast: Jeff Daniels, David Strathairn, Rose Abdoo, Alex Steven Spielberg Borstein, Peter Martin, Robert Downey Jr., George Written by: Steven Zaillian Clooney, and Reed Diamond Color: Black and white/color Length: 195 minutes John Q (2002) Language: English Genre: Drama Production company: Universal Pictures MPAA rating: PG-13 Cast: Liam Neeson, Ben Kingsley, Ralph Fiennes, and Alternative title: None Caroline Goodall Directed by: Nick Cassavetes 12 Angry Men (1957) Produced by: Mark Burg and Oren Koules Written by: James Kearns Genre: Drama Color: Color MPAA rating: Not rated Length: 116 minutes Alternative title: None Language: English Directed by: Sidney Lumet Production company: New Line Cinema Produced by: Henry Fonda and Reginald Rose Cast: Denzel Washington, Kimberly Elise, James Written by: Reginald Rose Woods, Daniel E. Smith, Laura Harring, Ray Liotta, Color: Black and white Eddie Griffin, and Robert Duvall Length: 96 minutes Language: English Marie Antoinette (2006) Production company: Orion Nova Productions Cast: Henry Fonda, Jack Warden, Lee Cobb, Ed Begley, Genre: Drama E. G. Marshall, and Jack Klugman MPAA rating: PG-13 Alternative title: None X-Men (2000) Directed by: Sofia Coppola Genre: Sci-Fi Produced by: Francis Ford Coppola and Sofia Cop- MPAA rating: PG-13 pola Alternative title: None Written by: Sofia Coppola Directed by: Bryan Singer Color: Color Produced by: Lauren Shuler Donner and Ralph Win- Length: 123 minutes ter Language: English Written by: Tom DeSanto and Bryan Singer Downloaded by [Mr William Russell] at 03:35 16 May 2012 Production company: Columbia Pictures Color: Color Cast: Kirsten Dunst, Jason Schwartzman, Judy Davis, Length: 104 minutes Rip Torn, and Rose Byrne Language: English Production company: Twentieth Century-Fox Film Planet of the Apes (1968) Corporation Genre: Sci-Fi Cast: Hugh Jackman, Patrick Stewart, Ian McKellen, MPAA rating: PG-13 Halle Berry, Anna Paquin, James Marsden, Rebecca Alternative title: Monkey Planet Romijn, and Bruce Davison Directed by: Franklin J. Schaffner Appendix B Produced by: Arthur Jacobs Written by: Michael Wilson & Rod Serling Online Resources Related to Teaching with Film Color: Color Films from the Home Front (http://www. Length: 112 minutes movinghistory.ac.uk/homefront/index.html) is a Language: English website that houses a collection of unique moving Production company: Twentieth Century-Fox Film images illustrating what life was like for ordi- Corporation nary people in Britain during World War II, as Cast: Charlton Heston, Roddy McDowall, Kim seen through amateur documentaries, newsreels, Hunter, and Maurice Evans government films, and home movies. 164 The Clearing House 85(4) 2012

Media Teacher (http://mediateacher.squarespace. site currently only has teaching guides for five films, com/film-teaching-guides) is a website created by but they plan to expand. the University of Florida devoted to media educa- Teach with Historical Film Clips (http:// tion. The website includes media education–related teachinghistory.org/teaching-materials/teaching- resources, along with film teaching guides for 10 guides/24299) is a great resource for teachers films. interested in teaching history with archival history Reel American History (http://digital.lib.lehigh.edu/ footage. The website provides ideas and lessons trial/reels/) is a website created by Lehigh Uni- for teaching history with archival film footage. versity for teachers interested in encouraging and Teach with Movies (http://teachwithmovies.org) is a stimulating students to think critically about how fee-based website for teachers interested in teaching history is constructed in movies. The website in- with film. The website sells lesson plans based on cludes a list of films and resources for teaching. various movies and various subject areas (social Teaching History through Film (http://mediapede. studies, English, math, science, health, and music). org/filmhistory) is a website created by the Center World History in Film (http://worldhistoryinfilm. for the Study of Public History and Public Culture com) is a website devoted to teaching world his- at the George Washington University and media- tory with film. The website is divided by regions of pede. The website is an ongoing project devoted to the world. The films include limited information developing guides for teaching with film. The web- and very limited teaching resources. Downloaded by [Mr William Russell] at 03:35 16 May 2012