Teaching World History with Major Motion Pictures
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Social Education 76(1), pp 22–28 ©2012 National Council for the Social Studies The Reel History of the World: Teaching World History with Major Motion Pictures William Benedict Russell III n today’s society, film is a part of popular culture and is relevant to students’ as well as an explanation as to why the everyday lives. Most students spend over 7 hours a day using media (over 50 class will view the film. Ihours a week).1 Nearly 50 percent of students’ media use per day is devoted to Watching the Film. When students videos (film) and television. With the popularity and availability of film, it is natural are watching the film (in its entirety that teachers attempt to engage students with such a relevant medium. In fact, in or selected clips), ensure that they are a recent study of social studies teachers, 100 percent reported using film at least aware of what they should be paying once a month to help teach content.2 In a national study of 327 teachers, 69 percent particular attention to. Pause the film reported that they use some type of film/movie to help teach Holocaust content. to pose a question, provide background, The method of using film and the method of using firsthand accounts were tied for or make a connection with an earlier les- the number one method teachers use to teach Holocaust content.3 Furthermore, a son. Interrupting a showing (at least once) national survey of social studies teachers conducted in 2006, found that 63 percent subtly reminds students that the purpose of eighth-grade teachers reported using some type of video-based activity in the of this classroom activity is not entertain- last social studies class they taught.4 ment, but critical thinking. The Culminating Activity. During this The purpose of this article is to pro- that increases student interest in con- stage, teachers can focus on reviewing, vide teachers with a rationale and model tent and promotes higher order thinking clarifying, and discussing major points, for teaching world history with film. This skills. Teaching with film helps teachers concepts, issues, scenes, and/or inaccura- article will also provide teachers with achieve instructional goals like retention, cies. Teachers should also assess student a filmography that can be used to help understanding, reasoning, and critical learning in some fashion. Assessment teach world history. thinking.7 strategies can include class discussion, I have outlined four stages, which I class debate, rewriting the ending of the Teaching World History with Film dub the Russell Model for Using Film, film, writing a review of the film, taking Teaching world history with film can be which can ensure the appropriate use a test/quiz, completing a written assign- an effective strategy for several reasons. of film in the classroom:8 ment aligned with the film and topic/ Movies can (a) arouse emotions, which Preparation. This critical stage involves unit, reenactment (have students reenact helps students connect with and remem- creating lesson plans that incorporate a scene from the film), having students ber specific events and figures.5 Movies film, while meeting instructional goals/ conduct a mock interview with the star, can also help develop students’ (b) his- objectives, state standards, national stan- director, and/or producer of the film, or torical thinking skills, (c) awareness of dards, and adhering to all legal require- having students analyze and evaluate the historical perspective, and (d) general ments. Remember to obtain permission film. understanding of the past. from the administration and parents Film can offer an accurate interpreta- prior to showing a film. World History Films for the tion of history and can bring students Pre-viewing. Teachers must preview Classroom closer to the people and events that they films before showing them and prepare The following is a list of effective films are studying.6 It is an enhancement tool an introduction of the film for students for teaching a typical world history Social Education 22 curriculum based on instructional use, modern history), and each entry includes mine the appropriateness of the film for availability, and connection to the cur- a synopsis, teaching ideas, and biblio- their particular students. As with any type riculum. The films can be rented (online graphic information (year, genre, Motion of classroom instruction, teachers need to or from a video rental store) or can be Picture Association of America (MPAA) ensure that the curriculum and instruction purchased online (e.g., www.amazon.com) rating, alternative title/s, director, pro- meets the learning goals/objectives and for a nominal price. The films are listed in ducer, length, language, color, company, the individual needs of students. chronological order by topic (pre-history, and cast). Ultimately, teachers must deter- PRe-HISTORY students grasp Alexander’s role in exploring the world. Have Quest for Fire (1981) students complete an action and impact chart where they Alternative Title: La guerre du feu list Alexander’s actions in one column. In the next column, Drama, Rated R, 100 minutes, Color, Language: No Dialogue students list the impact of those actions. Students can then Director: Jean-Jacques Annaud; Producers: Vera Belmont, share the action and impact chart with the class. Jacques Dorfmann, Denis Heroux, and John Kemeny; Writer: Gerard Brach THE ROMAN EMPIRE Production Company: Belstar Productions Gladiator (2000) Cast: Everett McGill, Ron Perlman, Nicholas Kadi, and Rae Alternative Title: The Gladiators Dawn Chong Drama, Rated R, 155 minutes, Color, Language: English Director: Ridley Scott; Producers by: David Franzoni, Branko Quest for Fire is set in prehistoric times and follows three Lustig, and Douglas Wick; Writers: David Franzoni, John Logan, Paleolithic humans as they search for fire. It is an excellent and William Nicholson resource for teaching a unit on pre-history, and helps stu- Production Company: DreamWorks SKG dents grasp the value of fire and other tools/technologies Cast: Russell Crowe, Joaquin Phoenix, Connie Nielsen, Richard that are now common and disposable. The film, which won Harris, and Djimon Hounsou an Academy Award for Best Makeup, is based on the classic book by J.H. Rosny Ainé. Gladiator is based on historical events. However, the story Provide students with samples of natural resources (e.g., is fictional. The story portrays Maximus Decimus Meridius sticks, rocks, hemp twine, clay) and have them imagine creat- (Russell Crowe), who is the General of the Roman Army and ing a livable dwelling with only these materials. How would friend of Marcus Aurelius (Richard Harris) the Emperor of basic human needs like cooking, bathing, and sleeping safely Rome. After the emperor is murdered, Maximus is betrayed be met in their dwelling? and enslaved as a gladiator. Gladiator won five Academy Awards including Best Actor and Best Picture. GREECE This film is a great resource for teaching a unit on the Roman Alexander (2004) Empire, and provides students with unmatched visual images Alternative Title: Alexander Revisited: The Final Cut of the Roman Empire. The historical atmosphere conveyed will Drama, Rated R, 175 minutes, Color, Language: English provide students with a rich knowledge base for understanding Director: Oliver Stone; Producers: Oliver Stone, Iain Smith, the social and political factors of the Roman Empire. Thomas Schuhly, Jon Kilik, and Moritz Borman; Writers: Oliver Students can participate in a role-playing activity in which Stone, Christopher Kyle, and Laeta Kalogridis the emperor (who was a Stoic philosopher and author of Production Company: Warner Bros. Pictures Meditations) and his supporters debate with some Roman Cast: Colin Farrell, Angelina Jolie, Val Kilmer, Anthony Hopkins, citizens who want more extravagant and expensive entertain- Rosario Dawson, and Jonathan Rhys Meyers ment at the Coliseum. Alexander is based on the life of the King of Macedonia, THE ISLAMIC WORLD Alexander the Great (Colin Farrell). The film traces The Message (1976) Alexander’s short and successful life from his childhood, to Alternative Title: Mohammad: Messenger of God his conquest of nearly 90 percent of the known world by the Drama, Rated PG, 177 minutes, Color, Language: English/Arabic age of 25, and finally to his death at age 32 in 323 BCE. Director: Moustapha Akkad; Producer: Moustapha Akkad; This film is a good resource for teaching a unit on ancient Writers: H.A.L. Craig, Tewfik El-Hakim, A.B. Jawdat El-Sahhar, Greece. The film conveys historical atmosphere and helps A.B. Rahman El-Sharkawi, and Mohammad Ali Maher January/February 2012 23 Production Company: Filmco International Productions Writer: James Goldman Cast: Anthony Quinn, Irene Papas, Michael Ansara, Johnny Production Company: AVCO Embassy Sekka, Michael Forest, and Damien Thomas Cast: Peter O’Toole, Katherine Hepburn, Anthony Hopkins, and Timothy Dalton The Message is based on the central figure of Islam and messenger of God, Muhammad. The film depicts the life of The Lion in Winter is a historically based film about King Muhammad and highlights key events throughout his journey Henry II and his quest to name one of his three sons his to being named the Prophet of Islam. The film is told from the successor to the throne. Set in 1183, the film explores the perspectives of various individuals including his uncle Hamza dynamics of royal court life combined with political and (Anthony Quinn). The film was nominated for an Academy family infighting. The film won Academy Awards for Best Award for Best Original Score. This film is an excellent resource for teaching a unit on the Islamic World. The film provides a historical account of Muhammad’s life and provides viewers with a rich knowledge base for photo: Everett Collection understanding Muhammad’s impact on religion and the world. Have students complete a timeline of Muhammad’s life.