Teaching Social Studies Through Film Written, Produced, and Directed by John Burkowski Jr. Xose Manuel Alvarino Social Studies Teacher Social Studies Teacher Miami-Dade County Miami-Dade County Academy for Advanced Academics at Hialeah Gardens Middle School Florida International University 11690 NW 92 Ave 11200 SW 8 St. Hialeah Gardens, FL 33018 VH130 Telephone: 305-817-0017 Miami, FL 33199 E-mail: [email protected] Telephone: 305-348-7043 E-mail: [email protected] For information concerning IMPACT II opportunities, Adapter and Disseminator grants, please contact: The Education Fund 305-892-5099, Ext. 18 E-mail: [email protected] Web site: www.educationfund.org - 1 - INTRODUCTION Students are entertained and acquire knowledge through images; Internet, television, and films are examples. Though the printed word is essential in learning, educators have been taking notice of the new visual and oratory stimuli and incorporated them into classroom teaching. The purpose of this idea packet is to further introduce teacher colleagues to this methodology and share a compilation of films which may be easily implemented in secondary social studies instruction. Though this project focuses in grades 6-12 social studies we believe that media should be infused into all K-12 subject areas, from language arts, math, and foreign languages, to science, the arts, physical education, and more. In this day and age, students have become accustomed to acquiring knowledge through mediums such as television and movies. Though books and text are essential in learning, teachers should take notice of the new visual stimuli. Films are familiar in the everyday lives of students. Though some teachers and scholars frown upon movies and television, sometimes films open a student’s eyes to a chapter in history. Examples include the popular movie, 300, depicting the Battle of Thermopylae from ancient Greek lore. Though Hollywood takes liberties with historical facts in presenting a movie, students come back to the classroom from the theater with questions. Will the movie replace the textbook? Never. But the use of film can enhance the learning environment by placing the student in a familiar arena, the movie theater. - 2 - Here are some hints on how to select and use appropriate and relevant shows and movies to provide a better understanding of social studies material and make the lesson more memorable. Before showing a movie or clip, WATCH THE MOVIE YOURSELF. Take notes and make note of significant scenes. It is not always necessary to show the entire movie. As a teacher and scholar, you must emphasize the fact that Hollywood-style movies are fictitious and can take many liberties with facts. Explain to the students the purpose of movies is to entertain and dramatize information. “Based on actual events” or “Inspired by a true story” mean what they say. Remember, the use of films is to provide visual stimulation and understanding. Research the authenticity and historical/factual accuracy of each movie. www.imdb.com is an excellent source. Search under Trivia and Goofs. If you find a scene you want to use, mark the minutes and scene number. This way you’re not rewinding and fast-forwarding during class time. Make note of MAJOR characters and provide the list to students. In addition, provide students details on the characters, especially the protagonist and antagonist. Describe the setting, especially in a historical piece. Make sure you explain to the students why you are showing this so they are just not watching a clip. Make sure they understand the relevance. Try to watch the movie along with the students. That way you can point out significant clues or hints. And you may have a question every now and then so you do not want to take time in figuring out what is going on. Try to select recent movies. Students tend to balk at the grainy classics. However, there are fantastic movies available for interpretation, especially silent movies. Have students focus on dialogue and themes rather than expecting explosions and stunts. The best types of movies are those you enjoy as well. If students see your interest, it most likely will entice them to watch it. Rated R Movies: Best played during high school years. My secret is to provide a disclaimer in the syllabus at the beginning of the year. Add a page mentioning your use of rated R movies. Allow parents to make a choice if their child can watch or not. Check with administration regarding the school’s and district’s film policies before using a film. Some districts may have strict guidelines, even for PG and PG-13 movies. An administrative approval form may also be required. What about the students who are not allowed to watch mature movies? Print out a synopsis of the movie from wikipedia.org, imdb.com, google.com, or create one. Give it to the students and send them to another classroom or the library to research the movie and its historical context so they will not feel isolated from discussion after the movie. This can also work for SPED and ESOL students. - 3 - Develop questions to be answered at the end of the movie. You can have worksheets or hold a discussion/debate. Keep an eye on the audience. Have a participation grade. You could have a real movie event by bringing in popcorn, drinks, and any other movie-related snacks. Please be aware of dietary restrictions and make arrangements with students with specific health concerns. Projectors make the best showcase. Purchase or borrow from the media center. If you can only use the television, have students sit closer and move them from the back. Recommend playing DVD movies over VHS. No Blu-rays.* Most History Channel movies and similar documentary DVDs do not have Closed Caption for deaf and SPED students. BE INFORMED. Look up the movie you are showing. www.imdb.com Internet Movie Database provides trivia and loads of information. www.wikipedia.org (AHH Wiki it?!) is also useful. LESSONS. By just using a Google search, you can find lesson plans for some popularly used movies, such as Glory. Cable in the Classroom (www.ciconline.com) is helpful and “legal.” MDCPS and WLRN partnered to create http://wlrnitv.dadeschools.net/ allowing you access to a video catalog to be sent to your school. GETTING YOUR HANDS ON MOVIES. Research movies sales at retail stores. www.history.com and www.pbs.org are excellent sites for purchasing documentaries. Borrow from friends, teachers, or the media center (please be respectful). Netflix is a great service and has a vast assortment of available titles. Record off television. Ask students to borrow. DO NOT SHOW BOOTLEGS! - 4 - Who Rates the Movies and How Does it Work? From The Motion Pictures Association of America (MPAA) Parents Rate the Movies The ratings are decided by a full-time Rating Board located in Los Angeles. There are 10- 13 members of the Board who serve for periods of varying length. They work for the Classification and Rating Administration, which is funded by fees charged to producers/distributors for the rating of their films. The MPAA Chairman chooses the Chairman of the Rating Board, thereby insulating the Board from industry or other group pressure. No one in the movie industry has the authority or power to push the Board in any direction or otherwise influence it. One of the highest accolades to be conferred on the rating system is that from its birth in 1968 to this day, there has never been even the slightest jot of evidence that the rating system has deliberately fudged a decision or bowed to pressure. The Rating Board has always conducted itself at the highest level of integrity. That is a large, honorable, and valuable asset. There are no special qualifications for Board membership, except that the members must have a shared parenthood experience, must be possessed of an intelligent maturity, and most of all, have the capacity to put themselves in the role of most American parents so they can view a film and apply a rating that most parents would find suitable and helpful in aiding their decisions about their children and what movies they see. No one is forced to submit a film to the Board for rating, but the vast majority of producers/distributors opt to do so. Any producer/distributor who wants no part of any rating system is free to go to the market without any rating, or with any description or symbol they choose, as long as it is not confusingly similar to the G, PG, PG-13, R, and, NC-17. The rating symbols are federally registered certification marks of the MPAA and may not be self-applied. - 5 - The Board Votes on Ratings The Board views each film. Each member estimates what most parents would consider to be that film and appropriate rating. After group discussion, the Board votes on the rating. Each member completes a rating form spelling out his or her reason for the rating. The rating is then decided by majority vote. Ratings Appraisal There are many factors considered by the ratings board when assigning ratings to a movie including sex, violence, nudity, language, adult topics and drug use. The ratings board watches the film and as a parent would and determines in the end which rating the movie should have in accordance with the depiction of these elements in the content of the movie. If a film is assigned a rating that a producer/director does not want, he or she may edit and re-submit the film for another rating. The Public Reaction We consider it crucial to make regular soundings to find out how the public perceives the rating program, and to measure the approval and disapproval of what we are doing.