
Social Education 71(6), pp 326–330 ©2007 National Council for the Social Studies Reading in the Social Studies: Using Subtitled Films Kerry Holmes, William B. Russell III, and Allison Movitz Involving reluctant and low-achieving students with reading is an essential world, teachers can find films to supple- step to increasing students’ content area knowledge. One way to increase students’ ment almost any social studies theme. engagement with text is by linking social studies content with foreign films that have Foreign films explicitly expose students English subtitles. Not only can subtitled films help increase students’ engaged time to cultural differences by allowing them with text, but the use of these films provides a multi-sensory, multidimensional to enter the homes and workplaces of exposure to the social studies. Films bring social studies—particularly history and people around the world. Differences geography—to life for students, bringing them closer to the people and events they and similarities between the students’ are studying.1 Films can also impact and influence a person’s perspective of history lives and the lives of people in other and offer an accurate interpretation of history.2 places and at other times are easier to perceive. The compelling images and This article aims to identify and and sound, makes them exceptional at scenes enable students to make compari- describe specific films that teachers captivating students. sons between cultures and customs and, can use to supplement and enhance People are all drawn to movement; when fostered by discussion, may help the social studies curriculum (grades movement alerts the mind to danger and them develop greater appreciation and 6-12), while also encouraging reading. changes in the environment. Teachers sensitivity for cultures and customs dif- The article illustrates how teachers can have all had to compete with movement ferent from their own. capture students’ interest and stimulate while trying to keep students focused their imagination as they are learning. on their lessons. When someone passes Getting Started We also provide readers with a research- outside the classroom window or door, Two resources that provide an over- based rationale for using foreign films heads turn to focus on the movement. By all description of films suitable for with English subtitles in the classroom; linking lessons to movement, teachers classroom use are the book Engaging criteria for selecting films suitable for can capitalize on the instinctive preoccu- Reluctant Readers through Foreign Films classroom use; and information on the pation with movement. Studies on “inter- and the website TeachWithMovies.com. legality of using copyrighted material in estingness” indicate that students read at These resources also offer numerous the classroom. a faster rate and at a higher reading level vocabulary, reading, and social stud- when they are interested in what they are ies activities.8 Leonard Maltin’s Movie Capitalizing on Novelty, reading.6 Learning is also more likely to and Video Guide, Tom Wiener’s The Movement, and Interest be retained in long-term memory when Off-Hollywood Film Guide, and Elliot Novelty and movement are two rec- it is attached to an emotional response.7 Wilhelm’s Video Hounds World Cinema ognized ways to attract and maintain American students become emotion- are excellent preliminary guides, provid- student interest. Wolfe states that when ally connected with the lives of people ing brief descriptions of films and their new information is presented in a novel around the world through foreign films, ratings. context, students learn the material in while at the same time participating in Foreign films with English subtitles a deeper, more meaningful way.4 The reading and social studies learning. can be checked out for free from public brain is a “novelty seeker,” writes Sousa.5 libraries or rented from video and DVD Unexpected events provide interest People, Places, and Environment stores. Most of the foreign films described and stimulation. This aspect of foreign Because foreign films come in many in this article were found in various small films, accentuated through movement genres and are set in countries around the town public libraries. With small town S OCIAL EDUCATION 326 Ziyi Zhang in Crouching Tiger, Hidden Dragon (2003). Photograph courtesy of Sony Pictures Classics. ©2000 UCV, LLC ©2000 United China Vision, Inc. All rights reserved. availability as a benchmark, teachers Technical Issues The national social studies standards are should have little problem finding the Ideally, films should be shown on a large described at www.ncss.org/standards. films they need in their public libraries. screen using a liquid crystal display The following annotated list of foreign Foreign films can also be ordered online. (LCD) to project the film onto a screen. films is adapted from a list recommended Prices for films range from $.25 to $25 This allows large groups of students by Kerry Holmes, one of the authors of this depending on format (VHS or DVD) and greater visibility for reading subtitles. article.9 These films address, to varying condition (new or used). Many are well However, during a pilot study in a rural degrees, the 10 social studies themes. Each under $10, if bought used, through shop- high school in Mississippi, students were film is briefly described along with some ping websites such as Amazon.com. shown a subtitled film on an older televi- of the dominant social studies themes that Viewing films beforehand for les- sion with a relatively small screen. All can be pursued in the classroom. son and age suitability is advisable. In students were able to see and read along some cases, teachers may choose to with the subtitles. This was determined Au Revoir Les Enfants, Grades 9-12 show clips from the film to illustrate or because students laughed and expressed Rated PG dramatize aspects of a lesson. At other sorrow during scenes where the meaning Set outside of Paris, France, during 1944, times, they may wish to show the film in was primarily communicated through this is a biographical history of 12-year- its entirety. By previewing the film, teach- print. The size of the class and location of old Julien, a non-Jewish boy, who becomes ers can determine the length of clips, and the television are two issues that should best friends with Jean, a Jewish boy hiding show the film over an extended period determine the type of equipment needed from the Nazis in a Catholic boarding of time to meet the objectives, needs of for classroom viewing. school. A vengeful act by a worker at the the students, and that perennial problem school sets off a chain of events that will of short class periods. Other criteria to Foreign Films for the Classroom haunt Julien all of his life. consider when choosing films include Foreign films with English subtitles This film addresses the social studies are easily aligned with the National theme of TIME, CONTINUITY, AND CHANGE. • educational worth Standards for Social Studies. Social The world beyond the boarding school has • interest of the plot to the students studies standards are organized around changed. Once innocent actions are now ten interrelated themes that are based deadly. Institutions such as school, home, • suitable levels of language and on the social sciences and related dis- and restaurants appear to be the same, to violence ciplines including history, geography, all outward appearances. However, the • absence of sexually explicit scenes civics, and economics. By connecting war and enemy occupation have infused • speed of words as they appear in themes from the films to the social studies hatred and anxiety into the most normal the subtitles themes, teachers can facilitate reading, of daily routines. A boarding school filled problem solving, and the examination with preadolescent and adolescent boys • readability of the printed text of critical issues within real-life contexts. demonstrates the power of peers and the O CT O BER 2007 327 need for peer acceptance. ( INDIVIDUAL The themes of INDIVIDUALS, GROUPS, Crouching Tiger, Hidden Dragon, DEVELOPMENT AND IDENTITY) AND INSTITUTIONS, and CIVic IDEALS Grades 9-12, Rated PG-13 AND PRACTICES are explicit in this film. Set in nineteenth-century China, this Babette’s Feast, Grades 6-12 Institutions such as the family, church, film weaves nonstop action through the Rated G and government agencies impacted the unfolding events of two love stories. This This story is set in Frederikshavn, life of the major character. The civic is a story about women who possess super- Denmark, in1834. Frederikshavn is a ideals of responsibility and honesty are human qualities and their quest for power small community on the northeast coast largely the focus of this film. The viewer and love. The possession of the Green of Jutland, the largest geographical region sees how people must part with their Destiny sword, a sword with magical in Denmark. Film footage highlights life worldly goods, as illustrated through powers, leads to triumph sacrifice and in a small coastal Danish town, present- the burgeoning stockpiles at a pawn shop tragedy. ing homes with thatched roofs, a tiny gro- ( TIME, CONTINUITY, AND CHANGE). Antonio Students can compare and contrast cery store, the style of dress, transporta- also undergoes a dramatic change to issues related to gender roles, honor, tion, and food preparation techniques. meet the needs of a new life. responsibility, and being true to oneself. Philippa and Martina, two daughters ( CULTURE; INDIVIDUAL DEVELOPMENT AND of a pious minister, lead a simple, pure Children of Heaven, Grades 6-12 IDENTITY; TIME, CONTINUITY, AND CHANGE; and life, honoring God and serving the poor. Rated PG POWER, AUTHORITY, AND GOVERNANCE) Their values are severely challenged Set in the homes, market places, and a when Babette, a French woman, seeks school of modern day Tehran, the cap- East-West, Grades 9-12 employment and refuge at their house.
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