TEACHING SOCIAL
STUDIES WITH FILM
SS300
FILM AS PEDAGOGY
Showing a film in class should never be
random or used as a time filler
Films and film clips must be thoughtfully
selected and incorporated as part of a larger
lesson plan
HOW OFTEN DO TEACHERS USE FILM?
Social Studies teachers especially use film a
great deal
Some studies showed that 90-100% of
secondary social studies teachers used at
least one film in the course of a semester.
6 MOST WIDELY USED FILMS
Glory
Amistad
Schindler’s List
Saving Private Ryan
All Quiet on the Western Front
Dances with Wolves
LEGAL ISSUES
 The Teach Act of 2002 loosened restrictions on
copyrighted material
 Ok as long as film is shown in a classroom, nonprofit
educational institution; for planned educational
purposes; and shown by the teacher.
TEACHERS CAN USE FILM TO
HELP STUDENTS:
1. Develop historical empathy
2. Develop analytic & interpretive skills
3. Explore controversial issues
DEVELOP HISTORICAL EMPATHY
 Helping students to empathize with historical agents is a
powerful pedagogical practice
 A skill that develops in middle school, matures as students
does. Important as a life skill, too
 Use films and clips to help students gain a deeper
understanding of why people acted the way they did; put
behavior of others in social & cultural context.
 Ex., Gran Torino to examine Clint Eastwood’s character and
experience of Hmong people
DEVELOP ANALY TIC &
INTERPRETIVE SKILLS
 Film as a primary source; a product of the time in which it
was made
 Ex., The Jazz Singer of 1927; students can discuss identity
conflict, the Great Migration, & the Harlem Renaissance
DEVELOP ANALY TIC &
INTERPRETIVE SKILLS, CONT.
 Film as a secondary source; compare and contrast with other
secondary sources to find variations in historical
interpretation
 Movies serve as texts that can be analyzed, questioned, &
discussed
 Ex., The Alamo, to teach about American Expansion, the
Spanish- American War, history of Texas
AUDIENCE
Encourage students to consider various
meanings of audience
 People who go to movies
 Hollywood movie producers
 How the movie director may sensationalize an event
at the cost of historical accuracy
EXAMPLE LEARNING OBJECTIVE FOR FILM
 After viewing clips from the film The Alamo, 9 th grade U.S.
history students will visualize the battle of the Alamo and
draw the battle scene with colored pencils on an 11x17 map
the area.
EXPLORE CONTROVERSIAL ISSUES
 What topics should be included and emphasized in social
studies class?
 Issues such as racism, genocide, sexism, religious strife, gun
control, & the death penalty can be addressed through film
 Teacher chooses appropriate film, devotes suf ficient class
time to analysis & discussion, and provides meaningful
activities to accompany
 Be sure to present multiple perspectives; never use film as a
vehicle to impart your own personal beliefs.
AVOID MISUSE OF FILM
 Movies should not be used as time fillers, sub plans, or as a
cover up for lack of planning.
 Films should be incorporated into a larger teaching unit,
surrounded by meaningful activities like discussion, filling in
graphic organizers, and Q&A sessions.
 Always preview films & clips before showing to class
 Be prepared to justify the movie to administrators and
parents; some schools require teachers to submit a request
and receive administration approval to show a movie
Iron-Jawed Angles - 1913 Suffrage Parade (4:39)
Marie Antoinette - Ball Scene (2:03)
Saving Private Ryan - Landing on Omaha Beach (8:54)