History Through Film 12
District Name: Okanagan-Skaha
District Number: 67
School Name: Penticton Secondary School
Principal’s Name: Alan Stel
Course Name: History Through Film 12
Grade Level of Course: 12
Number of Course Credits: 4 credits
Number of Hours of Instruction: 120 hours
Prerequisite(s): Social Studies 11
Special Training, Facilities or Equipment Required: DVD player, DVDs, LCD projector
Course Synopsis:
History Through Film is intended to be both a supplementary course to History 12, as well as an
introduction to the events of the 20th century for those with a passion for history of the era. It is
not mandatory for students to be in History 12 to take this course. Paralleling the topics in History
12, students will investigate events and ideas through a variety of media, including novels,
historical documents, and most notably film and television. Through this course students will gain
an understanding of the events that shaped the 20th century, as well as involve themselves in the
critical analysis of films for their cultural bias and interpretation of historical events. Students will
be required to participate in a variety of activities to develop their knowledge and awareness of
the events as well as display growing media literacy.
General Course Goals
It is expected that students will
a) Develop an understanding of the major events that have shaped the history of the world during
the 20th century, including but not exclusively:
World War I
The Rise of Communism in the USSR
The Roaring 20s
The Great Depression
The Spanish Civil War and the Rise of Fascism
The de-colonization of Africa and the growth of independence movements
World War II, including the European Theatre of War, the Pacific Theatre of War and the
Holocaust
The Cold War
Apartheid in South Africa
b) Develop an understanding of how art reflects the society in which it was created
c) Analyze how American cultural bias is projected in popular contemporary films
d) Develop a better understanding of the importance of media literacy
e) Assess the role the media lays in shaping one’s knowledge of world events and historical eras
f) Analyse world events using both written and media interpretations
g) Analyse the content of the representation of historical events for accuracy
Rationale:
The rationale for this course is several-fold. Firstly, one of our goals for our department is to
increase how students value Social Studies/History as an important subject. So much of our
literature, culture and media are based on historical events and understanding, and examination
of history through media is a natural connection. We would also like to expand our department’s
offerings beyond the mandatory courses and those students take to get into University. Secondly,
History 12 is a very dense course that really appeals to those students that are academically
oriented. Many students are interested in the events, but may not be able to handle the amount of
content and number of assignments for a variety of reasons. I would like to address the needs of
these students through this survey course that is far more based on visual learning styles rather
than reading, writing and listening. Thirdly, as the History 12 teacher, there are a variety of print
and visual resources that I simply cannot introduce to my students because of time constraints. It
is hoped that some academic students who are enrolled in History 12 who have a passion for the
subject will enroll in this course to supplement and enhance their learning in History 12. Finally,
students are exposed to the media on a daily basis, and media literacy is becoming more
important. Ultimately, I would like to share my passion for History and my belief in its importance
with as many different students and groups of students that I could. This course would appeal to
a diverse group of students.
Please Note ... although there are some prescribed learning outcomes similar to that of
History 12, the History content really is the means to the end. The majority of this course
is focused around the media literacy aspect of the course, again, with the History content
simply providing the content for this discussion and analysis. This course would be
rewarding and accessible to both students who are enrolled in History 12 and those who
are not. Eighty percent of the evaluation is based on the media literacy outcomes, with
some of the History outcomes simply providing the examples and framework for
conversation.
Organizational Structure:
Unit/Topic Title
Conflict and Challenge – The World of 1919 (Media Focus – Perspective
Unit 1
and Translation)
Promise and Collapse – 1919 – 1933 (Media Focus – Popular Culture ...
Unit 2
Who Determines What is Significant)
Turmoil and Tragedy – 1933 – 1945 (Media Focus – Propaganda and
Unit 3
‘Angle’)
Transformation and Tension – 1945 – 1963 (Media Focus – Censorship
Unit 4
and Cultural Acceptability)
Progress and Uncertainty – 1961 – 1991 (Media Focus – Style and Trends
Unit 5
... The Medium is the Message!)
Unit 6
The ‘Future’ (Media Focus – Is Anything New? And Bias Revisited)
Total Hours
Time
12
hours
18
hours
36
hours
20
hours
24
hours
10
hours
120
Hours
Unit/Topic/Module Descriptions:
Please note: All videos/novels/books will not be used every year. However, materials will be
selected from the lists below. Students may be responsible for viewing/reading some selections
on their own or as options as part of assignments. I have included the resources with the Unit
Outline as they are integral to the delivery of the course and the outcomes. Videos subject to
change.
Unit 1: Conflict and Challenge – The World of 1919 Time: 12 Hours Curriculum Organizers
and Learning Outcomes
Curricular Organizer: History Students will:
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Analyse primary and secondary sources (historical evidence) with reference to reliability,
bias and point of view, corroborating and conflicting evidence.
Explain the significance of nationalism and imperialism in the world of 1919 with
reference to the changed map of Europe and the Middle East.
Describe the events and outcomes of World War I.
Identify how key individuals can shape history.
Curricular Organizer: Media Students will:
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Compare and contrast a novel as presented in text and movie forms.
Identify similarities and differences in perspective of a historical event from various sides.
Identify how translation can affect the meaning of a text.
Suggested Resources
Novel – All Quiet on the Western Front by Erich Maria Remarque
Videos – All Quiet on the Western Front (impact of WWI on an individual, German perspective)
Paths of Glory
Legends of the Fall
Gallipoli
Lawrence of Arabia
Unit 2: Promise and Collapse – 1919 – 1933
Curricular Organizer: History Students will:
Time: 18 Hours
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Analyse primary and secondary sources (historical evidence) with reference to reliability,
bias and point of view, corroborating and conflicting evidence.
Define the terms fascism, communism, democracy and totalitarianism.
Evaluate the ways in which Lenin and Stalin transformed the USSR with reference to the
Russian Revolutions, the Russian Civil War, the New Economic Policy and “socialism in
one country”.
Describe the relationship between colonial rule and emerging nationalism in Asia.

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Describe how fascist/NAZI movement grew in Italy, Spain and Germany.
Describe the economic and political developments in the United States in the 1920s.
Curricular Organizer: Media Students will:
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Describe and evaluate ideological bias in film.
Evaluate how Hollywood influences our beliefs and understanding of events.
Identify reasons why certain historical events are considered ‘movie’ worthy while others
are not.
Suggested Resources
Novels/Books – The Great Gatsby by F. Scott Fitzgerald, Nicholas and Alexandra by Robert K.
Massie, Animal Farm by George Orwell
Videos - Pan’s Labyrinth (Fascism in Spain)
The Untouchables (USA)
The Grapes of Wrath (USA)
Dr. Zhivago (USA)
Painted Veil (Asia)
Gandhi (Asia)
Nicholas and Alexandra (USSR)
Stalin (USSR)
Reds(USSR)
Animal Farm (USSR)
Unit 3: Turmoil and Tragedy – 1933 – 1945
Curriculum Organizers and Learning Outcomes
Curricular Organizer: History Students will:
Time: 36 Hours
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Analyse primary and secondary sources (historical evidence) with reference to reliability,
bias and point of view, corroborating and conflicting evidence.
Assess the causes and responses to the Great Depression.
Evaluate the circumstances and events that led to World War II in Europe and the AsiaPacific region.
Explain the significance of key developments of World War II including military battles
and campaigns, total war, technological advances.
Analyze the significance of the Holocaust.
Curricular Organizer: Media Students will:
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Analyse historical perspective in various films.
Define the word “propaganda” and describe its role in society today.
Evaluate films as examples of propaganda.
Compare and contrast several movie accounts of the same event.
Evaluate the historical accuracy of the depiction of events.
Suggested Resources
Novel – Night by Elie Wiesel
Videos - Tora! Tora! Tora! (multiple perspective)
Band of Brothers (miniseries) The Pianist (Holocaust)
Schindler’s List (Holocaust)
Das Boot (U-Boats)
Bridge on the River Kwai (War in Asia) Life is Beautiful (Holocaust)
A Bridge too Far (War in Europe)
Downfall (War in Europe)
Letters from Iwo Jima (War in Asia)
Flags of our Fathers (Propaganda and War) Nanking (documentary, War in Asia)
Unit 4: Transformation and Tension – 1945 – 1963 Time: 20 Hours
Curricular Organizer: History Students will:
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Analyse primary and secondary sources (historical evidence) with reference to reliability,
bias and point of view, corroborating and conflicting evidence.
Assess critical developments of the Cold War.
Explain key developments in the struggle for human rights in South Africa and the United
States.
Describe relations between Israel and the Arab world.
Curricular Organizer: Media Students will:
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
Assess the role of the media in controlling people’s actions and thoughts, both in the
past and potentially in the present.
Evaluate how the time frame of the creation of a movie may affect its perspective.
Describe the role censorship plays in the media.
Suggested Resources
Novels/Books– Motorcycle Diaries by Che Guevara, The Power of One by Bryce Courtenay
Videos - Dr. Strangelove
Judgment at Nuremburg
Good Night and Good Luck
The Majestic
MASH
Motorcycle Diaries
Evita
Manchurian Candidate
Cry Freedom
The Power of One
Malcolm X
When we were Kings
Commandante (documentary)
Unit 5: Progress and Uncertainty – 1963 – 1991ish
Curricular Organizer: History Students will:
Time: 24 Hours

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Analyse primary and secondary sources (historical evidence) with reference to reliability,
bias and point of view, corroborating and conflicting evidence.
Explain the significance of conflicts in Vietnam and the Middle East.
Evaluate the growing problems of genocide in Africa.
Analyse the late stages of the Cold War.
Describe the role of genocide in the 20th century.
Curricular Organizer: Media Students will:
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Discuss recent trends in historical film-making.
Discuss the role that the media plays in developing popular perspectives on issues.
Evaluate the styles and perspectives of several directors including Oliver Stone, Stanley
Kubric and David Lean.
Suggested Resources
Novel/Book – Shake Hands with the Devil by Romeo Dallaire
Videos –
Apocalypse Now
October Sky
Forrest Gump
The Killing Fields
Mississippi Burning
JFK
Shake Hands with the Devil
Hotel Rwanda
Nixon
Munich
Unit 6: Today and the ‘Future’
Curricular Organizer: History Students will:
Time: 10 Hours


Describe current issues in the world today with reference to their roots in the 20th
century.
Discuss present technological innovations in light of the role of technology in the 20t
century.
Curricular Organizer: Media Students will:
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Describe how movies about the future build on historical events.
Predict future historical topics that will be made into films.
Evaluate bias in films about present and future events.
Suggested Resources
Videos - Fahrenheit 911
2001: A Space Odyssey
The Matrix Syriana
Instructional Components:
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Direct instruction
Indirect instruction
Research
Reading
Debate and Discussion (partner, small group, class)
Analysis of book and film works
Comparison with historic ‘fact’
Presentation
Individual and Group Work
Assessment Component:
Students will be assessed through a variety of ways including:

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Quizzes about historical events
Written work (summaries, reviews)
Classroom Discussion and Participation
Presentations
- 50% of the evaluation will be based on formative evaluation, including movie summaries and
reviews, discussion participation (included will be a self-evaluation component) and small quizzes
on historical events
o Quizzes – 20%
o Discussion – 20%
o Movie/Book Summaries (may be completed in oral and/or written format)– 10%
- 50% of the evaluation will be based on summative evaluation, including unit assignments
(analysis of movies in light of the outcomes).
o Unit Projects – 50% (Based on a Rubric)
Learning Resources: See unit overviews.
Additional Information:
Parental consent will be required for students enrolling in this course due to the graphic and
violent nature of some of the films.