SIOUX FALLS SCHOOL DISTRICT
AMERICAN FILM HISTORY
JUNE 2009
COURSE DESCRIPTION:
In this semester-long course students will compare and contrast 20th century American films
with society and its history; trace technological advancements that affected filmmaking;
develop critical thinking skills; and organize and execute analytical papers and critical reviews
using the writing process.
COURSE GUIDE:
ASSIGNMENTS
1ST QUARTER
 Films through the 1950s should
be covered
 A minimum of 2 written
assignments should be assigned
during the quarter
 Weekly reviews
 Tests and quizzes at the
instructor’s discretion
SUGGESTED VIEWING
SUGGESTED WRITING
SIGNIFICANT TASKS
Curriculum Services
2ND QUARTER
 Films beyond the 1950’s should be
covered
 A minimum of 2 written
assignments should be assigned
 One written assignment may be
replaced with an oral presentation at
the instructor’s discretion
 Weekly reviews
 Tests and quizzes at the
instructor’s discretion
 Weekly reports on films viewed
outside of class
 Weekly reports may be oral
presentations
 Comparison/contrast essays
 Analytical essays
 Expository essays
1ST QUARTER
 Analytical essay: After watching
Casablanca and High Noon,
students will explore a theme
depicted in one of the films.
 Citizen Kane paper: After watching
Citizen Kane, students will explain
the importance of "rosebud,”
focusing on the meaning it may
have had in the life of Charles
Foster Kane. Or students will note
the film's use of certain cinematic
techniques to write an expository
essay.
1
FILMS
 The Birth of a Nation
 Intolerance
 The Gold Rush
 King Kong – 1933
 It Happened One Night
 Stagecoach
 Gone With the Wind
 Fantasia
 Citizen Kane
 Casablanca
 Sunset Blvd
 Singing in the Rain
 High Noon
 Rebel Without A Cause
 Some Like it Hot
 Ben Hur
 North by Northwest
 Psycho – 1960
 Dr. Strangelove
 Bonnie & Clyde
 In the Heat of the Night
 Butch Cassidy and the
Sundance Kid
 2001: A Space Odyssey
 MASH
 The Poseidon Adventure – 1972
 American Graffiti
 Young Frankenstein
 Star Wars: A New Hope
 Close Encounters of the Third
Kind
2ND QUARTER
 1960s film essay: Students will
compose a four- to six-paragraph
analytical essay discussing the
radical content or lack thereof in a
1960s film.
 Students will complete a project
designed around one of the films of
the ‘70’s viewed in class, and will
present the project to the class.
VOCABULARY
COMMON ASSESSMENT
Curriculum Services
 In context within genres or
historical time periods
 Sioux Falls School District 6+1
writing trait rubric
 ‘70’s project rubric
2
AMERICAN FILM HISTORY CURRICULUM
CONTENT
STANDARD
12.R.5.1
Student can
synthesize
information
from multiple
sources to
analyze
issues to
make
decisions for
research
ESSENTIAL
QUESTIONS
How does
one's ability to
recognize
symbolic
meaning and
thematic
elements
allow the
analytical
thinker to
formulate
research
questions?
Curriculum Services
ENDURING
UNDERSTANDING
 Synthesize
information
from textual,
subtextual,
and
contextual
messages
 Make
connections
between
synthesized
information
and one's
purpose or
need in
researching
and writing
IMPORTANT
TO KNOW
AND DO
How to clarify
purpose,
analyze
information,
extrapolate
themes, and
recognize
supporting
details
WORTH
BEING
FAMILIAR
WITH
How to
organize a
paper into an
introduction,
body, and
conclusion,
formulate a
thesis
statement,
identify topic
sentences,
and build
supporting
evidence
VOCABULAR
Y
 Clarity of
purpose
 Coherence
 Cohesion
 Context
 Controlling
idea
 Thesis
statement
 Outline
 Compare /
contrast
 Literary
analysis
 Research
 Voice
 Parallelism
 Symbolism
3
TEXT
SUPPORTIN
G
MATERIALS
 Birth of a
Nation
 Gold Rush
 Casablanca
 Citizen
Kane
 RKO 281:
Battle Over
Citizen Kane
 High Noon
 Singing in
the Rain
 Rebel
Without a
Cause
 North by
Northwest
 Some Like
SIGNIFICANT
TASKS
 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
 1970s film
project
COMMON
ASSESSMEN
T
 Sioux Falls
School
District 6+1
writing trait
rubric
 1970s film
project
presentation
rubric
9.W.1.1
Students can
write a thesis
statement for
an expository
or persuasive
document
How does
developing a
clear focus
improve
organization
and effective
writing?
Curriculum Services
Understand
the
importance of
a controlling
idea in
communicatin
g through the
written word,
the direction a
thesis
statement
gives to both
the writer and
the reader, the
correct
placement of
a thesis
statement,
and the need
for a thesis
statement to
announce a
topic while
providing a
preview of the
body of a
paper
How to specify
a topic,
develop the
body of a
paper,
compose an
introduction,
and adhere to
a controlling
idea
 Clarity of
purpose
 Topic
 Introduction
 Body
 Controlling
idea
 Thesis
statement
 Previewing
point
 Topic
sentences
 Expository
 Persuasive
How to
communicate
effectively with
the written
word, write for
specific
purposes and
audiences,
and follow the
writing
process
4
It Hot
 Ben Hur
 Psycho
 Dr.
Strangelove
 In the Heat
of the Night
 2001: A
Space
Odyssey
 Butch
Cassidy and
the
Sundance
Kid
 Reel
Radicals
 MASH
 Poseidon
Adventure
 American
Graffiti
 Young
Frankenstei
n
 Close
Encounters
 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
 Sioux Falls
School
District 6+1
writing trait
rubric
10.W.1.1
Students can
write text
using problem
/ solution and
cause / effect
organizational
patterns
How does the
development
of logical
organizational
patterns such
as problem /
solution and
cause / effect
reflect one's
thinking
process and
how does their
effective
utilization
enhance the
communicatio
n process?
Curriculum Services
 Recognize
that one
often views
one's world
in terms of
problem /
solution and
cause /
effect
relationships
and the
inevitable
need to
clearly
communicat
e in writing
one's
thoughts
concerning
these
relationships
 Recognize
the
practicality
and
effectivenes
s of utilizing
problem /
solution and
cause /
effect
organizational
patterns to
achieve
one's
purpose
How to think
critically and
logically,
construct a
persuasive
argument, and
execute a
well-written
essay.
 Chronological
 Order of
importance
 Problem /
Solution
 Cause /
Effect
How to
organize a
paper into an
introduction,
body, and
conclusion,
formulate a
thesis
statement,
identify topic
sentences,
and build
supporting
evidence,
follow the
writing
process
5
of the Third
Kind
 Star Wars:
Episode IV
A New Hope
 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
 Sioux Falls
School
District 6+1
writing trait
rubric
11.W.1.1
Students can
write text
using
comparison /
contrast
organizational
patterns
How does the
development
of a
comparison /
contrast
organizational
pattern reflect
one's thinking
process and
how does its
effective
utilization
enhance the
communicatio
n process?
11.W.1.2
Students can
write a
document
analyzing how
a work of
literature
mirrors the
themes and
issues of its
historical
period
How is a
writer
influenced by
his or her
society during
the creative
process and
how does he
or she use
symbolism
and thematic
elements to
encode a
significant
statement?
Curriculum Services
 Recognize
that one
often views
one's world
in terms of
comparisons
and
contrasts
and the
inevitable
need to
clearly
communicat
e in writing
one's
thoughts
concerning
these
relationships
 Recognize
the
practicality
and
effectivenes
s of utilizing
a
comparison
/ contrast
organizational
pattern to
achieve
one's
purpose
Recognize
that social and
cultural
influences
impact an
author or
director’s
writing and
filmmaking
How to
compare
cinematic
elements
between films
within a time
period and
between time
periods
through a
comparison /
contrast essay
 How to
select major
points of
comparison
in an essay
 How to
recognize
trends and
similarities
within the
points of
comparison
/ contrast
Comparison /
contrast
organizational
pattern
 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
 Sioux Falls
School
District 6+1
writing trait
rubric
Know how
cultural values
impact a
filmmaker and
films during
specific time
periods in
American
history
How to "read"
cultural
influences in a
film
 Cultural
expression
 Cultural
influence
 Belief
system
 Thesis
 Universal
theme
 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
 Sioux Falls
School
District 6+1
writing trait
rubric
6
12.W.1.2
Students can
write a
research
document that
will defend a
position or
recommend a
plan of action
12.W.2.1
Students can
edit a
document for
all
conventions
How does the
critical thinker
/ persuasive
writer
effectively
develop and
support a
proposal
through a
clearly stated
thesis,
strategically
selected
organizational
pattern, and
purposefully
submitted
evidence to
logically and
emotionally
support one's
proposal?
How does the
writer's
adherence to
the
conventions of
writing
enhance
written
communication?
Curriculum Services
Recognize the
contextual and
textual
aspects within
cinematic art
and the
viewer's
responsibility
to view art
critically,
leading to his
or her ability
to formulate a
position and a
need to
support it
Know how to
research
contextual
influences and
how to "read"
textual and
subtextual
messages
within a film
How to
conduct
research,
organize a
paper into an
introduction,
body, and
conclusion,
formulate a
thesis
statement,
identify topic
sentences,
build
supporting
evidence, and
follow the
writing
process
 Cultural
expression
 Cultural
influence
 Belief
system
 Thesis
 Universal
theme
 Works cited
 Symbolism
 1960s film
essay
 Sioux Falls
School
District 6+1
writing trait
rubric
Recognize
how written
communicatio
n is enhanced
through the
adherence to
the
conventions of
writing
Know the
conventions of
writing
The writing
process,
especially
editing and
the need for
multiple
proofreaders




 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
 Sioux Falls
School
District 6+1
writing trait
rubric
Edit
Revise
Focus
Organizatio
n
 Paragraph
 Content
 Voice
 Sentence
structure
 Sentence
variety
 Word
choice
 Grammar
 Usage
 Punctuation
7
10.LVS.1.3
Students can
analyze how
verbal and
nonverbal
communicatio
n can
influence the
interpretation
of the
message
How do
speakers /
performers
enhance
effective
communicatio
n through
means of
vocal
range/quality
and
facial/physical
expression?
Recognize
how
performers
communicate
via verbal and
nonverbal
performance
and how this
type of
communicatio
n is conveyed
through film
Ability to
compare /
contrast
performances
of silent film
and sound
films
 D.W.
Griffith
 Charlie
Chaplin
 Orson
Welles
 Intranarrative vs.
internarrativ
e
10.LVS.1.6
Students can
evaluate the
relationship
among
purpose,
audience, and
content of
speeches or
presentations
How does the
dynamic
process of
encoding a
message
specifically for
the purpose of
being
decoded by
an audience
require
teachable
skills by the
encoding
speaker /
presenter and
the decoding
audience?
To what
extent does
one's use of a
specific
medium
reflect societal
influences
and, in turn, to
what extent
can society be
influenced by
a presenter's
strategic use
of a medium?
Recognize
how
filmmakers
communicate
worldviews via
film and
cinema
Ability to
identify the
impact of a
filmmaker's
worldview on
the content of
a film
Film's ability
to
communicate
textual,
subtextual,
and contextual
influences and
social /
political /
philosophical
views
Recognize
how films both
reflect and
impact
American
society during
various time
periods
Be able to
identify
connections
between
significant
American
films and their
historical
context
Changes in
the American
culture during
the 20th
century and
major
American
historical
events
12.LVS.1.2
Students can
evaluate the
interactions
between
society and
media
Curriculum Services
 Cultural
expression
 Cultural
influence
 "Talkies"
 Intranarrative
 Internarrative
 Montage,
 Mise en
scene
 Types of
"shots"
 Depth of
focus
Camera
angles
 Cultural
expression
 Cultural
influence
 Philosophical
assumption
 Universal
theme
 Cultural
expression
 Cultural
influence
 Sociocultural
context
8
1970s film
project
1970s film
project
presentation
rubric
 Analytical
essay
 Citizen
Kane paper
 1960s film
essay
1970s film
project
 Sioux Falls
School
District 6+1
writing trait
rubric
1970s film
project
presentation
rubric
9-12.CP.1.1
collaborate
with external
peers,
experts, and
others by
using
technology to
compile,
synthesize,
produce, and
disseminate
information,
models, and
other creative
works
How has
technology
made
information
readily
accessible
through easy
access to
films,
historical
research and
criticism?
9-12.SI.2.2
Compare and
contrast
society’s
influence on
technology
and
technology’s
influence on
society
How has
technology
changed the
way
filmmakers
create cinema
and how
audiences
consume
cinematic art?
Curriculum Services
Recognize the
advantages
and
disadvantages
of
technological
advancements
in the
entertainment
industry as
well as in the
compilation,
synthesis,
production,
and
dissemination
of information
Recognize
how
technology
has been at
work
throughout
film history
and will
inevitably
change in the
future and
how
technological
advancements
and human's
subsequent
dependency
have spawned
their own film
genre
Be aware of
the means
through which
films and
information
can be readily
accessed, be
able to utilize
the technology
available, and
be cautious of
the wrongful
use thereof
 Film Web
sites
 DVD
technology
 Internet
broadcastin
g
 Satellite
broadcastin
g
Be aware of
the
technological
advancements
in audio and
visual aspects
of filmmaking
and the role
that
computers
now play in
filmmaking
 Transition
from silent
to "talkies"
 Development of
color and
"technicolor"
 Advancements in
visual
effects in the
70s and the
future of
digitalization
 Talkies
 Technicolor
 Depth of
focus
 Types of
shots and
transitions
9
1970s film
project
1970s film
project
presentation
rubric
1970s film
project
1970s film
project
presentation
rubric
AMERICAN FILM HISTORY
SIGNIFICANT TASKS
1ST QUARTER
ANALYTICAL ESSAY
DESCRIPTION
 After watching Casablanca, students will explore one of two themes depicted in the film.
In the first theme – that which one will do for love – students will examine the choices one
or more of the characters make that are influenced by love for another or by loyalty for a
cause. In the second theme – that which one or a country must do for the cause –
students will examine the symbolism of Rick’s character as the American who chooses to
get involved in Victor’s cause. Students will expand the analysis to a discussion of the
film’s potential influence in promoting support for America’s involvement in WWII.
OR
 After watching High Noon, students will explore one of two themes depicted in the film. In
the first theme – that which one will do for what one believes – students will examine the
choice one must make that pits one against one’s morals and values: the choice of doing
the right thing versus the easy thing. Students will focus the analysis on the fate and
choices of Will Kane. In the second theme – that which one can find un-American –
students will investigate the film as a political statement against the American way.
Students will analyze the possible criticism of the American hero, the American
democratic process, and/or the American judicial system.
PROCESS
 Students will approach the essay as an analytical essay – not a summary of the plot.
 The paper will include an introductory paragraph, two or three paragraphs of analysis in
the body of the paper, and a concluding paragraph.
 The paper will be typed.
STANDARDS
 12.R.5.1 Students can synthesize information from multiple sources to analyze issues to
make decisions for research
 9.W.1.1 Students can write a thesis statement for an expository or persuasive document
 10.W.1.1 Students can write text using problem/solution and cause/effect organizational
patterns
 10.W.1.3 Students can write a research document that cites sources to support a thesis
 11.W.1.1 Students can write text using comparison/contrast organizational patterns
 11.W.1.2 Students can write a document analyzing how a work of literature mirrors the
themes and issues of its historical period
 12.LVS.1.2 Students can evaluate the interactions between society and media
1ST QUARTER
CITIZEN KANE PAPER
DESCRIPTION
 Throughout the film Citizen Kane the reporter seeks the meaning of Charles Foster
Kane's final word: rosebud. Ironically, as the film ends, the reporter walks away having
failed in his search while the viewer is shown "rosebud.” Students will do that which the
reporter can not: Explain the importance of "rosebud,” focusing on the meaning it may
have had in the life of Charles Foster Kane.
PROCESS
 Students will compose their articles in the voice of a newspaper reporter.
 Students should remember they have the scoop other reporters have been searching for.
Curriculum Services
10



Students will include details taken from the film in their articles such as names, places,
episodes in Kane’s life, and statements made by Kane or about Kane.
Students will propose psychological theories regarding Kane’s mental state.
The finished article should be typed and between 1½ and two pages in length.
STANDARDS
 12.R.5.1 Student can synthesize information from multiple sources to analyze issues to
make decisions for research
 9.W.1.1 Students can write a thesis statement for an expository or persuasive document
 10.W.1.1 Students can write text using problem/solution and cause/effect organizational
patterns
OR
DESCRIPTION
 While watching Citizen Kane, students will note the film's use of the following cinematic
techniques to write an expository essay:
 Montage – transitional devices in splicing scenes together
 Mise en scene – use of depth of focus and camera angles
 Lighting – bright versus dark, shadows
 Sound – use in setting mood and pace
PROCESS
 Students will choose two cinematic techniques around which their expository essay will
be structured.
 Students will concentrate on the points they can support with specific examples taken
from the film. If students choose to write about depth of focus, for example, they should
describe a scene in which the action is strategically shown in the foreground, middle
ground, and background of the shot.
 Students will organize their essays with an introduction, body and conclusion.
 The finished essay should be typed and between 1½ and two pages in length.
STANDARDS
 12.R.5.1 Student can synthesize information from multiple sources to analyze issues to
make decisions for research
 9.W.1.1 Students can write a thesis statement for an expository or persuasive document
 10.W.1.1 Students can write text using problem/solution and cause/effect organizational
patterns
2ND QUARTER
1960S FILM ESSAY
DESCRIPTION
 Students will compose a four- to six-paragraph analytical essay discussing the radical
content or lack thereof in a 1960s film.
PROCESS
 Students will be given a list of 1960s films.
 Students will choose one film or – depending on the title – two.
 Students will view the film repeatedly.
 Students will read the script/screenplay if available online at www.filmsite.org
 Students will develop a clear thesis statement.
 The body of the paper should consist of two points of analysis.
STANDARDS
 12.R.5.1 Student can synthesize information from multiple sources to analyze issues to
make decisions for research
 9.W.1.1 Students can write a thesis statement for an expository or persuasive document
Curriculum Services
11





10.W.1.1 Students can write text using problem/solution and cause/effect organizational
patterns
10.W.1.3 Students can write a research document that cites sources to support a thesis
11.W.1.1 Students can write text using comparison/contrast organizational patterns
11.W.1.2 Students can write a document analyzing how a work of literature mirrors the
themes and issues of its historical period
12.LVS.1.2 Students can evaluate the interactions between society and media
2ND QUARTER
1970S FILMS OF THE 70’S PROJECT ASSIGNMENT
1)
Each student will be placed in a group of four to five students and allowed to choose one
of the six 70’s films for their project assignment.
2) Each group must decide how it wishes to approach its assignment following the criteria
below:
 All presentations, through whatever means (oral, video, PowerPoint, puppet),
must be educational first, and engaging second.
 Each group will be assigned a four day schedule during which its film will be
shown to the class along with the group’s “bonus features”/ presentations.
 Each group will submit twenty questions over its film’s content and the
information to be shared through their presentations. (20 points)
 Each group will submit a group outline the day prior to its four day schedule
outlining the group’s plan for the four days. (10 points)
 Each member of the group will submit his/her own outline the day he/she
presents outlining either the information to be shared and/or his/her contributions
to the group’s collaborative efforts. (10 points)
 Each member’s presentation or contribution should amount to four to six minutes
of class time and will be assessed on a 100 point scale as follows:
 Educational (relevant and accurate)
50 points
 Engaging (eye contact and enthusiasm)
25 points
 Enough (four to six minutes and tight)
25 points
SUGGESTED TOPICS FOR GROUP PRESENTATIONSM*A*S*H- Viet Nam and/or Korean conflict. The cast, the director Robert Altman,
Comparison/contrasts to TV show/The T.V. show’s success, Mobile Army Surgical Hospitals.
Conflict during the making of the film. “Radical” content of the film. Battle over the rating.
Popularization of the theme song in a film (“Suicide is Painless”).
Poseidon Adventure- Cast consisting of many past Academy Award winners, The score
composed by the great John Williams, The cruise liner’s design similarities to the luxury liner The
Queen Mary, the disaster film genre, The mythology of “Poseidon.” The occurrence of
underwater earthquake-produced tidal waves and tsunamis. Popularization of the featured song
in a film (“The Morning After”).
American Graffiti- Wolfman Jack and the soundtrack, The all-star cast, the director George
Lucas, Comparison/contrast to “Happy Days”/The success of “Happy Days” T.V. show. The
history of drag racing and/or the nostalgia of 50’s cars. Comparison/contrast to A Rebel without a
Cause and other “teen” movies.
Young Frankenstein- The cast, the director Mel Brooks, the original Frankenstein and the Bride
of Frankenstein, the history of B horror movies. History of genetic research/studies on
regeneration of dead tissue. Comparison/contrast to satirical genre.
Close Encounters- The cast, the director Steven Speilberg ,UFO’s/ different “kinds” of
encounters. Devil’s Tower. Comparison/contrast to science fiction/space fiction genre.
The score composed by the great John Williams.
Curriculum Services
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Star Wars- The cast, the director George Lucas, the original trilogy and beyond, mythological
symbolism/character analysis, box office success/marketing strategies.
Advancements in film technology/special effects. The score composed by the great John
Williams.
1) Example of Group Outline:
Day One- Watch film
Day Two- Watch film, Johnny’s “John William” presentation and Suzy’s “George Lucas”
presentation.
Day Three- Watch film, Jimmy’s “trilogy and beyond” presentation and Sally’s “box office and
marketing” presentation
Day Four- Finish film and administer quiz
2) Each member’s individual outline should be patterned after his/her outline expectations in
his/her speech/debate class.
3) Each member is expected to contribute four to five questions for the twenty questions to
be used for the quiz. Each quiz question should be patterned after the many quizzes
taken over the films of the 50’s and 60’s.
4) If the group elects to do a collaborate effort on the somewhat creative side, please
discuss your ideas with me and I will explain how the “outline” assignment will be
adjusted to a “my contributions to the project” written report and how your individual
presentations will be assessed for 100 points based on your effectiveness in supporting
the group’s mission of achieving an educational, engaging 12 to 20 minute video, puppet
show, panel discussion, role playing performance, or whatever else your combined
creativity can conceive.
9.LVS.1.2 students can implement organizational methods for informative presentations
9.LVS.1.4 Students can support a presentation with audio/visual aids and technology considering
audience and purpose
10.LVS.1.6 Students can evaluate the relationship among purpose, audience, and content of
speeches or presentations.
12.R.5.1 Student can synthesize information from multiple sources to analyze issues to make
decisions for research
Curriculum Services
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AMERICAN FILM HISTORY
COMMON ASSESSMENTS
1940’S/50’S ANALYTICAL ESSAY RUBRIC
1ST QUARTER SIGNIFICANT TASK
Essays will be graded using the Sioux Falls School District 6+1 writing trait rubric.
CITIZEN KANE PAPER RUBRIC
2ND QUARTER SIGNIFICANT TASK
Papers will be graded using the Sioux Falls School District 6+1 writing trait rubric.
1960S FILMS PAPER RUBRIC
2ND QUARTER SIGNIFICANT TASK
Papers will be graded using the Sioux Falls School District 6+1 writing trait rubric.
1970S FILM PROJECT PRESENTATION RUBRIC
2ND QUARTER SIGNIFICANT TASK
EDUCATIONAL
50
Degree of accuracy
Extent of analysis
Establishment of relevancy
45
40
35
30
ENGAGING
25
Enthusiasm in delivery
Eye contact
Effective use of visual aid
23
20
17
15
ENOUGH
25
Length of presentation
Pacing of presentation
23
20
17
15
Curriculum Services
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25
20