Extra Credit / World History Film Project
Coach Blalock
Fall 2015
You may choose to work on a historical film project this year for extra credit. For each semester you may
choose 1 film for an extra credit grade:
1) View a film of your choice
2) Complete the historical analysis worksheet for each film.
3) The project will replace your lowest test grade.
The goal is for you to understand how films can contribute to our historical knowledge and also how they can
detract from it.
Instructions:
1) DUE DATE: October 2, 2015
2) Select and watch a film that is about a time period we have studied. The goal is for you to see how
historically accurate and inaccurate these films are; consequently, you will need to actually watch the films as
you work on the project. If you have already seen the film, you will need to re-watch it. The goal is for you
to look at these films in light of what you have learned as a result of this class, not what you remember from
the last time you saw the film. Your parents must sign the page to indicate that you watched it on the date
you said you did. You are welcome to get together with other World History students and watch the films
together. HOWEVER, please know that your analysis should be yours and should not simply be a rewording of someone else’s work. The films must be about the specified time period – it cannot be
“symbolic” (ex: “Oh look, the Lord of the Rings is really an allegory for the fall of Rome”) and it cannot just
“mention it” (ex: “Gosh, Harry Potter said ‘the history of potions in the Middle Ages’. This film is about
the Middle Ages). It has to be about and take place during the specified time period. If you have questions
about your movie choices, ask BEFORE you watch. In selecting a film, you may not pick a “documentary”
or something from a TV show like A&E or the History Channel (unless it is an actual film). However, you
are welcome to use any films that might show on TV on channels such as TBS, Turner Classic Movies,
Showtime, etc… Of course, renting a film or seeing it in the theater would be acceptable as well
3) Answer the questions on the historical analysis worksheets – one sheet for each film. This is the core of the
project and your answers should reflect this. There is room for serious analysis and evaluation and that is
what is expected. Please know that your grade comes from these worksheets, not from watching the movie.
This assignment will replace your lowest test grade and your grade will be based on your answers on these
worksheets. Failure to give meaningful and thoughtful answers in this section will keep you from receiving
a passing grade.
4) You may choose from the list of movies provided, or you may get permission from the teacher to view a
film that is not on the list. I realize that you might work together to finish your projects, HOWEVER, your
work and answers should reflect your answers. If any 2 projects have answers that are too similar I will treat
the assignment as if it has been plagiarized and you will forfeit your grade.
Please make copies of the following questions for multiple extra credit assignments.
HAPPY VIEWING!!!
Student Name: ___________________________________
Film Title _______________________________________
Date Watched ________________
Parental Signature (this film was watched on the date provided) _______________________________________
If this is a rated “R” movie, parental signature giving permission _______________________________________
PLEASE ANSWER THE FOLLOWING QUESTIONS COMPLETELY. Each question is worth 12.5 points.
1. List the main characters in the film. Who were the most important? Why?
2. Briefly explain the plot/storyline of the film.
3. Choose 5 words that best explain this film.
a.
b.
e.
b.
d.
4. Name/explain one specific place in the film when the writer/director could have used more history to make the
plot better or to strengthen the “historicity” of the film. How would this have improved the historical nature of the
film?
5. What was the underlying message of the film? Was it biased in some way? Did the filmmaker have an agenda
that you could detect? Was there a political, social, or religious message? What do you think the filmmaker’s
purpose was in telling this story?
6. Would you consider this film, overall, to be a “historical film” or a film that is merely set in a “historical” time
period? Why? Provide specific examples to support your reasons. Are the characters real people or just set in a
historical event?
7. Personally, what did you think about the film (outside of the historical issues and questions)? Did you enjoy it?
Was it well made? Are there any serious problems? Explain your answer.
8. Describe at least one historical inaccuracy in the film. Is it particular to the story line or is it part of the setting?
Be specific.