The Clearing House, 85: 157–164, 2012
Copyright C Taylor & Francis Group, LLC
ISSN: 0009-8655 print; 1939-912x online
DOI: 10.1080/00098655.2012.674984
The Art of Teaching Social Studies
with Film
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WILLIAM B. RUSSELL III
Abstract: Teaching with film is a powerful and meaningful instructional strategy. This article discusses
five classroom-tested methods for teaching with film:
(1) film as a visual textbook, (2) film as a depicter of
atmosphere, (3) film as an analogy, (4) film as a historiography, and (5) film as a springboard. Each of
the methods discussed includes examples of a variety
of films that could be used, along with suggested focus
questions and conversation topics. Furthermore, this article discusses relevant legal issues surrounding the use
of film in the classroom.
on film can be an accurate interpretation of historical
events (Rosenstone 1995).
Teaching with film is a pedagogical practice, and the
use of film for instruction is common. In a research
study of social studies teachers, 100 percent reported using film at least once a month to help teach social studies
content (Russell 2007). Additionally, Donnelly (2006)
reported that using film to teach about the Holocaust
is tied with using Holocaust survivor guest lecturers for
the most common method utilized to teach about this
event.
Although using film to teach historical content is the
most common practice by classroom teachers, there are
multiple ways film can be incorporated into the curriculum. The purpose of this article is threefold: (1) to
provide teachers with a rationale and understanding of
five classroom-tested methods for using film effectively
in the classroom, (2) to provide teachers with relevant
examples of potential films to be used to enhance the
social studies curriculum, and (3) to provide teachers
with an understanding of the legal issues surrounding
the use of film in the classroom.
Keywords: social studies, film, movies, teaching, video,
history
T
eaching with film is a powerful and meaningful
instructional methodology. Film arouses emotions
and can act as an effective communicator. In the 21st
century, film and other media play a significant role in
students’ everyday lives. On average, a teenager spends
over seven hours a day using media, of which almost
four hours is devoted to film and television (Kaiser Family Foundation 2005). Videos on demand, Google TV,
and streaming movies through websites like Netflix provide limitless access to film and television and increase
the availability of the medium to students. With the instant availability of film and television it is simple to see
why teenagers devote so much time to these media.
Since the creation of film, teachers have been attempting to incorporate it into the curriculum (Russell 2007).
Teachers realize that film has the potential to bring students closer to the people and events that they are studying. Many consider teaching with film to be an effective
strategy for teaching social studies content (Russell and
Waters 2010; Holmes, Russell, and Movitz 2007). As
well, historians have written that film images impact and
influence a person’s perspective of history (O’Connor
1990; O’Connor and Jackson 1988) and that history
Teaching with Film
A film can stimulate a viewer’s senses and provide images of historical and social topics that a textbook cannot. Films are made for entertainment, textbooks and
other educational resources are not. A film’s visual stimulation and ability to entertain are so much more powerful as a resource, which is why teachers find themselves
utilizing film for instructional purposes. However, for
film to be effective it must be used appropriately; for
example, as in the following four stages, outlined in the
Russell Model for Using Film (Russell 2007).
Stage 1: The Preparation Stage
The preparation stage is the most important stage of
the Russell Model for Using Film. This is the planning
William B. Russell III is at the University of Central Florida, Orlando, FL.
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stage of the model. The preparation stage includes creating lesson plans that incorporate film while still meeting instructional goals/objectives, state standards, national standards, and adhering to all legal requirements.
Teachers may consider asking themselves: What is my
goal/objective for showing this film? Is there a better way
to have students meet this goal/objective? Is this film appropriate for my students? What is the focus question?
What is my topic conversation question for after the
film? Remember to obtain permission from the administration and parents prior to showing a film to ensure
you are not violating school and district guidelines.
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Stage 2: The Pre-viewing Stage
The pre-viewing stage is done prior to students viewing the film. The pre-viewing stage should include an
introduction of the film and the purpose for viewing
the film. Teachers should present focusing questions to
students to help them focus on learning goals. Teachers may also want to highlight key aspects or important
scenes that are essential to students’ meeting the lessons
instructional goals and objectives.
Stage 3: The Watching the Film Stage
The watching the film stage is where students actually view the film. The watching the film stage includes
watching the film (in its entirety or clips) and ensuring
that students stay on task throughout the film. Depending on the film, teachers may need to stop the film periodically to highlight key aspects or to provide time
for students to clarify and construct the meaning of
the film.
Stage 4: The Culminating Activity Stage
The culminating activity stage is done after students
have watched the film and includes assessing student
learning in some fashion. Closure of film needs to occur. Depending on the instructional goals and objectives, teachers can choose to summarize the film or they
can have a discussion of the film using the topic conservation questions to assess student comprehension
and understanding. Other culminating activities include
a written assignment (paper, worksheet), role playing
activities, and/or student-led discussion pertaining to
the film.
Methods for Teaching with Film
Teachers can utilize film in various ways. The following methodologies have been classroom-tested and
found to be effective: (1) film as a visual textbook,
(2) film as a depicter of atmosphere, (3) film as an
analogy, (4) film as a historiography, and (5) film as
a springboard. Each of the following sections discusses
how these methods can be utilized and includes two examples of relevant films for each method. Some of the
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films discussed are rated R and some scenes may not be
considered classroom appropriate.
Film as a Visual Textbook
Using film as a visual textbook is the most common
method used by teachers. Teachers often will use a film
as visual record simply to convey what happened. Is it
possible for feature-length Hollywood films to be an accurate depiction of an event, issue, time period, and/or
person? Historians have found that history on film can
be an accurate interpretation of past events (Rosenstone
1995) and that film images can impact and influence a
person’s perspective of history (O’Connor and Jackson
1988). Nonetheless, historians are aware that many film
portrayals of history are inaccurate. Examples of films
with flaws and considerable historical inaccuracies, according to historians, include They Died with Their Boots
On (1941), Pocahontas (1995), and Pearl Harbor (2001).
On the other hand, a number of respected films are commonly used as visual textbooks, including Gandhi and
Schindler’s List.
Gandhi (1982). Gandhi is a biographical account of the
life of Mahatma Gandhi (Ben Kingsley), a lawyer who
became a major political and spiritual leader of India.
This film is an excellent resource for teaching a unit on
nationalist movements and/or India and is an outstanding piece of cinema that can be used as a visual textbook. The historical account of Mahatma Gandhi’s life
conveyed throughout the film provides students with
a rich knowledge base for understanding Gandhi’s impact on the world. To help student understanding, have
students participate in a mock noncooperation activity.
Be sure that they adhere to the components of noncooperation, which are difficult, yet powerful. After the
activity have students discuss as a class noncooperation
versus violent protest in relation to the activity and the
film.
Schindler’s List (1993). Schindler’s List is based on
Thomas Keneally’s 1982 Booker Prize–winning book,
Schindler’s Ark. It is the true story of Oskar Schindler
(Liam Neeson), a businessman and a member of the
Nazi Party, who helped save the lives of over one thousand Jews during the Holocaust by having them work
in his factories. This film is an excellent resource for
teaching a unit on the Holocaust and is an outstanding
piece of cinema that can be used as a visual textbook.
The film conveys historical atmosphere and provides
an historical account of the events surrounding Oskar
Schindler’s role during the Holocaust. One possible activity includes having students complete a timeline of
the Holocaust that includes key events and explanations
of the importance of the events. Students can then share
the timeline with the class.
The Art of Teaching Social Studies with Film
Film as a Depicter of Atmosphere
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Using film as a depicter of atmosphere is effective
and has been found to be valuable for helping visually construct an understanding of historical places and
settings. This method allows teachers to show students
architecture, living conditions, clothes, and weapons of
different historical periods. Films are excellent resources
for depicting atmosphere, considering that production
companies spend millions of dollars recreating realistic representations of events, time periods, and/or persons depicted in movies. Typically, conveying the atmosphere to the students only requires short film clips,
which maximizes instructional time. Examples of respected films that could be used to depict atmosphere
include Marie Antoinette and Gladiator.
Marie Antoinette (2006). Marie Antoinette is set in 18thcentury France and depicts the life of Marie Antoinette
(Kirsten Dunst). The film explores her marriage, at age
15, to Louis XVI (Jason Schwartzman) and her reign
as queen beginning at age 19. This film is an excellent
resource for depicting the atmosphere of 18th-century
France. The film is visually stunning and provides students with unmatched visual images of royalty and
Versailles during that time. Marie Antoinette could be
utilized to depict the clothing and living conditions
of both royalty and commoners. Specifically, the film
conveys historical atmosphere and helps students grasp
the quality of life of royalty compared to that of commoners. Have students carefully examine the lifestyle
of Marie Antoinette, including her clothing and living
conditions.
Gladiator (2000). Gladiator is based on historical events;
however, the story is fictional. The story portrays Maximus Decimus Meridius (Russell Crowe), who is the
General of the Roman Army and friend of Marcus Aurelius (Richard Harris) the Emperor of Rome. After the
emperor is murdered, Maximus is betrayed and enslaved as a gladiator. This film is a great resource for
teaching a unit on the Roman Empire. The film is visually stunning and provides students with unmatched
visual images of the Roman Empire; specifically, Gladiator could be utilized to depict the Roman Coliseum and
its magnificence. The historical atmosphere conveyed
throughout the film will provide students with a rich
knowledge base for understanding the social and political factors of the Roman Empire. One possible activity
includes having students participate in a role playing activity where they play the various gladiator scenes in the
film and/or create new scenes not included in the film.
Students can create swords and other weapons using
paper/cardboard.
Film as an Analogy
Using film as an analogy is effective and is a great way
to have students utilize higher-order thinking skills. This
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process includes using films that are similar to events,
people, places, and so on, but are otherwise different. Film as analogy is a very powerful and thoughtprovoking method for teaching with film. There are
many films that can be utilized as an analogy for various issues, events, and/or people. Examples of respected
films that could be used as an analogy include X-Men
and Planet of the Apes.
X-Men (2000). This first installment of the X-Men series
deals with the ideas of tolerance, acceptance, prejudice,
and power. Charles Xavier (Patrick Stewart) and Magneto (Ian McKellan) are both mutants with extraordinary powers but with two very different goals in mind.
Charles wants mutants and humans to peacefully coexist, while Magneto believes that humans will turn on
the mutants and attempt to destroy them. Both of these
men begin searching for two mutants traveling together
known as Rogue (Anna Paquin) and Wolverine (Hugh
Jackman). Charles wants to help these mutants use their
powers for good, while Magneto has a very different
plan in mind. Although this film is based on mutants
with superpowers, it is very relevant to have students
analyze analogies within the storyline. X-Men could be
used during a lesson on the Holocaust. The basis for the
X-Men movie series revolves around mutants (analogy
to the Jewish population of Germany) and how the government (Third Reich) is trying to take away their rights
by having all mutants marked and registered (Jewish
Star and/or Auschwitz serial numbers) and moving into
a central location for their kind (ghetto and/or concentration camps). Have students examine the analogies in
the film and compare the film to real-life events (e.g.,
the Holocaust). Although, the two are not the same, it
requires a high level of critical thinking and analysis for
students to understand the often hidden meanings and
analogies in movies. Have students share thoughts with
classmates.
Planet of the Apes (1968). An astronaut crew, lead by
Colonel George Taylor (Charlton Heston), crash lands
on a planet in the distant future. The astronauts discover
that evolved and intelligent talking apes are the dominant ruling species and that humans are oppressed and
enslaved. Although this film is based on intelligent talking apes, it is very relevant and littered with analogies
within the storyline, such as racial segregation, minority
groups, social class structure, and oppression. The film
is based on the novel by Pierre Boulle titled La Planète
des Singes. Planet of the Apes could be used during a lesson on minority groups. The film depicts the unequal
treatment of humans by the apes. Have students examine the analogies in the film and compare the film to the
treatment of minority groups throughout history. Have
students share their positions with classmates.
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Film as a Historiography
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Using film as a historiography is an underutilized
but effective and powerful methodology. The concept
behind using film as a historiography is simple. Artifacts (like films) created during a time period can be a
valuable resource; for example, many contemporary
films portray relevant issues in current society. So in
10 or 20 years a student could use a film created during
this time to better understand what issues were relevant
during the 2010s. One would easily see the relevant
issues of terrorism, the Middle East conflict, environmentalism, war, same-sex marriage, and so on. This can
be done with any time period. Examples of respected
films that could be used as a historiography include 12
Angry Men and Dr. Strangelove.
12 Angry Men (1957). Made during the 1950s, 12 Angry Men is a drama about a murder trial jury and their
process to decide on a verdict. The case seems to be an
easy decision of guilty, but Juror #8 (Henry Fonda) has
a dissenting opinion after the first vote. He tries to encourage the other jurors to be open minded and look
past any personal prejudices. 12 Angry Men was made
in 1957 and depicted a jury of 12 white men. The film
included no minorities and no females in significant
roles, a clear sign of the times. The film was remade in
the 1997 and included four minorities on the jury and
a female judge. This film is an amazing resource when
used for historiography because it can stimulate student
examination of the social norms of the time period and
the social issues of the era. Students should complete
a societal norms and issues chart that includes the important issues of the era, the norms of the times, and
issues that are similar to the present day. Students can
then share their options and outcomes chart with the
class.
Dr. Strangelove, Or: How I Learned to Stop Worrying and
Love the Bomb (1964). Made during the Cold War, Dr.
Strangelove is a comedy (farce) about an Air Force General (Sterling Hayden) who launches an atomic bomb
attack on the Soviet Union, based on paranoia and
false information. The President (Peter Sellers) and
Joint Chiefs are unable to stop the bomb, because
the Air Force General holds the cancelation codes. Dr.
Strangelove can be used to examine society in the 1960s
and help students grasp the significance and insanity of
the Cold War. The film’s creation and production, along
with the plot and writing, allow for an individual to explore the film as well as how the Cold War was viewed
during the making of the film. Students should examine
the social and political issues during the Cold War. Have
them complete a social and political climate chart where
students list the important social and political issues of
the Cold War in one column and norms and issues that
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are similar to present day in another. Students can then
share the options and outcomes chart with the class.
Film as a Springboard
Using film as a springboard is a powerful and creative
way to arouse student interest in an event, issue, and/or
person. This often is done with short film clips to provoke interest and discussion. Simply put, using film as
a springboard means a teacher is using film to motive
and grab the attention of student. Using film as a springboard promotes and encourages quality discussion and
higher-order thinking. Examples of respected films that
could be used as a springboard include John Q and Good
Night, and Good Luck.
John Q (2002). This dramatic film tells the story of John
Quincy Archibald (Denzel Washington) and his struggle to keep his dying son alive. His young son, Mike
(Daniel E. Smith), suddenly experiences heart failure at
a baseball game and the doctors say Mike will need a
heart transplant to survive. John’s insurance company
will not cover such an expense, and John does not make
much money. So, he will have to make a choice about
how to save the life of his son, regardless of the cost.
To explore the concept of responsibility, the teacher
could show a small segment of the film that depicts
the father of a dying son in need of a heart transplant
taking over the wing of a hospital because he does not
have the money to pay for the operation. The father
takes hostages and insists that the hospital conduct the
surgery before he lets the hostages free. Students could
answer the following questions. Are his actions responsible? Who is the father more responsible to, the law or
his son? Are family responsibilities more important than
civic responsibilities? Should the father be prosecuted?
If so, what penalty should the father face for his actions?
Is the father a good citizen? Why or why not? John Q is
an amazing resource and can serve as a springboard
into a lesson related to character and civic issues. Have
students examine John’s situation and all of his options
to save his son. Have them select each option and complete an options and outcomes chart where students list
John’s options in one column. In the next column have
students list the outcomes of those options. Students
can then share the options and outcomes chart with the
class.
Good Night, and Good Luck (2005). This film addresses
the topic of communism during the age of Senator
Joseph McCarthy and his battle to find and eliminate
communists at all costs. The main character, Edward
Murrow (David Strathairn), is a CBS reporter who
at great personal and professional risk challenges
McCarthy. This is an excellent film that is based on
the true story of a group of individuals who took an
unpopular stance because they knew McCarthy was
violating the rights of U.S. citizens. Good Night, and Good
The Art of Teaching Social Studies with Film
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TABLE 1. Possible Focus Questions and Topics of Conversations for Films
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Title
Film Method
Possible Focus Question
Possible Topic of Conversation
Is noncooperation protesting a
useful way of accomplishing
goals?
How do Schindler’s actions
compare to the actions of
others during the Holocaust?
Should Marie Antoinette have
done anything differently?
Gandhi (1982)
Visual textbook
How did Gandhi impact the
world?
Schindler’s List (1993)
Visual textbook
How significant was Oskar
Schindler’s list?
Marie Antoinette (2006)
Depicter of atmosphere
Gladiator (2000)
Depicter of atmosphere
X-Men (2000)
Analogy
Planet of the Apes (1968)
Analogy
12 Angry Men (1957)
Historiography
Dr. Strangelove (1964)
Historiography
John Q (2002)
Springboard
Good Night, and Good Luck
(2005)
Springboard
How does Marie Antoinette’s
life style compare to the
citizens of France?
How does the gladiator lifestyle
compare to the life of a
Roman general, emperor,
and/or citizen?
How do Charles Xavier and
Magneto use their
extraordinary powers to affect
tolerance, acceptance, and
prejudice?
How do the apes and the
humans relate? What are the
roles of each?
How does the film’s depiction
of societal norms compare to
present day?
How does the film’s depiction
of societal norms compare to
present day?
Who is the father more
responsible to: the law or his
son?
What is the role of the media?
Luck can serve as an amazing springboard into a lesson
related to communism, governmental power, media,
and individual rights. Specifically, Good Night, and Good
Luck is a great film to use as a springboard into a lesson
on the role of media. A teacher can show the film and
have students answer the following questions: What
is the role of the media? Who is responsible for the
media? Who is the media responsible to: the law, the
government, and/or the people? Does the government
have the right to select what information is shared with
the media and the public? Have students examine the
role of the media and the power of government by creating a position statement that explains their stance on
governmental power and the rights of individuals
and media. Students can then share their position
statements with the class.
A complete list of focus questions and topics of conversations for each film can be found in table 1. For
more information about the films discussed here please
see Appendix A. For more resources regarding teaching
with film please see Appendix B.
In what way did the Roman
Coliseum impact both the
people and Rome?
In what ways are the mutants in
the film like the Jewish
population in Germany
during the Holocaust?
In what ways are the humans in
the film treated like other
minority groups in history?
If the film was remade today,
what would the jury look
like?
How does the film depict the
Cold War?
Are family responsibilities
more important than civic
responsibilities?
Who is the media responsible
to: the law, the government,
and/or the people?
Legal Issues
The use of copyrighted films in a classroom is legal.
Nonetheless, there are legal guidelines teachers must
adhere to when using copyrighted material. Section 110
(1) of Title 17 of the United States Code on Copyright
and Conditions explains the exemption for the use of
copyrighted films for educational purposes. Simply put,
a teacher must adhere to the following guidelines when
using films:
• Films must be shown in a nonprofit educational institution. Within the institution, the film must be shown
in a classroom or place intended for instruction.
• Films must be for planned educational purposes, not
for extracurricular entertainment.
• Films must be shown by the teacher to the students
in a “face-to-face” encounter.1
On November 2, 2002, President George W. Bush
signed The Teach Act, which has loosened the restrictions for classroom use of copyrighted materials.
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Despite the less-restrictive guidelines, teachers are absolutely prohibited from making or showing a pirated
copy of a film, using film for public performance, and/or
from making a profit from the film (Russell 2012).
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Conclusion
The use of film can help provide a meaningful learning experience when used appropriately and effectively.
Films can help increase and clarify historical understanding of the past and ability to think historically. A
film’s ability to communicate can increase student interest in the content and motivate students to go beyond
rote memorization (Russell 2012). Enabling students to
go beyond recall and move toward higher-order thinking is a goal of all teachers. These higher-order thinking
skills will promote good decision making, which is
considered the heart of social studies education (Engle
2003). The films detailed in this article will enable
students to gain a deeper understanding of, interest in,
and appreciation for the content. Whether film is being
used as a visual textbook, as a depicter of atmosphere,
as an analogy, as a historiography, and/or as a springboard, teachers need to remember to adhere to the legal
guidelines and practice effective teaching strategies.
Note
1. Section 110 (1) of Title 17 of the United States Code on
Copyright and Conditions cites the exemption for the use of
copyrighted films for educational purposes. “Performance
or display of a work by instructors or pupils in the course
of face-to-face teaching activities of a nonprofit educational
institution, in a classroom or similar place devoted to instruction, unless in the case of a motion picture or other
audiovisual work, the performance, or the display of individual images, is given by means of a copy that was not
lawfully made under this title, and that the person responsible for the performance knew or had reason to believe
was not lawfully made.”
REFERENCES
Donnelly, M. 2006. Educating students about the Holocaust: A survey
of teaching practices. Social Education 70(1): 51–54.
Engle, S. H. 2003. Decision-making: The heart of social studies instruction. The Social Studies 94(1): 7–10. (Reprinted with permission
from Social Education 27(4): 301–4.)
Holmes, K., W. Russell, and A. Movitz. 2007. Reading in the social
studies: Using subtitled films. Social Education 71(6): 326–30.
Kaiser Family Foundation. 2005. Generation M: Media in the lives of
8–18 year olds. National Public Study. http://www.kff.org.
O’Connor, J. E. 1990. Image as artifact: The historical analysis of film and
television. Malabar, FL: Krieger Publishing Company.
O’Connor, J. E., and M. A. Jackson. 1988. American history/American
film. New York: Ungar Publishing Company.
Rosenstone, R. A. 1995. Visions of the past: The challenge of film to our
idea of history. Cambridge, MA: Harvard University Press.
Russell, W. 2007. Using film in the social studies. Lanham, MD: University Press of America.
Russell, W. 2012. The reel world history: Teaching world history with
Hollywood films. Social Education 76(1): 22–28.
Russell, W., and S. Waters. 2010. Cinematic citizenship: Developing
citizens of character with film. Action in Teacher Education 32(2):
12–23.
85(4) 2012
Appendix A
Films are listed alphabetically.
Dr. Strangelove, Or: How I Learned to Stop Worrying and
Love the Bomb (1964)
Genre: Comedy
MPAA rating: PG
Alternative title: Dr. Strangelove
Directed by: Stanley Kubrick
Produced by: Stanley Kubrick
Written by: Stanley Kubrick, Terry Soit, and Peter
George
Color: Black and white
Length: 93 minutes
Language: English
Production company: Stanley Kubrick Productions
Cast: Peter Sellers, George C. Scott, Slim Pickens,
James Earl Jones, and Sterling Hayden
Gandhi (1982)
Genre: Drama
MPAA rating: PG
Alternative title: Richard Attenborough’s Film: Gandhi
Directed by: Richard Attenborough
Produced by: Richard Attenborough
Written by: John Briley
Color: Color/black and white
Length: 188 minutes
Language: English
Production company: Carolina Bank
Cast: Ben Kingsley, Candice Bergen, John Gielgud,
and Martin Sheen
Gladiator (2000)
Genre: Drama
MPAA rating: R
Alternative title: The Gladiators
Directed by: Ridley Scott
Produced by: David Franzoni, Branko Lustig, and
Douglas Wick
Written by: David Franzoni, John Logan, and William
Nicholson
Color: Color
Length: 155 minutes
Language: English
Production company: DreamWorks SKG
Cast: Russell Crowe, Joaquin Phoenix, Connie
Nielsen, Richard Harris, and Djimon Hounsou
Good Night, and Good Luck (2005)
Genre: Drama
MPAA rating: PG
Alternative title: None
Directed by: George Clooney
Produced by: Grant Heslov
The Art of Teaching Social Studies with Film
Written by: Grant Heslov and George Clooney
Color: black and white
Length: 93 minutes
Language: English
Production company: Warner Independent Pictures
(WIP)
Cast: Jeff Daniels, David Strathairn, Rose Abdoo, Alex
Borstein, Peter Martin, Robert Downey Jr., George
Clooney, and Reed Diamond
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John Q (2002)
Genre: Drama
MPAA rating: PG-13
Alternative title: None
Directed by: Nick Cassavetes
Produced by: Mark Burg and Oren Koules
Written by: James Kearns
Color: Color
Length: 116 minutes
Language: English
Production company: New Line Cinema
Cast: Denzel Washington, Kimberly Elise, James
Woods, Daniel E. Smith, Laura Harring, Ray Liotta,
Eddie Griffin, and Robert Duvall
Marie Antoinette (2006)
Genre: Drama
MPAA rating: PG-13
Alternative title: None
Directed by: Sofia Coppola
Produced by: Francis Ford Coppola and Sofia Coppola
Written by: Sofia Coppola
Color: Color
Length: 123 minutes
Language: English
Production company: Columbia Pictures
Cast: Kirsten Dunst, Jason Schwartzman, Judy Davis,
Rip Torn, and Rose Byrne
Planet of the Apes (1968)
Genre: Sci-Fi
MPAA rating: PG-13
Alternative title: Monkey Planet
Directed by: Franklin J. Schaffner
Produced by: Arthur Jacobs
Written by: Michael Wilson & Rod Serling
Color: Color
Length: 112 minutes
Language: English
Production company: Twentieth Century-Fox Film
Corporation
Cast: Charlton Heston, Roddy McDowall, Kim
Hunter, and Maurice Evans
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Schindler’s List (1993)
Genre: Drama
MPAA rating: R
Alternative title: None
Directed by: Steven Spielberg
Produced by: Branko Lustig, Gerald Molen, and
Steven Spielberg
Written by: Steven Zaillian
Color: Black and white/color
Length: 195 minutes
Language: English
Production company: Universal Pictures
Cast: Liam Neeson, Ben Kingsley, Ralph Fiennes, and
Caroline Goodall
12 Angry Men (1957)
Genre: Drama
MPAA rating: Not rated
Alternative title: None
Directed by: Sidney Lumet
Produced by: Henry Fonda and Reginald Rose
Written by: Reginald Rose
Color: Black and white
Length: 96 minutes
Language: English
Production company: Orion Nova Productions
Cast: Henry Fonda, Jack Warden, Lee Cobb, Ed Begley,
E. G. Marshall, and Jack Klugman
X-Men (2000)
Genre: Sci-Fi
MPAA rating: PG-13
Alternative title: None
Directed by: Bryan Singer
Produced by: Lauren Shuler Donner and Ralph Winter
Written by: Tom DeSanto and Bryan Singer
Color: Color
Length: 104 minutes
Language: English
Production company: Twentieth Century-Fox Film
Corporation
Cast: Hugh Jackman, Patrick Stewart, Ian McKellen,
Halle Berry, Anna Paquin, James Marsden, Rebecca
Romijn, and Bruce Davison
Appendix B
Online Resources Related to Teaching with Film
Films from the Home Front (http://www.
movinghistory.ac.uk/homefront/index.html) is a
website that houses a collection of unique moving
images illustrating what life was like for ordinary people in Britain during World War II, as
seen through amateur documentaries, newsreels,
government films, and home movies.
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The Clearing House
Media Teacher (http://mediateacher.squarespace.
com/film-teaching-guides) is a website created by
the University of Florida devoted to media education. The website includes media education–related
resources, along with film teaching guides for 10
films.
Reel American History (http://digital.lib.lehigh.edu/
trial/reels/) is a website created by Lehigh University for teachers interested in encouraging and
stimulating students to think critically about how
history is constructed in movies. The website includes a list of films and resources for teaching.
Teaching History through Film (http://mediapede.
org/filmhistory) is a website created by the Center
for the Study of Public History and Public Culture
at the George Washington University and mediapede. The website is an ongoing project devoted to
developing guides for teaching with film. The web-
85(4) 2012
site currently only has teaching guides for five films,
but they plan to expand.
Teach with Historical Film Clips (http://
teachinghistory.org/teaching-materials/teachingguides/24299) is a great resource for teachers
interested in teaching history with archival history
footage. The website provides ideas and lessons
for teaching history with archival film footage.
Teach with Movies (http://teachwithmovies.org) is a
fee-based website for teachers interested in teaching
with film. The website sells lesson plans based on
various movies and various subject areas (social
studies, English, math, science, health, and music).
World History in Film (http://worldhistoryinfilm.
com) is a website devoted to teaching world history with film. The website is divided by regions of
the world. The films include limited information
and very limited teaching resources.