REVIEWS
"Celluloid Blackboard is an engaging and well-edited volume that will spark lively discussion about film and its role in the history classroom. Metho,ds professors will want to introduce their preservice teachers to the frameworks for film analysis by O'Connor and Metzger. Researchers will find that Marcus helps them see connections across theory, research, and practice. Besides Chapter Five, which is a reprint of Sexias's earlier work, the heart of the volume contains new empirical studies." ~ Reviewed in Theory & Research in Social Education by Todd W. Kenreich, Towson University. READ THE ENTIRE REVIEW HERE (pdf)



"In nearly all fields of history education, we need more books like this, books which move our thinking, in learning theorist Salvatori's apt phrase, "beyond the anecdotal" and into the realm of pedagogical practice informed by effective research done in our own disciplinary ways of knowing." ~ Michael Coventry, Georgetown University in The History Teacher



"Celluloid Blackboard is strong in its research findings demonstrating the power film has in shaping students' historical views. Students enter history classes with a great deal of background knowledge and pre-conceived notions, much of it shaped by popular film. Teaching students to analyze films and using films that challenge their background knowledge can help students view films in and out of the classroom more critically, as historians might." ~ Anthony Dralle on tcrecord.com

CONTENTS
Series Introduction, Terry A. Osborn. Acknowledgments. Exploring the Past with Feature Film, Alan S. Marcus and Thomas H. Levine. PART I: FRAMEWORKS FOR THE ANALYSIS OF FILM. Murrow Confronts McCarthy: Two Stages of Historical Analysis for Film and Television, John E. O’Connor. “The Way of the Future”—Probing The Aviator for Historical Understanding, Stuart Poyntz. Evaluating the Educational Potential of Hollywood History Movies, Scott Alan Metzger. PART II: THE RESEARCH BASE. Popular Film and Young People’s Understanding of the History of Native–White Relations, Peter Seixas. Students Making Sense of the Past: “It’s Almost Like Living the Event” Alan S. Marcus. Stronger than the Classroom: Movies, Texts and Conceptual Change (or Lack Thereof) Amidst Sociocultural Groups, Peter M. Meyerson and Richard J. Paxton. Attempting to Understand the Lives of Others: Film as a Tool for Developing Historical Empathy, Jeremy D. Stoddard. PART III: FROM THE CLASSROOM. Doing the Right Thing by Teaching Film in the American History Classroom: Spike Lee’s Do The Right Thing (1989) as a Case Study, Ron Briley. Using Popular Cinema to Study the 1960s and Beyond, Stephen Armstrong. Contributors. Index.