Hollywood or History?
An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History
Sarah J. Kaka
A volume in the series: Hollywood or History. Editor(s): Scott L. Roberts, Central Michigan University. Charles J. Elfer, Clayton State University.
The rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History stems from two main things. First and foremost is the fact that the reviews of the first two volumes in the Hollywood or History? series have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioners. Classroom utility and teacher practice have continued to be the primary objectives in developing the Hollywood or History? strategy. The second thing is that this most recent volume in the series takes it in a new direction--rather than focusing on eras in history, it focuses on the themes of inequity and inequality throughout history, and how teachers can utilize the Hollywood or History? strategy to tackle some of the more complicated content throughout history that many teachers tend to shy away from.
There is a firm belief that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching challenging topics such as inequity and inequality in terms of gender, race, socioeconomic status, and so much more. The book provides 30 secondary lesson plans (grades 6-12) that address nine different topics centered around inequity and inequality throughout history, many of which connect students to the world we are living in today. The intended audience for the book are teachers who teach social studies at the 6th-12th grade level both in the United States and other countries. An additional audience will be college and university social studies/history methods professors in the United States and worldwide.
Introduction to Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach About Inequality and Inequity Throughout History, Sarah J. Kaka. SECTION I: GENDER. Be BRAVE: Exploring Persuasive Messaging About Marriage of Young Women Through Film Clips and Source Analysis, FILM: Brave (2012), Nancy B. Sardone and Haylee Vitale. Making Space for Gender Equality, FILM: Hidden Figures (2016), Amy McGuffey and Lucas George. Words and Deeds: The Campaign for Suffrage in Both the United States and Great Britain, FILMS: Iron Jawed Angels (2004) and Suffragette (2015), Suzanne Shelburne and David Hicks. Rosie the Riveter goes to Hollywood, FILM: Swing Shift (1984), Andrea S. Libresco. Druze, Gender, and Shifting Norms and Israel, Syria, and Borders, FILM: The Syrian Bride (2004), Daniel Osborn. SECTION II: SLAVERY. Take a Train Ride with Moses, FILM: Harriet (2019), Taylor Hawes. Antebellum Espionage: Black Women Abolitionists, FILM: Underground Season 2 (2017), Gretchen Rudham and Candice Logan-Washington. Slavery—Beyond Mere Racial Inequality, FILM: 12 Years a Slave (2013), Emmett V. Wilson. Reclaiming Cinematic Story with Birth of a Nation (2016), FILM: Birth of a Nation (2016), Jason DeHart and Paul Sausville. SECTION III: RACE. How Does the Film Free State of Jones Depict the Agency of Historical Actors During the Period of Reconstruction? FILM: Free State of Jones (2016), Sara Evers. The Soul of Baseball: Investigating Race Relations Through Baseball, FILM: Soul of the Game (1996), Lisa Pennington, David Hicks, Ann Canning, and Suzanne Shelburne. Disney Cartoons With Minstrel Roots, FILM: Early Disney Cartoons, Various (1928–1946), Kristal Curry. SECTION IV: LGBTQ+. Building Empathy and Inspiration with The Imitation Game FILM: The Imitation Game (2014), Jason DeHart and Paul Sausville. Understanding the Stonewall Riots Through Intersectionality, FILMS: Moonlight (2016) & Stonewall (2015), Corey Sell and Sandra Leu Bonanno. Love and Respect in Torch Song Trilogy, FILM: Torch Song Trilogy (1988), Daniel Osborn. SECTION V: NATIVE AMERICAN. The Lasting Legacy of Indian Removal, FILM: I Will Fight No More Forever (1975), Elaine Alvey. Hostiles: Revisionist Views About Native Americans and U.S. Government Relations at the Close of the Western Frontier, FILM: Hostiles (2018), Janie Hubbard. Sitting Bull: Art is Life and Life is Art, FILM: Woman Walks Ahead (2017), Candice Logan-Washington and Gretchen Rudham. SECTION VI: SOCIOECONOMIC. Exploring Issues of Environmental and Socioeconomic Justice in the Flint Water Crisis, FILM: Flint (2017), Elaine Alvey. The Pursuit of Happiness for the U.S. Homeless Sector, FILM: The Pursuit of Happyness (2006), Janie Hubbard. “Then I Knew We Had Won Something They Could Never Take Away”: Investigating Salt of the Earth, FILM: Salt of the Earth (1954), Tim Monreal and Jesús Tirado. SECTION VII: EDUCATION. “Inspired by a True Story”: The Heroification of Educators in Popular Film, FILMS: Dangerous Minds (1995)—Remember the Titans (2000)—Stand and Deliver (1988), Scott L. Roberts and Charles Elfer. In the Shadow of Brown v. Board: The Integration of Little Rock High School, FILM: Crisis at Central High School (1981) and The Ernest Green Story (1993), Sarah J. Kaka. Hoop Dreams: Sports, Education and the American Dream, FILM: Hoop Dreams (1994), Kent Willmann. SECTION VIII: CHILD LABOR. Princesses and Paupers: American Child Labor Revision and Realities in A Little Princess, FILM: A Little Princess (1995), Anne Aydinian-Perry. Child Labor—Exploitation and Inequality, FILM: Newsies (1992), Emmett V. Wilson. Samantha: An American Girl Holiday: A Snapshot of the Progressive Era, FILM: Samantha: An American Girl Holiday (2004), Monica Noraian. SECTION IX: INTERSECTIONALITIES. Equal Pay for Equal Work FILM: The Associate (1996), Nancy B. Sardone and Daniel Ginchereau. Blood Will Out: The Intersections of Race and Class in Belle, FILM: Belle (2013), Anne Aydinian-Perry. Zootopia: Exploring Themes, Perspectives & Intersectionality of Contemporary American Society, FILM: Zootopia (2016), Monica Noraian. About the Contributors.
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