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Hollywood or History?

An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies

Edited by:
Paul J. Yoder, Eastern Mennonite University
Aaron P. Johnson, University of Nebraska - Lincoln

A volume in the series: Hollywood or History. Editor(s): Scott L. Roberts, Central Michigan University. Charles J. Elfer, Columbus State University.

Call for Lesson Plans

Teaching and learning through Hollywood, or commercial, film and television productions is anything but a new approach and has been something of a mainstay in the classroom for nearly a century. However, purposeful and effective instruction through film is not problem-free and there are many challenges that accompany classroom applications of Hollywood motion pictures. In response to the problems and possibilities associated with teaching through film, we are developing a collection of practical, classroom-ready lesson ideas that might bridge gaps between theory and practice and assist teachers endeavoring to make effective use of film in their classrooms. We believe that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness. The NCSS College, Career, and Civic Life (C3) framework, represents a renewed and formalized emphasis on the perennial social studies goals of deep thinking, reading and writing. We believe that as teachers endeavor to digest and implement the platform in schools and classrooms across the country, the desire for access to structured strategies that lead to more active and rigorous investigation in the social studies classroom will grow increasingly acute. Our hope is that this edited book might play a small role in the larger project of supporting practitioners, specifically K-16 teachers of social studies content, by offering a collection of classroom-ready tools based on the Hollywood or History? strategy and designed to foster inquiry through the careful use of selected motion pictures and television productions.

We are seeking practitioner-focused proposals that will describe lessons plans using the Hollywood or History? strategy. Initial proposals should consist of the following:

• A 1-2 page narrative which provides background on the film to be incorporated and a general description of the lesson idea proposed. Within the narrative, please include a brief explanation of the specific film clip(s) that students will view and provide tentative references for the primary and secondary sources selected for use in the lesson plan.

• Placement of the lesson idea within one of the five thematic chapters outlined in the list below.

• Connection to relevant state and national standards, both literacy and content. Standards from at least three different states should be included.

NOTE: Proposal authors are strongly encouraged to review the article, sample lesson idea, and the first book in the series linked below for a clearer understanding of the Hollywood or History? strategy:

• Roberts, S. L. (2014). Effectively using social studies textbooks in historical inquiry. Social Studies Research and Practice, 9(1), 119-128. Avail: http://www.socstrpr.org/wpcontent/uploads/2014/04/MS-06541-Roberts.pdf

• Roberts, S. L., Elfer, C. J., & Fahey, B. (2014). Hollywood or history: Little Round Top. Lesson plan developed for the Ivey Center for the Cultural Approach to History, Columbus State University. Avail: https://culturalapproach.columbusstate.edu/u-s-history-lesson-planshigh/

• Roberts, S. L., & Elfer, C. J. (2018). Hollywood or history: An inquiry-based strategy for using film to teach U.S. history. Charlotte, NC: Information Age. Avail: https://www.infoagepub.com/products/Hollywood-or-History

Proposal authors are also encouraged to review the following articles related to trauma in social studies content and addressing trauma in the classroom:

• Johnson, A. P., & Pennington, L. (2019). Teaching “other” genocides: Exploring the intersection of global education and genocide studies. The Social Studies, 109(5), 227-237. doi:10.1080/00377996.2018.1483312

• Payne, K. A., & Journell, W. (2019). "We have those kinds of conversations here ...": Addressing contentious politics with elementary students. Teaching and Teacher Education, 79(1), 73-82. doi:10.1016/j.tate.2018.12.008

• Sondel, B., Baggett, H. C., & Dunn, A. H. (2018). “For millions of people, this is real trauma”: A pedagogy of political trauma in the wake of the 2016 U.S. Presidential election. Teaching and Teacher Education, 70(1), 175-185. doi:10.1016/j.tate.2017.11.017

• Teaching Tolerance. (2019). Let's talk! Discussing race, racism and other difficult topics with students. Retrieved from https://www.tolerance.org/magazine/publications/lets-talk

Once a lesson plan proposal is accepted, authors will be asked to revise and formalize their lessons through a standardized template provided by the editors.

Proposals should be submitted via email as a Word document by August 15, 2020. Authors of accepted proposals will be notified by September 15, 2020.

Positive review/proposal acceptance of a lesson plan does not necessarily indicate acceptance of the lesson plans for the final, published text. Authors whose proposals are accepted will be expected to submit a revised and extended lesson plan by November 15, 2020. Each submission will undergo double-blind peer review. The editor and publisher reserve the right not to publish a lesson plan if it is not written to the high academic standards and expectations of the editors and publisher.

Please send all proposals and inquiries to: Paul J. Yoder (paul.yoder@emu.edu) and Aaron P. Johnson (ajohnson147@unl.edu).

Tentative Schedule for Publication
Submission of lesson plan proposals: August 15, 2020
Notification of accepted lesson plan proposals: September 15, 2020
Submission of full lesson plan: November 15, 2020
Peer reviews of lesson plans sent to author(s): February 15, 2021
Revised/Final version of chapters received by editor: April 1, 2021
Final book submitted to publisher: June 1, 2021
Anticipated publication: Fall/Winter, 2021

Chapter Themes
We are looking for elementary (K-5) and secondary (6-12) lesson plan proposals that acknowledge and problematize the presentation of trauma in social studies curriculum. The examples of films are merely suggestions. Please consider other film and television productions that (a) are currently used in classrooms and need to be interrogated and/or (b) could be used in classrooms to more fully acknowledge the role of trauma in social studies.

• Chapter 1-Political Trauma: Chapter one will include a brief introduction of the chapter theme, an overview of the lessons, and two elementary and two secondary lesson plans that use film/television clips and sources. Examples of films and television episodes that may be used for analysis could include:
- Schoolhouse Rock/America Rock (1973-2009)
- Wonder (2017)
- The Hate U Give (2018)
- American Creed (2018)

• Chapter 2-Natural Disasters & Disease: Chapter two will include a brief introduction of the chapter theme, an overview of the lessons, and two elementary and two secondary lesson plans that use film/television clips and sources. Examples of films and television episodes that may be used for analysis could include:
- Daniel Tiger’s Neighborhood: A Storm in the Neighborhood (2015)
- Moana (2016)
- FRONTLINE’s Coronavirus Pandemic (2020)
- Grapes of Wrath (1940)

• Chapter 3-War & Genocide: Chapter three will include a brief introduction of the chapter theme, an overview of the lessons, and two elementary and two secondary lesson plans that use film/television clips and sources. Examples of films and television episodes that may be used for analysis could include:
- A League of Their Own (1992)
- Little House on the Prairie (1974)
- Hotel Rwanda (2004)
- Platoon (1986)

• Chapter 4-Historical Trauma: Chapter four will include a brief introduction of the chapter theme, an overview of the lessons, and two elementary and two secondary lesson plans that use film/television clips and sources. Examples of films and television episodes that may be used for analysis could include:
- Animated Hero Classics (1991-2005)
- Ruby Bridges (1998)
- Gangs of New York (2002)
- United 93 (2006)

• Chapter 5-Transgenerational Trauma: Chapter five will include a brief introduction of the chapter theme, an overview of the lessons, and two elementary and two secondary lesson plans that use film/television clips and sources. Examples of films and television episodes that may be used for analysis could include:
- Finding Your Roots (2012-present)
- Molly of Denali: Grandpa’s Drum (2019)
- 500 Nations (1995)
- To Kill a Mockingbird (1962)

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