Hollywood or History

An Inquiry-Based Strategy for Using Film, Television, and Documentaries to Explore the Teaching Profession

Edited by:
Monica C. Noraian, Illinois State University
Sara C. Piotrowski, Illinois State University

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

Call for Papers

Teaching and learning through Hollywood or commercial film productions is anything but a new approach. In fact, it has been a mainstay in the classroom for nearly a century utilizing positive and negative pedagogy. Purposeful and effective instruction through film is not problem-free, however, with many challenges that accompany classroom applications of Hollywood motion pictures.

BOOK DESCRIPTION:
This Hollywood or History text will focus on society, teachers, and educational institutions and practices as illustrated in films, television shows, and documentaries arming readers with effective instructional techniques. This book will be activity and idea generating for students, future teacher clubs, and pre-service teacher organizations on college campuses. Also finding this text valuable will be college students in methods courses and/or introduction to education courses to help explore themes and topics related to teaching through the lens of History versus Hollywood. 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 use film effectively in their classrooms. The text will serve as an inquiry springboard to engage both the content of becoming a teacher as well as the pedagogy of teaching itself.

Using film, television, and documentaries is an untapped approach to teacher preparation. Readers will use primary and secondary sources to engage and challenge myths versus reality and deconstruct what it means to teach and learn. Twelve years of schooling and many movies, television shows, and documentaries later have done both a service and disservice to our profession. This Hollywood or History text does not take a “cookbook” approach to becoming a teacher, which is often the downfall of traditional teacher training texts, but rather has students challenge narratives and critically engage sources.

Films can be a powerful tool in any classroom, fostering critical thinking, inquiry, and content engagement while exploring and challenging popular culture. Schools and universities often align courses to State, National, and Professional learning standards, for example: INTASC, The NCSS College, Career, and Civic Life (C3), the Danielson Framework for Teaching, etc. Our hope is that this edited book might play a small role in the larger project of supporting practitioners, specifically secondary and post-secondary teachers of education and teaching methodology, by offering a collection of classroom-ready tools based on the Hollywood or History? strategy - designed to foster inquiry through the careful use of films, TV shows, and documentaries.

TOPICS OF INTEREST:
This call seeks practitioner-focused proposals that describe lesson plans using the Hollywood or History? strategy that integrates film, TV shows, and documentary clips to teach about the teaching profession. Initial proposals should consist of the following format and information either as a narrative or bullet points:

• The author or authors name, email, teaching areas, and school or university affiliation.
• Using the list below, identify the chapter you are interested in contributing a lesson plan for by number and heading and include a brief narrative about the chapter and its importance to becoming a teacher. Include relevant sources, citations or examples.
• Identify the film, TV show, or documentary that you are suggesting, and include a brief introduction or summary of the film and a short narrative supporting a student’s engagement with that chapter’s information. In other words, how does the clip, film, or episode integrate the chapter’s teacher education content or challenge the commonly held narrative?
• What teaching strategies or approaches would the proposed lesson plan incorporate?
• List tentative sources or supplemental materials: Primary & Secondary Sources.
• Identify relevant professional, state, or national standards that connect to the lesson.

Call for Lesson Plans for an Edited Book: Hollywood or History: An Inquiry-Based Strategy for Using Film, Television, and Documentaries to Explore the Teaching Profession

PROPOSAL SUBMISSIONS:
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 October 1, 2022. Authors of accepted proposals will be notified no later than December 1, 2022.

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 February 1, 2023.

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 editors and publisher's high academic standards and expectations.

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/wp-content/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-plans-high/

• 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

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 October 1, 2022. Authors of accepted proposals will be notified no later than December 1, 2022.

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 February 1, 2023.

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 editors and publisher's high academic standards and expectations.

TENTATIVE SCHEDULE FOR PUBLICATION:
• Submission of lesson plan proposals: October 1, 2022
• Notification of accepted lesson plan proposals: December 1, 2022
• Submission of full lesson plan: February 1, 2023
• Send out for peer review: April 1, 2023
• Peer reviews of lesson plans sent to author(s): August 1, 2023
• Revised/Final version of chapters received by the editors: October 1, 2023
• Final book submitted to the publisher: December 1, 2023

CHAPTERS:
Chapter 1: History of American Education: Past, Present, & Future Chapter 2: Teacher Training: Becoming a Teacher Chapter 3: Teacher Stereotypes: Teacher Types Chapter 4: Relationship Building: Fostering Community Chapter 5: Content Depth: Teaching Across the Disciplines Chapter 6: Pedagogy & Teaching Strategies: Engaging Activities Chapter 7: Student Assessment & Accountability: Beyond Testing Chapter 8: Classroom Management: More than Discipline Chapter 9: Diversity, Equity, Inclusion, & Access: Valuing and Understanding Chapter 10: School Culture & School Environment: Community at Home & Aboard Chapter 11: Parent & Community Engagement: Partnerships Chapter 12: Extra & Co-curriculars: Coaching, Sponsoring, & Getting Involved Chapter 13: The Politics of Teaching: Evaluation, Policy, Funding, & Higher Education