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The challenges of teaching history are acute where we consider the
world history classroom. Generalized world history courses are a
part of many, if not most, K-12 curricular frameworks in the United
States. While United States history tends to dominate the
scholarship and conversation, there are an equally wide number of
middle-level and secondary students and teachers engaged in the
study of world history in our public schools. And the challenges
are real. In the first place, if we are to mark content coverage as
a curricular obstacle in the history classroom, generally, then we
must underscore that concern in the world history classroom and for
obvious reasons. The curricular terrain to choose from is immense
and forever expanding, dealing with the development of numerous
civilizations over millennia and across a wide geographic expanse.
In addition to curricular concerns, world historical topics are
inherently farther away from most students' lives, not just
temporally, but often geographically and culturally. Thus the
rationale for the present text, Hollywood or History? An
Inquiry-Based Strategy for Using Film to Teach World History. The
reviews of the first volume Hollywood or History? An Inquiry-Based
Strategy for Using Film to Teach Untied States History strategy
have been overwhelmingly positive, especially as it pertains to the
application of the strategy for practitioner. Classroom utility and
teacher practice have remained our primary objectives in developing
the Hollywood or History? strategy and we are encouraged by the
possibilities of Volume II and the capacity of this most recent
text to impact teaching and learning in world history. We believe
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 world history. The book provides 30
secondary lesson plans (grades 6-12) that address nine eras in
world history.
The challenges of teaching history are acute where we consider the
world history classroom. Generalized world history courses are a
part of many, if not most, K-12 curricular frameworks in the United
States. While United States history tends to dominate the
scholarship and conversation, there are an equally wide number of
middle-level and secondary students and teachers engaged in the
study of world history in our public schools. And the challenges
are real. In the first place, if we are to mark content coverage as
a curricular obstacle in the history classroom, generally, then we
must underscore that concern in the world history classroom and for
obvious reasons. The curricular terrain to choose from is immense
and forever expanding, dealing with the development of numerous
civilizations over millennia and across a wide geographic expanse.
In addition to curricular concerns, world historical topics are
inherently farther away from most students' lives, not just
temporally, but often geographically and culturally. Thus the
rationale for the present text, Hollywood or History? An
Inquiry-Based Strategy for Using Film to Teach World History. The
reviews of the first volume Hollywood or History? An Inquiry-Based
Strategy for Using Film to Teach Untied States History strategy
have been overwhelmingly positive, especially as it pertains to the
application of the strategy for practitioner. Classroom utility and
teacher practice have remained our primary objectives in developing
the Hollywood or History? strategy and we are encouraged by the
possibilities of Volume II and the capacity of this most recent
text to impact teaching and learning in world history. We believe
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 world history. The book provides 30
secondary lesson plans (grades 6-12) that address nine eras in
world history.
Teaching and learning through Hollywood, or commercial, film
productions is anything but a new approach and has been something
of a mainstay in the classroom for nearly a century. Purposeful and
effective instruction through film, however, 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 have
collaboratively developed a collection ofpractical, 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 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 United
States history, by offering a collection of classroom-ready tools
based on the Hollywood or History? strategy and designed to foster
historical inquiry through the careful use of historically themed
motion pictures. The book consists of K-5 and 6-12 lesson plans
addressing each the following historical eras (Adapted from: UCLA,
National Center for History in Schools).
The use of Live to Fly, Fly to Live in the classroom and in the
home setting will provide a rich opportunity for learning, while
engaging children to tap into their creative sides. Careful
attention was taken to outline the chapters and provide detail that
would bring out the most relevant aspects of the learning
experience, all the while providing a fun atmosphere for the
student. Workbook includes: Classroom Links, Chapter Quizzes &
Projects with emphasis on science, language arts, mathematics,
social studies, and visual arts. The workbook meets Georgia
Standards of Teaching for grades 3-5.
Teaching and learning through Hollywood, or commercial, film
productions is anything but a new approach and has been something
of a mainstay in the classroom for nearly a century. Purposeful and
effective instruction through film, however, 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 have
collaboratively developed a collection ofpractical, 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 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 United
States history, by offering a collection of classroom-ready tools
based on the Hollywood or History? strategy and designed to foster
historical inquiry through the careful use of historically themed
motion pictures. The book consists of K-5 and 6-12 lesson plans
addressing each the following historical eras (Adapted from: UCLA,
National Center for History in Schools).
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