Action! Film is a common and powerful element in the social studies classroom and Cinematic Social Studies explores teaching and learning social studies with film. Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors of this volume seek to explain, through an array of ideas and visions, what cinematic social studies can/should look like, while providing research and rationales for why teaching social studies with film is valuable and important. This volume includes twenty-four scholarly chapters discussing relevant topics of importance to cinematic social studies. The twenty four chapters are divided into three sections. This stellar collection of writings includes contributions from noteworthy scholars like Keith Barton, Wayne Journell, James Damico, Cynthia Tyson, and many more.

Using Film in the Social Studies examines the common and often misused practice of teaching with film. Using Film in the Social Studies is comprised of seven chapters that discuss various topics of film use. Topics include: the appropriate method for incorporating film into the curriculum; relevant legal issues surrounding film use; educational benefits of film use; creation of film; and a brief history of film use in education. The book also describes a quantitative research study of middle and secondary social studies teachers, which examines how social studies teachers use film in the classroom. A model for using film, the "Russell Model," is discussed in detail regarding appropriate procedures and steps that should be followed when using film in the classroom. Using Film in the Social Studies is a hands-on, research based, accessible book that enables teachers to use film appropriately and legally in the classroom.

Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach history. The second edition is completely revised and updated including: two entirely new case studies; a new chapter focusing on using international film and incorporating a more global view in the classroom; and additional material on using film to tackle difficult and controversial issues; as well as updates to all of the cases. Each section of the book focuses on how teachers can effectively support the development of students’ historical film literacy through topics such as using film to develop interpretive skills, to explore controversial issues, and to develop historical empathy. By developing the skills students need to think critically about the past or what they think they know about history, the lessons in this book illustrate how to harness the pedagogical power of film to provide the tools necessary for rigorous inquiry and democratic citizenship. Special features include: "Reflection on the Case," following each chapter, analyzing and discussing the strengths and limitations of the teacher’s approach as well as providing strategies for using and choosing films specific to the educational outcome Sample unit outlines, descriptions of class texts and films, worksheets, essay questions, viewer guides, and exercises for the classroom throughout Discussion of the practical considerations facing classroom teachers, including juggling time restraints, issues of parental permission, and meeting standards

Cinematic Sociology is a one-of-a-kind resource that helps students to view films sociologically while also providing much-needed pedagogy for teaching sociology through film. In this engaging text, the authors take readers beyond watching movies and help them "see" films sociologically while also developing critical thinking and analytical skills that will be useful in college coursework and beyond. The book's essays from expert scholars in sociology and cultural studies explore the ways social life is presented--distorted, magnified, or politicized--in popular film. Contributor to the SAGE Teaching Innovations and Professional Development Award

Offers a fresh overview of teaching with film to effectively enhance social studies instruction.

Film is often used to represent the natural landscape and, increasingly, to communicate environmentalist messages. Yet behind even today’s “green” movies are ecologically unsustainable production, distribution, and consumption processes. Noting how seemingly immaterial moving images are supported by highly durable resource-dependent infrastructures, The Cinematic Footprint traces the history of how the “hydrocarbon imagination” has been central to the development of film as a medium. Nadia Bozak’s innovative fusion of film studies and environmental studies makes provocative connections between the disappearance of material resources and the emergence of digital media—with examples ranging from early cinema to Dziga Vertov’s prescient eye, from Chris Marker’s analog experiments to the digital work of Agnès Varda, James Benning, and Zacharias Kunuk. Combining an analysis of cinema technology with a sensitive consideration of film aesthetics, The Cinematic Footprint offers a new perspective on moving images and the natural resources that sustain them.

This textbook is a comprehensive and practical guide to teaching middle level social studies. Middle level students are just as capable as high school students at engaging in hands-on, progressive, reflective activities, yet pedagogical strategies designed specifically for the middle grades are often overlooked in teacher education programs. This text provides both progressive and traditional teaching methods and strategies proven effective in the middle level classroom. The content of this book consists of conventional chapters such as “What is Social Studies?” and “Unit and Curriculum Planning,” as well as unique chapters such as “The Middle Level Learner”, “Best Practices for Teaching State History” and “Integrating the “Core” Subjects in Middle Level Social Studies”. In addition to the unique chapters and lesson plans many additional features of the book will be useful for middle level teaching and learning. These features include: • A list of website resources that provide links to thousands of lesson plans, state and national standards, and other multimedia tools that can be used in the classroom. • Individual, collaborative, and whole class activities that will help methods students develop a better understanding of the topics, lessons, and strategies discussed. • High quality lesson ideas and classroom tested teaching strategies embedded throughout the book. • Images of student work samples that will methods students visualize the finished product that is being discussed. • An examination of state and national standards that will help guide methods students in their lesson planning