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"Was that how it really happened?" F...

Stoddard, Jeremy D.

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"Was that how it really happened?" Film as a tool for historical thinking.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	"Was that how it really happened?" Film as a tool for historical thinking./
Author:	Stoddard, Jeremy D.
Description:	223 p.
Notes:	Adviser: Diana E. Hess.
Contained By:	Dissertation Abstracts International67-09A.
Subject:	Cinema. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234766
ISBN:	9780542880094

"Was that how it really happened?" Film as a tool for historical thinking.
Stoddard, Jeremy D.

"Was that how it really happened?" Film as a tool for historical thinking. - 223 p.

Adviser: Diana E. Hess.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.

In 1913, Thomas Edison noted, "scholars will soon be instructed through the eye" using motion pictures (as quoted in Cuban, 1986, p. 11). While this anticipated reliance on motion pictures as a medium of instruction has not been fulfilled as Edison predicted, peoples' understanding of history is increasingly derived from watching film and television. In addition, today's social studies teachers show more film than ever before and believe that films engage students in thinking about the past (Stoddard & Marcus, 2005). What is less clear is how films act as a tool for engaging students in historical thinking and affect students' historical understanding. Is it the films, what teachers ask students to do with films, or a combination?

ISBN: 9780542880094Subjects--Topical Terms:

854529
Cinema.

"Was that how it really happened?" Film as a tool for historical thinking.
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005 20110921
008 110921s2006 eng d
020 $a 9780542880094
035 $a (UMI)AAI3234766
035 $a AAI3234766
040 $a UMI $c UMI
100 1 $a Stoddard, Jeremy D. $3 1295053
245 1 0 $a "Was that how it really happened?" Film as a tool for historical thinking.
300 $a 223 p.
500 $a Adviser: Diana E. Hess.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: A, page: 3355.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2006.
520 $a In 1913, Thomas Edison noted, "scholars will soon be instructed through the eye" using motion pictures (as quoted in Cuban, 1986, p. 11). While this anticipated reliance on motion pictures as a medium of instruction has not been fulfilled as Edison predicted, peoples' understanding of history is increasingly derived from watching film and television. In addition, today's social studies teachers show more film than ever before and believe that films engage students in thinking about the past (Stoddard & Marcus, 2005). What is less clear is how films act as a tool for engaging students in historical thinking and affect students' historical understanding. Is it the films, what teachers ask students to do with films, or a combination?
520 $a In this collective-case study of two high school U.S. history classes, I asked the research question, how do history teachers incorporate film as part of their pedagogy, and how do these practices with film engage their students in historical thinking? Data for the study were collected over a semester through observations, interviews with teachers and a sample of students (n=15), student surveys, and student coursework. These data were analyzed using primarily qualitative methods, with quantitative analysis used to support and extend the qualitative analysis. Findings include: (1) the teachers used a genre of films (both fiction and non-fiction) that had strong narratives, included the perspectives of young adults, were not previously viewed by students, and had fairly high production values; (2) the teachers utilized film as engaging content; for providing alternate perspectives, for understanding persistent historical issues, and for engaging in inquiry or deliberation; (3) the selection of and practice with films was driven largely by the teachers' moral and political ideologies, and many students were unable to recognize the bias or ideology present in films, especially documentary films; (4) films were effective for developing student empathy, but also often led to relativism; and (5) the students used film examples to explain their understanding of historical concepts and generic experiences of historical groups. Implications of these findings for teachers, teacher educators, and researchers interested in film and historical thinking are also presented.
590 $a School code: 0262.
650 4 $a Cinema. $3 854529
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Social Sciences. $3 1019148
690 $a 0534
690 $a 0727
690 $a 0900
710 2 0 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 67-09A.
790 $a 0262
790 1 0 $a Hess, Diana E., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3234766