Historical films can be used in the classroom in several ways. They can be used to introduce an historic event, a movement, and influential people to students. They can be a springboard for discussions about how to critically examine films and videos that students watch outside of the classroom. They present an opportunity for us to show students how to check and verify sources used in creating films, and whether there were historical inaccuracies portrayed for creative purposes. They provide a means for further independent research beyond what was shown in the film.
In a course focusing on Women’s History, I would use films that show women who pushed for equality, both in the workplace and in pubic spaces. I would show historic films that highlight women’s accomplishments and achievements, despite the challenges and difficulties we have faced due to the patriarchal structure of society. Some recent historical films that could be used in a course on Women’s History include Hidden Figures, a movie about three highly intelligent Black women who faced discrimination during their time working for NASA in the 1960s but still made important mathematical contributions to the space program. Another historical film that could be used is the nine part series, Mrs. America, available on streaming platforms. It covers the fight to pass the Equal Rights Amendment (ERA) during the 1970s, and how the conservative figure Phyllis Schlafly organized women around the country to oppose its passing in state legislatures. As of today, it is still not written into the Constitution.
These historical films can be used to cultivate deeper historical inquiry by encouraging students to ask questions about what is portrayed, and do further research into how accurately the events and people were depicted.
Students can also be shown how to create their own versions of historical films through digital storytelling, another medium for teaching and learning about historical events and people. Like films, digital storytelling involves using images and sound to create narratives, instead of only relying on the written word. Students can be exposed to creative thinking skills in learning how to develop digital storytelling through the multi-sensory approach to narration. They still need to follow the traditional model of having a beginning, middle and end to their story, plus a plot and characters, but digital storytelling allows them to use their imagination in other ways of conveying their ideas.
Digital storytelling can be used in history education by encouraging students to think about what pictures and videos could be used to visually show a particular historical period or event. They can explore a variety of music and sounds to accompany the images they have chosen, and learn how to put them together. Digital storytelling can also be shared with a wider audience through social media platforms and internet websites, and can encourage virtual discussion and conversation about the published narrative.