Film Discussion Questions

I have developed a list of questions for use in class discussion based on what I have researched during this project. These are general questions and can be used for any film. Additional questions can be developed depending on your specific film.

How is information determined by the visual and auditory mechanics of film?

What influences are at work with shaping the document?

How has the background of the director or actor shaped the film?

How was the film received by the public?

Did the film influence other works?

What historical character does the film follow?

What historical facts are present in the film?

What fiction is evident in the film?

Are there any obvious historical inaccuracies?

Are there any major events or people who are missing from the film? Why might the director have left that part of the plot out?

How does the film compare to what we have previously learned in class?

What do you think has been added to the film for entertainment purposes?

Were there any morals or lessons that the director has portrayed to the audience through the film?

How are minority groups portrayed in the film?

What emotions does this film evoke?

How might a film produced in a different country change the perspective of the film?

How has this film influenced your feelings or ideas about an event?

Criteria to Consider when Using Film in the Classroom.

Based on my research I have compiled a list of criteria that I think is important when choosing a historical film to show in your classroom.
1.)    A film must recreate an event that is not equally described or experienced in text form.
2.)    A film must recreate an event or time period that cannot be experienced through a field trip or a skit.
3.)    The film should portray the culture and attitude of the time.
4.)    The film must allow for critical analysis of the subject.
5.)    The film must evoke emotion or some type of empathy.
6.)    The film must be appropriate for classroom use (language, sexual content, violence) depending on your age group you may want to avoid particular films.)
7.)     The film must contain at least one perspective of a particular group or person during a historical event.
8.)    The film must not negatively stereotype any particular group (unless your lesson is partially based on inaccurate stereotypes of particular groups in history).
9.)    The film should contain historical fact. (possibly the most obvious element)

Preparing to Use a Film in the Classroom

1.)    Be sure to preview the film to screen for obscenities, nudity, sexual situations, and violence; be prepared to skip problematic scenes.


2.)    Films are long so you may want to select a series of clips from the film to show in the classroom. This will also be helpful in films with problematic areas with nudity and extreme violence.


3.)    Once you have picked a film, communicate intentions to parents and school administration. Permission slips to parents may be necessary when using films that deal with a sensitive subject.


4.)    Prepare students with necessary background knowledge needed in order to view the film critically. This will include various other resources, information and knowledge through class discussion.


5.)    Prepare discussion questions, and appropriate activities that will allow your students to critically analyse the content of the film.

The Three Learning Functions of Hollywood Movies in the Classroom (Metzger, 2010)

1.)    Fact and Fiction

Most Hollywood movies are not meant to be scholarly works. Dramatic screenplays often embellish, trim, or ignore historical record. Films often focus on one character to keep the plot simple. The past is reinvented with imagined details such as superhuman feats to meet entertainment demands. Teachers must know what has been added or left out.

2.)    Constructing the Past and the People in it

There are often uncertainties about the past; film makers choose how to portray certain characters, and events the way they imagine it. Most movies depict only one version of what could have happened in the past. Teachers and students must be aware and look for authentic elements and uncertainties present in the film.

3.)    Reacting to the Past

History films can bring the past to life. Students are able to visualize a previous time that would otherwise be distant. A moral or lesson is often included in the film which is made for contemporary audiences. Many learners only react through the lens of the present.

The Four Frameworks of Historical Inquiry in Films (Paris, 1997)

1.)    The Moving Image as a Representation of History

Films are useful for acquainting students with the time, place, and culture. Using film clips can introduce issues such as living conditions, social customs, and family relations of a particular time period.

2.)    The Moving Image as Evidence for Social and Cultural History

Popular culture often reflects the social and cultural environment of the time it was produced during more accurately then the subject the film. For example Buffy the Vampire Slayer contains thousands of popular culture references which accurately portray the culture of the 90s.

3.)    Actuality Footage as Evidence for Historical Fact

A filmed record can often be the most useful in a classroom. Students should still be aware of editing and filming as well as faked newsreel footage.

4.) The History of the Moving Image as Industry and Art Form

The history and development of modern culture is intertwined in growth of film. Individual films portray changes within the industry. Broader topics within the classroom include changes in distribution, financing, and technology within the industry.