ABSTRACT
This chapter focuses on film as a teaching resource in the history classroom, and suggests ways in which film representations can be integrated into the teaching and learning cycle. The very nature of commercial film production is an issue when using film for educational objectives in history. The effective use of film to teach history is a simple matter and requires clear learning objectives and explicit teaching. American scholars Wineburg and Martin warn that without careful time allocation and explicit teaching, film can become another ‘distraction’ to the examination and analysis of historical sources. A Australian research project investigated teaching practices using film in the history classroom using survey, interview and classroom case studies methodologies. The case study teachers often used graphic organisers, such as T-c harts, spider diagrams and mind- maps, as communication and summary devices to show the organisation and relationships of information, concepts and ideas, and to capture ideas and observations while viewing the films.
