Madison Public Schools

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1 Madison Public Schools History and Hollywood Written by: Joseph D. Cecala Reviewed by: Diane Schulthes Director of Curriculum and Instruction Dr. Mark R. DeBiasse Supervisor of Humanities Approval date: AUgust 2016 Members of the Board of Education: Lisa Ellis, President Shade Grahling, Vice President David Arthur Debra Coen Johanna Habib Leslie Lajewski Thomas Piskula Abi Singh Madison Public Schools 359 Woodland Road Madison, NJ

2 Course Overview Description History and Hollywood is a semester elective. This course explores the relationship between history and filmmaking while teaching students to scrutinize and dissect the popular genre of historically based film. Students will focus on searching for the historical value of these films rather than the question of accuracy. By comparing popular film with the ideas and themes taught in our history classes students will determine the effectiveness of film as a historical source. The course will also help students develop film literacy and help them to recognize themes, patterns, and other filmmaking techniques that help to make the genre of historically based film one of the highest grossing genres in Hollywood. This course aims to: Goals Develop analytical and critical viewing strategies as well as an appropriate vocabulary to comprehend a variety of historically based films. Support the comprehension and analysis of a variety of film genres. Understand and discuss the purpose of historically based films. Comprehend the historical and educational value of popular films. Identify and challenge stereotypes and anachronism in popular films. Use viewing strategies to identify and discuss directorial intent and allegory, and critically assess the message delivered to the audience. Resources Suggested Film List: Films that are not rated or are rated R will require a signed permission slip by each student s parent or legal guardian. Forrest Gump - PG-13 X-Men: Days of Futures Past - PG-13 Captain America: The First Avenger - PG-13 Raiders of the Lost Ark - PG Pirates of the Caribbean: The Curse of the Black Pearl - PG-13 Back to the Future - PG The Curious Case of Benjamin Button - PG -13 A Bronx Tale - R The Imitation Game - PG=13 The Help - PG-13 Glory - R Free State of Jones - R Philadelphia - PG -13 Bataan - NR The Dirty Dozen - NR Saving Private Ryan - R Fury - R The Green Berets - G Apocalypse Now - R Platoon - R We Were Soldiers - R The Great Train Robbery - NR The Magnificent Seven - NR/PG-13 Butch Cassidy and the Sundance Kid - PG Tombstone - R High Noon - PG

3 The Searchers - PG The Quick and the Dead - R 3:10 to Yuma - NR / R The Outlaw Josie Wales - PG Unforgiven - R True Grit - G / PG-13 The Good The Bad and The Ugly - R The Assassination of Jesse James by the Coward Robert Ford - R Gladiator - R Troy - R Spartacus - PG-13 Ben-Hur - G / PG-13 Clash of the Titans - PG Rome - TV-MA R American Sniper - R Zero Dark Thirty - R The Hurt Locker - R Lone Survivor - R Body of Lies - R 13 Hours - R The Green Zone - R Students will be given the opportunity to watch films independently for unit projects. These films should be designated in advance and be included in the permission slip at the start of the semester. Suggested activities and resources page Modifications and Adaptations for Special Needs Learners (Gifted and Talented Students, English Language Learners, Special Education Students, At-Risk Students)

4 Unit 1 Overview Unit Title: Establishing History: Working with Historical Fiction Unit Summary: Historical fiction is one of the most successful film genres in Hollywood. Due to the popularity of the genre the line between historical fact and Hollywood fiction is blurred. Rather than dissect the historical accuracy of these films students will learn to identify historical fiction, discover how to appropriately determine historical value in these resources, and develop an understanding of how writers and directors establish history in their films. Suggested Pacing: 8 Lessons Unit Essential Questions: Learning Targets How and why is history used to create fiction? What is the value of historical fiction in the modern classroom? Can historical fiction be used as a reliable historical resource? How do writers and directors of historical fiction establish history in their films? What are the important aspects of establishing history in a fictional film? What is the responsibility of the filmmaker when creating historical fiction? What is the responsibility of the audience when viewing historical fiction? Unit Enduring Understandings: Identify and understand historical fiction and the role of the genre in both Hollywood and the history classroom. Demonstrate an understanding of the common aspects of establishing history in a fictional film. Discuss the responsibility of filmmakers when creating historical fiction. Discuss the responsibility of the viewer when watching historical fiction. Develop their personal film literacy and understanding of course vocabulary. Hollywood films are a significant source of many people s understanding of historical events. Unit Benchmark Assessment Information: Evidence of Learning Historical Fiction Project: Students will create a multimedia project based on the film of their choice (options will be provided). Students must illustrate how the film chosen hits the various criteria of historical film and argue for or against whether there is any historical value to the film.

5 Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing Students will be able to accurately Identify and discuss Historical Fiction from both a historical and film making perspective. Content: Understanding Historical Fiction The genre s popularity Perception vs Reality Casting Searching for historical value Writing Historical Fiction Skills: Pandering to what the audience thinks it knows about history Inspiration Everything written serves a purpose, no coincidence Identify genre and target audience. Develop film literacy which will be built upon throughout the course. Make connections between prior knowledge of Holocaust and the Cold War to the films viewed in class. Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. Read and discuss post viewing: Does X-Men get an A+ in History - Alex von Tunzelmann Class discussion: Discover and defend the educational value of historical fiction in the films watched. Discuss the responsibility of filmmakers and viewers. Suggested Films: X-Men: Days of Futures Past Captain America: The First Avenger Raiders of the Lost Ark Pirates of the Caribbean History Standards: D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations. Visual and Performing Arts Standards : NJSLS: B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Ready Practices: 4 lessons CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. Students will be able to identify how directors and writers establish history in their films. Content: Establishing history Music Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film History Standards: D.12.d Compare and contrast American public support of the government and 4 lessons

6 Skills: Clothing Setting Language Screen cues Prior Knowledge of historical events Develop and continue to improve film literacy. Make connections between prior knowledge of the Vietnam War and the films viewed in class. viewing questions, historical prompts, and film discussion questions. Movie Trailers Scavenger Hunt: Students will search a number of different movie trailers and identify the different ways directors establish history. Historical Fiction Project Suggested Films: Forrest Gump Back to the Future The Curious Case of Benjamin Button A Bronx Tale military during the Vietnam War with that of other conflicts D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Visual and Performing Arts Standards: NJSLS: B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Ready Practices: CRP2. Apply appropriate academic and technical skills. CRP6. Demonstrate creativity and innovation. CRP11. Use technology to enhance productivity. Unit 2 Overview Unit Title: Race, Gender and Sexuality in Hollywood Unit Summary: Hollywood has often been accused of misrepresenting or not properly representing the stories of minorities, women, or LGBT in popular films. In recent years there has been push back from actors and audiences and the topic of race, gender and sexuality in Hollywood has become a hot button issue in both the pop culture and political worlds. In order to understand this problem students need to understand the history of the relationship between race, gender and sexuality and Hollywood. In this unit students will look closely at the relationship and try to better understand the causes and effects of the controversy. Students will also examine different cinematic techniques used to build dramatic tension. Suggested Pacing: 8 Lessons

7 Learning Targets Unit Essential Questions: How have African Americans and other minorities been portrayed in Hollywood films through the years? Does this portrayal reflect the time in which the films are made? Does Hollywood have a race problem? Why do films dealing with racial issues commonly star a white savior character? Why are there fewer big budget studio films starring women in the role of the protagonist? Why are female actresses paid less than their male counterparts? Does Hollywood accurately portray LGBT characters and issues in big budget studio films? Unit Enduring Understandings: Identify films that have been at the center of the Hollywood race problem. Demonstrate an understanding of the arguments made by actors of color in accusing Hollywood of having a race problem. Discuss how Hollywood has represented minorities in film from the mammy character to The Help. Discuss the motivations behind Hollywood s continued struggle with casting racially appropriate actors or actresses. Identify and discuss the role of the white savior in films dealing with controversial racial issues. Hollywood continues to be a male driven industry in which females and LGBT members are not given equal opportunities to star in big budget films. Unit Benchmark Assessment Information: Evidence of Learning Race, gender and sexuality in Hollywood Case Study / Graded Discussion: Students will pick one film from a class list for independent viewing. Students will then create a case study using the film as evidence for or against a Hollywood race, gender and sexuality problem using the issues we have discussed in class. This information will be used to answer questions and augment fellow classmates in a graded discussion. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing Identify and discuss the failure of Hollywood in accurately portraying characters of color, female and LGBT characters. Content: The Hollywood Race Problem The Jazz Singer Hattie McDaniel Paul Robeson The Conqueror Aloha Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. Read, analyze and discuss: It s a White Industry by Chris Rock History Standards: A.13.b Analyze the effectiveness of national legislation, policies, and Supreme Court decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment, Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in 8 lessons

8 Skills: The white savior vs. the white ally Amistad Glory Free State of Jones The Help Gender and Sexuality: Breaking the stereotypes The damsel in distress The sissy character The (violent or vulgar) strong female lead LGBT issues Cultural impact The religious right Develop and defend an opinion based on research Examine Hollywood from a multi-cultural / multi-racial perspective. Research a historical figure represented in film such as Alan Turing in the Imitation Game. Discuss how the figure was changed in the movie and why these changes might have been made. Suggested Films: The Help Glory Free State of Jones Philadelphia The Imitation Game NJSLS: promoting civil liberties and equal opportunities C.13.a Explain how individuals and organizations used economic measures (e.g., the Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human rights D.13.a Determine the impetus for the Civil Rights Movement, and explain why national governmental actions were needed to ensure civil rights for African Americans D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. WHST a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the

9 claim(s), counterclaims, reasons, and evidence. WHST b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. Career Ready Practices: CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Unit 3 Overview Unit Title: Exploring the Platoon Genre and Directorial Intent Unit Summary: War films especially WWII are some of the most popular Hollywood films. These films almost always follow a specific formula representing the Platoon Genre using recurring themes and situations, stereotypical character types from diverse backgrounds, and continually pushing the boundaries of what is considered socially acceptable violence. These films are also commonly used a vehicles by directors to spread a message or personal belief to their audience. This directorial intent is not always obvious but usually represents a modern sentiment toward current conflicts throughout the world. In this unit we will explore three films from three different decades and examine directorial intent, the themes and characters of the Platoon Genre, and the evolution of violence in war films. Suggested Pacing: 8 Lessons

10 Learning Targets Unit Essential Questions: What is directorial intent, and how does it present itself through film? How does the era in which a film is made impact its message? What are the recurring character types of the Platoon Genre and what purpose do these characters serve? What are the recurring themes and situations of the Platoon Genre and what purpose do they serve? How has our sensitivity toward film violence changed since the 1940s? How have war films evolved over the years? Do minor inaccuracies cause a film to lose its historical significance? Unit Enduring Understandings: Identify and understand directorial intent. Demonstrate an understanding of the platoon genre s recurring themes, situations and character types. Discuss the evolution of violence in war films. Discuss the responsibility of the viewer when watching historical fiction. Develop their personal film literacy and understanding of course vocabulary. Unit Benchmark Assessment Information: Evidence of Learning The Platoon Genre Film Study: Students will complete film study on a film viewed independently. Their study should continue the work on the platoon genre and violence that they have completed on the three films viewed in class. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing Identify the basic elements of the platoon genre and recognize the thematic and formulaic approach to this kind of filmmaking. Content: Three basic elements of the Platoon Genre Hero Group Objective Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. History Standards: B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II. 4 lessons The Characters of the Platoon Genre Reluctant Hero The Cynic Ethnic Character Jewish Character The Religious Weapons Expert The Newcomer Midwesterner Translating War: The Combat Film Genre and Saving Private Ryan - Jeanine Basinger Suggested Films: WWII Bataan The Dirty Dozen Saving Private Ryan Fury D.4.k Assess the cultural impact of World War I, the Great Depression, and World War II by analyzing the values and social ideas in the arts D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations.

11 Themes Best of a bad situation Gruesome death Weather The Last Stand Skills: Identify themes and patterns in filmmaking that can help students build upon film literacy. Analyze a resource written by a film historian to better understand popular war films. Vietnam The Green Berets Apocalypse Now Platoon We Were Soldiers D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Visual and Performing Arts Standards: A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. NJSLS: RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Ready Practices: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. Identify directorial intent and discuss the purpose of using historically based film to comment on contemporary issues. Content: Directorial Intent Influence: Era in which film was Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, History Standards: B.11.a Explain the role that geography played in the development of military 4 lessons

12 made vs era in which film is set Intended audience Intended message Engaging previous knowledge of WWII, Vietnam and modern war eras Skills: Analyze historically based films using prior historical knowledge of multiple eras in a search for a contemporary message in popular war films. historical prompts, and film discussion questions. Steven Spielberg: War is Hell - Jeffrey Ressner Suggested Films: WWII Bataan The Dirty Dozen Saving Private Ryan Fury Vietnam The Green Berets Apocalypse Now Platoon We Were Soldiers strategies and weaponry in World War II D.4.k Assess the cultural impact of World War I, the Great Depression, and World War II by analyzing the values and social ideas in the arts D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Visual and Performing Arts Standards: NJSLS: A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Ready Practices: CRP2. Apply appropriate academic and technical skills.

13 CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Assess how violence in films have become more grotesque and intense since the 1940s. They will use specific films as evidence of the evolution of film violence. Content: Evolution of Violence Culturally desensitized? Violence through the decades 40s 60s 80s 00s SPFX Read and Discuss: The Evolution Of Violence In Film, From The Power Of Suggestion To Graphic Gore - Nick Clement The Platoon Genre Film Study Suggested Films: WWII Bataan The Dirty Dozen Saving Private Ryan Fury Vietnam The Green Berets Apocalypse Now Platoon We Were Soldiers History Standards: B.11.a Explain the role that geography played in the development of military strategies and weaponry in World War II D.4.k Assess the cultural impact of World War I, the Great Depression, and World War II by analyzing the values and social ideas in the arts D.12.c Evaluate how the development of nuclear weapons by industrialized countries and developing counties affected international relations D.12.d Compare and contrast American public support of the government and military during the Vietnam War with that of other conflicts D.12.e Analyze the role that media played in bringing information to the American public and shaping public attitudes toward the Vietnam War. Visual and Performing Arts Standards: A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning.

14 NJSLS: B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. CCSS.ELA-LITERACY.RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Ready Practices: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Unit Title: The Myth of the American West Unit Summary: Unit 4 Overview The Hollywood-created image of a Cowboy on his horse with his six-gun on his hip is as synonymous of American freedom as the bald eagle. The Western was and continues to be a vital part of American film culture. In this unit students will explore the mythology of the American West and discuss why the history of the west has been so romanticized. We will examine the role women and minorities played in the West and consider why the Western genre marginalizes their roles. We will also discuss the theme of redemptive violence that is so prevalent in the Western genre and American popular culture in general. Suggested Pacing: 8 Lessons Learning Targets

15 Unit Essential Questions: How and why does Hollywood romanticize the American West? How is the Western genre a modern American myth? Why does the romanticized version of the American West often ignore important history? What is redemptive violence and why is it so important to the filmmaking of the Western genre? Why are the roles of minorities and women of the frontier often marginalized by popular film and why is this problematic? Unit Enduring Understandings: A myth represents a specific culture's values and ideas that help to explain where they came from. The true story of the American West is one that is very complicated and was faced with similar conflicts as the United States continues to confront today. Entertainment allows us to believe the past was a much simpler time with fewer troubles. Native Americans, Women, African Americans, Latinos, and Asians all played a role in the development of the American West. Romantic portrayals of the American West provides a simplistic view of the frontier that allow viewers to feel reassured in their understanding of history. The Western genre often provides ideologies of macho individualism and justifiable aggression. Unit Benchmark Assessment Information: Evidence of Learning The American West mini-research project: Students will research a minority or female figure who played a role in settling the American West. Students will create a Blendspace to create an outline and storyboard that would aim to incorporate the story of this figure into a major Hollywood film. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing Discuss the role of the Western genre in American culture. Content: American Mythology The Frontier Cultural values and ideas Freedom Good vs Evil Individualism Cultural influence Role of Women and Minorities Where do they fit? Perception vs Reality Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. American Western: Word Map Research the role of women and minorities in the settling in the American west. Discuss the potential reasons these roles have not been History Standards: NJSLS B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the 4 lessons

16 Reasons for inaccuracies accurately portrayed in the Western genre. relationships among the key details and ideas. Skills: Analyze American history and compare it to Hollywood film. Suggested Films: The Great Train Robbery The Magnificent Seven Butch Cassidy and the Sundance Kid Tombstone High Noon The Searchers The Quick and the Dead RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Career Ready Practices CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Analyze the literary devices most commonly used in the Western genre. Content: Romanticism Setting Imagery The noble Cowboy upholding American values Justice Redemptive Violence Anti-hero Screen clues Good vs. Evil Skills: Apply academic skills and knowledge from multiple disciplines to analyze Hollywood film. Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. Read and discuss: The Myth of Redemptive Violence. Consider why this device is so popular in Hollywood. Read and discuss The Culture of Violence in the American West: Myth versus Reality and compare it to the Hollywood Westerns watched in class.. Suggested Films: 3:10 to Yuma The Outlaw Josie Whales Unforgiven True Grit The Good The Bad and The Ugly The Assassination of Jesse James by the Coward Robert Ford History Standards: NJSLS: B.5.a Explain how the Homestead Act, the availability of land and natural resources, and the development of transcontinental railroads and waterways promoted the growth of a nationwide economy and the movement of populations. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. RH Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Career Ready Practices CRP2. Apply appropriate academic and technical skills. 4 lessons

17 CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Unit 5 Overview Unit Title: Understanding Allegory and the composite character through the Sword and Sandals Genre Unit Summary: The Sword and Sandals genre lends itself well to the literary device of allegory and the creation of composite characters. The truth is the average American moviegoer is not as well versed in Greco-Roman history as they like to believe and moviemakers are aware of this. This allows them to play fast and loose with the history and not receive the same scrutiny as say a WWII film. Filmmakers use films about Ancient Greece or the Roman Empire to create a modern commentary on a contemporary issue. In this unit students will explore the Sword and Sandals genre and discuss its popularity, the risks of making a sword and sandals film and the use of allegory. Students will also discover why films choose to create composite characters and the advantages and disadvantages of this practice. Suggested Pacing: 8 Lessons Unit Essential Questions: Learning Targets What is allegory and how is it used in Hollywood? What is the Sword and Sandals genre and why does its popularity seem to rollercoaster? Why is allegory so popular among the Sword and Sandals genre? Why are Ancient Greece and the Roman Empire great parallels for the United States? What are the risks involved with making a Sword and Sandals film? What is a composite character? What are the advantages and disadvantages of creating a composite character? Why is the Sword and Sandals genre problematic from a historical point of view? Unit Enduring Understandings: Identify and discuss the Sword and Sandals genre. Demonstrate an understanding of the common aspects of the Sword and Sandals genre. Some of the most popular Sword and Sandals films coincide with George W. Bush s tenure as President of the United States. This is not a coincidence. Composite characters are fictional characters based on two or more real life or fictional individuals. The creation of these characters allows filmmakers to create a more layered and interesting hero or villain. Many Americans gain their knowledge of Greco-Roman history from movies of this genre.

18 Unit Benchmark Assessment Information: Evidence of Learning Sword and Sandals project: Students will select a film for independent viewing from a class list. After viewing the film students will use a multimedia source such as Powerpoint or Google slides to identify the allegory in the film. They will also be required to identify the themes covered in this unit. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessments Standards Pacing Discuss the history and the use of allegory in Hollywood film while exploring the sword and sandals genre. Content: Allegory: History Reasons Implementation Sword and Sandals A vehicle for political allegory The parallels between Rome and U.S. Limited understanding of ancient history Vegetius: Military science The Phalanx Slash or. stab Skills: Identify and analyze political allegory in popular film. Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. Search for examples of allegory using movie trailers of sword and sandals films. Research and discuss examples of allegory in popular culture outside of the sword and sandals genre. Examine the parallels between Rome and the U.S. and discuss why this leads to increased political allegory in Sword and Sandals films. Read and discuss: Throwing Our Anxieties to the Lions - By HERBERT MUSCHAMP Suggested Films: Gladiator Troy Spartacus Ben-Hur Clash of the Titans Rome 300 History Standards: A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems C.15.a Relate the role of America s dependence on foreign oil to its economy and foreign policy D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals perceived the principles of liberty and equality then and now A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system. 4 lessons

19 Visual and Performing Arts Standards: A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. NJSLS: RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Ready Practices: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. Identify and discuss the use of composite characters in historically based film. Content: Composite Characters Advantages Disadvantages Examples Maximus Distorting history Maximus - The composite character jigsaw: Students will research the inspirations for the protagonist of the film Gladiator using a jigsaw format to share information gathered. History Standards: A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. 4 lessons Skills: Identify and analyze the use of composite Creating a composite character: Students research 3-5 figures from ancient Rome or Greece and create their A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals

20 characters in Hollywood films. own composite character. perceived the principles of liberty and equality then and now A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system. Visual and Performing Arts Standards: NJSLS: A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. RL Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Career Readiness Standards: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies.

21 Unit 6 Overview Unit Title: Hollywood s Treatment of the Current Conflicts in the Middle East Unit Summary: For the last few decades the United States has been involved in a number of conflicts in the Middle East. Recently, Hollywood has attempted to tell these stories through gritty and often controversial films. Movies based on these conflicts have been accused of attempting to influence the American public by being too critical of the American government or at the opposite end of the spectrum, accused of creating contemporary American propaganda. In this unit students will view controversial films on American conflicts in the Middle East and read criticisms of these films from journalists, historians and film critics to determine if these films are creating a distorted view of America s involvement in the Middle East. Students will also examine how these films have raised awareness for issues such as PTSD and services for American veterans by putting them at the center of the pop culture discussion. Suggested Pacing: 8 Lessons Unit Essential Questions: Learning Targets What has been America s role in the Middle East since 9-11? How have Hollywood films portrayed America s role in the Middle East? Is it fair for a film based on a book or true story to be accused of trying to influence the opinion of it s audience while attempting to remain true to source material? What are potential issues with the source material in which many of the movies are based? Can these films be considered a valuable resource for understanding the conflicts in the Middle East? How have Hollywood films attempted raise awareness to issues such as PTSD and services for American Veterans? Unit Enduring Understandings: Films based on contemporary issues are often scrutinized more than films about a more distant era due to the audience having lived through the event and having a preconceived opinion about the subject. A film with a biased view on a contemporary issue can still hold value because it often creates a dialogue that may not have been had otherwise. Hollywood writers are often inspired by the testimonials given those who have experienced a historical event first hand. The source material in which these films are based can often be problematic and biased. The source material will often not receive the same fact checking by critics as the film will. Films focusing on America s involvement in the Middle East often feature a character or characters suffering from PTSD, this has led to increased awareness of veteran s issues in contemporary America. Evidence of Learning

22 Unit Benchmark Assessment Information: Working with Testimonial: Most of these contemporary films are based off of testimonials such as books written or interviews given by the soldiers who experienced the conflict first hand. Students will search for testimony given by veterans of these conflicts. They will select a testimony they believe will make a popular Hollywood film and create a title and a log line for the hypothetical movie. Students will then share their log line and as a group students will determine how this story might be praised or criticised by the viewing public. Objectives (Students will be able to ) Essential Content/Skills Suggested Assessment s Standards Pacing Discuss and analyze the impact American involvement in the Middle East has had on Hollywood filmmaking. Content: Contemporary History America s role in the Middle East since 9/11 The debate on if the U.S. should be there Controversy surrounding Hollywood films about the Middle East Patriot propaganda vs. Anti-war messages Credibility of source material American Sniper Lone Survivor 13 Hours Veterans issues Assimilating back to civilian life Mental Health Skills: Analyze contemporary issues and the impact it has on popular culture in America. Film viewing task sheet: Students will complete a task sheet for the film watched in class. The task sheet is a collection of film viewing questions, historical prompts, and film discussion questions. Research and discuss America s role in the Middle East since 9/11. Students should consider popular movies they have viewed on the topic and discuss whether these films criticized the American government or presented the conflicts in the Middle East in a favorable light. Students will read articles that present contradictory opinions about American Sniper Chris Kyle and the film based on his life experiences after viewing the film.. Students should then discuss the contradictory views, their personal beliefs on Chris Kyle and the movie. Suggested Films: American Sniper Zero Dark Thirty The Hurt Locker History Standards: A.15.b Determine the effectiveness of the United States in pursuing national interests while also attempting to address global political, economic, and social problems C.15.a Relate the role of America s dependence on foreign oil to its economy and foreign policy D.15.c Explain how and why religious tensions and historic differences in the Middle East have led to international conflicts, and analyze the effectiveness of United States policy and actions in bringing peaceful resolutions to the region D.15.d Analyze the reasons for terrorism and the impact that terrorism has had on individuals and government policies, and assess the effectiveness of actions taken by the United States and other nations to prevent terrorism. Visual and Performing Arts Standards: A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. 8 lessons

23 Lone Survivor Body of Lies 13 Hours The Green Zone B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. NJSLS: A.1 Apply critical thinking and problem-solving strategies during structured learning experiences B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives. RH Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. RH Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. WHST a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. WHST b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. Career Ready Practices: CRP2. Apply appropriate academic and technical skills.

24 CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. Unit Title: History and Hollywood Final Project Unit Summary: Unit 7 Overview Students will spend the last week of the semester completing a final project which will be presented to the class. The project will be assigned halfway through the previous unit to give students an opportunity to begin brainstorming ideas. This final project will challenge students to integrate all course material to demonstrate evidence of understanding. This project will represent the final exam grade. Suggested Pacing: 4 Lessons Unit Essential Questions: Learning Targets Can historical fiction be used as a reliable historical resource? How do writers and directors of historical fiction establish history in their films? How can the techniques, devices, and themes learned in this class be used to create a film of historical fiction? Are there particular events or individuals from history that Hollywood has neglected or failed to do justice? Unit Enduring Understandings: Using the techniques, devices, and themes learned in this class students can begin the process of creating their own historically inspired film.