Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery.

DedicationsSection 1: Introduction to Teaching Difficult History and Film as Difficult HistoryChapter 1: Using Film to Teach Difficult HistoriesJeremy Stoddard, Alan S. Marcus, and David HicksChapter 2: Difficult History Means Difficult Questions: Using Film to Reveal the Perspective of ‘The Other’ in Difficult History TopicsBen Walsh, David Hicks, and Stephanie van HoverSection 2: Human Rights, Trauma, and Contemporary Difficult HistoriesChapter 3: Teaching the History and Contemporary Challenge of Human Rights through FilmGlenn MitomaChapter 4: From Seeing to Learn to Learning to See: Films on the Palestinian-Israeli ConflictBrian BrittChapter 5: The Torturers Among Us: History, the Film Industry, and its Claims to TruthRobert P. StephensSection 3: Difficult History, Identity, and Implementation in CurriculumChapter 6: Institutional Roles in Using Film to Teach Difficult History: The Federal Agency for Civic Education and The Lives of OthersMattias FreyChapter 7: "I saw a REAL Indian on TV last night!": Engaging Students in Historical Thinking for Social JusticeChristine Rogers Stanton, Amanda LeClair-Diaz, Brad Hall, and Lucia RicciardelliChapter 8: What Does History Have to Do With This?: Youth Filmmaking for Social ChangeSandra Quiñones, Brian Bailey, Joseph Ehman, and Daniel Delehanty Section 4: Teaching Common but Difficult Histories through FilmChapter 9: Hollywood Histories: Examining Contemporary Depictions of Race and American Slavery in Popular FilmKeffrelyn D. Brown and Anthony L. BrownChapter 10: Classroom as Memory Workspace: The Educational and Empathetic Potentials of Twelve Years a Slave and Ask a SlaveMatthew R. Cook and Derek H. AldermanChapter 11: Teaching Difficult History with Film: Multiple Perspectives on the HolocaustAlan S. Marcus and Gary MillsSection 5: Difficult Histories from the Margins in Curriculum and Teacher EducationChapter 12: Questioning "Normal": Actively Undoing Dis/ability Stereotypes Through Teaching a Critical Analysis of Films.David J. ConnorChapter 13: Invoking Precious Knowledge with Teacher Candidates to Reclaim the Past, Reassess the Present, and Revolutionize Future PracticeMark Kohan and Emilie M. CampChapter 14: Finally "Seeing" a Queer Past: The Importance of Film in Teaching LGBTQ American HistorySharon Ullman

"This book fills an important gap in history education. I cannot think of any other text which addresses the important issue of history, film and information literacy in anything approaching this depth. It is written with eloquence and good sense, and offers insight and practical guidance to those who are concerned about the effective and ethical teaching of history. It should be essential reading for anyone involved in providing a historical education appropriate for young people growing up in the twenty-first century." T. A. Haydn, Professor of Education, University of East Anglia, Norwich"The editors have brought together a compelling set of papers that explore the potential and challenges of teaching and learning difficult history through film. For those interested in humanistic approaches to teaching and learning history—that history education is about more than the objective reading of evidence and construction of rational argument and often involves difficult deliberations about power, ethics and emotions—this volume is a highly welcome addition to the field." Terrie Epstein, Professor of Education, City University of New York, Hunter College and Graduate Center"Teaching Difficult History Through Film offers powerful and compelling insights into the complex possibilities and challenges of using film in the history classroom. In a thought-provoking and unprecedented manner, this outstanding edited collection offers a range of diverse perspectives relevant to teachers across the globe. It is indispensable reading for all educators concerned with how we imagine, think and learn about the past." Stuart Foster, Professor of History in Education, UCL Institute of Education, University College London