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.

Jeremy Stoddard is Professor of Education and an Associated Faculty Member in the Film and Media Studies program at The College of William & Mary.

Alan S. Marcus is Associate Professor in the Department of Curriculum and Instruction at the Neag School of Education, University of Connecticut.

David Hicks is Professor of History and Social Science Education (Social Studies) in the School of Education at Virginia Tech.

Dedications

Section 1: Introduction to Teaching Difficult History and Film as Difficult History

Chapter 1: Using Film to Teach Difficult Histories

Jeremy Stoddard, Alan S. Marcus, and David Hicks

Chapter 2: Difficult History Means Difficult Questions: Using Film to Reveal the Perspective of 'The Other' in Difficult History Topics

Ben Walsh, David Hicks, and Stephanie van Hover

Section 2: Human Rights, Trauma, and Contemporary Difficult Histories

Chapter 3: Teaching the History and Contemporary Challenge of Human Rights through Film

Glenn Mitoma

Chapter 4: From Seeing to Learn to Learning to See: Films on the Palestinian-Israeli Conflict

Brian Britt

Chapter 5: The Torturers Among Us: History, the Film Industry, and its Claims to Truth

Robert P. Stephens

Section 3: Difficult History, Identity, and Implementation in Curriculum

Chapter 6: Institutional Roles in Using Film to Teach Difficult History: The Federal Agency for Civic Education and The Lives of Others

Mattias Frey

Chapter 7: "I saw a REAL Indian on TV last night!": Engaging Students in Historical Thinking for Social Justice

Christine Rogers Stanton, Amanda LeClair-Diaz, Brad Hall, and Lucia Ricciardelli

Chapter 8: What Does History Have to Do With This?: Youth Filmmaking for Social Change

Sandra Quiñones, Brian Bailey, Joseph Ehman, and Daniel Delehanty

Section 4: Teaching Common but Difficult Histories through Film

Chapter 9: Hollywood Histories: Examining Contemporary Depictions of Race and American Slavery in Popular Film

Keffrelyn D. Brown and Anthony L. Brown

Chapter 10: Classroom as Memory Workspace: The Educational and Empathetic Potentials of Twelve Years a Slave and Ask a Slave

Matthew R. Cook and Derek H. Alderman

Chapter 11: Teaching Difficult History with Film: Multiple Perspectives on the Holocaust

Alan S. Marcus and Gary Mills

Section 5: Difficult Histories from the Margins in Curriculum and Teacher Education

Chapter 12: Questioning "Normal": Actively Undoing Dis/ability Stereotypes Through Teaching a Critical Analysis of Films.

David J. Connor

Chapter 13: Invoking Precious Knowledge with Teacher Candidates to Reclaim the Past, Reassess the Present, and Revolutionize Future Practice
Mark Kohan and Emilie M. Camp

Chapter 14: Finally "Seeing" a Queer Past: The Importance of Film in Teaching LGBTQ American History

Sharon Ullman