Film, Music, and Digital History in the Classroom


“Chalk, Talk, and Videotape”

Why is Ken Burns so significant?

How does Burns’ style affect the viewers perceptions and experience when watching his films?

What concern does the author have with Burns’ storytelling techniques?

What specific approach to telling history does Burns employ and why are some critical of this?

What does the author mean that Burns is a liberal-pluralist and how does this impact his films?

What suggestions does the author have for best using Burns’ films in a classroom?


“Lessons from the Screen: Film and Video in the Classroom”

What three teaching tools can film and video offer a teacher according to the author?

What have been some of the common popular criticisms of using film in the classroom?

How might a film be useful as a primary document or source?

How can a film help provide cultural context?

How can films help students understand the nature of historical interpretation?

Why should students be encouraged to critically analyze media?

What suggestions for better use of films and video does the author offer?


“Digital History in the History/Social Studies Classroom”

How does the author define “digital history?”

Where might a teacher or student likely find the best digital sources?

According to the authors what are some of the advantages of digital resources versus non-digital?
What are some of the benefits digital resources offer for learning?


“Turbulent Times: 1960-1975”

Read the lesson plan and evaluate its usefulness for teaching the 60s.

What do you think about the set up or organization of this lesson?

Are there any things you might add or subtract from it?