NWHM Women in Early Film Lesson Plan
Grade Level: Secondary Grades
Description/Purpose: The purpose of this lesson plan is for students to analyze and look at movie posters and DVD covers in a critical manner. The poster comparisons will allow them to utilize the information they read in Women in Film and critique promotional materials used by film studios.
One to two class periods.
- Students will hone their skills in critical analysis, using pictorial evidence from various time periods.
- By navigating through the Online Exhibit to find the information important to their assignments, students will also gain a peripheral knowledge of a much wider range of history.
- Computer Lab…access to Women in Early FIlm
If a computer lab is not available, the teachers can print the Online Exhibit.
- Poster comparsion document. [Available for download here].
Begin by asking the students to read through Women in Early Film.
Discuss the roles of women in early film, using specific examples from the Online Exhibit, as well as roles of women in general during the 1910s and 1920s.
You can either assign the poster sheet as homework or give them the next class period to finish it. You may want to have a discussion about the answers to each comparison. At the end of the handout, additional questions are included, that can be used for either homework or class discussions.
I-d Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can compare and analyze societal patterns for preserving and transmitting culture while adapting to environmental or social change.
II-b Time, Continuity and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
IV-e Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can examine the interactions of ethnic, national, or cultural influences in specific situations or events.
V-f Individuals, Groups and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can identify and analyze examples of tensions between expressions of individuality and group or institutional efforts to promote social conformity
IX-g Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence, so that the learner can describe and evaluate the role of international and multinational organizations in the global arena.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7. Students conduct research on issues and interests by generating ideas and questions, as well as posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).