Professional Documents
Culture Documents
Lesson Focus/Topic: When Films and Facts Collide in Questions, historical accuracy,
creative license
Standards (What standards will be addressed by this lesson?):
CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features as the date and origin of the
information.
CCSS.ELA-LITERACY.RH.9-10.8 - Assess the extent to which the reasoning and
evidence in a text support the author's claims.
Objectives (What will your students know and be able to do as a result of this lesson?):
Understand how to critically analyze a film for its accuracy and learn ways of finding out
which parts are true and which parts are fiction
Materials (What texts, manipulatives, visuals, tech., etc. will you need for this lesson?):
The article When Films and Facts Collide in Questions
Highlighters for noting both sides
The companion for note taking
Assessment(s) (How will you determine what the students know and are able to do during and
as a result of your lesson?):
The companion needs to be filled in pre-read, during reading, and afterwards
The students need to discuss what theyre read amongst one another
Instructional Tasks/Activities
Warm-Up (5 mins)
I will direct the students to their companion
and read aloud the first two questions. I will
allow them time first to write down their
answers and then ask for volunteers to share
what theyve written
The debate over whether historical films have an obligation to be completely relevant
How to hear evidence from two sides of a debate and to pick a side and defend it.
There are references to other films the students might not have heard of let alone seen
There is a lot of references to other authors and directors that might overwhelm the
students
What will you model that will help students negotiate the difficult parts?
I will start by modeling how I often take notes and will recommend that my students try
the same technique for at least the first page of their reading
I will ask the students to highlight the names of other movies referenced in the article for
discussion later
What do they need to do with the information they are reading?
I will recommend that the students use two different colors for highlighting, using one
color for those who argue that films should be completely accurate and another for those
who argue that films are interpretive works of art
They will need to discuss the pros and cons following the article and to be able to talk
about it among their peers
How will they hold their thinking while they read?
The notes and highlighting on the text
The companion sheet with questions on the text
NameDate-
Notes While Reading1. What other historical movies were mentioned in this piece?
2. What are the arguments for artistic license when creating a film?
5. What does the article say is a good way to ensure you learn what aspects are accurate
and which are not? Do you find this convincing?
Post-Reading
1. Having read the article, has your opinion changed from your second question in the
warm-up? Why or why not?
2. Do you think the article favored one side over the other?