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Frances Ce Liang

Professor Erin Dietel-Mclaughlin

WR-13300-SS13

24 October 2014

Annotated Bibliography
Abstract
The focus of this research project would be a number of 20th century films that were
produced as reflections upon certain historical events occurring during the American
Civil War. By examining these historical feature films that have achieved tremendous
success in film history, I want to find out how exactly these films portray these events
and how they shape audiences understanding of them, wars and movements. This
project is intended to show scholars studying US history and history major students
how intensely these non-documentary films could influence audiences perspective
towards history in general, and to help foreigners and immigrants who are attempting
to learn more about this country better understand American society and culture in
Civil War period. To illustrate this, I plan to focus on several films that portray
American Civil War from various perspectives, discuss how accurately these films
depict actual historical events, and demonstrate how they achieved their tremendous
influence on audience.

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Source 1

Stoddard, Jeremy D. School of Education, College of William & Mary, Williamsburg,

USA. "Film as a thoughtful Medium for Teaching History." Learning, Media
& Technology, 37.3 (2012): 271-2

This article, written by Dr. Jeremy Stoddard from School of Education,

College of William & Mary, serves as a useful case study of teachers and
students in two ninth-grade US history classes discussing the role that films
play as a thoughtful medium for teaching US history. To be more specific,
the study focuses on the nature and range of authentic intellectual work that
students are engaged in with film in the classroom (Newmann, F., B. King,
and D. Carmichael. 2007. Authentic instruction and assessment: Common
standards for rigor and relevance in teaching academic subjects. Des Moines,
IA: Iowa Department of Education). Instead of merely using a film as a
textbook which provides visual presentation of history, students in these 2
classes are engaged in developing conceptual knowledge and historical
empathy through the medium of film, as well as the discussions on
controversial issues and historical events. Undoubtedly, this is a well-written
and highly credible source that is highly relevant to my research project. As
one of my main arguments is that films have the power of shaping audiences
perspectives towards certain historical events, and I want to show the scholars
to what extend film can influence the audiences understanding of history, this
source serves as a strong supporting evidence.

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Source 2
Deshpande, Anirudh. "Films as Historical Sources or Alternative History." Economic
and Political Weekly, 39.40 (2004): 4455-4459.

This paper, written by Anirudh Deshpande, argues for a relatively new

relationship between visual history and written history. With scholars studying
history in particular and film makers as target audience, the author claims that
the only way for historians to bridge the increasingly widening chasm between
public and academic histories is to take relatively new forms of sources such
like film and other visual documents seriously. On the other hand, film makers
should by no means ignore the context of literacy which informs their work.
The author also argues that with the will and opportunities to collaborate,
historians and film makers could learn a lot from each other through operating
in a heterogeneous field of post-literacy, literacy and pre-literacy. Also, the
author emphasizes the necessity of examining the approach of historians to
cinema in general and the historical feature film in particular. This claim,
which is supported by a variety of persuasive evidence and highlights the
close relationship between history study and film industry, directly points to
one of my major points that historians should regard historical feature films as
a useful source when searching for evidence for their research projects.

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Source 3

D. W Griffith [David Wark], The Birth of A Nation, Chatsworth, Calif. : Image

Entertainment distributor, 1998, 1 videodisc (187 min.)

This is a DVD version of one of the major films I am going to examine in my

research paper. This epic story of the Civil War, which is presented through
the lives of two families, serves as a highly controversial classic in film
history. The film chronicles the relationship between two families in Civil
War and Reconstruction era: the pro- Union Northern Stonemans and the proConfederacy Southern Camerons over the course of several years. This 3-hour
long video serves as a first-hand source that allows me to carefully examine
some important scenes several times over and get a deeper understanding of
the background and plot of this landmark masterpiece. Also, it gives me a
chance to experience the emotional power of this film as an audience. As I am
going to use my own personal experience to elaborate on my argument that
historical films have the power of exerting tremendous emotional influence on
audience, especially those who are ignorant of what actually took place in
history (foreigners and immigrants), this source definitely provides great help
to the overall development of my argument.

Source 4

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Levin, Kevin. "Teaching Civil War Mobilization with Film." OAH Magazine of
History, 26.2 (2012): 33-36.
In this article, Kevin M. Levin points out that Hollywood films that feature
historical events could engage students by evoking empathy with historical
figures and promoting more serious historical inquiry. He also makes the point
that if students view such films as passive observers, they may reach a false
conclusion that all movies reflect good history. As a result, when it comes to
Civil War films in particular, teachers are obligated to encourage their
students to view such films as cultural texts that emphasize varying
perspectives on race, society, and national identity. What is more, this article
discusses a number of Civil War films featuring a series of historical themes
such as slavery and emancipation, thus demonstrating Hollywoods portrayal
of wartime mobilization. As conclusion, the author also highlights the role that
such films play in sharpening students critical thinking skills as well as their
understanding of how popular perceptions of the past have evolved. This
article as a whole, by examining a series of films and discussing how they
might shape students perceptions toward historical events, provides strong
support to my claim that historical films could be regarded as a valuable
source of helping foreigner, immigrants or students who know little about
certain historical events better understand history. Also, as claimed by the
author, such films could help students better understand how popular
perceptions of certain events or movement evolves, it would greatly aid me in
developing the argument that some early films, made and released not long
after the events they depict took place, may serve as historical evidence
presenting popular perceptions at that time and showing how such perceptions

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changed over time.

Source 5
Goodale, Gloria. "From 'Glory' to 'Gone with the Wind,' Fascination with Civil War
Endures." Christian Science Monitor, (2011): .

This article is a social examination of a variety of American films depicting

the Civil War. The author Gloria Goodale states that from the earliest feature
film such Griffiths The Birth of A Nation, Gone with the Wind, and even Ken
Burnss groundbreaking documentary, the Civil War has been, and remains a
potent theme in mainstream popular culture. By citing the words from a
number of scholars and social workers, the author argues that filmmakers and
novelists, poets and TV mini-series have tackled this most divisive time in US
history as a means to explore both historical and modern notions of American
identity. Another point made by the author is that although mass culture does
not have the same obligations of a history class, popular storytelling serves as
a window into the nations mind at that moment, a point that would support
my emphasize on the role that cinema plays in shaping peoples insight into
historical events and national spirit. Also, she mentions the 1915 feature film,
The Birth of a Nation which is in contrasts with 1989's Glory highlights
the difference in their perspectives, and points out that the emancipationist
memory allows us to see the ugliness of racism and to remember slavery as a
cause. Such discussions would greatly aid me in my examination of the 2
films mentioned above.

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Source 6
Schermaul, U, and VEB VERLAG ENZYKLOPADIE. "Mainstream Movies and the
Reimagination of History in 'The Patriot' (2000)."Zeitschrift Fur Anglistik
Und Amerikanistik, 53.3 (2005): 225-238.

The essay, written by German author U. Schermaul, demonstrates how

Hollywood films meet history. The essay as a whole examines the ways in
which the mainstream movie The Patriot fuses filmic and non-filmic
discourses in order to stage the American Revolution on screen. The author
argues that the film appropriates legendary figures and folk tales about some
colonial militia leaders who fought against the British troops during the war of
independence in order to vividly present actual historical events. The Patriot
assembles a historical patchwork hero whose on-screen appearance renders a
culturally meaningful narrative about America's past for contemporary
viewers. On the other hand, the film also visualizes history through star
performance and references to earlier historical movies. The essay also
examines the very patchworking of characters and the cinematic 'quilting' of
life stories form essential strategies for mainstreaming history in Hollywood
movies. Although the very film this article examines depicts American
Revolution instead of Civil War, and is not included in my film category, this
essay nonetheless provides insight into the relationship between Hollywood
films and history, thus might provides necessary evidence for my overall
analysis.

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