Teaching Difficult History Through Film

Book excerpt: Why Use Non-American/Non-British Films to Teach the Holocaust? -- Multiple Perspectives of the Holocaust -- Conclusion -- References -- Part V: 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 -- Introduction -- Why Is Disability Difficult to Teach? -- Interpreting "Difficult History": Deliberately Troubling the Concept of Normal -- Mixed Messages: Hollywood's Fascination with Disabled Characters -- (In)Accuracies of Portraying Disability -- Using Films in Teacher Education -- Conclusion: Toward Increasing the Use of Film as a Pedagogical Tool to Teach Disability in K-12 Class -- Note -- References -- Chapter 13: Invoking Precious Knowledge with Teacher Candidates to Reclaim the Past, Reassess the Present, and Revolutionize Future Practice -- Introduction -- Critical Frames for Teaching, Learning, and Leading with Film -- The Role of Precious Knowledge in Teacher Education: A Case Study -- The Role of Sociopolitically Conscious Films in White-dominated Spaces: Implications and Possibilities for Teacher Educators and Secondary Social Studies Teachers -- Acknowledgments -- References -- Chapter 14: Finally "Seeing" a Queer Past: The Importance of Film in Teaching LGBTQ American History -- Introduction -- Conclusion -- References -- Index