Unit 5 Sample Lesson: A moment in time

In this lesson, students will explore film as an information medium. Students will study how history can be revealed through a "lens of interpretation" in such media as Canadian Historica Minutes. They will learn the importance of sensory images in evoking time and place and the importance of audience in the telling of a story. Students will consider stereotypes and fair representations and how film technique can influence our perspectives and understanding.

What is the intended purpose or goal of the "Historica Minutes" advertisements?
Who is the intended audience?
Are they factual representations of Canadian history? In what way?
How are these short films effective and can you imagine some of the challenges associated with their production?
How could these episodes be improved?
How are the characters/historical figures represented? Are these representations thoughtful and fair?
Which film conventions contribute or subtract from the success of the "Historica Minute"?

A3.3 select and use a variety of technological tools, including forms of new media, to highlight the message and enhance the impact of drama works

B1.2 analyse drama works to determine how they communicate ideas about issues, culture, and society

B2.3 identify ways in which drama can influence the broader community

C1.2 use correct terminology for the various components and processes of their own and others’ drama works

C2.2 compare the acting skill sets required by performers in current media to those required in traditional theatre

At the end of this lesson, students will be able to:

• Write and perform a short play or film that tells the story of an important figure or event from Canadian history
• Analyse works of film and drama with particular attention paid to stereotypes and historical accuracy
• Use correct terminology to judge works of film based on the directorial choices made and the use of film conventions

Readiness

Familiarity with film concepts, conventions and production roles and responsibilities. Students will have an understanding of characterization and experience with filmmaking techniques. Students will have explored stereotypes.  

Terminology

Authenticity
Heritage
Culture
Ethnicity
Indigenous
Docudrama
Narration
Characterization
Film conventions (types of shot, lighting, sound, etc.)
Historical accuracy 

Materials

Access to Internet and projection capability or DVD of Historica Minutes
Pictures or stories of significant people and events from Canadian History
BLM #4 Historica Worksheet

Pairs > Brainstorm

Have students turn to their elbow partners and brainstorm a list of Canadian films.

Whole Class > Discussion

Invite students to share their responses and to participate in the following discussion.

Key Questions for Discussion:

How many of the films you mentioned are set in a Canadian location? Where?
How many of you watch Canadian TV shows? Why or why not?
Which shows/movies deal with Canadian history or are produced from a Canadian perspective? Which era of time do some of the examples portray?

Whole Class > Historica Minutes

Ask students if they recall any of the Historica Minutes played on television as commercials (also known as Heritage Minutes). Invite students to discuss the episodes they have seen.

Assessment of Learning (AoL)

Peer-evaluation, audience and teacher feedback of performance pieces using appropriate terminology will determine learning and next steps. 

Assessment as Learning (AaL)

Check student feedback for appropriate use of film terminology. Provide feedback concerning cultures, stereotypes, and accuracy during class discussions.  

Differentiation (DI)

Writing in role as a character from the Historica Minute may provide an alternate opportunity to demonstrate learning.

Hot-seating students in role as a character from the Historica Minutes may serve to deepen understanding and empathy for the characters.

Alternate performance pieces might include the 5 minutes before or the 5 minutes after one of the episodes watched.

Consider having the students create their episodes for a target audience of teenagers or small children.

Quick Tip

This lesson is adaptable to the interests of both teacher and students. Historica Minutes are wide-ranging in subject, theme, and historical era.  

Hyperlinks

Historica

Canadian Encyclopedia

Individual > Worksheet

As a class, watch 1 or 2 selections of Historica Minutes (available online or as a DVD) as broadcast on Canadian television i.e. Louis Riel, Sitting Bull, or Peacemaker.

For each short film, ask students to fill out BLM #4 Historica Worksheet describing some of the things they visually observe i.e. describe the characters, their clothing and appearance, the background, the props and set, visual effects, etc. and some of the things they hear - names, dialogue, narration, sound effects (horses, fire crackling, etc.) and music. Encourage students to avoid making inferences.

Whole Class > Discussion

Have students think-pair-share their observations. Encourage them to add to their worksheets anything they might have missed. Discuss the imagined environment of the film i.e., smells, feeling, temperature, textures, sights and sounds. What was the mood and how was it created? Have students complete the rest of the analysis and interpretation portion of their worksheets individually or with their partners.

Now discuss the presumed time-period, location, familiarity with the topics and/or historical figures, the character's ethnic origins, etc. Provide students with the actual context and history of each "minute" (see Canadian Encyclopedia in the Hyperlink section).

Discuss with the class, how accurate their predictions and inferences were. Have students complete the last section of their worksheets and follow up with discussion.

Key Questions for Discussion

Were parts funny when not intended?
Were there stereotypical characterizations? If so, in what way, and why should they be avoided?
Which directorial choices were effective and which could be improved? Why? How were film conventions employed to convey the story and message? What are the challenges associated with the brevity of a television commercial, and how are they overcome?

Small Groups > Creating Historica Minutes

Divide students into groups and explain that they will be creating their own Historica Minute for stage performance (with an option to film). The goal will be to create work similar to the episodes they have watched. Brainstorm possible Canadian events or people from Canadian history that students could use as their inspiration. Discuss research avenues.

Encourage students to assign roles and homework tasks such as researchers, scriptwriters, actors, camera operators, etc.    

Next Steps: Students will research their inspiration and create a storyboard for their Historica Minute. Full production values such as costumes, make up, music, lighting, etc. must be fully realized. Students will spend the next few classes on this assignment and their final work will be evaluated. Consider inviting an audience to view the final products.