Film and History

Objective

By the end of this 50-minute session, Year 8 students will be able to:

• Understand how films can influence interpretations of historical events.
• Analyse examples of Holocaust-based films for historical accuracy and narrative impact.
• Critically evaluate the role of film as a medium for historical representation.
• Develop skills in analysis, discussion, and critical thinking aligned with the National Curriculum for England.

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National Curriculum Links

English Programme of Study: Key Stage 3

• Reading - comprehension and critical analysis
  • Understand and analyse how language, structure, and form contribute to meaning (NC Ref: KS3 English - Reading - R1, R5)
  • Learn how writers use narrative techniques to shape meaning and response (NC Ref: KS3 - Reading - R4)
• Speaking and Listening
  • Participate in discussions, exploring and evaluating different viewpoints (NC Ref: KS3 English - Speaking and Listening - SL1)
• Writing - composition
  • Plan and draft texts demonstrating an understanding of the audience and purpose (NC Ref: KS3 - Writing - W2)

Cross-curricular links

• History: developing an understanding of the Holocaust through multiple sources - fostering historical empathy and critical enquiry.

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Key Vocabulary

• Historical representation
• Primary and secondary sources
• Narrative perspective
• Accuracy vs artistic licence
• Propaganda
• Empathy
• Bias

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Resources

• Clips (3-5 mins) from historical films depicting the Holocaust (e.g. Schindler’s List, The Boy in the Striped Pyjamas)
• Whiteboard/Smartboard
• Worksheet with guided questions
• Projector
• Assessment checklist

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Lesson Outline

Starter (5 minutes)

• Engagement Question: Display on board: “How do films influence the way we remember history?”
• Use quick pair discussion for students to share initial thoughts.
• Brief whole class feedback capturing key ideas about films as powerful tools for historical storytelling.

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Introduction and Input (10 minutes)

• Teacher-led explanation:
  • The difference between historical fact and historical representation in films.
  • How films interpret history through choices like what is included, omitted or emphasised.
  • Introduce the concept of artistic licence vs factual accuracy.
  • Show brief clips from two Holocaust films highlighting contrasting portrayals.

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Main Activity (25 minutes)

1. Group Analysis (15 minutes)

• Divide class into 5 groups of 5.
• Each group receives a different short film extract or description (projected if no video).
• Groups complete worksheet questions:
  • What historical events or experiences are shown?
  • How accurate do you think this portrayal is? Explain.
  • What emotions or responses does the film try to evoke?
  • Can you identify any bias or perspective?
• Groups prepare a 2-minute presentation of their findings.

2. Group Presentations and Whole-Class Discussion (10 minutes)

• Each group presents their analysis.
• Teacher facilitates discussion on:
  • How might the film’s choices shape the audience’s understanding of history?
  • What are the benefits and risks of learning history through film?
  • Can artful storytelling sometimes distort the truth? How do we balance engagement and accuracy?

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Plenary (5 minutes)

• Quick round robin: Each student shares one new idea they’ve learned about films and history.
• Teacher summarises key learning points:
  • Films shape memory and meaning about historical events.
  • Critical viewing is essential to separate fact from interpretation.

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Assessment

• Formative assessment through worksheet responses and group presentations, checked against an assessment checklist focused on:

  • Identification of historical accuracy and bias
  • Ability to express reasoned opinions
  • Engagement in discussion and listening skills

• Informal observation during peer discussions.

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Differentiation

• Support sheets with sentence starters and vocabulary for lower ability learners.
• Extension activity for higher ability students: write a short paragraph evaluating the ethical responsibilities of filmmakers when portraying real historical horrors.

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SEND and Inclusivity Considerations

• Provide transcripts or subtitles for video clips to support auditory processing.
• Allow paired or group work to reduce pressure on verbalising complex ideas individually.
• Sensitively handle discussions around traumatic subject matter; offer a quiet space if needed.

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Homework Suggestion

• Research and bring an example of a historical film (any period) for discussion on accuracy and impact in the next lesson.

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This lesson plan ensures that students engage actively with both the content and critical thinking, fulfilling the national curriculum’s aims to develop reading comprehension, speaking and listening skills, and an appreciation of narrative forms within a historically significant context.