Non-Feature Movie Possibilities Essay Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Non-Feature Movie Possibilities Essay Assignment
For this assignment, pick a film to analyze. The film can be a documentary, feature film, television mini-series, or television show, but I very much prefer you to analyze a feature film.
The TSTC Learning Resource Center provides access to a film and cinema database: https://video-alexanderstreet-com.libproxy.tstc.edu/, where you can find numerous films, movies, and documentaries to choose from, all free of charge. You must check with me to get approval for any movie from this service.
Here are some non-feature movie possibilities. The film must fit within the time from of our class (pre-Colonial through Reconstruction).
The Colonial Period
The Last of the Mohicans (1920) (1936) (1977) (1992)
The Scarlet Letter (1926) (1934) (1979) (1995)
Drums Along the Mohawk (1939)
Northwest Passage (1940)
The Courageous Mr. Penn (1941)
Knickerbocker Holiday (1944)
Unconquered (1947)
Battles of Chief Pontiac (1952)
The Plymouth Adventure (1952)
Captain John Smith and Pocahontas (1953)
Mohawk (1956)
Mayflower: The Pilgrims’ Adventure (1979)
1492: Conquest of Paradise (1992) — YT
The Broken Chain (1994)
Pocahontas: The Legend (1995)
Pocahontas (1995)
The Crucible (1996)
Salem Witch Trials (2003)
The New World (2005)
First Landing (2007)
The Witch (2015)
Overall instructions:
One of the most important differences between a high school history class and a college history class is the concept of “thinking like a historian.”
That means that you do not take things at face value, but look for biases and unspoken assumptions. These might be obvious or subtle, but you must uncover hidden agendas to understand any media you consume—be it the internet, movies, TV, video games or news.
While most people watch movies for entertainment, it has become one of the most common methods for Americans to consume “history.” In this assignment we’re going to move beyond watching a movie for simple entertainment, and analyze what the movie is actually relaying to its viewers.
Many people think that historical movies, or movies that cover a specific event in history, are created to purely reflect the historical event. As we’ll see in this exercise, however, movies are actually more reflective of the time in which they are created, rather than the time they portray.
In this assignment, start by picking a film from the approved list and watching it carefully. You will not be able to rely on your memory of the film, so be sure to choose a film that you have easy access to viewing. It is strongly encouraged that you take notes while you are watching the film so that you can fully answer the questions below.
You will upload your final analysis to the Turnitin assignment area in Moodle. Please note: you can use sources other than the movie to complete your analysis, but they should be properly cited along with the correct citation for the film itself.
Format:
Font size: 11 pt. or 12 pt. Font
Font style: pick one easily readable font (Arial, Times New Roman, Calibri, New Courier), not a handwriting style or ornate font
Margins: top and bottom margins of 1”; right and left margins of 1.25”
Line spacing: 1.5 or 2.0
Utilize the CMS Citation Method
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Your “History Film Analysis” should fully answer the following questions:
Synopsis: Things that influenced the making of the movie. Research the director and find any interviews they’ve participated in about the film. Remember to cite the information you find.
Who wrote the screenplay? Did they adapt it from a book, a play or did they create it themselves?
Did the director consult historical documents or archives? Did they hire historians to consult for the film? If so, what did the historical research and/or historians do for the film?
Did the era in which the film was produced impact the way it portrayed history? For example, if it is a movie about war, were they trying to instill or glorify patriotism and duty or were they trying to show the futility and horror of war? Or something else altogether?
What was the director’s approach to portraying history? If you can’t find any articles or interviews that describe how they wanted to portray history, try your best to answer the question as a viewer.
Review the director’s past movies. Do they give any indications of a bias in their work—a tendency to portray history in a particular manner?
Historicity: Put the movie under a historian’s microscope. Be specific. Research commentaries about the film, as well as reviews about its historical nature. Give particular attention to the views of historians. Remember to cite the information you find.
Provide two examples of history that the film portrayed accurately.
Provide two examples of history that the film portrayed inaccurately.
What might have caused the movie’s historical inaccuracies?
Biases: Bias is a particular perspective or viewpoint. It is not wrong to have bias; it does not mean that the film is necessarily inaccurate. What is important is that we realize how biases are represented in the films we consume. It is also important to realize that just because you agree with the point of a movie, or are a fan of the individual (or actor portraying an individual) represented in the film, that does not mean that the movie does not contain an agenda or bias.
Many major motion pictures create heroes and villains through the plot line. Do you feel that the movie makers created historical inaccuracies by deeming characters as heroes or villains? If so, describe how. Was there an agenda in characterizing a group of people or individuals as heroes or villains?
Is there any spoken or unspoken biases in the film? If so, describe. Think about the directors’ or writers’ background and how that might impact the ways that the historical figures in the movie are created, how their culture is portrayed, and how their stories are written.
Almost every movie attempt to impact peoples understanding of something like the past, the present, or future, about society, politics, war, gender, race, etc. This is generally unspoken and similar to the ‘moral of the story’ or an underlying lesson the audience may learn. Do you see any hidden agendas in the film? If so, describe.
Cinematic Techniques: How the director makes you feel during the film, and how it influences our understanding of the film’s historical accuracy.
Is the film shot in black and white or color?
How does the filmmaker use lighting to convey a mood or to make a symbolic point?
How is one set of images juxtaposed (set next to each other or back-to-back) with another to create an impression?
What kind of camera angles are used and why?
What kind of music is used in the movie’s soundtrack? Was it composed specifically for the film, or are classical or popular pieces used?
Historical Value: Rate the movie—twice!
First, rate the entertainment value on a scale of 1 to 5 stars (1 being the lowest and 5 the highest), with an explanation of your entertainment rating.
Second, rate the film for its historical value on a scale of 1 to 5 stars (1 being the lowest and 5 the highest). Realize that many movies are entirely fictional but may carry considerable historical value if they portray a period realistically or tell a larger truth with their story.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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