Presenting Hollywood as one of our most influential interpreters of history, Toplin offers a close examination of Mississippi Burning, JFK, Sergeant York, Missing, Bonnie and Clyde, Patton, All the President's Men, and Norma Rae.--Distributed by Syndetics Solutions, LLC.

Before the film industry arrived, Hollywood was filled with quaint bungalows, millionaires' estates, and churches dedicated to teetotalism. Movies shattered Hollywood's tranquillity, and brought wealth, fame and glamorous movie stars. The giants of the movie industry invented klieg-lighted movie premieres and the Academy Awards in Hollywood. Go beyond the star-studded surface to the district's days of union busting, gangsters, and scandal, foreshadowing Hollywood's seedy decline. The book concludes with Hollywood's redevelopment that continues today. The book features the famous faces and places that made the town legendary, offering a unique perspective on celebrity nightlife and the behind-the-scenes stories of day-to-day life. Lavishly illustrated with over 800 vintage images from the author's private collection, "The Story of Hollywood" brings new insights to readers with a passion for Hollywood and its place in the history of film, radio, and television.

Teaching and learning through Hollywood, or commercial, film productions is anything but a new approach and has been something of a mainstay in the classroom for nearly a century. Purposeful and effective instruction through film, however, is not problem-free and there are many challenges that accompany classroom applications of Hollywood motion pictures. In response to the problems and possibilities associated with teaching through film, we have collaboratively developed a collection of practical, classroom-ready lesson ideas that might bridge gaps between theory and practice and assist teachers endeavoring to make effective use of film in their classrooms. We believe that film can serve as a powerful tool in the social studies classroom and, where appropriately utilized, foster critical thinking and civic mindedness. The College, Career, and Civic Life (C3) framework, represents a renewed and formalized emphasis on the perennial social studies goals of deep thinking, reading and writing. We believe that as teachers endeavor to digest and implement the platform in schools and classrooms across the country, the desire for access to structured strategies that lead to more active and rigorous investigation in the social studies classroom will grow increasingly acute. Our hope is that this edited book might play a small role in the larger project of supporting practitioners, specifically K-12 teachers of United States history, by offering a collection of classroom-ready tools based on the Hollywood or History? strategy and designed to foster historical inquiry through the careful use of historically themed motion pictures. The book consists of K-5 and 6-12 lesson plans addressing the following historical eras (Adapted from: UCLA, National Center for History in Schools).

"There is a fashionable myth that Hollywood always gets its history wrong. George MacDonald Fraser believes that it often gets it right, and that we owe a huge unacknowledged debt to the cinema as an illuminator of the story of mankind. Drawing on his experiences as an historical novelist, historian, and screenwriter, he puts the case for the costume movies - Biblical, classical, swashbuckler, imperial, Western, and even the gangster film - not only as entertainments but, at their best, as pictures of the past "more vivid than Tacitus or Gibbon or Macaulay.""--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

“A commendably comprehensive analysis of the issue of Hollywood’s ability to shape our minds . . . invigorating reading.” ?Booklist Film has exerted a pervasive influence on the American mind, and in eras of economic instability and international conflict, the industry has not hesitated to use motion pictures for propaganda purposes. During less troubled times, citizens’ ability to deal with political and social issues may be enhanced or thwarted by images absorbed in theaters. Tracking the interaction of Americans with important movie productions, this book considers such topics as racial and sexual stereotyping; censorship of films; comedy as a tool for social criticism; the influence of “great men” and their screen images; and the use of film to interpret history. Hollywood As Historian benefits from a variety of approaches. Literary and historical influences are carefully related to The Birth of a Nation and Apocalypse Now, two highly tendentious epics of war and cultural change. How political beliefs of filmmakers affected cinematic styles is illuminated in a short survey of documentary films made during the Great Depression. Historical distance has helped analysts decode messages unintended by filmmakers in the study of The Snake Pit and Dr. Strangelove. Hollywood As Historian offers a versatile, thought-provoking text for students of popular culture, American studies, film history, or film as history. Films considered include: The Birth of a Nation (1915), The Plow that Broke the Plains (1936), The River (1937), March of Time (1935-1953), City Lights (1931), Modern Times (1936), The Great Dictator (1940), The Grapes of Wrath (1940), Native Land (1942), Wilson (1944), The Negro Soldier (1944), The Snake Pit (1948), On the Waterfront (1954), Dr. Strangelove (1964), Who’s Afraid of Virginia Woolf? (1966), and Apocalypse Now (1979). “Recommended reading for anyone concerned with the influence of popular culture on the public perception of history.” ?American Journalism

The challenges of teaching history are acute where we consider the world history classroom. Generalized world history courses are a part of many, if not most, K-12 curricular frameworks in the United States. While United States history tends to dominate the scholarship and conversation, there are an equally wide number of middle-level and secondary students and teachers engaged in the study of world history in our public schools. And the challenges are real. In the first place, if we are to mark content coverage as a curricular obstacle in the history classroom, generally, then we must underscore that concern in the world history classroom and for obvious reasons. The curricular terrain to choose from is immense and forever expanding, dealing with the development of numerous civilizations over millennia and across a wide geographic expanse. In addition to curricular concerns, world historical topics are inherently farther away from most students’ lives, not just temporally, but often geographically and culturally. Thus the rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History. The reviews of the first volume Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach Untied States History strategy have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioner. Classroom utility and teacher practice have remained our primary objectives in developing the Hollywood or History? strategy and we are encouraged by the possibilities of Volume II and the capacity of this most recent text to impact teaching and learning in world history. We believe that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching world history. The book provides 30 secondary lesson plans (grades 6-12) that address nine eras in world history.

American historians such as Frederick Jackson Turner have argued that the West has been the region that most clearly defines American democracy and the national ethos. Throughout the twentieth century, the "frontier thesis" influenced film and television producers who used the West as a backdrop for an array of dramatic explorations of America's history and the evolution of its culture and values. The common themes found in Westerns distinguish the genre as a quintessentially American form of dramatic art. In Hollywood's West, Peter C. Rollins, John E. O'Connor, and the nation's leading film scholars analyze popular conceptions of the frontier as a fundamental element of American history and culture. This volume examines classic Western films and programs that span nearly a century, from Cimarron (1931) to Turner Network Television's recent made-for-TV movies. Many of the films discussed here are considered among the greatest cinematic landmarks of all time. The essays highlight the ways in which Westerns have both shaped and reflected the dominant social and political concerns of their respective eras. While Cimarron challenged audiences with an innovative, complex narrative, other Westerns of the early sound era such as The Great Meadow (1931) frequently presented nostalgic visions of a simpler frontier era as a temporary diversion from the hardships of the Great Depression. Westerns of the 1950s reveal the profound uncertainty cast by the cold war, whereas later Westerns display heightened violence and cynicism, products of a society marred by wars, assassinations, riots, and political scandals. The volume concludes with a comprehensive filmography and an informative bibliography of scholarly writings on the Western genre. This collection will prove useful to film scholars, historians, and both devoted and casual fans of the Western genre. Hollywood's West makes a significant contribution to the understanding of both the historic American frontier and its innumerable popular representations.