Among early Hollywood’s most renowned filmmakers, Lois Weber was considered one of the era’s “three great minds” alongside D. W. Griffith and Cecil B. DeMille. Despite her accomplishments, Weber has been marginalized in relation to her contemporaries, who have long been recognized as fathers of American cinema. Drawing on a range of materials untapped by previous historians, Shelley Stamp offers the first comprehensive study of Weber’s remarkable career as director, screenwriter, and actress. Lois Weber in Early Hollywood provides compelling evidence of the extraordinary role that women played in shaping American movie culture. Weber made films on capital punishment, contraception, poverty, and addiction, establishing cinema’s power to engage topical issues for popular audiences. Her work grappled with the profound changes in women’s lives that unsettled Americans at the beginning of the twentieth century, and her later films include sharp critiques of heterosexual marriage and consumer capitalism. Mentor to many women in the industry, Weber demanded a place at the table in early professional guilds, decrying the limited roles available for women on-screen and in the 1920s protesting the growing climate of hostility toward female directors. Stamp demonstrates how female filmmakers who had played a part in early Hollywood’s bid for respectability were in the end written out of that industry’s history. Lois Weber in Early Hollywood is an essential addition to histories of silent cinema, early filmmaking in Los Angeles, and women’s contributions to American culture.

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.

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).

Hollywood cinema and Los Angeles cannot be understood apart. Hollywood Cinema and the Real Los Angeles traces the interaction of the real city, its movie business, and filmed image, focusing on the crucial period from the construction of the first studios in the 1910s to the decline of the studio system fifty years later. As Los Angeles gradually became one of the ten largest cities in the world, the film industry made key contributions to its rapid growth and frequent crises in economic, social, political and cultural life. Whether filmmakers engaged with the real city on location or recreated it on a studio set, Los Angeles shaped the films that were made there and circulated influentially worldwide. The book pays particular attention to early cinema, slapstick comedy, movies about the movies and film noir, which are each explored in new ways, with an emphasis on urban and architectural space and its representation, as well as filmmaking style and technique. Including many previously unpublished photographs and new historical evidence, Hollywood Cinema and the Real Los Angeles gives us a never-before-seen view of the City of Angels.

For nearly a hundred years, the state of Utah has played host to scores of Hollywood films, from potboilers on lean budgets to some of the most memorable films ever made, including The Searchers, Butch Cassidy and the Sundance Kid, Footloose, and Thelma &telling how these films were made, what happened on and off set, and more. As one Utah rancher memorably said, Hollywood moviemakers "don't take anything but pictures and don't leave anything but money." James V. D'Arc, Ph.D., is Curator of the BYU Motion Picture Archive, the BYU Film Music Archive and the Arts and Communications Archive of the L. Tom Perry Special Collections at Brigham Young University. He directs the BYU Motion Picture Archive Film Series, produces a CD series of original motion picture soundtrack, and appears on DVD documentaries dealing with classic films. For over 30 years, Dr. D'Arc has lectured internationally on motion picture history and has taught film courses at BYU. He lives in Orem, Utah.

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.