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manitoba.ca > Education and Early Childhood Learning > K-12 > Framework for Learning > French Immersion Program > Social Studies > Grade 12 > Cinema as a Witness to Modern History

Framework for Learning

 
 
 
 
 
 

Framework for LEARNING

French Immersion Program

Course Code

1123

Course Credit

1

Grade 12 Global Issues
Grade 12 Cinema as a Witness to Modern History
Grade 12 Current Topics in First Nations, Métis, and Inuit Studies
Grade 12 Canadian Law

Print Version (PDF document 928 KB)

Grade 12 Cinema as a Witness to Modern History

Course Overview

This course will engage learners in an exploration of the connections among cinema as an art form, cinema as a product of history, and cinema as an interpreter of history. Learners will respond to and discuss the aesthetic and emotional elements of cinema and will apply historical thinking concepts to the analysis of historical themes as represented in various films and other sources. Throughout the course, learners will apply critical media literacy skills in order to understand that film does not simply reflect the past, but interprets and retells the past and, at times, reconstructs it.

Guiding Principles for the Design of Learning Experiences and Assessment Practices

The Guiding Principles of Designing Learning Experiences and Assessment Practices in the French Immersion program provide guidance to all Manitoba educators as they design learning experiences and classroom assessments to strengthen, extend and expand student learning. Planning with the learner, the context, and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.

Assessment for and as learning involve learners in the process and support learner reflection; assessment of learning (commonly known as summative evaluation) measures final outcomes. All aspects, when done well, contribute to informed teaching and reliable judgment of learner progress.

The Guiding Principles of Designing Learning Experiences and Assessment Practices outlined below in the French Immersion Program in Manitoba provide guidance to all Manitoba educators as they design learning and assessment experiences to strengthen, extend and expand student learning. Planning with the learner, the context and the curricula in mind creates opportunities for the co-construction of inclusive learning experiences and assessment practices where the diverse learning needs, abilities and interests of each learner are met.

Language is seen as a tool for communication, cognitive development and as a vector for personal and social growth.
The learner develops a sense of belonging to the Francophone community, both within the school and in the Francophone community outside the classroom.
Learning and assessment situations are learner-centred.
Learning and assessment situations take place in a rich and engaging learning environment that offers a climate of trust and respect.
The learning environment and learning and assessment experiences value human diversity.
The learning environment and learning and assessment experiences incorporate Indigenous perspectives and engage the learner in a process of reconciliation

Guiding Principles for Evaluation and Reporting

The Guiding Principles for Evaluation and Reporting are currently still under development and not yet available. When completed, a notification will be added to the Manitoba Framework for Learning “What’s New?” page on the website.

Learning Outcomes

Learners will do the following:

  • View films of various genres, and reflect critically on cinematic representations of historical events, figures, ideas, and developments of the twentieth century.
  • Analyze and evaluate the techniques of cinema as an art form.
  • Consider how documentary and fictional films reflect the values and perspectives of the society in which they originated.
  • Conduct research into historical sources in order to analyze interpretation, error, bias, or anachronism in the representation of historical subjects in cinema.
  • Apply the following six historical thinking concepts to analyze representations of history in film:
    • establish historical significance
    • use historical evidence
    • identify continuity and change
    • analyze cause and consequence
    • take historical perspectives
    • understand the ethical dimensions of history
  • Deconstruct and respond to selected films, including examples from local and Canadian cinema, international cinema, and American mass media productions.
  • Study the evolution of film techniques and technologies.
  • Write film critiques that apply principles of critical media literacy and historical thinking.
  • Compare and evaluate the aesthetic and evocative qualities of various film genres.
  • Assess the historical context of film production and the emergence of cinema as a business and a force in popular culture.
  • Enrich their knowledge of significant developments in modern world history.
  • Reflect critically on the role of cinema as a purveyor of persuasive social messages that deal with a range of controversial or sensitive subjects.
  • Examine and assess the social role of cinema, the cinematic portrayal of violence, and the adequacy of film in interpreting history.

Curriculum Implementation Resources

Grade 12 - Curriculum Implementation Resources: Web Pages

Grade 12 - Curriculum Implementation Resources: Multimedia

Grade 12 - Curriculum Implementation Resources: Documents


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