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AP Test Prep
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\nCollege Board\n
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\nAP® English Language and Composition: Using Documentary Film as an Introduction to Rhetoric\n

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\n\nFor Teachers\n\n10th - 12th\n\nStandards\n
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\nRhetoric is the key to character. Scholars work through four activities using documentary films to complete rhetoric analysis. Learners participate in writing a note to a friend and then analyze their own writing. They also view clips...\n
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Worksheet
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\n\"Film\n\n
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\nCurated OER\n
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\nFilm Festival: Documentaries for Hispanic Heritage Month\n

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\n\nFor Students\n\n9th - 12th\n
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\nIn honor of Hispanic Heritage Month, the New York Times provides links to five short documentary films depicting Hispanic themes and culture. Learners can click on each embedded link to view the films, then answer each set of related...\n
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Lesson Planet Article
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\n\"Building\n\n
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\nCurated OER\n
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\nBuilding a Documentary Library\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nDocumentary films allow your class to visit new places and gain a deeper understanding of complex issues.\n
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Instructional Video10:21
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\n\"Experimental\n\n
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\nCrash Course\n
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\nExperimental and Documentary Films\n

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\n\nFor Students\n\n8th - 12th\n\nStandards\n
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\nSome of the boldest films in history have been documentaries or experimental films. Explore non-narrative cinema and its avant-garde techniques with a short video about a creative faction in film history. Additionally, the video...\n
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\n\"Reality\n\n
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\nCurated OER\n
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\nReality Film\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents propose and create documentary films depicting a slice of \"ordinary\" life that reveals something unique or surprising about its subject. They, in groups, make films and present them to the school.\n
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\n\"The\n\n
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\nThe Internet of Things: IoT\n

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\n\nFor Teachers\n\n7th - 12th\n\nStandards\n
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\nHow has the Internet of Things affected our lives? Scholars examine the massive influence of mobile devices in this analysis lesson, which begins with a seven-minute documentary clip. They also read a New York Times article (linked)...\n
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\n\"John\n\n
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\nNational Endowment for the Humanities\n
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\nJohn Steinbeck’s \"The Grapes of Wrath\": The Inner Chapters\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHere’s a must-have resource for anyone using The Grapes of Wrath. Everything from guiding questions to background information, from photographs to documentary films, from activities to assessments is included in a richly detailed packet...\n
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\n\"Active\n\n
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\nCurated OER\n
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\nActive Viewing: Savage Acts\n

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\n\nFor Teachers\n\n10th - 11th\n
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\nBased on the documentary film Savage Acts: Wars, Fairs, and Empire, this lesson explores concepts of National interests and imperialism. They view sections of the film and share which images exemplify the meaning of each vocabulary term....\n
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\n\"Religion\n\n
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\nPBS\n
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\nReligion in Culture & Politics: Women’s Empowerment in Syria\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nLearners determine their perspective on women's empowerment and then compare it to how it is seen in Syria. They watch four documentary clips, discuss what they've seen, and answer two short essay questions. Excellent resource links and...\n
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\n\"Religion\n\n
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\nAmerican Documentary\n
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\nReligion in Culture & Politics: Women’s empowerment in Syria\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nWhat defines a woman as empowered, and how does this definition compare to the ideas and actions of a group of Muslim women in Syria? After watching a series of video clips from a documentary film about a school for girls in Damascus,...\n
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\nGlobal Oneness Project\n
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\nThe Value of Sports: Unifying a Community\n

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\n\nFor Teachers\n\n9th - Higher Ed\n\nStandards\n
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\nThe Global Oneness Project presents a lesson about the power of sport to bring a community together. After watching the documentary film, I am Yup'ik, class members use the provided discussion questions to reflect on the importance...\n
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Instructional Video8:25
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\nThe Story of India - Ages of Gold - 2/7\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nPart two of this seven-part series examines the structure, economy, and legacy left by the great Gupta Empire. Wonderful documentary film footage, images of India's architecture, and primary source documents make this a very good resource.\n
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\n\"Red\n\n
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\nNational Woman's History Museum\n
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\nRed Power Prevails : The Activism, Spirit, and Resistance of Native American Women\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nNative American women powered the American Indian Movement and other social changes, but they are often forgotten by history books. Examining a series of resources, including a documentary film, photographs, secondary sources, and social...\n
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\n\"Fish\n\n
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\nCurated OER\n
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\nFish Stories\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents conduct background research about a Pacific Rim country to develop a premise for a documentary film about the fate of traditional fishing industries in the area.\n
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\n\"General\n\n
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\nCurated OER\n
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\nGeneral Lesson Plan for Documentary Lens\n

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\nUse this general instructional activity guide to inform your instruction surrounding a documentary. The instructional activity is made up of five activities. The activities are intentionally general because they are designed to adapted...\n
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\n\"Nervous\n\n
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\nCurated OER\n
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\nNervous Conditions\n

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\n\nFor Teachers\n\n11th - 12th\n
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\nLearners read Nervous Conditions and explore freedom and oppression. They discuss types of oppression and list examples of discrimination. They create collages or timelines about the novel. They research present day Zimbabwe and make a...\n
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\n\"Our\n\n
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\nCurated OER\n
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\nOur Town\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents read and discuss an online article as they consider what makes a center of activity in a city or town. They produce a documentary film of the hub of activity in their school.\n
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\n\"Finalizing\n\n
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\nCreative Visions Foundation\n
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\nFinalizing Films and Writing a Reflection\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nWrap up a documentary creation project with the final lesson in this series. Class members reflect on their learning and compose responses to four questions relating to what they learned, whey they would do differently, and how the group...\n
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\n\"Production:\n\n
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\nCreative Visions Foundation\n
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\nProduction: Filming\n

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\n\nFor Teachers\n\n6th - 12th\n\nStandards\n
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\nAfter viewing and analyzing documentaries and working in groups to storyboard and prepare, your class should now be ready for the production stage of the documentary process. The eighth lesson in the series, this plan provides...\n
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\n\"Into\n\n
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\nCurated OER\n
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\nInto the Fifties: Understanding the Context of Film Genres in the Fifties\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners discuss prior knowledge of American culture during the 1950's. They complete KWL charts, participate in class discussions and view the documentary film Atomic Café. They record their observations from the film.\n
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\n\"Arson\n\n
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\nCurated OER\n
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\nArson\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents watch a documentary film about arson and why children sometimes commit arson. They role play a scenario in which the school was deliberately set on fire. They develop a news report in which they interview three people regarding...\n
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\n\"This\n\n
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\nCurated OER\n
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\nThis is America\n

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\n\nFor Teachers\n\n3rd - 6th\n
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\nStudents explore world geography by viewing a documentary film in class. In this national parks lesson plan, students view the Ken Burns documentary about the subject and identify the contributions of individuals in support of the parks...\n
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\n\"World\n\n
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\nWorld War II: Modern History of Hawaii\n

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\n\nFor Teachers\n\n8th - 9th\n
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\nStudents examine world geography by viewing a documentary film in class. In this World War II lesson plan, students discuss the role Hawaii played in the great battle and what type conflicts happened among the island chain. Students view...\n
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\n\"The\n\n
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\nThe Candid Camera\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nStudents examine the influence of photographer Jerome Liebling on documentary films. They read and discuss an article, take photographs, and create an original photo essay and artist statement.\n
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