As with the any new form of information, using …show more content…
The modern student watches and listens for entertainment purposes only, never taking a look at the story from another perspective. In O’Connor’s two stages and four frameworks, he explains that “students should be taught how to question the images they see on the screen, just as they are urged to look for loaded words or phrases in a book or newspaper.” Through learning and interaction, educators and historians are trying to teach students that questioning helps the student gain a deeper understanding of history and to not repeat the …show more content…
The same story told at different times may bring out different aspects of the story. In one time period, a film shows the horrors of war and in another time period, the same subject matter might show nationalism. The audience needs to examine the historical accuracy of a “documentary film." Many times the biases of the creator will make the film more propaganda than non-fiction. Faking and staging of newsreel films during times of war to make a point was common; for example, the picture of the raising of the flag over Iwo Jima was actually the second time the flag flew on Mount Suribachi. Finally, the audience should determine if items were left out of the film and investigate why. The format of the film industry itself has also caused changes in the film. Independent film companies may have different views of a film compared to major film