Modern society with movies
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Description
Book Introduction
Enjoy a fun and meaningful modern and contemporary history lesson with 12 films.
With the themes of 'war and peace', 'human rights and democracy', and 'overcoming discrimination and hatred'
A Modern and Contemporary History Class with 12 Films
Following 『Korean History with Film』 and 『World History with Film』, we are now publishing 『Modern Society with Film』, which reflects on modern society through film.
This book begins with the questions, “Why is modern society plagued by constant conflict and violence?”, “Can we not be at peace even in this age of ever-advancing science and technology?”, and “What is the origin of the problems we face today?”
Based on their experience communicating through film in schools, the authors proposed a class where students discuss various problems in modern society and seek solutions.
The book covers a total of 12 films centered around three themes.
War and Peace: Hero, 1917, The Boy in the Striped Pajamas, Swing Kids
Human Rights and Democracy: Hacksaw Ridge, Selma, Samjin Group English TOEIC Class, Sorry, Ricky
Overcoming Discrimination and Hatred: Dilili in Paris, Green Book, Hotel Rwanda, Crescendo
Like the previously published Korean History with Film and World History with Film, Modern Society with Film will serve as a valuable guide not only for teachers seeking to actively incorporate film into their classes, but also for general readers seeking to understand the diverse aspects of modern society in an easy and engaging way.
With the themes of 'war and peace', 'human rights and democracy', and 'overcoming discrimination and hatred'
A Modern and Contemporary History Class with 12 Films
Following 『Korean History with Film』 and 『World History with Film』, we are now publishing 『Modern Society with Film』, which reflects on modern society through film.
This book begins with the questions, “Why is modern society plagued by constant conflict and violence?”, “Can we not be at peace even in this age of ever-advancing science and technology?”, and “What is the origin of the problems we face today?”
Based on their experience communicating through film in schools, the authors proposed a class where students discuss various problems in modern society and seek solutions.
The book covers a total of 12 films centered around three themes.
War and Peace: Hero, 1917, The Boy in the Striped Pajamas, Swing Kids
Human Rights and Democracy: Hacksaw Ridge, Selma, Samjin Group English TOEIC Class, Sorry, Ricky
Overcoming Discrimination and Hatred: Dilili in Paris, Green Book, Hotel Rwanda, Crescendo
Like the previously published Korean History with Film and World History with Film, Modern Society with Film will serve as a valuable guide not only for teachers seeking to actively incorporate film into their classes, but also for general readers seeking to understand the diverse aspects of modern society in an easy and engaging way.
- You can preview some of the book's contents.
Preview
index
Author's Note
Part 1 War and Peace
Ahn Jung-geun's Righteous Deed and the Theory of Peace in the East as Seen Through the Film "Hero"
Trench Warfare in World War I as Seen in the Movie 2, "1917"
World War II as Seen in Film 3: The Boy in the Striped Pajamas
The Tragedy of the Korean War as Seen Through Film 4: Swing Kids
Part 2: Human Rights and Democracy
Film 5: The Asia-Pacific War as Seen Through "Hacksaw Ridge"
Film 6: The Black Civil Rights Movement as Seen in "Selma"
Shifting Awareness of Discrimination and the Environment as Seen in Film 7: Samjin Group English TOEIC Class
Film 8: "Sorry, Ricky": A Look at the Changing Workplace in the 21st Century
Part 3: Overcoming Discrimination and Hatred
A Belle Époque Time Travel Through Film 9: "Dilili in Paris"
A History of Racial Discrimination Seen Through Film 10: Green Book
Movie 11: Hotel Rwanda: A Look at the Rwandan Genocide
Film 12: Conflict and Peace in Crescendo
Guide into the scene
Part 1 War and Peace
Ahn Jung-geun's Righteous Deed and the Theory of Peace in the East as Seen Through the Film "Hero"
Trench Warfare in World War I as Seen in the Movie 2, "1917"
World War II as Seen in Film 3: The Boy in the Striped Pajamas
The Tragedy of the Korean War as Seen Through Film 4: Swing Kids
Part 2: Human Rights and Democracy
Film 5: The Asia-Pacific War as Seen Through "Hacksaw Ridge"
Film 6: The Black Civil Rights Movement as Seen in "Selma"
Shifting Awareness of Discrimination and the Environment as Seen in Film 7: Samjin Group English TOEIC Class
Film 8: "Sorry, Ricky": A Look at the Changing Workplace in the 21st Century
Part 3: Overcoming Discrimination and Hatred
A Belle Époque Time Travel Through Film 9: "Dilili in Paris"
A History of Racial Discrimination Seen Through Film 10: Green Book
Movie 11: Hotel Rwanda: A Look at the Rwandan Genocide
Film 12: Conflict and Peace in Crescendo
Guide into the scene
Detailed image
Into the book
The Nazis, in the name of preserving the "racial purity" of the Aryan people, enacted laws restricting the birth of children with genetic diseases or disabilities, and forcibly sterilized approximately 400,000 men and women.
From 1939, children under the age of three with severe disabilities were examined and transferred to hospitals, and the scope was later expanded to include adults.
Those who were moved in this way were killed in gas chambers disguised as shower rooms under a euthanasia program known as 'Operation T4'.
- From 'How Was Nazi Racism Exploited?' / Page 53
They were desperate.
When they came down from the North, they took off all the clothes they had received from the POW camp, waved the Taegeukgi, and sang the national anthem at the top of their lungs. This was a struggle for survival.
In the face of the threat to survival, there would have been no room to feel emotions like joy, relief, or gratitude.
Through their struggles, we paradoxically come to realize how precious peace is.
- From "Between 'Hospitality' and 'Hostility': What Happened to the Returning POWs?" / Page 70
The Nakdong River phenol spill occurred over 30 years ago, but environmental problems such as climate change, declining carbon absorption capacity, fine dust, and biodiversity loss remain ongoing.
The consequences of an individual's actions do not simply affect the individual, but also the environment and society as a whole.
If each and every one of us continues to take small steps to protect the Earth's environment and work in solidarity with our neighbors and communities, we can move toward a better world.
- From 'Why did the Nakdong River phenol spill, which served as the film's motif, occur?' / Page 112
In this way, workers' rights were not achieved overnight, but were the result of a long period of failure, frustration, revision, and compromise.
Now, as we enter the 21st century, we are once again facing a turning point in labor.
With the rise of the platform economy based on artificial intelligence and algorithms, forms of labor have become more diverse and complex.
The labor issues surrounding us have also become difficult to resolve from the traditional perspective of conflict between capitalists and workers.
Now, we must find new ways to guarantee workers' rights based on research on various forms of labor and reflection on a changing society.
--- p.131, from the text 'Is the labor problem a new problem that has emerged in modern society?'
At the time, black and white seats were separated on public transportation such as buses, and it was not easy for black people to avoid the sudden physical and mental abuse that occurred there.
So, middle-class black people who had accumulated a certain amount of economic wealth rushed to buy cars to escape this risk.
Especially for black athletes, artists, and entertainers who had to travel frequently for games, performances, and other reasons, cars were more than just a means of transportation; they were like tanks and armored vehicles that blocked the bullets of racial discrimination.
--- p.160, from the text, 'Why was the Green Book created?'
The media's major role in the production and spread of hate today is becoming a serious problem.
Unlike traditional media such as newspapers and television, which only allowed for one-way communication, new media such as the Internet allow anyone to freely share and spread information through communities and social media.
These characteristics make it easy for various hatreds to be created and spread.
In our country, too, hate sentiments rooted in social conflicts such as Islamophobia, misogyny, and misandry are being expanded and reproduced through the combination of fake news.
From 1939, children under the age of three with severe disabilities were examined and transferred to hospitals, and the scope was later expanded to include adults.
Those who were moved in this way were killed in gas chambers disguised as shower rooms under a euthanasia program known as 'Operation T4'.
- From 'How Was Nazi Racism Exploited?' / Page 53
They were desperate.
When they came down from the North, they took off all the clothes they had received from the POW camp, waved the Taegeukgi, and sang the national anthem at the top of their lungs. This was a struggle for survival.
In the face of the threat to survival, there would have been no room to feel emotions like joy, relief, or gratitude.
Through their struggles, we paradoxically come to realize how precious peace is.
- From "Between 'Hospitality' and 'Hostility': What Happened to the Returning POWs?" / Page 70
The Nakdong River phenol spill occurred over 30 years ago, but environmental problems such as climate change, declining carbon absorption capacity, fine dust, and biodiversity loss remain ongoing.
The consequences of an individual's actions do not simply affect the individual, but also the environment and society as a whole.
If each and every one of us continues to take small steps to protect the Earth's environment and work in solidarity with our neighbors and communities, we can move toward a better world.
- From 'Why did the Nakdong River phenol spill, which served as the film's motif, occur?' / Page 112
In this way, workers' rights were not achieved overnight, but were the result of a long period of failure, frustration, revision, and compromise.
Now, as we enter the 21st century, we are once again facing a turning point in labor.
With the rise of the platform economy based on artificial intelligence and algorithms, forms of labor have become more diverse and complex.
The labor issues surrounding us have also become difficult to resolve from the traditional perspective of conflict between capitalists and workers.
Now, we must find new ways to guarantee workers' rights based on research on various forms of labor and reflection on a changing society.
--- p.131, from the text 'Is the labor problem a new problem that has emerged in modern society?'
At the time, black and white seats were separated on public transportation such as buses, and it was not easy for black people to avoid the sudden physical and mental abuse that occurred there.
So, middle-class black people who had accumulated a certain amount of economic wealth rushed to buy cars to escape this risk.
Especially for black athletes, artists, and entertainers who had to travel frequently for games, performances, and other reasons, cars were more than just a means of transportation; they were like tanks and armored vehicles that blocked the bullets of racial discrimination.
--- p.160, from the text, 'Why was the Green Book created?'
The media's major role in the production and spread of hate today is becoming a serious problem.
Unlike traditional media such as newspapers and television, which only allowed for one-way communication, new media such as the Internet allow anyone to freely share and spread information through communities and social media.
These characteristics make it easy for various hatreds to be created and spread.
In our country, too, hate sentiments rooted in social conflicts such as Islamophobia, misogyny, and misandry are being expanded and reproduced through the combination of fake news.
--- p.178, from the text, “Was the Rwandan Genocide Caused by the Radio?”
Publisher's Review
“Through movies, we understand today and think about a better tomorrow.”
History on screen can be a force for democratization rather than a threat, fostering genuine interest in and engagement with the past.
- Alex von Turnzlmann, from What is History Now?
Learning history doesn't just happen in the classroom.
Students' interest and awareness of history cannot be measured solely through textbooks.
Students are already acquiring historical knowledge and even their perspectives through various media.
Film brings history to life more vividly than any other medium.
Films broaden our interest in history and provide information about historical facts.
It opens up opportunities to explore history in the process of separating fact from fiction, and it teaches us to discuss and judge the choices made by characters in films.
It is better than any other media in that it allows us to relive the lives of people in the past and empathize with them.
If students don't simply understand how history unfolded through film, but empathize with those who sought to create a better world through historical transformation and progress, wouldn't they be able to apply the justice they cried out for to their own lives?
『Modern Society with Film』 maintains the critical awareness of its predecessors, 『Korean History with Film』 and 『World History with Film』, while focusing on current society.
It can be used not only in history classes but also in various classes such as social studies classes and instrument classes.
"Modern Society with Film" will provide students with an opportunity to understand how we live today and contemplate a better future, rather than simply interpreting the past.
History on screen can be a force for democratization rather than a threat, fostering genuine interest in and engagement with the past.
- Alex von Turnzlmann, from What is History Now?
Learning history doesn't just happen in the classroom.
Students' interest and awareness of history cannot be measured solely through textbooks.
Students are already acquiring historical knowledge and even their perspectives through various media.
Film brings history to life more vividly than any other medium.
Films broaden our interest in history and provide information about historical facts.
It opens up opportunities to explore history in the process of separating fact from fiction, and it teaches us to discuss and judge the choices made by characters in films.
It is better than any other media in that it allows us to relive the lives of people in the past and empathize with them.
If students don't simply understand how history unfolded through film, but empathize with those who sought to create a better world through historical transformation and progress, wouldn't they be able to apply the justice they cried out for to their own lives?
『Modern Society with Film』 maintains the critical awareness of its predecessors, 『Korean History with Film』 and 『World History with Film』, while focusing on current society.
It can be used not only in history classes but also in various classes such as social studies classes and instrument classes.
"Modern Society with Film" will provide students with an opportunity to understand how we live today and contemplate a better future, rather than simply interpreting the past.
Expectations
During club time, we watched and discussed works like “Swing Kids,” “1917,” and “Crescendo,” and I felt that movies are not just entertainment, but a way to deeply reflect on society, humanity, and history.
I would like to experience that resonance again through “Modern Society with Film.”
I hope this will be an opportunity to expand and share my learning.
- Kim Hyeon-jeong (Onyang Middle School, South Chungcheong Province)
I think this film would be a great guide for students to better understand modern society.
- Jeon Su-bin (Sokcho High School, Gangwon Province)
I would like to actively utilize films that vividly convey history in my classes and club activities.
- Kim A-young (Jeju Oreum Middle School)
I want to breathe life into classes where students learn about history through film, reflect on the present, and think about the future.
- Baek Ji-yeon (Yeongil Middle School, Gyeongbuk)
I'm already excited to be preparing for a high school credit system integrated course and teaching students a variety of perspectives on film!
- Kim Geun-hwa (Wanju High School, Jeollabuk-do)
I believe that movies can be a good bridge connecting history and the present.
I am confident that crossing that bridge with a history teacher will be of great help not only in understanding modern history but also in reflecting on our own lives.
- Park Joo-yeon (Dongtan International High School, Gyeonggi Province)
A running time that expands the screen of thought, this book is a must-have for our classroom.
- Lim Ji-won (Jeonbuk Science High School, Jeonbuk)
I am confident that this book will be a blessing to history teachers.
- Choi Eun-seon (Seokwoo Middle School, Gyeonggi Province)
A cross-section of modern society depicted through film is sure to change the way we view classes!
- Kim Hee-sun (Gyeongbuk Machinery Master School, Gyeongbuk)
While I was thinking about how to make Korean history interesting for students at specialized high schools who were not interested in class, I started using historical films and the students started to show interest little by little.
Since then, I have received a lot of help in preparing for the 'Korean History with Film' class, and I am looking forward to this one as well.
- Lee Ji-min (Jeonju Life Science High School, Jeollabuk-do)
The "With Film" series has been a useful tool in my classes, and it's broadened my perspective by allowing me to glimpse the diverse perspectives of teachers exploring the same films differently than I do! While challenging, I desperately want to teach the flow of modern history properly, and I'm eager to hear diverse perspectives from my students. I'm curious and excited to see how you've integrated it into your classes and what perspectives you've adopted.
- Lee Tae-kyung (Jamsin Middle School, Seoul)
I'm looking forward to learning about history through movies.
- Kim Gyeong-ran (Pyeongchon Middle School, Gyeonggi Province)
I'm thinking about a history class that will allow students to think deeply.
I'm so excited to be able to use films in my classes that address three important topics in history education: war and peace, human rights and democracy, and overcoming discrimination and hatred.
- Hong Ji-su (Gyeonggi Munsi Middle School)
By utilizing “Korean History with Film” and “World History with Film” in class, I was able to conduct meaningful and fun classes.
I'm looking forward to this book as well, as it was created by teachers I trust and respect!
- Hong Seon-hee (Incheon Cheongrago, Incheon)
We run a movie appreciation club.
Choosing which movies to show your children is very important.
Because it has to be both factually accurate and entertaining.
I think it will be a great help as the teachers have collected good movies with their wisdom.
- Kim Hyeon-woo (Ilsan Yangil Middle School, Gyeonggi Province)
I also used the previously published books, “Korean History with Film” and “World History with Film.”
I'm really looking forward to this new book!
- Min Su-bin (Mokdong Middle School, Seoul)
I am full of anticipation for the charm that will help us easily approach complex modern history through film!
- Seo Yeon-hee (Incheon Ruwon Middle School, Incheon)
Prepare for modern history class with this one book!
- Choi Seung-mi (Seoul Hangang Media High School)
I look forward to seeing analysis and criticism of modern society reflected in the film.
It seems like we could provide students with a variety of special classes and workshops on topics such as peace, human rights, and discrimination.
Once published, I would like to create a lesson plan using the popular fusion class format that is popular these days!
- Lee Hee-won (Gyeonggi Yushin High School)
I'm looking forward to seeing how the vividness of the film will translate well into class!
- Jang Mi-young (Daegu Il Science High School, Daegu) Expectations
During club time, we watched and discussed works like “Swing Kids,” “1917,” and “Crescendo,” and I felt that movies are not just entertainment, but a way to deeply reflect on society, humanity, and history.
I would like to experience that resonance again through “Modern Society with Film.”
I hope this will be an opportunity to expand and share my learning.
- Kim Hyeon-jeong (Onyang Middle School, South Chungcheong Province)
I think this film would be a great guide for students to better understand modern society.
- Jeon Su-bin (Sokcho High School, Gangwon Province)
I would like to actively utilize films that vividly convey history in my classes and club activities.
- Kim A-young (Jeju Oreum Middle School)
I want to breathe life into classes where students learn about history through film, reflect on the present, and think about the future.
- Baek Ji-yeon (Yeongil Middle School, Gyeongbuk)
I'm already excited to be preparing for a high school credit system integrated course and teaching students a variety of perspectives on film!
- Kim Geun-hwa (Wanju High School, Jeollabuk-do)
I believe that movies can be a good bridge connecting history and the present.
I am confident that crossing that bridge with a history teacher will be of great help not only in understanding modern history but also in reflecting on our own lives.
- Park Joo-yeon (Dongtan International High School, Gyeonggi Province)
A running time that expands the screen of thought, this book is a must-have for our classroom.
- Lim Ji-won (Jeonbuk Science High School, Jeonbuk)
I am confident that this book will be a blessing to history teachers.
- Choi Eun-seon (Seokwoo Middle School, Gyeonggi Province)
A cross-section of modern society depicted through film is sure to change the way we view classes!
- Kim Hee-sun (Gyeongbuk Machinery Master School, Gyeongbuk)
While I was thinking about how to make Korean history interesting for students at specialized high schools who were not interested in class, I started using historical films and the students started to show interest little by little.
Since then, I have received a lot of help in preparing for the 'Korean History with Film' class, and I am looking forward to this one as well.
- Lee Ji-min (Jeonju Life Science High School, Jeollabuk-do)
The "With Film" series has been a useful tool in my classes, and it's broadened my perspective by allowing me to glimpse the diverse perspectives of teachers exploring the same films differently than I do! While challenging, I desperately want to teach the flow of modern history properly, and I'm eager to hear diverse perspectives from my students. I'm curious and excited to see how you've integrated it into your classes and what perspectives you've adopted.
- Lee Tae-kyung (Jamsin Middle School, Seoul)
I'm looking forward to learning about history through movies.
- Kim Gyeong-ran (Pyeongchon Middle School, Gyeonggi Province)
I'm thinking about a history class that will allow students to think deeply.
I'm so excited to be able to use films in my classes that address three important topics in history education: war and peace, human rights and democracy, and overcoming discrimination and hatred.
- Hong Ji-su (Gyeonggi Munsi Middle School)
By utilizing “Korean History with Film” and “World History with Film” in class, I was able to conduct meaningful and fun classes.
I'm looking forward to this book as well, as it was created by teachers I trust and respect!
- Hong Seon-hee (Incheon Cheongrago, Incheon)
We run a movie appreciation club.
Choosing which movies to show your children is very important.
Because it has to be both factually accurate and entertaining.
I think it will be a great help as the teachers have collected good movies with their wisdom.
- Kim Hyeon-woo (Ilsan Yangil Middle School, Gyeonggi Province)
I also used the previously published books, “Korean History with Film” and “World History with Film.”
I'm really looking forward to this new book!
- Min Su-bin (Mokdong Middle School, Seoul)
I am full of anticipation for the charm that will help us easily approach complex modern history through film!
- Seo Yeon-hee (Incheon Ruwon Middle School, Incheon)
Prepare for modern history class with this one book!
- Choi Seung-mi (Seoul Hangang Media High School)
I look forward to seeing analysis and criticism of modern society reflected in the film.
It seems like we could provide students with a variety of special classes and workshops on topics such as peace, human rights, and discrimination.
Once published, I would like to create a lesson plan using the popular fusion class format that is popular these days!
- Lee Hee-won (Gyeonggi Yushin High School)
I'm looking forward to seeing how the vividness of the film will translate well into class!
- Jang Mi-young (Daegu Il Science High School, Daegu)
During club time, we watched and discussed works like “Swing Kids,” “1917,” and “Crescendo,” and I felt that movies are not just entertainment, but a way to deeply reflect on society, humanity, and history.
I would like to experience that resonance again through “Modern Society with Film.”
I hope this will be an opportunity to expand and share my learning.
- Kim Hyeon-jeong (Onyang Middle School, South Chungcheong Province)
I think this film would be a great guide for students to better understand modern society.
- Jeon Su-bin (Sokcho High School, Gangwon Province)
I would like to actively utilize films that vividly convey history in my classes and club activities.
- Kim A-young (Jeju Oreum Middle School)
I want to breathe life into classes where students learn about history through film, reflect on the present, and think about the future.
- Baek Ji-yeon (Yeongil Middle School, Gyeongbuk)
I'm already excited to be preparing for a high school credit system integrated course and teaching students a variety of perspectives on film!
- Kim Geun-hwa (Wanju High School, Jeollabuk-do)
I believe that movies can be a good bridge connecting history and the present.
I am confident that crossing that bridge with a history teacher will be of great help not only in understanding modern history but also in reflecting on our own lives.
- Park Joo-yeon (Dongtan International High School, Gyeonggi Province)
A running time that expands the screen of thought, this book is a must-have for our classroom.
- Lim Ji-won (Jeonbuk Science High School, Jeonbuk)
I am confident that this book will be a blessing to history teachers.
- Choi Eun-seon (Seokwoo Middle School, Gyeonggi Province)
A cross-section of modern society depicted through film is sure to change the way we view classes!
- Kim Hee-sun (Gyeongbuk Machinery Master School, Gyeongbuk)
While I was thinking about how to make Korean history interesting for students at specialized high schools who were not interested in class, I started using historical films and the students started to show interest little by little.
Since then, I have received a lot of help in preparing for the 'Korean History with Film' class, and I am looking forward to this one as well.
- Lee Ji-min (Jeonju Life Science High School, Jeollabuk-do)
The "With Film" series has been a useful tool in my classes, and it's broadened my perspective by allowing me to glimpse the diverse perspectives of teachers exploring the same films differently than I do! While challenging, I desperately want to teach the flow of modern history properly, and I'm eager to hear diverse perspectives from my students. I'm curious and excited to see how you've integrated it into your classes and what perspectives you've adopted.
- Lee Tae-kyung (Jamsin Middle School, Seoul)
I'm looking forward to learning about history through movies.
- Kim Gyeong-ran (Pyeongchon Middle School, Gyeonggi Province)
I'm thinking about a history class that will allow students to think deeply.
I'm so excited to be able to use films in my classes that address three important topics in history education: war and peace, human rights and democracy, and overcoming discrimination and hatred.
- Hong Ji-su (Gyeonggi Munsi Middle School)
By utilizing “Korean History with Film” and “World History with Film” in class, I was able to conduct meaningful and fun classes.
I'm looking forward to this book as well, as it was created by teachers I trust and respect!
- Hong Seon-hee (Incheon Cheongrago, Incheon)
We run a movie appreciation club.
Choosing which movies to show your children is very important.
Because it has to be both factually accurate and entertaining.
I think it will be a great help as the teachers have collected good movies with their wisdom.
- Kim Hyeon-woo (Ilsan Yangil Middle School, Gyeonggi Province)
I also used the previously published books, “Korean History with Film” and “World History with Film.”
I'm really looking forward to this new book!
- Min Su-bin (Mokdong Middle School, Seoul)
I am full of anticipation for the charm that will help us easily approach complex modern history through film!
- Seo Yeon-hee (Incheon Ruwon Middle School, Incheon)
Prepare for modern history class with this one book!
- Choi Seung-mi (Seoul Hangang Media High School)
I look forward to seeing analysis and criticism of modern society reflected in the film.
It seems like we could provide students with a variety of special classes and workshops on topics such as peace, human rights, and discrimination.
Once published, I would like to create a lesson plan using the popular fusion class format that is popular these days!
- Lee Hee-won (Gyeonggi Yushin High School)
I'm looking forward to seeing how the vividness of the film will translate well into class!
- Jang Mi-young (Daegu Il Science High School, Daegu) Expectations
During club time, we watched and discussed works like “Swing Kids,” “1917,” and “Crescendo,” and I felt that movies are not just entertainment, but a way to deeply reflect on society, humanity, and history.
I would like to experience that resonance again through “Modern Society with Film.”
I hope this will be an opportunity to expand and share my learning.
- Kim Hyeon-jeong (Onyang Middle School, South Chungcheong Province)
I think this film would be a great guide for students to better understand modern society.
- Jeon Su-bin (Sokcho High School, Gangwon Province)
I would like to actively utilize films that vividly convey history in my classes and club activities.
- Kim A-young (Jeju Oreum Middle School)
I want to breathe life into classes where students learn about history through film, reflect on the present, and think about the future.
- Baek Ji-yeon (Yeongil Middle School, Gyeongbuk)
I'm already excited to be preparing for a high school credit system integrated course and teaching students a variety of perspectives on film!
- Kim Geun-hwa (Wanju High School, Jeollabuk-do)
I believe that movies can be a good bridge connecting history and the present.
I am confident that crossing that bridge with a history teacher will be of great help not only in understanding modern history but also in reflecting on our own lives.
- Park Joo-yeon (Dongtan International High School, Gyeonggi Province)
A running time that expands the screen of thought, this book is a must-have for our classroom.
- Lim Ji-won (Jeonbuk Science High School, Jeonbuk)
I am confident that this book will be a blessing to history teachers.
- Choi Eun-seon (Seokwoo Middle School, Gyeonggi Province)
A cross-section of modern society depicted through film is sure to change the way we view classes!
- Kim Hee-sun (Gyeongbuk Machinery Master School, Gyeongbuk)
While I was thinking about how to make Korean history interesting for students at specialized high schools who were not interested in class, I started using historical films and the students started to show interest little by little.
Since then, I have received a lot of help in preparing for the 'Korean History with Film' class, and I am looking forward to this one as well.
- Lee Ji-min (Jeonju Life Science High School, Jeollabuk-do)
The "With Film" series has been a useful tool in my classes, and it's broadened my perspective by allowing me to glimpse the diverse perspectives of teachers exploring the same films differently than I do! While challenging, I desperately want to teach the flow of modern history properly, and I'm eager to hear diverse perspectives from my students. I'm curious and excited to see how you've integrated it into your classes and what perspectives you've adopted.
- Lee Tae-kyung (Jamsin Middle School, Seoul)
I'm looking forward to learning about history through movies.
- Kim Gyeong-ran (Pyeongchon Middle School, Gyeonggi Province)
I'm thinking about a history class that will allow students to think deeply.
I'm so excited to be able to use films in my classes that address three important topics in history education: war and peace, human rights and democracy, and overcoming discrimination and hatred.
- Hong Ji-su (Gyeonggi Munsi Middle School)
By utilizing “Korean History with Film” and “World History with Film” in class, I was able to conduct meaningful and fun classes.
I'm looking forward to this book as well, as it was created by teachers I trust and respect!
- Hong Seon-hee (Incheon Cheongrago, Incheon)
We run a movie appreciation club.
Choosing which movies to show your children is very important.
Because it has to be both factually accurate and entertaining.
I think it will be a great help as the teachers have collected good movies with their wisdom.
- Kim Hyeon-woo (Ilsan Yangil Middle School, Gyeonggi Province)
I also used the previously published books, “Korean History with Film” and “World History with Film.”
I'm really looking forward to this new book!
- Min Su-bin (Mokdong Middle School, Seoul)
I am full of anticipation for the charm that will help us easily approach complex modern history through film!
- Seo Yeon-hee (Incheon Ruwon Middle School, Incheon)
Prepare for modern history class with this one book!
- Choi Seung-mi (Seoul Hangang Media High School)
I look forward to seeing analysis and criticism of modern society reflected in the film.
It seems like we could provide students with a variety of special classes and workshops on topics such as peace, human rights, and discrimination.
Once published, I would like to create a lesson plan using the popular fusion class format that is popular these days!
- Lee Hee-won (Gyeonggi Yushin High School)
I'm looking forward to seeing how the vividness of the film will translate well into class!
- Jang Mi-young (Daegu Il Science High School, Daegu)
GOODS SPECIFICS
- Date of issue: September 15, 2025
- Page count, weight, size: 224 pages | 210*275*9mm
- ISBN13: 9788964462836
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카테고리
korean
korean
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