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The analysis of people who argue that films are suitable for studying history is a perspective I support. While it is undeniable that films primarily serve as entertainment, there should be more effort to engage students in learning beyond traditional texts.

Many believe that films are solely meant for entertainment, thus deeming them unsuitable for studying history. This viewpoint is based on the notion that films often convey propaganda from the creators and lack a commitment to presenting accurate historical events. Critics argue that studying history through films will always be flawed due to the inherent differences between entertainment and academic material.

However, in my personal opinion, the learning process does not always necessitate an exact portrayal of historical events. Students can be given guidance before consuming such material. For instance, they can be informed that films like “Braveheart” do not offer a true representation of heroic warfare as portrayed by Mel Gibson. Similarly, “Schindler’s List” and “Inglourious Basterds” do not provide accurate depictions of the Holocaust crimes during World War II. In my view, students can discern the cinematic elements in these films, with historical events playing a minimal role. Nonetheless, I believe these films can serve as eye-openers or starting points for further discussions, not about their inaccuracies, but rather about the actual history behind the events.

In conclusion, I do not believe we should dismiss the use of films in the classroom for discussing historical events simply because they are primarily focused on entertainment. Films can serve as appetizers, igniting students’ interest in delving deeper into historical discussions as their insights develop.

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