WATCHING FILM LIKE A HISTORIAN: A THEMATIC NARRATIVE INQUIRY ON FILM WITH ADVANCED PLACEMENT EUROPEAN HISTORY READERS

This study explores the role of film in teaching history within the context of Advanced Placement European History (APEURO) and examines the implications for cultural and academic curricula. The research begins with an exploration of the complex relationship between cultural representation in film and its impact on educational frameworks, particularly through the lens of the College Board and the Educational Testing Service (ETS). The primary objective of the study is to investigate how teachers use films in APEURO classrooms to enhance learning, focusing on both the pedagogical value and ethical considerations surrounding historical portrayals in films. Through qualitative methods, the study utilizes storytelling as a method of inquiry, reflecting on the positionality of educators and the responsibilities they bear in curating content. Thematic analysis of data from interviews with APEURO readers highlights key themes such as teachers as learners, teachers as educators, and the ethical use of films in the classroom. Findings emphasize the importance of film in fostering historical empathy, engaging students creatively, and facilitating deeper understanding, while also considering the limitations and ethical concerns that arise in the process. This study offers insights into how films can effectively blend academic and cultural history, as well as the challenges faced by teachers in navigating the intersection of entertainment, education, and historical metanarratives.