OLD HEART

Resources for educators

TEACHING WORLD WAR 2 HISTORY IN CONJUNCTION WITH THE FILM OLD HEART

Social studies and history learning are rooted in inquiry—it’s our guiding principle, our north star. This isn’t up for debate; inquiry is the heart of our discipline. But how can we foster student inquiry using a genre that often prioritizes entertainment over historical accuracy?

Below is a selection of curated articles that explore this question. Think of the "trailer" for these articles as three key takeaways:

  1. Film is a form of "text" and can be analyzed as such for learning.
    Recommended tool: "Thinking Like a Historian" chart from our friends at DIG

  2. Balance is key. Films can help build background knowledge and context, but they should also spark inquiry rather than replace it.

  3. Full-length films should be used sparingly.

    If showing a full film, do so with clear intent, guided inquiries, and opportunities for deeper exploration of the subject, time period, or themes. Full-length films should be used selectively. Consider curating age-appropriate scenes or clips (recommended not much more than 20 consecutive minutes) that align with your school’s board policy.

Check out the articles below for strategies and ideas!

Articles to inform your practice:

Podcast on the current state of Social Studies and the use of film in the classroom (definitely worth a listen!)

The book series referenced in the podcast:


Hidden Histories & Film

Storytelling has long been a powerful way to learn about history. For millennia, oral traditions have preserved the unwritten histories of places and the people who inhabited them, shaping our understanding of cultural beliefs, traditions, practices, and origin stories. Similarly, written history has provided a lasting record of events, perspectives, and societal changes, allowing us to analyze, interpret, and connect the past to the present in new ways.

Today, storytelling has expanded into new forms of media, allowing individuals to share their stories widely without needing to publish a best-selling book or produce a screenplay. This shift has brought unprecedented opportunities to record and share narratives, as well as highlight “hidden histories”—stories that challenge dominant narratives or historical records. These formerly unarticulated, lost or previously willfully ignored narratives often illuminate perspectives omitted from traditional textbooks, offer a rich, more complex view of the past.

Teaching students to think like historians and critically engage with "hidden histories" empowers them to analyze time periods, build contextual understanding, and question dominant narratives. This process not only brings history to life but also equips students to reevaluate and reinterpret the past through lived experiences and new evidence that may have been overlooked, or purposely ignored.

Why Hidden Histories often remain, well, hidden!

Here are a few examples surfacing hidden histories/ways students challenge dominant or overgeneralized narratives in the classroom:

Also, a teacher forum on the topic from OER:

Leaning in on local history:

OLD HEART: A UNIQUE OPPORTUNITY FOR YOUR CLASS

At its core, a great film tells a compelling story. It draws us in with fresh perspectives and untold narratives, grounding itself in a familiar past or challenging us to envision a future shaped by history’s choices. These stories reveal human nature, challenge assumptions, and connect us to something greater. Through universal emotions—joy, sorrow, hope, and resilience—storytelling becomes a bridge between experiences, much like the way we strive to connect, inspire, and educate in our own classrooms.

Old Heart brings to life the award winning novel by Peter Ferry. Old Heart is a historical fiction story of African American GI Tom Johnson who joins forces with 24-year-old Sarah van Praag and the Dutch resistance to smuggle food and supplies from the liberated south across Nazi lines to starving cities in the northern Netherlands. Their brief love affair collapses at the war’s end, and sixty years later Johnson, about to be sent off to assisted living by his family, disappears on a flight to Amsterdam. While his children desperately try to locate him, Johnson is determined to track down Sarah.

You can watch the trailer here.

OPPORTUNITY TO CONNECT:

Might your class be interested in a Zoom discussion with the producer, director or actors.

  • The critical role of the Red Ball Express in the Allied victory over the Nazis during WWII.

  • Commemorating the 80th anniversary of Victory in Europe (V-E) Day on May 8, 1945.

  • Your community’s contributions to WWII and the war’s economic and demographic impact on the community.

  • The filmmaker’s experience in balancing compelling storytelling with accurate portrayals of historical locations and events.

  • Local actors and actresses share their perspectives on bringing stories of historical and personal significance to life, as well as their journeys in the film industry.

  • Lessons connecting to issues of elder independence and dignity.

If you are interested in scheduling a talk, please reach out to producer Roger Rapoport at rogerdrapoport@me.com
or call (231) 720-0930 (voice only)

Thank you to Kristen Renes, Social Studies Coordinator, Instructional Services Unit, Muskegon, Michigan Intermediate School District for creating these ideas for classroom use.