I started thinking about this post in 2011, Captain America: The First Avenger came out. The movie came out the summer before I started my PhD program, and Clio Wired in particular made me think about how digital tools could make history education more accessible on the move.
It was a sort of thought experiment: how would you catch Captain America up on the years he missed, when he’s presumably constantly running around saving the world? Assuming S.H.I.E.L.D. would fill him in on the basic geopolitical and military information, how to do you get across the facts of the national and global social and cultural changes of the second half of the twentieth century in a way which is both relatively bite-size and captures the nuance of current historical interpretation?
At the time, I was inspired by the work of my colleague Richard Hardesty, whose project that semester looked at the intersection of baseball and civil rights activism in Baltimore (he probably would say this better). I wondered about the possibility of doing the major events of a decade built around baseball as a video, allowing for responses and remixes, all of which would be on YouTube or some other public platform.
Three years later, we have the second installment of the Captain’s story. One of the things which delighted me about Captain American: The Winter Soldier was Captain Roger’s list of “things to look up,” and moreover the fact that the film had different items depending on which the country of release. This choice by the directors and/or designers shows an awareness of the different important cultural moments for different nations. K-pop or the Beatles? The World Cup or the Superbowl?
What do you think? What would you put on that list for Cap? What podcasts or blogs would you tell him to check out?
I recently saw Belle (2013), a film based on the true story of Dido Elizabeth Belle, a woman of color and status in late eighteenth century England. While the film diverges from the actual facts, it does so to underscore the messages of the film.
Some reviewers have pointed out the “Austen-esque” nature of the story, focusing as it does on marriage as a goal for women, and the conflict between marry for station and marrying for love. While I acknowledge that modern viewers may feel it’s a very Austen story, it also accurately reflects the concerns of women, in this case elite women, of late eighteenth century Britain. Their choices were, as presented, marry or serve the family as spinster chatelaine.
I can see this film being a useful resource for teaching late 18th century British/Atlantic history. The characters discuss, through the course of the film, that trifecta of modern historical analysis: race, class, gender. The film would also be useful for a course on material culture, as it highlights the way people of color were portrayed in paintings of the era (slight spoiler at that link, but only slight). I was occasionally reminded of the blog People of Color in European Art History while watching, and this poster stating that representation matters. The film of course speaks to the present as much as the past, but not in a way which diminishes either message. I look forward to reading more responses to the film.
Tonight I saw the movie X-Men First Class. What follows are some thoughts about the use of history in the film, all put behind a tag so that those who haven’t seen the film can keep themselves spoiler-free if they want to.
Before the cut, I want to state for the record that I am, or at least have been, a comic book geek. From 4th grade until maybe 8th, I was a huge fan of Marvel Comics; I still read Marvel trade paperbacks (collected issues) on occasion, for particular authors or storylines. I have, however, tried to keep the comic geekery in this post to a minimum, focusing on history geekery instead.