For the Texas Film Review, you will be writing a film review based on a film that portrays some aspect of the Culture of Texas; either based on a true story or fictionalized. Below I have listed some options for you to choose from. Most of these movies are readily available either through an online resource such as Netflix, Amazon Prime, Hulu, and YouTube.
You may need to do additional research for each of these films, the symbols are deeper than you think, and good analysis is needed to go past the surface when looking at the historical topic the Texas film is portraying.
Here is a list of the movies you can choose from:
Movie Options
A Class Apart
Friday Night Lights
Places in the Heart (1984)
Lone Star (1996)
Selena (1997)
Tulia, Texas
Jasper, Texas
Dallas Buyer’s Club
True Women (1997)
Urban Cowboy
No Country for Old Men
The Last Picture Show (1971)
Giant (1956)
The Most Hated Woman in America-Madalyn Murray O’Hair
Hell or High Water (2016)
Charlie Wilson’s War
GUIDELINES FOR FILM REVIEW
Texas History
FORMAT: Your film review will have five parts.
Essays should be typed, double-spaced, one-inch margins all around, 12 point font size, and include a Bibliography.
This is a formal paper, not conversational; DO NOT use words like I, me, etc…
You should have a minimum of 3 pages, excluding the Bibliography, and use Chicago Style Formatting.
Part One: Main Characters
Identify the main characters/people/organization and give a brief description of each. Why are they present in the film?
If the film is based on a real person/event, compare reality to the filmed version (you will have to research this).
Part Two: Geographic Location
Describe the geographic and social location/setting of the film. The social location refers to what the atmosphere is like for people based on social characteristics like race, class, gender, sexual orientation, physical and mental ability, etc.
Is this significant to the film?
Part Three: Brief Synopsis
Write a brief synopsis of the film. What do you see as the major theme(s) of the film?
Part Four: Analyze the film
Discuss important turning-points in the film and significant scenes. Look at the time-frame of the film. Does time elapse during the film? Are There Flashbacks? Dream Sequences? Is this necessary to the story line?
Do people have very different stories about very similar events? If so, what may influence that?
What do you think the purpose(s) of the film is and are those purpose(s) achieved?
Part Five: Brief Reaction
Write a brief response explaining your reaction to the film.
STYLE: You may choose to write a complete essay that answers the above questions or you may choose to write an essay that lists each Part out (Part One, Part Two, etc…) followed by formatted paragraphs underneath. Example of this style with the first Question in Part One:
Part One:
The main characters in “Uncle Tom’s Cabin,” include the following: Shelby—the slave owner that is generous with his slaves, even to the point of hosting a wedding. Eliza—light-skinned mulatto that is owned by Shelby and is educated and graceful attending her duties in the “big house.” Uncle Tom—dutiful servant to Shelby, grateful to serve, faithful to his master, and always thanks God for his blessings. George—Eliza’s husband, he is also a mulatto and is seen through the entire movie escaping his surroundings not embracing them. Though not necessarily “main characters,” the two white-faced men at the end of the movie that are ape-like and over-accentuated to look buffoonish “coons” yet also as “brutes.” They play an important role as mimicry of what was deemed as stereotypical blacks in general, at that time. They are dedicated to the master but are portrayed as brutish fools. Also, Topsy (the ambiguous friend of Eva) is known as a “pickaninny.” His eyes are always popping out of her head and she is seen as mischievous and lacking wit.
Rubric
Critical Thinking Analysis-Film Review Rubric
Critical Thinking Analysis-Film Review Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMain Characters
20 pts
Main characters/people/organization are identified and a brief description of each one is given. Knowledge of character presence is established and a comparison of real life identity v. film is evident.
12 pts
Main characters/people/organization are identified but description is short, unclear, or unidentifiable. Knowledge of character presence is minimal and a comparison of real life identity v. film is non-existent.
8 pts
Main characters/people/organization are identified but no description is given. Knowledge of character presence is confusing and and no comparison to real life identity v. film is evident.
0 pts
Main characters are not identified and no description or knowledge of character presence is evident.
20 pts
This criterion is linked to a Learning OutcomeGeographic Location
15 pts
Geographic location and the social setting of the film are evidenced. A clear discussion on the relevance of social characteristics that include race, class, gender, etc…are given thoughtful attention and their significance is presented.
12 pts
Geographic location is given but the social setting is short, unclear, or unidentifiable. Some discussion on the relevance of social characteristics that include race, class, gender, etc…are present but significance may be confusing.
8 pts
Geographic location is given but the social setting is missing. Minimum discussion is given to the relevance of social characteristics that include race, class, gender, etc…
0 pts
Geographic location and the social setting are not present. No discussion is given to the relevance of social characteristics that include race, class, gender, etc…is present.
15 pts
This criterion is linked to a Learning OutcomeSynopsis
15 pts
Synopsis is given and the major theme(s) of the film are presented.
10 pts
Synopsis is short and the major theme(s) of the film may be confusing or unclear.
0 pts
No synopsis is given and the major theme(s) of the film are not present.
15 pts
This criterion is linked to a Learning OutcomeAnalysis and Evidence
40 pts
Discussion/analysis of the film is significant and reflects deep insight into historical cause and effect or broad historical trends/patterns; ideas flow logically; purpose of the film is clear. Bibliography and citations are included.
32 pts
Discussion/analysis of the film is moderate and reflects a firm grasp of historical cause and effect or broad historical trends/patterns; ideas are generally logical; purpose of the film may be evident but unclear. Bibliography or citations may be missing or minimal mistakes may be evident.
26 pts
Discussion/analysis of the film shows some insight into historical cause and effect or broad historical trends/patterns; ideas are confusing and the purpose of the film may be missing. Bibliography or citations may be missing and clear mistakes are evident.
18 pts
No clear discussion/analysis of the film. Reflects a poor understanding of historical cause and effect or broad historical trends/patterns; ideas are lacking and purpose of the film is non-existent. Bibliography or citations are not included.
40 pts
This criterion is linked to a Learning OutcomeBrief Reaction
10 pts
Reaction to the film is thoughtful and reflective.
8 pts
Reaction to the film is short and non-reflective.
4 pts
Reaction to the film is relegated to a single sentence.
0 pts
No reaction to the film is given.
10 pts
Total Points: 100
