PERIOD 3 - "AMEN!"

For the past few days you have been watching the documentary entitled, "Amen." It is a film based on the testimony of Waffen SS officer Kurt Gerstein who visited Sobibor, Belzec, and Treblinka in August of 1942 and witnessed the mass gassing of thousands of Jews. Please post your thoughts about the film and comment on at least one other student's post.

PERIOD 7 - "AMEN!"

For the past few days you have been watching the documentary entitled, "Amen."  It is a film based on the testimony of Waffen SS officer Kurt Gerstein who visited Sobibor, Belzec, and Treblinka in August of 1942 and witnessed the mass gassing of thousands of Jews.  Please post your thoughts about the film and comment on at least one other student's post.

PERIOD - 7 "THE GREY ZONE"

This week you watched "The Grey Zone."  The film chronicles the Sonderkommando's struggle to carry out the only armed revolt that would ever take place at Auschwitz.  Please post your reflections about the film.

PERIOD 3 - "THE GREY ZONE"

This week you watched "The Grey Zone."  The film chronicles the Sonderkommando's struggle to carry out the only armed revolt that would ever take place at Auschwitz.  Please post your reflections about the film.

PERIOD 3 - THE ISLAND ON BIRD STREET

Please pick two or three aspects of the film that made an impression on you and explain why they resonated with you.  Make sure to comment on at least one other student's post.

PERIOD 7 - THE ISLAND ON BIRD STREET

Please pick two or three aspects of the film that made an impression on you and explain why they resonated with you.  Make sure to comment on at least one other student's post.

PERIOD 3 - "THE WARSAW UPRISING"

Between July 22 and September 12, 1942, the German authorities deported or murdered around 300,000 Jews in the Warsaw ghetto. The Germans began the operation to destroy the remaining Jews in the Warsaw ghetto on April 19, 1943, the eve of Passover. The renewal of deportations was the signal for an armed uprising within the ghetto. The Uprising lasted for more than a month. The German forces originally estimated that it would only last a few days. In your post cite what you learned that you did not know before watching the film "UPRISING!".

PERIOD 7 - "THE WARSAW UPRISING"

Between July 22 and September 12, 1942, the German authorities deported or murdered around 300,000 Jews in the Warsaw ghetto. The Germans began the operation to destroy the remaining Jews in the Warsaw ghetto on April 19, 1943, the eve of Passover. The renewal of deportations was the signal for an armed uprising within the ghetto. The Uprising lasted for more than a month. The German forces originally estimated that it would only last a few days. In your post cite what you learned that you did not know before watching the film "UPRISING!".

PERIOD 3 - THE BELONGING

Today you read the "Belonging" in class. Please answer the following questions:


How important is it to you to "look right?" To "act right?" To "fit in?" How do you feel when you don't belong? How does it affect your self-esteem? When in a child's development is he or she most vulnerable to issues related to "in" and "out" group behavior? Are adolescents more or less vulnerable than young children? Would you have joined the Hitler Youth if you lived in Germany at the time? Explain your answer.

PERIOD 7 - THE BELONGING

Today you read the "Belonging" in class. Please answer the following questions:


How important is it to you to "look right?" To "act right?" To "fit in?" How do you feel when you don't belong? How does it affect your self-esteem? When in a child's development is he or she most vulnerable to issues related to "in" and "out" group behavior? Are adolescents more or less vulnerable than young children? Would you have joined the Hitler Youth if you lived in Germany at the time? Explain your answer.

PERIOD 3 - THE PIANIST

The motion picture, The Pianist is the true story of Wladyslaw Szpilman who was the most accomplished piano player in Poland, if not all of Europe, in the 1930s. This film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and the plight of hundreds of thousands of Jews living in Warsaw. Post a reflective comment about the film and respond to at least one other student’s comment.

PERIOD 7 - THE PIANIST

The motion picture, The Pianist is the true story of Wladyslaw Szpilman who was the most accomplished piano player in Poland, if not all of Europe, in the 1930s. This film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and the plight of hundreds of thousands of Jews living in Warsaw. Post a reflective comment about the film and respond to at least one other student’s comment.

PERIOD 3 - THE MILGRAM EXPERIMENT

Milgram has defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment? A desire to please? A need to go along with the group? A belief in authority? As some students watched the film Obedience, some laughed. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did the volunteers act as they administered the shocks? What did they say? What pressures were placed on them as the experiment continued? How did they decide whether to stop? Did you identify with any of the volunteers you observed in Obedience? Post your reflective comment by the end of the week.

PERIOD 7 - THE MILGRAM EXPERIMENT

Milgram has defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment? A desire to please? A need to go along with the group? A belief in authority? As some students watched the film Obedience, some laughed. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did the volunteers act as they administered the shocks? What did they say? What pressures were placed on them as the experiment continued? How did they decide whether to stop? Did you identify with any of the volunteers you observed in Obedience? Post your reflective comment by the end of the week.

PERIOD 3 - NAZI PROPAGANDA

Keep in mind that propaganda is never objective; it is always subjective. It forces the viewer to adjust his or her perception in order to make a decision about the value and meaning of a of a particular point of view. In your post you will answers the questions listed in the "Art and Proganda Project" handout you received in class. Please make sure to comment on at least one other student's post.

PERIOD 7 - NAZI PROPAGANDA

Keep in mind that propaganda is never objective; it is always subjective. It forces the viewer to adjust his or her perception in order to make a decision about the value and meaning of a of a particular point of view. In your post you will answers the questions listed in the "Art and Proganda Project" handout you received in class. Please make sure to comment on at least one other student's post.

PERIOD 3 - TRIUMPH OF THE WILL

Please post your thoughts about the film Triumph of The Will. Answer the following questions: 1.)What would you consider to be the most important message of the film? 2.) The director of the film tried to portray Germany's return as a gret power. Do you think she was successful? 3.) What is the image of Hitler in the film? Make sure to comment on one other student's post.

PERIOD 7 - TRIUMPH OF THE WILL

Please post your thoughts about the film Triumph of The Will. Answer the following questions: 1.)What would you consider to be the most important message of the film? 2.) The director of the film tried to portray Germany's return as a gret power. Do you think she was successful? 3.) What is the image of Hitler in the film? Make sure to comment on one other student's post.

PERIOD 3 - THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. Please share what you learned from the film and make at least one comment on another student's post.

PERIOD 7 - THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. Please share what you learned from the film and make at least one comment on another student's post.

PERIOD 3 - WARNING FROM HISTORY

You've been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the film thus far.

PERIOD 7 - WARNING FROM HISTORY

You've been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the film thus far.

PERIOD 3 - A CLASS DIVIDED

You have been watching the documentary, "A Class Divided."  Please post a reflective comment about the film and make sure to comment on at least one other student's post. Finally, what did you personally take away from the film?

PERIOD 7 - A CLASS DIVIDED

You have been watching the documentary, "A Class Divided."  Please post a reflective comment about the film and make sure to comment on at least one other student's post. Finally, what did you personally take away from the film?

PERIOD 3 - THE CHILDREN'S MARCH

Today, you watched the film, The Children's March. Please post any thoughts you have about the film and comment on at least one other student's post.

PERIOD 7 - THE CHILDREN'S MARCH

Today, you watched the film, The Children's March. Please post any thoughts you have about the film and comment on at least one other student's post.

PERIOD 3 - Little Rock High School

Today you watched the documentary "Little Rock High School" in class. Please share your thoughts about the film with the class.

PERIOD 7 - Little Rock High School

Today you watched the documentary "Little Rock High School" in class. Please share your thoughts about the film with the class.

PERIOD 3 - "JIM CROW"

You watched the documentary "Jim Crow" in class. Please answer the handout questions in your post.

PERIOD 7 - "JIM CROW"

You watched the documentary "Jim Crow" in class. Please answer the handout questions in your post.

PERIOD 3 - "FREEDOM WRITERS"

In the beginning of the film, The Freedom Writers, you saw Ms. Gruwell's department head suggest that she not to wear her pearls to class. We noticed later that she wore them anyway. Why do you think she ignored the advice? Also, you heard the teacher ask her students if they were aware of the Holocaust after she saw an ugly picture being passed around the class. Why do you think she asked her students if they had ever discussed the Holocaust? Did you think it was important for her to have asked her students that question - if so why?You will make a reflective comment to these questions and then make a comment on at least one other student's comment. Remember to use your First Name and your Last Name!

PERIOD 7 - "FREEDOM WRITERS"

In the beginning of the film, The Freedom Writers, you saw Ms. Gruwell's department head suggest that she not to wear her pearls to class. We noticed later that she wore them anyway. Why do you think she ignored the advice? Also, you heard the teacher ask her students if they were aware of the Holocaust after she saw an ugly picture being passed around the class. Why do you think she asked her students if they had ever discussed the Holocaust? Did you think it was important for her to have asked her students that question - if so why?You will make a reflective comment to these questions and then make a comment on at least one other student's comment. Remember to use your First Name and your Last Name!

PERIOD 3 - "WHITE MAN'S IMAGE"

We watched the film, In the White Man's Image - please post your thoughts about the film and make sure to comment on at least one other student's post.

PERIOD 7 - "WHITE MAN'S IMAGE"

We watched the film, In the White Man's Image - please post your thoughts about the film and make sure to comment on at least one other student's post.

PERIOD 3 - "AFTER THE FIRST"

After the First is a parable - a story that has a moral or teaches a lesson. To figure out the moral of the film, ask yourself what lesson Steve's father wanted him to learn. What lesson did his mother want him to learn? How do you know her feelings? What did Steve actually learn? Then decide what the film taught you.

PERIOD 7 - "AFTER THE FIRST"

After the First is a parable - a story that has a moral or teaches a lesson. To figure out the moral of the film, ask yourself what lesson Steve's father wanted him to learn. What lesson did his mother want him to learn? How do you know her feelings? What did Steve actually learn? Then decide what the film taught you.

PERIOD 7 - "LITTLE BOXES"

Today you read the story "Little Boxes" in class. Please share your thoughts about the story and the class discussion that followed in a reflective post. Make at least one comment about another student's post.


Mr. Gallagher

PERIOD 3 - "LITTLE BOXES"

Today you read the story "Little Boxes" in class. Please share your thoughts about the story and the class discussion that followed in a reflective post. Make at least one comment about another student's post.


Mr. Gallagher

PERIOD 7 - "THE BEAR THAT WASN'T"

Today you read The Bear That Wasn't by Frank Tashlin. Please share with the class your thoughts about the story and be sure to post at least one comment on another classmate's reflective post.


Mr. Gallagher

PERIOD 3 - "THE BEAR THAT WASN'T"

Today you read The Bear That Wasn't by Frank Tashlin. Please share with the class your thoughts about the story and be sure to post at least one comment on another classmate's reflective post.


Mr. Gallagher

Student Blogs 2010

FACING HISTORY AND OURSELVES CLASS OF 2010

This is the third year I will have the privilege of teaching Facing History and Ourselves course at Westborough High School. Because it is a semester course - I have been able to learn from my students each semester and put needed changes into effect before the next semester’s classes began.

Thus, the class I taught the very first semester is not the class I just finished teaching in the spring of 2010. Let me be totally honest - the first year I taught the course - I wasn't exactly sure the best way to convey the material to the students. I admit it freely given the student responses you're about to read. During that first year, I gave quizzes and tests and made seniors, who had one foot out the door, do projects and a killer research paper.

In essence, that first year, I drove the students crazy and they did not get the real “Facing History” experience. More importantly, they never achieved “civic agency.” More about that in a minute. In the second half of this year, I dropped the quizzes, tests, added a research project and discovered objective participation as a criterion for grading. With these changes I observed students discussing the content of the course with each other unlike any other class I have ever taught since becoming a teacher. In addition, I found that I could have the most amazing conversations about the content of the course with the students by conducting the class in this manner.

Because Facing History and Ourselves is an unleveled elective, there are Advance Placement students mixed in with the most academically challenged students in the high school. In most class discussions, you could not tell the difference and the students mention this dynamic in their blogs. The last semester of this year, I changed the course yet again – given my observations and student feedback – and made blog postings and the creation of a “reflective essay” blog project the centerpiece of the course.

This semester the students finally achieved “civic agency.” This term applies when a student has made an intellectual, moral and emotional connection to the content of the course. Bottom line, as the kids would say, "I got it!"

With “civic agency”, I am able to put the students on the streets of Berlin in 1939 and they understand exactly how and why most of the people living in Nazi Germany are able to treat Jewish people and other “undesirables” of the Third Reich as they would vermin. The students learn that when someone asks, “How was someone like Hitler able to come to power and do what he did?” it is one of the most dangerous questions in the world, because it means there is no memory of how and why the holocaust was allowed to happen.

What am I teaching to the students who are taking Facing History and Ourselves? The students themselves best answer that question and they have done so in the “blogs” they created at the end of the course. In these blogs, you will find that every student mentions the same words repeatedly. Words like, “bully”, “victim”, “bystander”, “rescuer” and “respect.” They talk a lot about respect. These words are the lexicon of Facing History and Ourselves.

If you ever get the opportunity to take the week long Facing History and Ourselves seminar during the summer you will better understand the power of the course and the reason many students end up saying, “This course changed my life.” There is not a doubt in my mind, after reading what the students have to say in the following blogs, that Facing History and Ourselves should be a required course in every high school in the United States.

Mr. Gallagher
Social Studies Department
Westborough High School


Facing History and Ourselves Student Blogs of 2010

http://mikelisblog.blogspot.com/2010/05/what-facing-history-and-ourselves-meant.html

http://jillcafarobs.blogspot.com/2010/05/what-facing-history-and-ourselves-means.html

http://orfaofaceshistory.blogspot.com/

http://allisonswhatfacinghistorymeanttome.blogspot.com/

http://ryansantomsblog.blogspot.com/

http://jarheadblogs.blogspot.com/2010/05/what-facing-history-and-ourselves-meant.html

http://osmanalnaal.blogspot.com/2010/05/osmans-blog.html

http://myfacinghistory.blogspot.com/

http://allisonbernice.blogspot.com/

http://facinghistoryandourselves.blogspot.com/

http://stephkwon.blogspot.com/

http://mollyfacinghistory.blogspot.com/

http://rgdiv.blogspot.com/

http://brian-leslie.blogspot.com/2010/05/what-facing-history-and-ourselves-meant.html

http://aferraro2671.blogspot.com/2010/05/what-facing-history-and-ourselves-meant.html

http://whatfacinghistoryandourselvesmeantome.blogspot.com/

http://jakesharkey.blogspot.com/2010/05/what-facing-history-and-ourselves-meant.html

http://sarahstoddardsblog.blogspot.com/

http://juliansullivan.blogspot.com/

http://fhaoimpact.blogspot.com/

http://pappazisisblog.blogspot.com/

http://wwwfacinghistorysanj.blogspot.com/2010/05/how-facing-history-and-ourselves.html

http://vaughnsewellsblog.blogspot.com/2010/05/sample-blog.html

http://elblogodefoy.blogspot.com/

http://andrewlabelle.blogspot.com/

http://tfranksblogspot.blogspot.com/

http://marianeleite.blogspot.com/

http://rachelreflects.blogspot.com/

http://erniepile.blogspot.com/

http://lookingbackonfacinghistory.blogspot.com/

http://elariasblog.blogspot.com/

http://rachelfacinghistory.blogspot.com/

http://whatfacinghistoryandourselvesmeanttom.blogspot.com/

http://haeminburke.blogspot.com/2010/05/what-facing-history-meant-for-me.html

http://tomoconnorsblog.blogspot.com/

http://pauldriscollblog.blogspot.com/

http://ethanhoellfacinghsitory.blogspot.com/

http://blogsaregreat12.blogspot.com/

http://saraortizc.blogspot.com/2010/05/what-facing-history-and-ourselves-ment.html

PERIOD 2 - "THE PIANIST"

The motion picture, The Pianist is the true story of Wladyslaw Szpilman who was the most accomplished piano player in Poland, if not all of Europe, in the 1930s. This film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and the plight of tens of thousands of Jews living in Warsaw. Post a reflective comment about the film and respond to at least one other student’s comment.

PERIOD 7 - "THE PIANIST"

The motion picture, The Pianist is the true story of Wladyslaw Szpilman who was the most accomplished piano player in Poland, if not all of Europe, in the 1930s. This film does an excellent job of explaining why it became impossible for the Jewish people living in Europe to escape the Nazis and the plight of tens of thousands of Jews living in Warsaw. Post a reflective comment about the film and respond to at least one other student’s comment.

PERIOD 7 - "THE PLIGHT OF THE JEWS"

Today, you read three stories in the library.  Please continue the conversation you had with your partner about the articles with the rest of the class.  This is only for period 7.

PERIOD 2 - "THE MILGRAM EXPERIMENT"

Milgram has defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment? A desire to please? A need to go along with the group? A belief in authority? As some students watched the film Obedience, some laughed. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did the volunteers act as they administered the shocks? What did they say? What pressures were placed on them as the experiment continued? How did they decide whether to stop? Did you identify with any of the volunteers you observed in Obedience? Post your reflective comment by the end of the weekend and be sure to make a comment to another student’s post.

PERIOD 7 - "THE MILGRAM EXPERIMENT"

Milgram has defined obedience as “the psychological mechanism that links individual action to political purpose.” What do you think encourages obedience? Is it fear of punishment? A desire to please? A need to go along with the group? A belief in authority? As some students watched the film Obedience, some laughed. How do you account for that laughter? Is it because something was funny or was there another reason? Those who study human behavior say that laughter can be a way of relieving tension, showing embarrassment or expressing relief that someone else is “on the spot.” Which explanation is most appropriate in this case? How did the volunteers act as they administered the shocks? What did they say? What pressures were placed on them as the experiment continued? How did they decide whether to stop? Did you identify with any of the volunteers you observed in Obedience? Post your reflective comment by the end of the weekend and be sure to make a comment to another student’s post.

PERIOD 2 - "THE BELONGING"

Today you read the "Belonging" in class. Please answer the following questions:


How important is it to you to "look right?" To "act right?" To "fit in?" How do you feel when you don't belong? How does it affect your self-esteem? When in a child's development is he or she most vulnerable to issues related to "in" and "out" group behavior? Are adolescents more or less vulnerable than young children? Would you have joined the Hitler Youth if you lived in Germany at the time? Why or why not?

PERIOD 7 - "THE BELONGING"

Today you read the "Belonging" in class. Please answer the following questions:


How important is it to you to "look right?" To "act right?" To "fit in?" How do you feel when you don't belong? How does it affect your self-esteem? When in a child's development is he or she most vulnerable to issues related to "in" and "out" group behavior? Are adolescents more or less vulnerable than young children? Would you have joined the Hitler Youth if you lived in Germany at the time? Why or why not?

PERIOD 2 - NAZI PROPAGANDA

Keep in mind that propaganda is never objective; it is always subjective. It forces the viewer to adjust his or her perception in order to make a decision about the value and meaning of a of a particular point of view. In your post you will answers the questions listed in the "Art and Proganda Project" handout you received in class. Please make sure to comment on at least one other student's post.

PERIOD 7 - NAZI PROPAGANDA

Keep in mind that propaganda is never objective; it is always subjective.  It forces the viewer to adjust his or her perception in order to make a decision about the value and meaning of a of a particular point of view.  In your post you will answers the questions listed in the "Art and Proganda Project" handout you received in class.  Please make sure to comment on at least one other student's post.

PERIOD 2 - "TRIUMPH OF THE WILL"

Please post your thoughts about the film Triumph of The Will. Answer the following questions: 1.)What would you consider to be the most important message of the film? 2.) The director of the film tried to portray Germany's return as a gret power.  Do you think she was successful?  3.) What is the image of Hitler in the film? Make sure to comment on one other student's post.

PERIOD 7 - "TRIUMPH OF THE WILL"

Please post your thoughts about the film Triumph of The Will. Answer the following questions: 1.)What would you consider to be the most important message of the film? 2.) The director of the film tried to portray Germany's return as a gret power. Do you think she was successful? 3.) What is the image of Hitler in the film? Make sure to comment on one other student's post.

PERIOD 2 - THE GESTAPO

You've been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the film thus far. Does anything stand out for you about the segment on the Gestapo that you saw today?

PERIOD 7 - THE GESTAPO

You've been watching the BBC documentary, The Rise of the Nazis - A Warning from History. Please share your thoughts about the film thus far. Does anything stand out for you about the segment on the Gestapo that you saw today?

PERIOD 2 - "THE LONGEST HATRED"

You recently viewed the PBS documentary The Longest Hatred in class. Please share what you learned from the film and make at least one comment on another student's post.

PERIOD 7 - "THE LONGEST HATRED"

You recently viewed the PBS documentary The Longest Hatred in class. Please share what you learned from the film and make at least one  comment on another student's post.

PERIOD 2 - MRS. ELLIOT

Last week and today, we watched the documentary, IN THE EYE OF THE STORM. Please post a reflective comment about the film and make sure to comment on at least one other student's post. Finally, what did you personally take away from the film?

PERIOD 7 - MRS. ELLIOT

Last week and today, we watched the documentary, IN THE EYE OF THE STORM. Please post a reflective comment about the film and make sure to comment on at least one other student's post.  Finally, what did you personally take away from the film?

PERIOD 2 - ARMENIAN GENOCIDE

Over the past week you have seen films and read articles about The Armenian Genocide. On Friday, you heard an insightful and informative lecture about this terrible event by Father Boghosian. First, what did you think of Father Boghosian's lecutre? Second, the last stage of Genocide is denial. Given everything you've heard, seen, and read about this event, what do you think should be done to make more people in the United States aware of the Armenian Genocide?

PERIOD 7 - ARMENIAN GENOCIDE

Over the past week you have seen films and read articles about The Armenian Genocide. On Friday, you heard an insightful and informative lecture about this terrible event by Father Boghosian. First, what did you think of Father Boghosian's lecutre? Second, the last stage of Genocide is denial. Given everything you've heard, seen, and read about this event, what do you think should be done to make more people in the United States aware of the Armenian Genocide?

PERIOD 2 - THE FREEDOM WRITERS

In the beginning of the film, The Freedom Writers, you saw Ms. Gruwell's department head suggest that she not to wear her pearls to class. We noticed later that she wore them anyway. Why do you think she ignored the advice? Also, you heard the teacher ask her students if they were aware of the Holocaust after she saw an ugly picture being passed around the class. Why do you think she asked her students if they had ever discussed the Holocaust? Did you think it was important for her to have asked her students that question - if so why?You will make a reflective comment to these questions and then make a comment on at least one other student's comment. Remember to use your First Name and your Last Name!

PERIOD 7 - THE FREEDOM WRITERS

In the beginning of the film, The Freedom Writers, you saw Ms. Gruwell's department head suggest that she not to wear her pearls to class. We noticed later that she wore them anyway.  Why do you think she ignored the advice?  Also, you heard the teacher ask her students if they were aware of the Holocaust after she saw an ugly picture being passed around the class. Why do you think she asked her students if they had ever discussed the Holocaust? Did you think it was important for her to have asked her students that question - if so why?You will make a reflective comment to these questions and then make a comment on at least one other student's comment. Remember to use your First Name and your Last Name!

PERIOD 2 - "THE CHILDREN'S MARCH"

Today, you watched the film, The Children's March. Please post any thoughts you have about the film and comment on at least one other student's post.

PERIOD 7 - "THE CHILDREN'S MARCH"

Today, you watched the film, The Children's March. Please post any thoughts you have about the film and comment on at least one other student's post.

PERIOD 2 - "JIM CROW"

You watched the documentary "Jim Crow" in class. Please answer the handout questions in your post.

PERIOD 7 - "JIM CROW"

You watched the documentary "Jim Crow" in class.  Please answer the handout questions in your post.

PERIOD 7 - "In The White Man's Image"

We watched the film, In the White Man's Image - please post your thoughts about the film and make sure to comment on at least one other student's post.