PERIOD 1 - THE GREY ZONE

This week you watched "The Grey Zone." The film is based in part on the true story of Dr. Miklos Nyiszli, a Hungarian Jew chosen by Josef Mengele to be the head pathologist at Auschwitz. The film showcases the moral delimma of the the Sonderkommando Jews and follows their plans to carry out the only armed revolt that took place at Auschwitz. Please post your reflections about the film.

Dr. Nyiszli is pictured in the photo wearing the white lab coat when U.S. troops liberated Donau concentration camp.

PERIOD 3 - THE GREY ZONE

This week you watched "The Grey Zone."  The film is based in part on the true story of Dr. Miklos Nyiszli, a Hungarian Jew chosen by Josef Mengele to be the head pathologist at Auschwitz.  The film showcases the moral delimma of the the Sonderkommando Jews and follows their plans to carry out the only armed revolt that took place at Auschwitz. Please post your reflections about the film.


Dr. Nyiszli is pictured in the photo wearing the white lab coat when U.S. troops liberated Donau concentration camp.

PERIOD 1 - AMEN!

For the past few days you have been watching the documentary entitled, "Amen."  As you  know, the film is 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 in the form of a letter.

PERIOD 3 - AMEN!

For the past few days you have been watching the documentary entitled, "Amen."  As you know, the film is 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 in the form of a letter.

PERIOD 1 - BYSTANDERS

It is often said that many students are witnesses to bullying, but they remain bystanders to the event and do nothing to help the victim. First, do you agree with that statement? Second, do you think that students who have taken Facing History and Ourselves, would be more likely or less likely to intervene on behalf of a student being bullied? Finally, what do you think should be done to stop bullying at Westborough High School?

PERIOD 3 - BYSTANDERS

It is often said that many students are witnesses to bullying, but they remain bystanders to the event and do nothing to help the victim.  First, do you agree with that statement?  Second, do you think that students who have taken Facing History and Ourselves, would be more likely or less likely to intervene on behalf of a student being bullied?  Finally, what do you think should be done to stop bullying at Westborough High School?

PERIOD 1 - THE UPRISING!

Between July 22nd and September 12th of 1942, the German authorities deported more than 400,000 Jews who were living in the Warsaw ghetto. The Germans then began the second phase of their operation to remove the remaining Jews from 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 German command originally estimated that it would only take them a few days to put down the resistance. Standing against tanks and seasoned combat troops, the Uprising lasted for more than a month. In your post cite what you learned that you did not know before watching the film.

PERIOD 3 - THE UPRISING!

Between July 22nd and September 12th of 1942, the German authorities deported more than 400,000 Jews who were living in the Warsaw ghetto. The Germans then began the second phase of their operation to remove the remaining Jews from 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 German command originally estimated that it would only take them a few days to put down the resistance. Standing against tanks and seasoned combat troops, the Uprising lasted for more than a month. In your post cite what you learned that you did not know before watching the film.

PERIOD 1 - THE PIANIST

The motion picture, The Pianist is the true story of Wladyslaw Szpilman who was one of the most accomplished musicians in Poland 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.

PERIOD 3 - THE PIANIST

The motion picture, The Pianist is the true story of Wladyslaw Szpilman who was one of the most accomplished muscians in Poland 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.

PERIOD 1 - 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?

PERIOD 3 - 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?

PERIOD 3 - THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. Please share what you learned from the film with the class.  What did you learn that you did not know before watching the film?

PERIOD 1 - THE LONGEST HATRED

You recently viewed the PBS documentary The Longest Hatred in class. Please share what you learned from the film with the class. What did you learn that you did not know before watching the film?

PERIOD 1 - THE GESTAPO

Regarding 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? What did you think of the interview with Resi Kraus?

PERIOD 3 - THE GESTAPO

Regarding 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?  What did you think of the interview with Resi Kraus?

PERIOD 1 - 12 ANGRY MEN

Over the past two days you have watched the film “12 Angry Men.” Please share with the class what you think was the most important message of the film.

PERIOD 3 - 12 ANGRY MEN

Over the past two days you have watched the film “12 Angry Men.”  Please share with the class what you think was the most important message of the film.

PERIOD 1 - CLASS DIVIDED

You have been watching the documentary, "A Class Divided." Please post a reflective comment about the film and what did you personally take away from the film?

PERIOD 3 - CLASS DIVIDED

You have been watching the documentary, "A Class Divided." Please post a reflective comment about the film and what did you personally take away from the film?

PERIOD 1 - THE CHILDREN'S MARCH

Today, you watched the film, The Children's March. Please post any thoughts you have about 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.

PERIOD 1 - LITTLE ROCK

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

PERIOD 3 - LITTLE ROCK

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

PERIOD 1 - FREEDOM WRITERS

In the beginning of the film you saw Ms. Gruwell's department head suggest that she not to wear her pearls to class. The English teacher commented on them as well. Later we notice that she wore them to class on the first day of school. Why do you think she was given the advice and why do you think she ignored it? Also, you heard Ms. Gruwell 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 almost none of the students had ever heard of the Holocaust? At one point she is having a conversation with her department chair about giving her students new books. What was the importance of that discussion? You will make a reflective comment to these questions and then make a comment on at least one other student's post.

PERIOD 3 - FREEDOM WRITERS

In the beginning of the film you saw Ms. Gruwell's department head suggest that she not to wear her pearls to class. The English teacher commented on them as well. Later we notice that she wore them to class on the first day of school. Why do you think she was given the advice and why do you think she ignored it? Also, you heard Ms. Gruwell 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 almost none of the students had ever heard of the Holocaust? At one point she is having a conversation with her department chair about giving her students new books. What was the importance of that discussion? You will make a reflective comment to these questions and then make a comment on at least one other student's post.

PERIOD 1 - 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 - 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 1 - 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, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then decide what the film taught you.
Mr. Gallagher

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, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then decide what the film taught you.

PERIOD 1 - 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 1 - 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

What Facing History Meant To Me.

You are in for a real treat.  Below are the addresses for the blogs the students created at the end of each semester for the 2010-2011 academic year.  Their assignment was simple.  The students were to write an introduction to their blog eplaining what the course was about, the reasons they took Facing History, and any information they wanted to share about themselves.  Their  essay was to answer the question, "In what ways did the course benefit you as a student and/or as a person?”

It is clear from the students' essays that they all 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. In many classrooms across the United States, you hear the endless question, “How was someone like Hitler able to come to power and do what he did?” Facing History students learn it is a dangerous question, because it means that person has no memory of how and why the holocaust was allowed to happen.

What am I teaching to the students who take Facing History and Ourselves? The students themselves best answer that question and they have done so in the “blogs” they created.  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.

There is not a doubt in my mind, after reading all of the students' essays, that Facing History and Ourselves should be a required course in every high school in the United States.  In the blogs you are about to read, you will better understand the power of the course and the reason many students end up saying, “This course changed my life!”

Mr. Gallagher

Social Studies Department
Westborough High School

STUDENT BLOGS FOR 2010 -2011

Gabe Stahl
http://gabestahlblog.blogspot.com/

Meredith Geller

http://meredithgellersblog.blogspot.com/

Trevor Laham

http://trevorsfacinghistoryblog.blogspot.com/

Shane Ruffing

http://shaneruffing.blogspot.com/

Robbie Tanner

http://robbietannerblog.blogspot.com/

Patrick Bryant

http://patrickbryantfho.blogspot.com/

Michael Ceruolo

http://ceruolo.blogspot.com/

Sam Plummer

http://samplummersblog.blogspot.com/

Andrew Whamond

http://andrewwhamond.blogspot.com/

Anna Deg

http://annadeg.blogspot.com/

Andrew Grant

http://andrewgrantsblog.blogspot.com/

Nick Judd

http://nickjuddsblog.blogspot.com/

Zack Michaels

http://zachmichaelsblog.blogspot.com/

Sam Nichols

http://www.samnicholsblog.blogspot.com/

Corinne White

http://corinnewhitesblog.blogspot.com/

Shady Mostafa

http://mofasa6.blogspot.com/

Nick Cibelli

http://nickcibellisblog.blogspot.com/

Allison Arpante

http://alliearpantesblog.blogspot.com/

Chiristine Hillier

http://christinehillier.blogspot.com/

Matt Hally
http://matthallysblog.blogspot.com/

Sean Nolan

http://seannolan92.blogspot.com/

Pat Hession

http://pathessionblog.blogspot.com/

Annie Meaney

http://www.anniemeaney.blogspot.com/

Conor Gibbs

http://connorgibbsblog.blogspot.com/

Ryan Blackney

http://ryanblackneysblog.blogspot.com/

Michael Doran

http://michaeldoransblog.blogspot.com/

Brian Goodliffe

http://goodliffesblog.blogspot.com/

Celina Morais
http://celinamoraisblog.blogspot.com/

Sarah Hart

http://sarahhartsblog.blogspot.com/

Mike Klimavich

http://mike-klimavichs-blog.blogspot.com/

Alyssa Noble
http://alyssa-noblesblog.blogspot.com/

Joe Vendetti

http://joevendittisblog.blogspot.com/

Tucker McKinnon

http://tuckermckinnon.blogspot.com/

Matt Oriel

http://moriolblog.blogspot.com/2011_01_01_archive.html

Sam Klefstad

http://samklefstadsblog.blogspot.com/

Zack Howe

http://howesa.blogspot.com/

Tom Houle

http://tomhoules.blogspot.com/

jillian bleakney

http://jillbleakneysblog.blogspot.com/

ryan iasiello
http://ryaniasiellos.blogspot.com/

brian orlando

http://brianorlandosblog.blogspot.com/

Jack Tragakis

http://jacktragakis.blogspot.com/

Andrew Lipke

http://www.resistance-safehouse.blogspot.com

Chris Fernandez

http://chrisisfacinghistory.blogspot.com/

Tony Silva

http://tonysilvas.blogspot.com/

Brenton Croteau

http://brentonwc.blogspot.com

Jenn Bracey

http://jenbracey.blogspot.com/

Berit Bancroft

http://www.beritbancroftsblog.blogspot.com/

Natalie Donabedian

http://www.nataliedonabedian.blogspot.com/

Andy Tabb

http://andytabbsblog.blogspot.com/

Ricky Packer

http://rickypacker.blogspot.com/

Steph Debs

http://stephdebsblog.blogspot.com/

Nicky Simard

http://nickysimardsblog.blogspot.com/

Gabrielle King

http://gabriellekingsblog.blogspot.com/

Clark Masterson

http://clarkmastersonsblog.blogspot.com/

Amanda Borglund

www.facinghistoryborglund.blogspot.com

Megan Burke

http://myexperiencesinmrgallaghersfho.blogspot.com/

Megan Sullivan

http://megansullivansblog.blogspot.com/

Jake Phillips

http://phillbone.blogspot.com/

Emily Hite

http://emilyhitesblog.blogspot.com/

Nick Farrar

http://nickfarrar.blogspot.com/

Matt Rouleau

http://mattrouleau.blogspot.com/

Amanda Hutchinson
http://amandahutchinsonblog.blogspot.com/

Kevin Ruhl

http://ruhlsblog.blogspot.com/

Kelsey Beron

http://kelseyberonblog.blogspot.com/

Matt Cullen

http://mattcullensblog.blogspot.com/

Sarah Van

http://sarahvanblog.blogspot.com/

Steve Geller

http://stephengellerblog.blogspot.com/

Emily Faherty

http://emilyfaherty.blogspot.com/

William Lariviere
http://facinghistory2011.blogspot.com/

James Seatter

http://seatter.blogspot.com/

Rachel Bridge

http://howfacinghistorychangedme.blogspot.com/

Kim Jones

http://kimjones92.blogspot.com/

Michael Graham

http://lifechanger255.blogspot.com/

Daniel Arnold

http://darnolds.blogspot.com/

Will Kenyon

http://willkenyonsblog.blogspot.com/

Antony Macario

http://antonymacario.blogspot.com/

Fernando Silva's

http://fernandotheblogger.blogspot.com/

Rachael King

http://rachaelking24.blogspot.com/

Isaiah Mutesasira

http://bogoboy.blogspot.com/

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 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 UPRISING!"

Between July 22 and September 12, 1942, the German authorities deported or murdered around 400,000 Jews in the Warsaw ghetto. The Germans then 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.

PERIOD 7 - "THE UPRISING!"

Between July 22 and September 12, 1942, the German authorities deported or murdered around 400,000 Jews in the Warsaw ghetto. The Germans then 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.

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.

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.

Period 3 - Gabe Stahl's grandfather

Today, Gabe Stahl introduced you to his grandfather, Kurt Jahoda. Mr. Jahoda spoke about his childhood living in Vienna, Austria during the 1930s when the Nazi's came to power and his escape from them. Mr. Jahoda was on the first Kindertransport (children’s transport) train out of Austria on its way to England and safety. Please share your thoughts about today’s class.

Period 7 - Gabe Stahl's grandfather

Today, Gabe Stahl introduced you to his grandfather, Kurt Jahoda.  Mr. Jahoda spoke about his childhood living in Vienna, Austria during the 1930s when the Nazi's came to power and his escape from them.  Mr. Jahoda was on the first Kindertransport (children’s transport) train out of Austria on its way to England and safety.  Please share your thoughts about today’s class.

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 - America and the Holocaust

The other day, you watched the PBS documentary, American and the Holocaust.  What did you learn that you did not know before watching the film.  Do you think it is important for high school students to see documentaries like this?  Explain your answer.

PERIOD 7 - America and the Holocaust

The other day, you watched the PBS documentary, American and the Holocaust.  What did you learn that you did not know before watching the film.  Do you think it is important for high school students to see documentaries like this?  Explain your answer.

PERIOD 3 - 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 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 - 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 - 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 - 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 - 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, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then decide what the film taught you.

Mr. Gallagher

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, first ask yourself what lesson Steve's father and mother wanted him to learn? Second, what do you think Steve actually learned? Then decide what the film taught you.
Mr. Gallagher