The Journals of Lewis and Clark (review)

and documents, the "new immigration" comes alive. Evocative music, lighting and film techniques recreate the setting where millions of Europeans had their first encounter with America. The film vividly suggests the fears and hopes ofthose "tired, poor, huddled masses" as they passed through the portal to the "Promised Land." Immigration legislation and restrictions are also discussed. The film can stimulate students to search into their own familial backgrounds for experiences in our nation of immigrants. (Course, Major Crises in American History) Jacob L.Susskind, Pennsylvania State University (Middletown) The Journals of Lewis and Clark (NBC. 1965) 27 min. color In teaching survey courses today there is a tendency' to overlook many ofthe traditional elements of United States history. This film recreation of the Lewis and Clark Expedition transforms one such often ignored segment into a thoughtful and meaningful event. The spirit ofadventure which was part ofexploring an unknown wilderness is beautifully captured by this film, much ofwhich was shot on location. Quotations from the journals ofthe men, read by a narrator, provide continuity and add an aura of authenticity. Among the topics covered are the reasons why Jefferson sent the expedition, the difficulties encountered going up the Missouri, the race against the approaching winter while crossing the Rockies, the ride down the Snake and Columbia rivers, and the triumphant arrival at the Pacific. During the recreation ofthis epic journey, the narrator makes it quite clear how white men have despoiled the virgin wilderness which Lewis and Clark traveled through: the Indian tribes that were wiped out, the rivers that were polluted, and the areas that were flooded by man-made lakes. The film can be tied in with the expansion ofthe West, the inter-action between Indians and white men, and the destruction ' ofthe American environment. (Course, U. S. History to 1828) Marvin Fletcher, Ohio University, Athens Ohio. Focus on Paul Revere (Hearst. 1961) 6 min. b&w This film is so bad and flagrant in its superpatriotic interpretation ofthe American Revolution that for a large class it provides a short (6 Minutes) nostalgia trip back to secondary school where many of your students will remember all too frequently films ofthis nature. In three minutes it established the complete stereotype ofPaul Revere and the last halfis devoted to galloping hoofs and Longfellows poem. Nevertheless, for a lower division survey it presents a fine debunking target and is excellent to introduce either an interpretative lecture on a problem series reading book. Particularly valuable for the longer (mine was 75 minutes) and larger classes as a teaching aid to promote interest and discussion particularly if sprung into a lecture. Also can be used for balance with serious films. (Course, U.S. History Survey 1607-1877) Louis C. Smith, Arizona State University Nightmare in Red (NBC, 1955) 55 min. b&w Covers the half- century, 1905-1955, including documentary film and Soviet excerpts (e.g., Potemkin, October). Generally unsympathetic to the Communists in narration and footage selection, but admires the Russian people seeking to achieve potential in a more open society than communism provides. The film contains excellent footage compensating for its limitations. Impressionistic scenes convey what lecturing imperfectly can: e.g., Leo Tolstoy, Nicholas and family, Lenin and Krupskaya at home, 45 ...