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This film could be used in classes in modem American and modern European history in studying not only World War II but the complex question ofone's loyalty in wartime to his homeland. The film is also useful in viewing the grim determination ofa people on the brink ofcollapse. Patrick Armstrong, Jefferson State Junior College The Unquiet Death of Julius and Ethel Rosenberg (NPACT. 1974) 40 min., b&w. Recently this 90-minute television show "The Unquiet Death of Julius and Ethel Rosenberg" was shown on National Educational Television and the non-television distribution ofthe film is being handled by Impact Films, 144 Bleeker Street, New York, New York 10012. The film was produced by Alvin Goldstein. It is a well-filmed documentary which makes no attempt to hide its cause; namely to vindicate the Rosenbergs. Aside from one's political ideology, the questions left by the account ofthe trial and execution ofthe Rosenbergs are many. The film would provide a teacher with a host oftopics to explore in a course. Here is only a partial list: the nature of McCarthyism, the domestic Cold War, Anti-Semitic feelings, American Communism, McCarthy and Eisenhower, Atomic bomb development, the nature of "justice" for such "political" crimes, and capital punishment. Much ofthe "evidence" in the film is taken from the book, Invitation To An Inquest, by Walter and Miriam Schneir (Delta, 1965). The Schneirs appear "on camera," to present their case. There are a number of accounts ofthe Rosenberg case (pro - con) which could be provided on a bibliography. The film has a sad relevancy in this era ofWatergate, and many ofthe members of the original cast are still holding political offices. Terence Ripmaster, William Paterson College The Age of Exploration and Expansion (Centron Educational Films, 1 970) 1 7 min. color Utilizing paintings by the great masters and animated maps, the film illustrates how forty years (1492-1532) affected the social, economic, and religious climate ofthe next 200 years. This film helps the student develop insight into the exploration and expansion efforts ofmany European countries. This is skillfully accomplished through the use ofthe inquiry method. The narrator continually poses questions, for example: "Why did discoveries coincide with the Renaissance?" and "Why did Europe take the initiative in exploration and not China?". He, then, proceeds to offer explanations. Provided with a rather complete description ofthe time, the student gets a feeling and an understanding of 15th-16th century society. This film would serve as an excellent introduction to the Renaissance and/or the Age ofExploration because it encourages students to initiate and participate-in class discussions. 34 I have used this film with student teachers majoring in history and social studies to illustrate how a film can be made an integral part of a unit on early modern Western history. This film can also be used in a senior level high school European history course and a freshman level Civilization course injunior and four-year colleges. Judy Reinhartz, University ofTexas at Arlington 35 ...


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