By interpreting tapestries woven by Chilean women, students learn about protest, human rights, and civil society.
By interpreting tapestries woven by Chilean women, students learn about protest, human rights, and civil society.
Students consider what the term civil society means by examining the relationship between government, business, and individuals in Chile.
Dr. Richard Hovannisian, professor of Near Eastern Studies at UCLA, speaks about the radicalization of the Young Turks in the Ottoman Empire from 1908-1914.
Scholar Beth Van Schaack discusses General Matsui Iwane’s involvement in the Nanjing atrocities.
Listening to students’ reactions—noting their interests, questions, and misconceptions—will inform your decisions about how to debrief their viewing of Reporter. What issues that the film raises are relevant to your curriculum? What skills would you like students to practice?
Luma Mufleh speaks about her grandmother's compassion as part of a Community Conversation.
Scholar Donna-Lee Frieze chronicles the life and work of Raphael Lemkin.
Mohammed S. speaks about what he learned through Facing History.
To prepare students to view all or part of this film, we suggest implementing one or more of the following activities to:
This film 2005 is a reflection by a group of students on the situation in Darfur.
Rebecca Hamilton shares how she mobilized the Harvard community against genocide in Sudan.
In this clip from the film “Reporter,” journalist Nicholas Kristof interviews imprisoned child soldiers.