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.". Do \()u dislike ainoiK Ihi;iii>-i oI religion, iiationaliiN. or (olor?
a. Nanu' lluiii. ■1. Do yon think |no|)lc ilisiiki' \ou Ijccause ol \oui rclij^ion. iial ionaiilv . or color?
a. W'iiai iiiakts \i>ii iliiiik so!3. What nil kiiaiiHs do \<iii use loi Americans ol:
a. lirilisli disniUr
b. Clhincsf dcsconlr
c. (icrnian dcsccntr il. Iiish ilcscent?
c. lialian descent? i. Polish descent? <;;. Jewish descent? h. Negro descent?
6. The song says, "All races and religions." What race is iioi sliowii in I he picture?
7. Would yon object to belonging to a gang or social clid) made up ol Negro. Anglo-Saxon, [ewish, iiisli. lialian, etc.. boss and girls?
a. li'oiild yoiii jjtiroils object to your belonging? H. The song says. "Especially the people." "that's .\merica to me." a. Whom do \<ni mean when \<iii sa) .-\niericans? '.I II von needed a tiaiislusioii. woiiicl \<>u ac ( c'pl blood Irom someone ot
.ini>lliel leligioii. n.il ion.ilil \ . oi color?
10. Is the ending the \\.i\ ii woiilil li.ippen in real lile?
.1. II IKil. \\n\\ do \oil ihilik il would end?
AnsWIRs 1() Ol 1 si lO.NNAlRr RtMAI. SK.MMC.V.N 1 I'ACIS
Fa.scinaiing reactions win taken from pajjers written b\ the pupils. Thev are seU-ex]}lanatoi \.
1. "When the .\melican |)i()ple have to iitiite against a stiong eiiemv. lhi\ don't think about how diileiciit the giiv beside them is. Hut when we ha\c' nothing better to cptairel about we pick out dillerences and tlie ma )orit\ group picks on the minoiity— right here at home too. "
2. "I can truthfully say that I lia\cnexer disliked anyone because of their race or color. // makes me very iingry xulieu my molher rejiises to go into n restaurant because it is run h\ an Italia}! or a Jewish j)erson."
Based on three sets ol pupil reactions, we can lepoit this exiJerimcntal use of this him:
I. Children are more democratic than their jinrents.
L'. I'upil leailKius sluiwed |)iogress of thought on ilie iheiiit we were tixing to teaili.
.'!. I he ihildicii showed dexoiion to theii .\iiiei i< a.
I. (ihilchen belonging to so-called minoiitv gioiii)s caii\ a binilen of conllicting emotions; siii h as hurt, ouliagi. icsentmeiit, and an unwillingness to accept injustice.
J. (Children ol so-called dominant groups wcic hank in theii admission ol inecpialitv. and showed a teiiiliiu \ to diploic the uiil.iiiness.
.\l)l)l I 1<)\ \1 111 At .\l \ I 1 kl \i
We are ( on\ iiii i il lli.il au(lio-\ isual materials decidedh animate teaching and permit the teacher to get closer to pu|)ils. Other films we plan to use in order to foster a greater zeal for deniociacx are: Brolherltood of Man, lirandon Films; lioundarx Lines, international Film Foundation; Palestine, Match of lime; liussia, Encyclojjaedia Britannica Films, Inc.; Ameriecins All. Match of lime.
Always we wish to bring togeilur the pupils of the study to participate in a widei ilemocracy— oin democracy of toda\ ,md the luliiie. •
Singing s+ar and teen-age hero Frank Sinatra delivers a telling plea for democracy and tolerance in the Academy Award wininng film "The Houie I Live In". In this scene from the film, Mr. Sinatra explains basic facts about democratic living to a group of boys who have been persecuting the younger boy in the window ledge (upper left) because they "don't Hire his religion".
E*'| FEBRUARY • 1949
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