Revolution ’67  Curriculum User Comments

I used Revolution '67 in my International Baccalaureate Theory of Knowledge course this year. While much of what we study is global in nature, after previewing the film, I knew that my students needed a local perspective on race, economics and politics. This film does that and more. Along with viewing the film in its entirety, employing activities from the study guide and a collaborative lesson with the filmmakers and students from American History HS in Newark, Revolution '67  has been the defining study of my students' senior year. We will continue to show the film in the future and continue to learn from the work of the Bongiornos.

Dr. Kathleen Kremins, Mendham High School, NJ

After viewing Revolution ’67, our students engaged in an analysis of these events by examining the perspectives of the citizens, politicians, police, and activists presented in this documentary. This prompted rich discussions and reflections on contemporary conditions in Newark. The Bongiornos’ video provides the framework for an exciting learning experience for students.

Cheryl Lusane, American HIstory High School, Newark, NJ

This curriculum is thoroughly researched, integrates primary source documents that complement this powerful film, and helps to deepen students' understanding of this complex period of history."

Marc Skvirsky, Program Director, Facing History and Ourselves

Revolution ’67 is a case study of one city, Newark, New Jersey, but the events that transpired in Newark in July 1967 are so skillfully placed into their wider-socio-political milieu that the film succeeds in offering an explanation for the urban uprisings and riots that occurred in over 500 cities during the 1960s, as well as the racial discord and tensions evident to this day. It provides a succinct and fascinating history lesson, the nuances of which remain unknown to many students, even though topics such as slavery and the American Civil Rights Movement are widely addressed in high school curricula.

Mirelle Cohen, Olympic College, Teaching Sociology 37.2 (2009): 224-225

“Documentary films that explore historical material and historical territory have become enormously important in the classroom,” says the Rutgers historian Clement Price, who consulted on the teaching materials for Revolution ’67, a film in which he also appears. “What Margaret Crocco has done so well, especially in the curricula developed for the films by Spike Lee and the Bongiornos, is to explore what Jim Horton [James Oliver Horton, a historian at George Washington University] calls ‘the tough stuff of American history’—not just slavery, but the 20th century narrative of civil disorder; the conflicts over racism, gender and sexism, and the oppression of minorities—and bring it widely into K-12 classrooms.”

[Revolution '67] depicts the civil unrest that summer in Newark and would be a valuable addition to the curriculum in any classroom, not just in New Jersey...I liked the curriculum focus on media and media bias.  This has given me a number of teaching ideas for my own classroom.

Jillian Saccone. Social Science Docket 10.2 (2010): 59

Absolutely wonderful documentary. I teach Jr. High and two of my students are doing a project on the Newark riots. Even though they are in the seventh grade, they were able to use the documentary; they found it to be a great help. It led them to interviews with Lawrence Hamm and Richard Cammarieri, both activists then and now. Marylou Bongiorno also graciously granted an interview. And while the curriculum accompanying the documentary is for high school, I found I was able to adapt it for my students.

Ann Marie Peterson, St. Anthony School, Hawthorne, NJ