Overall it was decent, despte some of the annoying "dramatic re-enactments," like the scene where Goldman and Berkman are portrayed stirring up chemicals to make a Spy v.s Spy-type, fizzing black orb [the narrator came on to say they didn't use a bomb, after all--I suppose they had to get the image in there somewhere at least, though]. Also, the program implied that Goldman lost faith in socialism after her USSR exile, developing a new appreciation for America [which in a small sense may be true but not in the way the narrator implied]. No mention of the Spanish Revolution.
Even better than the documentary, for my money, is the PBS Goldman website.
http://www.pbs.org/wgbh/amex/goldman/
There is a poll there:
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If Goldman wanted a revolution against capitalism, should she have promoted that revolution among capitalists?
* No, revolution can only come from the workers.
* Yes, everyone can fight for a more equitable world.
[http://www.pbs.org/wgbh/amex/goldman/sfeature/sf_poll.html]
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Also, some suggestions for classroom exercises. I liked this one:
* Divide the class into five groups and assign each group one of the following protections for workers: a 40-hour work week, the minimum wage, the ban on child labor, the right to form and join unions, and safety standards in the workplace. Each group should report to the class on the following: what the protection is (as defined by federal law), when it became law, and what events led up to its enactment. Each group also should present at least one example of how this protection has benefited a family member, friend, or neighbor, and at least one example of a recent news story (about events in the United States or some other country) involving this protection. When all groups have made their presentations, discuss as a class whether the information in the presentations has changed your view of Emma Goldman.
http://www.pbs.org/wgbh/amex/goldman/tguide/index.html
If only my schooling had been like that.
b