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This article assesses Reacting to the Past , a humanities role-immersion pedagogy that is popular at many colleges and universities in the United States. This pedagogy has been found to have many learning gains compared to traditional face-to-face teaching, but has not been adequately compared to online versions of the course. The findings of the article suggest that while learning gains can be achieved that are comparable to face-to-face versions of the course, student satisfaction was lower. The article concludes not by rejecting the online Reacting to the Past , however, but by suggesting possible ways to incorporate successful elements of it within a blended approach. These findings will be of interest to people interested in this particular pedagogy, but also to those who are interested in the general comparison between online and face-to-face learning and teaching. [ABSTRACT FROM AUTHOR]

This article examines the historic plight, current status, and future challenges of Blacks in the United States within the contexts of education, housing, employment, poverty, crime and the legal system. It is concluded that the Reagan administration legacy of a "colorblind society", social program cutbacks, and Supreme court appointments dealt a devastating blow to opportunity and progress for Blacks and that the current and future challenges will require a concerted effort, concern and involvement by all sectors of society. [ABSTRACT FROM AUTHOR]