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Moving Pictures: a Brief Tour of the 20Th and 21St Centuries Through Films and Documentaries

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Moving Pictures: a Brief Tour of the 20Th and 21St Centuries Through Films and Documentaries Biblioteca Central "Vicerrector Ricardo A. Podestá" Repositorio Institucional Moving pictures: a brief tour of the 20th and 21st centuries through films and documentaries. Support material for their approach in social studies Año 2018 Autores Brunori, Eliana; Pellegrino, Verónica y Torres, Germán Este documento está disponible para su consulta y descarga en el portal on line de la Biblioteca Central "Vicerrector Ricardo Alberto Podestá", en el Repositorio Institucional de la Universidad Nacional de Villa María. CITA SUGERIDA Brunori, E., Pellegrino, V. y Torres, G. (2018). Moving pictures: a brief tour of the 20th and 21st centuries through films and documentaries. Support material for their approach in social studies. Villa María: Universidad Nacional de Villa María Esta obra está bajo una Licencia Creative Commons Atribución 4.0 Internacional Moving Pictures: A Brief Tour of the 20th and 21st Centuries through Films and Documentaries. Support Material for Their Approach in Social Studies Autores Eliana Brunori Verónica Pellegrino Germán Torres Colaboradora Fiorella Giordano 2018 UNIVERSIDAD NACIONAL DE VILLA MARÍA AUTORIDADES Abog. LUIS NEGRETTI RECTOR Abog. ALDO PAREDES VICERRECTOR INSTITUTO ACADÉMICO-PEDAGÓGICO DE CIENCIAS HUMANAS Dra. GLORIA VADORI DECANA SECRETARÍA DE INVESTIGACIÓN Y EXTENSIÓN DEL IAPCH Mgter. MARIANA MUSSETTA SECRETARIA CONTENT Foreword (in Spanish)…………………. 5 Bhopal: A Prayer for Rain…………….. 7 Babel……………………………….…………... 12 Crossing Over ……….………..………….. 16 Cinderella Man ………..…………………. 21 1929: The Great Crash ……………… 24 Hitler: The Rise of Evil ……………….. 27 The Great Dictator ……………………. 31 Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb …………..…………….… 35 Good Bye Lenin! ………..………………..39 Hotel Rwanda …………..……………….. 43 References ………………………………… 47 PRÓLOGO Esta publicación es el resultado del trabajo realizado en el marco de un proyecto de investigación titulado “La utilización de producciones audiovisuales en el aprendizaje de contenidos histórico-culturales a nivel universitario: una propuesta didáctica para el Profesorado en Lengua Inglesa”. Dicho proyecto, desarrollado en el ámbito del Instituto Académico-Pedagógico de Ciencias Humanas de la Universidad Nacional de Villa María, se llevó a cabo a lo largo de 2016 y 2017 por un equipo de docentes investigadores del Profesorado en Lengua Inglesa de la mencionada universidad. El objetivo principal de dicho proyecto fue enriquecer el aprendizaje de los contenidos histórico-culturales del espacio curricular Perspectivas del Mundo Actual del Profesorado en Lengua Inglesa de la UNVM, a través del diseño de material didáctico basado en producciones audiovisuales (películas y documentales). A partir de este objetivo, se realizó una selección de películas y documentales que ilustran cuatro ejes temáticos: problemas globales del S. XXI, el período de entreguerras, la Guerra Fría y el orden internacional post Guerra Fría. El proyecto surge a partir del interés por ofrecer a los estudiantes un material de apoyo adicional a las clases presenciales y a la bibliografía que les resulte motivador, atractivo y esclarecedor. En este sentido, es bien sabido que el lenguaje audiovisual sirve de gran incentivo ya sea “por las imágenes, el guión o la música [lo que] provoca en el alumnado un estímulo que llega antes y de forma más decisiva a su mente que los principios memorísticos de repetición de fechas, conceptos…” (Rodríguez Escamilla, 2013). De modo similar, la utilización de video apela a los diversos estilos de aprendizaje, incrementando así las posibilidades de recordar información, la comprensión y el logro de un aprendizaje profundo (Berk, 2009). Asimismo, teniendo en cuenta que las producciones audiovisuales resultan de la unión del reflejo y de la (re)creación de los acontecimientos históricos, es menester indagar, cuestionar y analizar dicha representación visual. Por este motivo, el material didáctico diseñado tiene el valor agregado de promover las habilidades de pensamiento crítico. A través del material audiovisual seleccionado y las guías diseñadas para su abordaje, los invitamos a hacer un breve recorrido por los siglos XX y XXI. Primeramente, abordamos algunas de las tensiones a las que los ciudadanos del corriente siglo debemos hacer frente: migraciones, tensiones y malentendidos entre culturas, las condiciones laborales ofrecidas por las empresas multinacionales. A continuación, hacemos un viaje hacia el pasado hasta llegar a finales de la década del 20 y contemplar cómo los “felices años 20” se ensombrecieron con la llegada de una grave crisis económica. Seguidamente, avanzamos algunos pocos años y somos testigos de la ascensión al poder de uno de los líderes más siniestros del siglo pasado: Adolf Hitler. En tercera instancia, hacemos un trayecto por la carrera armamentística entre los Estados Unidos de América y la Unión Soviética que tuvo en vilo al mundo durante el oxímoron “Guerra Fría”. A continuación observamos la unión de las dos Alemanias y, en particular, los cambios sociales que se produjeron a partir de la misma. Finalizamos este itinerario en Rwanda para observar uno de los genocidios más atroces vistos en el siglo XX, consecuencia de los procesos de descolonización europea en el continente africano. Los primeros destinatarios de esta publicación son los alumnos del espacio curricular Perspectivas del Mundo Actual del Profesorado en Lengua Inglesa (UNVM). Para ellos fue concebido, modificado y corregido. No obstante, esperamos que sea de utilidad para todos los actores involucrados en la enseñanza y aprendizaje de contenidos histórico-culturales. Es nuestra esperanza que, a través de este material, tanto estudiantes como docentes encuentren, mediante lo audiovisual, puertas de acceso al mundo de la historia y de las culturas que les permitan encontrar, además de motivación, la posibilidad de explotar los diversos estilos de aprendizaje y tomar posturas críticas frente a los acontecimientos históricos y a cómo éstos se representan en la pantalla. Eliana Brunori Villa María, marzo de 2018 BHOPAL: A PRAYER FOR RAIN (2014) TECHNICAL SPECIFICATIONS Directed by: Ravi Kumar Year: 2014 Genre: Drama Produced by: Kemal Akhtar, Leszek Burzynski, Pinaki Chatterjee, Steve Clark-Hall, Betsy Danbury, Sumant Pai, Smanto R. Roy, Michael Ryan, Patsy Santosham, Shail Shah, B.S. Narayan Swamy, Terrance Sweeney, Ravi Walia Written by: Ravi Kumar, David Brooks Starring: Mischa Barton ... Eva Gascon Martin Sheen ... Warren Anderson Kal Penn ... Motwani Tannishtha Chatterjee ... Leela Rajpal Yadav ... Dilip Satish Kaushik ... Chief Minister Fagun Thakrar ... Rekha Martin Brambach ... Ted Manoj Joshi ... Dr. Chandra Lisa Dwan ... Marika Venk Modur ... Dr. Khan Music by: Benjamin Wallfisch Cinematography: Anil Chandel, Charlie Wupperman Artistic Direction: Vivek Jadhav Edited by: Chris Gill, Maria Valente Release Dates: 7 November 2014 (United States) Running time: 1 h 43 minutes Color: Color Country: UK, India Filming Location: Los Angeles, California, USA Language: English, Hindi Budget: $6.000.000 (estimated) Box office: $5.948 (USA) (7 November 2014) SYNOPSIS The film tells the story of the chemical tragedy that took place in Bhopal (India) in 1984, killing around 15,000 people and affecting the lives of about 600,000. The disaster occurred due to a gas leak from a pesticide plant, Union Carbide India Limited (UCIL), co-owned by Union Carbide Corporation (UCC), an American company, and by Indian investors, including the government and government- controlled banks. The movie narrates the story of a poor Indian worker who starts working at UCIL during the months prior to the toxic disaster. The film also portrays the lives, personal dilemmas and tragedies of multiple characters who are affected in different ways by this event. HISTORICAL SIGNIFICANCE The value of the movie lies on the fact that it brings to light the practically unknown catastrophe that occurred in the city of Bhopal, in India, when around 600,000 people were exposed to the hazardous effects produced by the leak of methylisocyanate (MIC) gas in a pesticide plant of Union Carbide India Limited. Bhopal: A Prayer for Rain portrays one of the darkest sides of global interdependence and can be a good educational tool to raise awareness about the dangers that may occur when corruption, outsourcing and social and economic inequality combine. The film also reveals how an event of such magnitude can be covered for the sake of protecting the economic interests of those who hold power, and at the same time how justice can be partial and almost inexistent. WORK GUIDE Answer the following questions: 1) Where is the pesticide plant located? Observe, analyze and describe the setting and the people portrayed. 2) Why do some of the inhabitants of Bhopal support UCIL despite being aware of the dangers it may bring to their health? Provide examples. 3) How do you feel about the attitude of the Indian manager of the plant towards his own people? Explain. 4) What are the roles of Motwani, the Indian journalist, and of Eva Gascon, the American journalist? 5) What is the irony in the motto of the multinational company? 6) UCIL was co-owned by an American company, the Indian government and local investors. Analyze and describe the working conditions in the Indian plant. Do you think that that chemical factory would have been able to function on American soil under the same conditions? Justify your answer. 7) What was the attitude of the American owners of UCC before and after the tragedy? What were their
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