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 responsibilities and how did they assume them? Analyze and explain. 8) Describe some of the aspects of the Indian culture portrayed in the film. Which ones caught your attention and why? 9) The Bhopal tragedy took place in 1984. However, current practices of outsourcing corporations have not improved that much. Do some research and provide examples of this present-day reality. 10) Find information about the current situation of Bhopal. Is the pesticide plant still running? What about the parent company? SUGGESTED EXTRA MATERIAL

● Documentary by National Geographic: “The Bhopal Disaster” ● Documentary by BBC: “One Night in Bhopal”

BABEL (2006)

TECHNICAL SPECIFICATIONS

Directedby: Alejandro González Iñárritu

Year: 2006

Producedby: Ahmed Abounouom, Steve Golin, NorihisaHarada, Alejandro González Iñárritu, Jon Kilik, Tita Lombardo, Ann Ruark, KayUeda

Writtenby: Guillermo Arriaga, Alejandro González Iñárritu

Starring: Brad Pitt Richard Cate Blanchett Susan Mohamed Akhzam Anwar Peter Wight Tom Harriet Walter Lilly Trevor Martin Douglas Matyelok Gibbs Elyse Georges Bousquet Robert Claudine Acs Jane André Oumansky Walter Michael Maloney James Dermot Crowley Barth

Music by: Gustavo Santaolalla

Cinematography: Rodrigo Prieto

Edited by: Douglas Crise, Stephen Mirrione

Production company: Paramount Pictures (presents) Paramount Vantage (presents) Anonymous Content Zeta Film Central Films Media Rights Capital (MRC)

Distributed by: Argentina Video Home, Warner Home Video

Release Dates: 29 December 2006

Running time: 143 min

Color: Color

Countries: USA, France, Mexico

FilmingLocation: Ouarzazate, Taguenzalt and Casablanca (Morocco), Sonora, Tecate and Tijuana (Mexico), Tokyo (Japan) Languages: English | Arabic | Spanish | Japanese | Berber languages | French | Russian | Japanese Sign Language

Budget: $25.000.000 (estimated)

Box office: $389,351 (USA)

SYNOPSIS

Babel is a multi-narrative film about cultural diversity, globalization and communication that involves four families from different parts of the world. The four different storylines focus on: an American couple who is on holidays in Morocco, a Mexican babysitter who takes two American children to a wedding in Mexico, two young and poor Moroccan brothers, and a deaf-mute Japanese teenager. These four stories, which at the beginning of the film may seem unrelated, are actually interconnected by a single event that is discovered at the end of the movie.

HISTORICAL SIGNIFICANCE

The film smartly shows how in this globalized era a single event in one part of the world can quickly affect people living far off. It also depicts different cultures and how our behavior and attitudes are usually influenced by cultural misconceptions and misunderstandings.

WORK GUIDE

Answer the following questions:

1) In which countries do the four main storylines take place? Describe each place and how they differ from each other. (i.e. Are they cities or towns? What is the landscape like? etc.) 2) Why do Susan and Richard end up staying in a Moroccan village? What is the reason why they are travelling? 3) Describe where and how the Moroccan family live and the relationship between the two brothers, Ahmed and Yussef. How does their story end up being tragic? 4) What is Amelia’s relationship with Mike and Debbie like? How do the children react to being at a typical Mexican wedding celebration? 5) How does Amelia’s story end and why? What do you think about her decision to take the American children with her to Mexico? 6) What can you say about Chieko’s story? How does the film show us the way she perceives the world? Give examples. 7) Explain how the four storylines are interlocked. 8) Susan and Richard’s story immediately becomes worldwide news. Why does everyone assume that she was shot by a terrorist? What are the consequences of this reaction? 9) Why where the Western tourists afraid in the Moroccan village? Compare and contrast their attitude towards the locals with the attitude that the Moroccan villagers showed towards the westerners. Give examples. 10) Identify different traditional customs that can be seen throughout the film. 11) What is cultural shock? Describe different instances in the film in which cultural shock can be seen. 12) Do some research on the myth of the Tower of Babel and explain it. How is it related to the title of the film?

SUGGESTED WEBSITES

http://emanuellevy.com/interviews/crossing-over-by-wayne-kramer-3 http://www.money-into-light.com/2013/04/an-interview-with-wayne-kramer- part-1.html

CROSSING OVER (2009)

TECHNICAL SPECIFICATIONS

Directed by: Wayne Kramer

Year: 2009

Produced by: Michael Beugg ... executive producer Wayne Kramer ... producer Frank Marshall ... producer Patrick McIntire ... consulting producer Gregg Taylor ... co-producer Omar Veytia ... line producer: Mexico Bob Weinstein ... executive producer Harvey Weinstein ... executive producer

Written by: Wayne Kramer

Starring: Harrison Ford ... Max Brogan Ray Liotta ... Cole Frankel Ashley Judd ... Denise Frankel Jim Sturgess …Gavin Kossef Cliff Curtis ... Hamid Baraheri Alice Braga ... Mireya Sanchez Alice Eve ... Claire Sheperd Summer Bishil ... Taslima Jahangir Jacqueline Obradors ... Special Agent Phadkar Justin Chon ... Yong Kim Melody Zara ... Zahra Baraheri (as Melody Khazae)

Music by: Mark Isham

Cinematography: Jim Whitaker

Artistic Direction: Peter Borck

Edited by: Arthur Coburn

Production company: The Weinstein Company The Kennedy/Marshall Company Movie Prose C.O. Films

Distributed by: The Weinstein Company (USA) SP Films (2010) (Argentina)

Release Date: 27 February 2009

Running time: 1h 53 min

Color: Color Country: USA

Filming location: Los Angeles, Santa Clarita, Long Beach (California, USA)

Language: English, Korean, Persian, Spanish, Arabic

Budget: $19,000,000 (estimated)

Box office: $77,370 (USA) (Opening Weekend)

SYNOPSIS

Crossing Over is a multi-narrative film that follows the lives of immigrants from different backgrounds who struggle to become legal American citizens in the 21st century. The movie addresses a variety of current and relevant issues that are characteristic of the globalized world, such as the clash of cultures, terrorism, paranoia, immigration, work-site enforcement, the US-Mexico border, and the difficulties immigrants face when trying to get a green card in the United States.

HISTORICAL SIGNIFICANCE

The value of the movie Crossing Over lies in the fact that it depicts the struggles that immigrants from many different backgrounds face in order to achieve their legal status in the United States. Moreover, the film also clarifies the process to get a legal status in that country.

Diverse current issues such as the US-Mexico border, the coyotes, terrorism, paranoia and discrimination are addressed in this film as well as the problematic situation concerning the clashes of different cultures within the United States.

The film is also valuable because its director, Wayne Kramer, emigrated from South Africa to the United States in 1986 to work in the film industry. In 1995 he wrote and directed a short film called "Crossing Over", in which this movie is based on.

WORK GUIDE

I. Analyze the meaning of the following terms:  To be out of status  Green Card  Counterfeit documents  Cultural clash  Worksite enforcement  Naturalization  Coyote

II. Answer the following questions:

1) What countries are the immigrants depicted in the movie from? 2) Why is Taslima reported to the authorities? Do you think it was fair? Why? What happened to her family in the end? 3) Who was Javier Pedroza? What did he do to get “extra money”? 4) What kind of agreement does Claire Sheperd make with the immigration officer to get her “Green Card”? Does it work? Why (not)? 5) Why does Zahra, Hamid’s sister, call herself “an outcast”? What happened to her in the movie? 6) Hamid decides to spare Yong Kim’s life during the robbery at the convenience store. Why do you think he did that? 7) Compare and contrast how Yong Kim's father felt about becoming an American citizen and how the South Korean teenage gang felt about that. 8) How did Gavin Kosseff get his legal status in the US? Was it easier for him than to the others? Why? 9) What did Mireya Sánchez do after she was deported? What reasons did she have to do so? 10) Analyze the title of the movie. Why do you think it is called “Crossing Over”? 11) Provide examples of “cultural clashes” depicted in the movie. 12) What is the current situation with immigration in the United States and in Argentina? Look for information and provide examples.

SUGGESTED WEBSITES http://emanuellevy.com/interviews/crossing-over-by-wayne-kramer-3 http://www.money-into-light.com/2013/04/an-interview-with-wayne-kramer- part-1.html http://www.migrationpolicy.org/article/post-911-policies-dramatically-alter-us- immigration-landscape http://www.migrationpolicy.org/article/mexican-immigrants-united-states

CINDERELLA MAN (2005)

TECHNICAL SPECIFICATIONS

Directed by: Ron Howard Year: 2005 Genre: Biography. Drama Produced by:

Written by: Cliff Hollingsworth

Akiva Goldsman

Cliff Hollingsworth

Starring: Russell Crowe as Jim Braddock Renée Zellweger as Mae Braddock Paul Giamatti as Joe Gould Craig Bierko as Max Baer Paddy Considine as Mike Wilson Bruce McGill as Jimmy Johnston Music by: Thomas Newman Cinematography: Salvatore Totino Edited by: Daniel P. Hanley

Mike Hill

Production company: Peter Grundy Dan Yarhi Release Dates: 23 May 2005 Running time: 144 min. Color: Color (Technicolor) Country: USA Filming Location: Canada Language: English Budget: $88.000.000

SYNOPSIS

The story takes place in New York and New Jersey during the Great Depression, a time when people experienced the worst economic hardship in U.S. history. James J. Braddock was a light heavyweight boxer, who sees himself forced to leave the ring after breaking his hand in his last fight In order to provide for his family, Braddock works as a laborer at the docks, but he still dreams of boxing again.

HISTORICAL SIGNIFICANCE

After World War I, the United States emerged as a world power. For over a decade, the country witnessed economic prosperity which seemed to be endless. Companies were doing so well that buying and selling shares at the stock market became a sort of hobby for some people. Most of them borrowed loans from banks in order to buy the shares. Once they had made a quick gain by selling them, they could pay off the loan. However, when companies’ profits started to decrease, the market crashed, leaving thousands of people jobless and begging for food. This film focuses on the hardships faced by society during the economic downturn.

WORK GUIDE

Answer the following questions:

1) How did Jimmy Braddock lose his fortune in 1929? 2) What customs did the Braddocks have to modify because of the economic depression? How did their lifestyle change? 3) What consequences did the American people suffer because of the Great Depression? How did the economic crisis affect the different social classes? 4) What were the “Hoovervilles”? Describe how they are shown in the film. 5) Describe scenes that show the ways in which people reacted and were affected by the Great Depression.

SUGGESTED WEBSITES

http://www.historyplace.com/unitedstates/lange/ http://www.loc.gov/teachers/classroommaterials/presentationsandactivit ies/presentations/timeline/depwwii/depress/begging.html http://www.loc.gov/teachers/classroommaterials/presentationsandactivit ies/presentations/timeline/depwwii/depress/hoovers.html http://www.loc.gov/teachers/classroommaterials/presentationsandactivit ies/presentations/timeline/depwwii/depress/protest.html

1929: THE GREAT CRASH (2009)

TECHNICAL SPECIFICATIONS

Directed by Joanna Bartholomew Year 2009 Genre Documentary Produced by Joanna Bartholomew Dennis Blakeway Colour Colour Country United Kingdom Language English Narrator Ray Lonnen

Edited by Ben Lester

SYNOPSIS

This documentary explores the causes of the 1929 Wall Street Crash. Over six desperate days in October 1929, shares crashed by a third on the Stock Exchange in New York City and billions of dollars were lost, leading to the most devastating economic depression in the history of the United States.

HISTORICAL SIGNIFICANCE

The documentary deals with the causes that led to the 1030s major economic downturn, and it draws a parallel to the 2009 economic crisis.

WORK GUIDE

1) “There was a whole new ideology that we were in a new economic era that it was the birthright of every self-respected American to be rich.” What’s the meaning of this quotation? Explain in the light of what’s being portrayed in the documentary. 2) How are the Republican government and its policies portrayed? Expand. Make reference to presidents Coolidge and Hoover. 3) To what extent are the Republican governments of the time held responsible for the crash in the documentary? Could the crash and the subsequent economic depression have been avoided? 4) “The hope is that such steps will work but the lessons of the crash 1929 are that history repeats itself, that human folly and greed are much stronger forces in financial affairs than reason and restraint.” These are the final remarks in the documentary. What are the steps mentioned in this quotation? What view do these remarks put forward?

SUGGESTED WEBSITES https://fee.org/articles/comparing-the-great-depression-to-the-great-recession/ https://learnodo-newtonic.com/wall-street-crash-facts https://www.theguardian.com/society/2017/mar/04/crash-1929-wall-street- what-the-great-depression-reveals-about-our-future

HITLER: THE RISE OF EVIL (2003)

TECHNICAL SPECIFICATIONS

Directed by: Christian Duguay Year: 2003 Genre: Drama, Historical, Biography (TV Mini-Series) Produced by: John Ryan Ed Gernon Peter Sussman Written by: G. Ross Parker John Pielmeier Starring: Robert Carlyle as Adolf Hitler Stockard Channing as Klara Hitler Jena Malone as Geli Raubal Julianna Margulies as Helene Hanfstaengl Matthew Modine as Fritz Gerlich Liev Schreiber as Ernst Hanfstaengl Peter Stormare as Ernst Röhm Friedrich von Thun as General Erich Ludendorff Peter O’Toole as President Pail von Hindenburg Robert Glenister as Zoe Telford as Eva Braun Terence Harvey as Gustav von Kahr Justin Salinger as Dr. Joseph Goebbels Chris Larkin as Hermann Göring James Babson as Rudolf Hess Patricia Netzer as Sophie Gerlich Harvey Friedman as Friedrich Hollaender Nicole Marischka as Blandine Ebinger Juli-Ann Hassett as Angela Raubal Thomas Brodie-Sangster as Adolf Hitler (10 yrs) Simon Sullivan as Adolf Hitler (17 yrs) Robert Glenister as Anton Drexler Music by: Normand Corbeil Cinematography: Pierre Gill Artistic Direction: Albrecht Konrad Edited by: Sylvain Lebel Henk Van Eaghen Production company: Coproducción Canadá-USA; Alliance Atlantis Communications Distributed by: Alliance Atlantis Release Dates: May 18, 2003 Running time: 180 minutes Color: Color Country: Canadá Filming Location: Brno (Czech Republic), Prague (Czech Republic), Vienna (Austria) Language: English

SYNOPSIS

The series is divided into two parts. The first one revolves around the power speaker Adolf Hitler that allows him to start a prominent political career inspired by National Socialism. Many adherents to Hitler's oratory, such as the journalist Fritz Gerlich, are becoming fervent opponents as Hitler's anti-Semitic ideas and his brutal hatred for the Jewish people become more visible. Others, on the other hand, become loyal followers who will accompany him until his arrival to power as chancellor in 1933.

The second part focuses on the years following Hitler's stay in Landsberg prison. With the support of a few followers and the Sturmabteilung (SA) of Ernst Röhm, Hitler manages to cement his rise to power and conquers the seats that allow him to advance on the government of the Weimar Republic.

HISTORICAL SIGNIFICANCE

The film’s focus on Hitler’s personality represents both, a strength and a weakness since it encourages students to make a critical approach to the film’s representation of Hitler and his ascension to power.

WORK GUIDE

Answer the following questions:

1) Reflect on the film title and the representation of Adolf Hitler’s childhood. Is there a high degree of subjectivity in this representation on the part of the screenwriters and the director? Explain. 2) Describe the Weimar Republic and the political context in Germany during this period (919 – 1933). 3) Analize the ways in which Hitler made use of the National Socialist German Workers’ Party (Nazi Party) to serve his own ambitions. 4) Which were Ernst Hanfstaengl’s motives to encourage Hitler to pursue a political career? Did Hanfstaengl honestly believe in Hitler’s ideas? Or did he merely want to use Hitler as an instrument for his own personal interests? 5) How would you describe the German people’s view regarding the ideas proposed by Hitler? 6) What influence did the Great Depression have on the increasing popularity of the Nazi Party? 7) Do you think the film is a reflection of the real historical events? Explain. 8) Do you think it would be possible for fascist regimes like the one in Germany to gain popularity today? Explain and exemplify.

SUGGESTED WEBSITES http://www.johndclare.net/Weimar7.htm http://www.richardlander.co.uk/assets/file/History%20Revision%202014/GCSE _Germany_Unit_2_Rise_to_power_of_Nazis.pdf

THE GREAT DICTATOR (1940)

TECHNICAL SPECIFICATIONS

Directed by: Charles Chaplin Year: 1940 Genre: Comedy, Drama, War Produced by: Charles Chaplin Written by: Charles Chaplin Starring: Charles Chaplin as Adenoid Hynkel and a Jewish Barber Jack Oakie as Napaloni Reginald Gardiner as Schultz Henry Daniell as Garbitsch Billy Gilbert as Herring Grace Hayle as Madama Napaloni Carter De Haven as Bacterian Ambassador Paulette Goddard as Hannah Maurice Moscovitch as Mr. Jaeckel Emma Dunn as Mrs. Jaeckel Bernard Gorcey as Mr. Mann Paul Weigel as Mr. Agar Chester Conklin as Barber’s Customer Esther Michelson as Jewish Woman Hank Mann as Storm Trooper Stealing Fruit Florence Wright as Blonde Secretary Eddie Gribbon as Tomanian Storm Trooper Rudolph Anders as Tomanian Commandant at Osterlich Eddie Dunn as Whitewashed Storm Trooper Nita Pike as Secretary George Lynn as Commander of Storm Troopers Music by: Charles Chaplin Meredith Willson Cinematography: Karl Struss Roland Totheroh Artistic Direction: J. Russell Spencer Edited by: Willard Nico Harold Rice Production company: Charles Chaplin Film Corporation Distributed by: United Artist Release Dates: October 15, 1940 (New York) December 16, 1940 (London) May 31, 1945 (Buenos Aires) Running time: 124 minutes Color: Black and white Country: USA Filming Location: California, USA Language: English Budget: $ 2.000.000,00 Box office: $ 5.000.000,00

SYNOPSIS

During a battle in the last months of World War I, the protagonist, an unnamed soldier, “a Jewish barber”, is fighting for the Central Powers in the army. During a plane accident, the Barber suffers from memory loss. The Barber is not released from hospital until twenty years later. During this time, Adenoid Hynkel has become the ruthless dictator of Tomainia (a fictional country) and he has undertaken to persecute the Jewish community. The Barber is completely unaware of Hynkel's rise to power when he comes back to his barbershop in the Jewish ghetto. Following the Barber’s adventures, the film ridicules and heavily criticizes the dangerous policies of fascism.

HISTORICAL SIGNIFICANCE

The Great Dictator is a satirical work of fiction in which Charles Chaplin presents his criticism and condemnation of the fascist regimes of the period. Specifically, Chaplin parodies the economic, social and political ideas of Nazism. The film –Chaplin’s first full talking picture– is generally considered a masterpiece and it remains one of the most poignant and forceful satiric works of art to portray totalitarian regimes.

WORK GUIDE

Answer the following questions:

1) What consequences were brought about by the Treaty of Versailles for Germany? How are these consequences depicted in the film? 2) State the main factors shown in the film that fostered the emergence and strengthening of totalitarian regimes in Europe during the between-the-wars period. 3) How is it possible that figures such as Hynkel (a narcissist, childlike and arrogant person) came to take over total control of a nation? Mention some examples. 4) Describe, compare and contrast the motivations Hynkel, Napaloni, Schultz and the Jewish Barber had for their actions. 5) The systematic persecution of the Jewish people –portrayed in the film– was one of the main objectives of the nazi regime. Describe the antecedents and the origin of a German anti-Semitism. Trace the evolution of this racist movement until the present. 6) In one of the scenes Garbitsch asserts: “…today democracy, liberty and equality are words to fool the people. No nation can progress with such ideas. They stand in the way of action. Therefore, we abolish them. In the future, each man will serve the state with absolute obedience.” How is this statement related to the nazi regime’s ideology? 7) This film was banned in Germany and Italy among other countries (eg. in Spain it was prohibited during Francisco Franco’s regime). What is the reason why dictators restrict freedom of speech as one of their first measures? 8) What is the message Charles Chaplin wishes to convey in the film’s final speech? Which are the optimistic remarks he makes? What purpose do they serve?

SUGGESTED EXTRA MATERIAL

 Charlie Chaplin, The Great Dictator Documentary: https://www.youtube.com/watch?v=UYf6QevmpfU

DR. STRANGELOVE OR: HOW I LEARNED TO STOP WORRYING AND LOVE THE BOMB (1964)

TECHNICAL SPECIFICATIONS

Directed by: Stanley Kubrick Year: 1964 Genre: Black comedy – political satire Produced by: Stanley Kubrick Victor Lyndon Leon Minoff

Written by: Stanley Kubrick Terry Southern Peter George Starring: Peter Sellers George C. Scott Sterling Hayden Keenan Wynn Keenan Wynn Slim Pickens Peter Bull James Earl Jones ... Tracy Reed Jack Creley Frank Berry Robert O'Neil Glenn Beck Roy Stephens Shane Rimmer Hal Galili Paul Tamarin Laurence Herder Gordon Tanner John McCarthy Music by: Laurie Johnson Cinematography: Gilbert Taylor Artistic Direction: Peter Murton Edited by: Anthony Harvey Production Clifton Brandon management: Release Dates: 29 January 1964 (US) Running time: 1 hr 35 min Color: Black and White Country: The United States of America Language: English

SYNOPSIS

Dr. Strangelove is an American political black comedy film, directed, produced and co-written by Stanley Kubrick. The movie was released in 1964, after one of the highest periods of tension between the US and the USSR during the Cold War, the Cuban Missile Crisis. It presents a myriad of humorous scenes that satirize the paranoid fear of a Soviet nuclear attack American citizens felt during the Cold War. The story begins when the insane US Air Force General, Jack D. Ripper, is able to launch a no return nuclear attack on the Soviet Union without the knowledge or approval of any other member of the American government, not even the President. The American attack sets Russian nuclear mechanism that puts the survival of humankind at risk.

HISTORICAL SIGNIFICANCE

The film Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb is a wonderful audiovisual material to analyze the Cold War period and the nuclear arms race. By the witty use of humor and sarcasm, Stanley Kubrick is able to make the audience reflect on the irrationality of the American paranoia against the Soviets and he masterfully exposes the weaknesses and contradictions of the military strategies employed by both superpowers during the Cold War. Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb is an invitation to reflect, not only on the dangers of nuclear weapons, but also on the military-civil society relationship, the actual lack of power of the American society, the xenophobia and the irrational fear towards the difference, among other topics. Through a collection of absurd characters and situations portrayed in the movie, Kubrick uncovers the frailties of a nation subjected to its own fears and intolerance.

WORK GUIDE

Answer the following questions: 1. Why does General Jack D. Ripper want to launch an attack on the Soviets? 2. Why did the US keep a large force of B-52 bombers close to Russian targets? 3. Describe the situation portrayed when the crewmembers of the airplanes received the order to attack. 4. Who is General Turgidson? Describe the character. 5. What is Mutually Assured Destruction? Does this strategy make sense? 6. What is “Plan R”? Why does it prove to be such a terrible plan? 7. What is the “Doomsday Machine”? Why is it terrifying? 8. How are the presidents of the US and the USSR portrayed in the film? 9. How are foreigners referred to? 10. Who is Dr. Strangelove? Why does he call the US president as “Mein Führer”? 11. How does Dr. Strangelove define the strategy of “Deterrence”? 12. Provide examples of the use of irony in the movie. 13. How is the military-civil society relationship portrayed in the movie? 14. What messages does the movie have for the audience? 15. Who is in charge of handling nuclear weapons in the movie? What real power does the president have? 16. Taking into account the current state of world affairs, how is the film's portrayal of political relationships and situations still relevant today? Explain/ Justify.

SUGGESTED EXTRA MATERIAL http://chesnes.com/teaching/ec644/docs/strangelove.pdf https://www3.nd.edu/~dlindley/handouts/strangelovenotes.html http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/the- cold-war/the-nuclear-arms-race/

GOOD BYE LENIN! (2003)

TECHNICAL SPECIFICATIONS

Directed by: Wolfgang Becker Year: 2003 Genre: Drama, Romance, Comedy Produced by: Andreas Schreitmüller Katja De Bock Manuela Stehr Stefan Arndt Written by: Bernd Lichtenberg Wolfgang Becker Starring: Daniel Brühl Katrin Saß Chulpan Khamatova Maria Simon Florian Lukas Alexander Beyer Burghart Klaußner Michael Gwisdek Christine Schorn Jürgen Holtz Jürgen Vogel Elke Werner Music by: Yann Tiersen Claire Pichet

Cinematography: Martin Kukula Production Design: Lothar Holler Edited by: Peter R. Adam Production company: Arte, WDR, X Filme Distributed by: X Verleih AG Release dates: 13 February 2003 Running time: 121 minutes Country: Germany Language: German Budget: $ 6,5 million Box office: $ 79,3 million

SYNOPSIS

The story is set in East Berlin in 1989. Alex, the protagonist, lives with his sister, his mother and his niece. Christiane, Alex’s mother, is an ardent supporter of the socialist party. Some months before the German reunification, she suffers a heart attack and falls into a coma. Eight months later she awakens but is severely weakened. Her doctor warns the family she must not experience any kind of shock. As the recent political events would affect her greatly, Alex is determined to hide the reality from his mother and does whatever it takes to deceive her.

HISTORICAL SIGNIFICANCE

After World War II Germany was divided in two different republics: the Federal Republic of Germany, controlled by the United States, France and Great Britain, and the German Democratic Republic, controlled by the Soviet Union. This division was kept until 1989 when, after continuous social unrest led by Eastern Germans, the Berlin Wall fell and the country was reunified into one republic.

Good Bye Lenin! starts with the days prior to the fall of the wall during the mass demonstrations against the socialist party in East Germany and follows the main changes introduced as a result of the unification of East and West Germany. Through satire and a heart-warming story, this film provides a glimpse into one of the most important events in recent European history.

WORK GUIDE

Answer the following questions:

 Reflect on the title of the film. Why is it called like that?  Which were the main political, social and economic differences between the Federal Republic of Germany and the German Democratic Republic?

 Describe the family’s history of the protagonists. What revelations does Christiane make at the end? What does her revelation imply about the political and social context in the German Democratic Republic? In your opinion, why was Alex’s mother so attached to socialist ideas?  What were the main reasons why the socialist system collapsed?  What are the main socio-economic changes introduced in the German Democratic Republic after the fall of the Berlin Wall? Do you think these were positive changes? Why? /Why not?  What’s your view on Alex’s determination to disguise the current state of affiars to his mother?  Analyze the role played by the media as portrayed in the film.  What is the significance of the astronaut Sigmund Jähn?  Explain the final quotation: “The country mother left was a country she believed in (…) a country that never really existed”  Mention some countries that, as Germany, also suffered a political division after World War II?  Does the fact that some governments want to build fairer and more equal societies might justify some of the means employed in their pursuit? Explain.

SUGGESTED EXTRA MATERIAL http://www.good-bye-lenin.de/ http://content.time.com/time/photogallery/0,29307,1631993,00.html https://www.youtube.com/watch?v=A4v3zeDKjNM https://www.youtube.com/watch?v=iNAxfWCwDsw

HOTEL RWANDA (2004)

TECHNICAL SPECIFICATIONS

Directed by: Terry George Year: 2004 Genre: Biography, Drama, History Produced by: Terry George A. Kitman Ho Written by: Keir Pearson Terry George Starring: Don Cheadle Sophie Okonedo Desmond Dude Hakeem Kae-Kazim Nick Nolte Joaquín Phoenix Cara Seymour Fana Mokoena Antonio David Lyons David O'Hara Jean Reno Music by: Rupert Gregson-Williams Andrea Guerra Afro Celt Sound System Cinematography: Robert Fraisse Production Design: Johnny Breedt Tony Burrough Edited by: Naomi Geraghty Production company: Co-production Canada-South Africa-UK-Italy; Lions Gate Films / United Artists Distributed by: United Artist Lionsgate Release dates: December 22, 2004 (Limited) February 4, 2005 (Wide) Running time: 121 minutes Country: United Kingdom South Africa Italy Language: English French

Budget: $ 17,5 million Box office: $ 39,9 million

SYNOPSIS

Paul Rusesabagina is the manager of Sabena Hôtel des Mille Collines. He is Hutu but his wife and many of his friends and acquaintances are Tutsi. Tensions between both ethnic groups escalate and civil war breaks out. Rusesabagina makes every possible attempt to use his influence to safe his family and other Tutsis by turning the hotel into a refugee shelter while trying to maintain the appearance of a still functioning fancy hotel.

HISTORICAL SIGNIFICANCE

Hotel Rwanda depicts one of the bloodiest genocides in human history: in 1994 a million members of the Tutsi ethnic group were assassinated by Hutus in Rwanda while the international community looked away. The film presents a breathtaking portrayal of the event and it explores vexatious issues like oppression, power struggles, genocide, political corruption and the role played by different parties in the international order.

WORK GUIDE

Answer the following questions:

1) Who signed the Arusha Peace Accords? What were the implications of its signing? 2) ¿Who controlled the Radio of the Thousand Hills y what was its mission? Do you think the media’s influence was exaggerated as it is shown in the film? 3) In one scene an international reporter makes reference to the impassibility of the international community to the images showing the massacre. Do you agree with the reporter’s view? Why?/ Why not? 4) ¿Who did the Interhamwe work with? What was its ultimate aim? 5) Describe the plan mapped out by Paul Rusesabagina as hotel manager.

6) Describe the strategies used by Paul Rusesabagina as manager of the hotel that would allow him to provide shelter for the Tutsi refugees? 7) What was the reason why the Hutu militias could not invade the Hotel dess Mille Collines? 8) Analyze the responsibility of the former colonial powers in the Rwandan massacre. 9) Are there ethnic conflicts in the world like the ones experienced by Rwanda? Describe some examples. 10) What is Paul Rusesabagina’s stand regarding Rwanda?

SUGGESTED EXTRA MATERIAL http://news.nationalgeographic.com/news/2014/04/140407-rwanda-genocide- today-anniversary/http://proof.nationalgeographic.com/2014/04/05/revisiting- the-rwandan-genocide-hutu-or-tutsi/

REFERENCES

Rodríguez Escamilla, Fernando. La enseñanza de la historia moderna a través del cine: una propuesta didáctica para E.S.O. y Bachillerato. 2013. Berk, Ronald A. “Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom”. International Journal of Technology in Teaching and Learning, 5 (1), 1-21. 2009.

WEBSITES CONSULTED

Internet Movie Database: www.imdb.com

IMAGES FROM  https://commons.wikimedia.org/wiki/File:Bhopal- Union_Carbide_1_crop_memorial.jpg  https://www.google.com.ar/search?hl=es&biw=1366&bih=637&tbs=sur% 3Af&tbm=isch&sa=1&ei=1Nm4Wur5AYKnwATMkL- oBA&q=babel+%2B+film&oq=babel+%2B+film&gs_l=psy- ab.3..0i30k1l2j0i7i30k1j0i30k1l3j0i5i30k1j0i8i30k1.7296.8205.0.8528.14. 6.0.0.0.0.135.550.5j1.6.0....0...1c.1.64.psy- ab..12.1.134....0.dYb1Rdy470w#imgrc=taz7_PQFHmClNM:  https://www.google.com.ar/search?hl=es&biw=1366&bih=637&tbs=sur% 3Af&tbm=isch&sa=1&ei=1Nm4Wur5AYKnwATMkL- oBA&q=babel+%2B+film&oq=babel+%2B+film&gs_l=psy- ab.3..0i30k1l2j0i7i30k1j0i30k1l3j0i5i30k1j0i8i30k1.7296.8205.0.8528.14. 6.0.0.0.0.135.550.5j1.6.0....0...1c.1.64.psy- ab..12.1.134....0.dYb1Rdy470w#imgrc=E4tBktT88z502M:  http://dimland.blogspot.com.ar/2010/06/dimland-radio-6-19-10-show- notes.html?m=0  https://www.flickr.com/photos/royaloperahouse/13982619347  https://www.flickr.com/photos/116153022@N02/15037054103  https://commons.wikimedia.org/wiki/File:Wall_Street_- _New_York_Stock_Exchange.jpg  https://www.flickr.com/photos/tom-margie/4050083219  https://www.google.com.ar/search?q=poster+lenin&hl=es&tbs=sur:fc&tb m=isch&source=lnt&sa=X&ved=0ahUKEwjY0vPn9YnaAhVMI5AKHSawDOA QpwUIHQ&biw=1366&bih=588&dpr=1#imgrc=S0mA2ntDcS7A_M:  https://commons.wikimedia.org/wiki/File:Sign_for_Ruhande_Genocide_Me morial_Site_-_National_University_of_Rwanda_-_Huye-Butare_- _Southern_Rwanda.jpg