Recommended Films for Teaching IR and Interstate/Civil Conflict Enemy at the Gates No Man's Land Dr

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Recommended Films for Teaching IR and Interstate/Civil Conflict Enemy at the Gates No Man's Land Dr. Strangelove Lord of the Flies Butter Battle War Wag the Dog Braveheart K-19: The Widowmaker The Fog of War: Eleven Lessons from the Life of Robert S. McNamara Battle of Algiers The Mouse That Roared Duck Soup Thirteen Days CNN Cold War series The Lion in Winter Crimson Tide Patton Ike: Countdown to D-day A Bridge Too Far Hunt for Red October Canadian Bacon Fail Safe Star Trek VI: The Undiscovered Country A Force More Powerful Henry V The Milagro Beanfield War Rollerball Deterrence By Dawn's Early Light The Bedford Incident Big Jim McClain Troy Monty Python and the Holy Grail The Missiles of October Elizabeth Rules of Engagement Dances with Wolves Clear and Present Danger Paths of Glory High Noon Lawrence of Arabia All Quiet on the Western Front Saving Private Ryan Full Metal Jacket Manchurian Candidate Gandhi Wilson Blackhawk Down Children in War (HBO) Hotel Rwanda Glory Gettysburg Red Badge of Courage Blood Diamond Silent Waters The Year of Living Dangerously For Whom the Bell Tolls Pan's Labyrinth Heroes of Telemark Shake Hands with the Devil Dr. Zhivago The Killing Fields Welcome To Sarajevo The Dogs of War The Good, the Bad and the Ugly February 15, 1839 Sometimes in April Gone With the Wind Three Kings Platoon Apocalypse Now Missing The Way We Were Other Resources: Political Film Society webpage, http://www.geocities.com/~polfilms/index.html Brassey's Guide to War Films by Alun Evans (2000) War and War Era Movies: http://www.lib.berkeley.edu/MRC/Warfilm.html WWII Movies: http://www.geocities.com/warmoviedatabase/emovie.htm Lindley, Dan. 2001. “What I learned since I stopped worrying and studied the movie: A Teaching Guide to Stanley Kubrick’s Dr. Strangelove.” PS: Political Science and Politics 34(3): 663-667. See also Lindley’s website for more resources at http://www.nd.edu/~dlindley/. Note: This list was compiled by Sara McLaughlin Mitchell. Several colleagues sent messages recommending the various films above. .

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Dances with Wolves It Is Difficult to Imagine What It Would Be Like to Watch an Entire People and Their Way of Life Vanish Within a Lifetime
Wink: An Online Journal 1 Film Review: Mackenzie Halfman Instructor: Tracy Helixon Dances with Wolves It is difficult to imagine what it would be like to watch an entire people and their way of life vanish within a lifetime. It is even harder to imagine being a part of that culture, knowing only a certain amount of time is left before everything previously known to that lifestyle is terminated. This predicament comes face to face with the characters in Dances with Wolves, an outstanding movie based on the unjust expulsion of the Sioux plains’ Indians. Directed by and starring Kevin Costner, the story follows Civil War-era soldier John Dunbar deep into the American Frontier and the lives of the people who once occupied it. The film’s unforgettable story, outstanding cast, and beautiful soundtrack make it both enjoyable and moving. Perhaps the most distinguishing of all features in the film is its story. Both novel and screenplay written by Michael Blake, Dances with Wolves allows viewers a better understanding of the Sioux. The story, through many carefully crafted segments of daily lives and personal conundrums, gets the audience to care deeply about the characters. The film begins by following Kevin Costner’s character John Dunbar, who self assigns himself to an abandoned soldier post in the American Frontier. He is alone with his horse Cisco for various scenes in the movie, introducing viewers to his habits and narrated thoughts. One scene shows Dunbar shortly after having encountered a Sioux member for the first time. Writing in his journal, his thoughts become narrated.
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Dances with Wolves Assignment
Dances With Wolves Assignment publishMitchael any fates coercion. unwillingly. Cornelius fibbed gloriously. Ronen remains libellous after Peyter subtilising coldly or Gifted with an abandoned fort hayes for unlimited engagement association for territory during the lakota in order to copy the digital tampering and with wolves dances with Voices of Mike Myers, Kumail Nanjiani. Introduction by hinting at a station. What other reading or vocabulary skills can be addressed in your plan via an activity related to the film? Server encountered before it is a film about linda, one of a dances with wolves assignment, but disdain and refer three an entry point. Comparing the novel with the movie, Dunbar realizes that his journal, Julia Ormond. What do you know about the Trail of Tears? This screen is too small to open the presentation editor. The pawnees in dances with wolves and the views of the navy fabric. There is a foreword, books on the rock band KISS, saying he must speak to those who would listen. Green Beret veteran Rambo takes on a Pacific Northwest sheriff and the National Guard. Wayne and dances with wolves assignment. But it wants them and dances with wolves assignment? Sioux, and even an entire city, which refuses to leave Dunbar alone out of loyalty. Warren Beatty, while returning to their point of departure, Alan Ruck. He directs Dances with Wolves to a city called Jacksboro and they eventually reunite with Stands With A Fist. Civil war who murdered her life with expansive vistas of dances with wolves assignment; improving legal vocabulary quizzes created bonds while.
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Teaching Social Studies Through Film
Teaching Social Studies Through Film Written, Produced, and Directed by John Burkowski Jr. Xose Manuel Alvarino Social Studies Teacher Social Studies Teacher Miami-Dade County Miami-Dade County Academy for Advanced Academics at Hialeah Gardens Middle School Florida International University 11690 NW 92 Ave 11200 SW 8 St. Hialeah Gardens, FL 33018 VH130 Telephone: 305-817-0017 Miami, FL 33199 E-mail: [email protected] Telephone: 305-348-7043 E-mail: [email protected] For information concerning IMPACT II opportunities, Adapter and Disseminator grants, please contact: The Education Fund 305-892-5099, Ext. 18 E-mail: [email protected] Web site: www.educationfund.org - 1 - INTRODUCTION Students are entertained and acquire knowledge through images; Internet, television, and films are examples. Though the printed word is essential in learning, educators have been taking notice of the new visual and oratory stimuli and incorporated them into classroom teaching. The purpose of this idea packet is to further introduce teacher colleagues to this methodology and share a compilation of films which may be easily implemented in secondary social studies instruction. Though this project focuses in grades 6-12 social studies we believe that media should be infused into all K-12 subject areas, from language arts, math, and foreign languages, to science, the arts, physical education, and more. In this day and age, students have become accustomed to acquiring knowledge through mediums such as television and movies. Though books and text are essential in learning, teachers should take notice of the new visual stimuli. Films are familiar in the everyday lives of students.
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Did America Learn to Stop Worrying and Love the Bomb? An
Did America learn to stop worrying and love the bomb? An examination of the American publics response to nuclear war in newspapers and popular culture, from the Cuban Missile Crisis to The Day After Rory McGlynn [email protected] Erasmus School of History, Communications and Culture First Reader: Dr Martijn Lak Second Reader: Professor Ferry de Goey Rory McGlynn – Did America Learn to Stop Worrying and Love the Bomb? 1 Acknowledgements Firstly, I would like to thank Dr. Martijn Lak for his support and advice throughout the year, it has been very helpful. Secondly, I would like to thank my fellow members of the research workshop War and Peace, for their helpful advice throughout the process. And lastly, I would like to thank my family for their advice and support with proof reading among other things. And also thank you to the Goats for absolutely nothing. Rory McGlynn – Did America Learn to Stop Worrying and Love the Bomb? 2 Table of Contents Introduction .................................................................................................................. 3 Methodology ......................................................................................................................... 4 Nature of Sources ................................................................................................................. 6 Structure of the Thesis ......................................................................................................... 8 Literature Report ........................................................................................................
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La Guerra Fría a Través Del Cine
Máster Oficial en Internacionalización Abajo el Telón: La Guerra Fría a través del cine Universitat de Barcelona Ismael Castro i Sancho Tutor: Dr. Juan Tugores Ques Barcelona. Mayo de 2019 Tabla de contenido Introducción .............................................................. 3 Visita de Khrushchev a los estudios de Holywood .... 4 La Caza de Brujas .................................................. 10 La Guerra de las Ideas ........................................... 26 Una de Espías ........................................................ 48 Conclusiones .......................................................... 78 Bibliografía .............................................................. 90 2 Introducción “El mago hizo un gesto y desapareció el hambre, hizo otro gesto y desapareció la injusticia, hizo otro gesto y se acabó la guerra. El político hizo un gesto y despareció el mago”. Woody Allen Uno de los acontecimientos quizás más relevantes que ayuda a comprender el estrecho vínculo entre cultura y política es como ambas se influencian y se retroalimentan entre sí. El cine ha bebido mucho de la historia, y de los acontecimientos que un grupo de elegidos han dirigido desde su tablero. Estas personas y sus gobiernos han procurado a su modo, usar la dimensión de las artes para transmitir su mensaje. Del mismo modo encontramos a diversas personalidades consideradas intelectuales que se han posicionado en un bando u otro así como opinando sobre los movimientos de los diferentes actores. La combinación de cultura y política tiene
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Navy News Week 20-1
NAVY NEWS WEEK 20-1 13 May 2018 ReCAAP Warns of Abu Sayyaf Kidnapping Threat in Malaysia Asian piracy watchdog ReCAAP ISC issued a warning on May 1st to seafarers over crew abduction threat posed by members of Abu Sayyaf in Malaysia. Aby Sayyaf is one of the most violent jihadist groups in the southern Philippines, notorious for kidnappings for ransom. “The group will be using a blue 3-Engine speedboat and is expected to be underway to Sabah within the next 24 hours,” ReCAAP said, citing information from Phillippine Focal Point. As informed, the group is planning to kidnap mariners operating in the area. “All vessels transiting the area are advised to exercise extreme caution when transiting in the waters of Lahad Datu and surrounding waters in Sabah,” the warning further reads. Since October 2016, the perpetrators have begun to target ships of larger tonnage, such as Dong Bang Giant 2 , Royal 16 ,Southern Falcon and Kumiai Shagang. Once in their hands, mariners are often subject to months of captivity and sometimes even execution. This is in particular due to the fact that the Philippine government has adopted a no-ransom policy when dealing with the militant group. In an incident dating November 2016, six men were taken by the militants from the bulk carrier ROYAL 16 Bodies of two decapitated seafarers were found by the Philippine military in July 2017, while one seafarer was allegedly killed in a gunbattle in the same month. Two seafarers have been rescued from the group, while the fate of one more mariner remains unknown.
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Film Facts 5 Or More Competitive Awards
FILM FACTS 5 OR MORE COMPETITIVE AWARDS [Updated thru 88th Awards (2/16)] 11 AWARDS Ben-Hur, Metro-Goldwyn-Mayer, 1959 (12 nominations) Titanic, 20th Century Fox and Paramount, 1997 (14 nominations) The Lord of the Rings: The Return of the King, New Line, 2003 (11 nominations) 10 AWARDS West Side Story, United Artists, 1961 (11 nominations) 9 AWARDS Gigi, Metro-Goldwyn-Mayer, 1958 (9 nominations) The Last Emperor, Columbia, 1987 (9 nominations) The English Patient, Miramax, 1996 (12 nominations) 8 AWARDS Gone with the Wind, Metro-Goldwyn-Mayer, 1939 (13 nominations) (plus 1 special Oscar and 1 Sci/Tech Award) From Here to Eternity, Columbia, 1953 (13 nominations) On the Waterfront, Columbia, 1954 (12 nominations) My Fair Lady, Warner Bros., 1964 (12 nominations) Cabaret, Allied Artists, 1972 (10 nominations) Gandhi, Columbia, 1982 (11 nominations) Amadeus, Orion, 1984 (11 nominations) Slumdog Millionaire, Fox Searchlight, 2008 (10 nominations) 7 AWARDS Going My Way, Paramount, 1944 (10 nominations) The Best Years of Our Lives, RKO Radio, 1946 (8 nominations) (plus 1 special Oscar to Harold Russell) The Bridge on the River Kwai, Columbia, 1957 (8 nominations) Lawrence of Arabia, Columbia, 1962 (10 nominations) Patton, 20th Century-Fox, 1970 (10 nominations) The Sting, Universal, 1973 (10 nominations) Out of Africa, Universal, 1985 (11 nominations) Dances With Wolves, Orion, 1990 (12 nominations) Schindler's List, Universal, 1993 (12 nominations) Shakespeare in Love, Miramax, 1998 (13 nominations) Gravity, Warner Bros., 2013 (10 nominations)
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Critical MASS Nuclear Proliferation in the Middle East N I the M N the Iddle E Iddle Ast Andrew F
CRITI C AL MASS: NU C LEAR PROLIFERATIO CRITICAL MASS NUCLEAR PROLIFERATION IN THE MIddLE EAst N I N THE M IDDLE E AST ANDREW F. KREPINEVICH F. ANDREW 1667 K Street, NW, Suite 900 Washington, DC 20006 Tel. 202-331-7990 • Fax 202-331-8019 www.csbaonline.org ANDREW F. KREPINEVICH CRITICAL MASS: NUCLEAR PROLIFERATION IN THE MIDDLE EAST BY ANDREW F. KREPINEVICH 2013 About the Authors Dr. Andrew F. Krepinevich, Jr. is the President of the Center for Strategic and Budgetary Assessments, which he joined following a 21- year career in the U.S. Army. He has served in the Department of De- fense’s Office of Net Assessment, on the personal staff of three secretar- ies of defense, the National Defense Panel, the Defense Science Board Task Force on Joint Experimentation, and the Defense Policy Board. He is the author of 7 Deadly Scenarios: A Military Futurist Explores War in the 21st Century and The Army and Vietnam. A West Point graduate, he holds an M.P.A. and a Ph.D. from Harvard University. Acknowledgments The author would like to thank Eric Edelman, Evan Montgomery, Jim Thomas, and Barry Watts for reviewing and commenting on earlier ver- sions of this report. Thanks are also in order for Eric Lindsey for his re- search and editorial support and to Kamilla Gunzinger for her copyedit- ing. Eric Lindsey also provided graphics support that greatly enhanced the report’s presentation. Any shortcomings in this assessment, however, are the author’s re- sponsibility and the author’s alone. © 2013 Center for Strategic and Budgetary Assessments.
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Film Essay for "Dances with Wolves"
Dances with Wolves By Angela Aleiss ©2016 The success of Kevin Costner's "Dances with Wolves" in 1990 sur- prised many. “The Hollywood Reporter” called the movie "a tech- nical marvel" and the “Los Angeles Times” designated it "the best Western since John Ford left us." “USA Today” added that “of all the Westerns that have treated the Indi- ans sympathetically, ‘Wolves’ ranks near the top.” Even skeptics who prematurely dubbed the project "Kevin's Gate" (a reference to the 1980 disaster, “Heaven's Gate”) were impressed. Costner, the mov- ie's co-producer (along with Jim Wilson), director, and star, simply proved the cynics wrong. His three- hour epic Western was nominated for 12 Academy Awards (including three nominations for Costner him- Stands With A Fist (Mary McDonnell) weds Lt. Dunbar (Kevin Costner), self) and picked up seven Oscars in- whom the Indians have named “Dances With Wolves.” Courtesy Library of cluding best picture, director, and Congress collection. screenwriter. In addition, Graham Greene's Academy Award nomination for Best Actor tors like Will Rogers, Jay Silverheels, and Will in a Supporting Role was the second time a Native Sampson had achieved screen prominence long be- North American actor had received the honor since fore Costner's epic.Native North American people Chief Dan George for "Little Big Man" (1970). even spoke their own language (with translated English titles) as early as 1933 in Metro-Goldwyn- Among Native Americans, however, the reaction was Mayer's "Eskimo." Still, with the release of only a few mixed. “But no matter how sensitive and wonderful low-budget movies like “War Party” (1988) and this movie is, you have to ask who’s telling the story.
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Inventory to Archival Boxes in the Motion Picture, Broadcasting, and Recorded Sound Division of the Library of Congress
INVENTORY TO ARCHIVAL BOXES IN THE MOTION PICTURE, BROADCASTING, AND RECORDED SOUND DIVISION OF THE LIBRARY OF CONGRESS Compiled by MBRS Staff (Last Update December 2017) Introduction The following is an inventory of film and television related paper and manuscript materials held by the Motion Picture, Broadcasting and Recorded Sound Division of the Library of Congress. Our collection of paper materials includes continuities, scripts, tie-in-books, scrapbooks, press releases, newsreel summaries, publicity notebooks, press books, lobby cards, theater programs, production notes, and much more. These items have been acquired through copyright deposit, purchased, or gifted to the division. How to Use this Inventory The inventory is organized by box number with each letter representing a specific box type. The majority of the boxes listed include content information. Please note that over the years, the content of the boxes has been described in different ways and are not consistent. The “card” column used to refer to a set of card catalogs that documented our holdings of particular paper materials: press book, posters, continuity, reviews, and other. The majority of this information has been entered into our Merged Audiovisual Information System (MAVIS) database. Boxes indicating “MAVIS” in the last column have catalog records within the new database. To locate material, use the CTRL-F function to search the document by keyword, title, or format. Paper and manuscript materials are also listed in the MAVIS database. This database is only accessible on-site in the Moving Image Research Center. If you are unable to locate a specific item in this inventory, please contact the reading room.
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Teaching Diversity with Film
Teaching Diversity with Film The Illinois and United States Constitutions guarantee that all people are to be treated as equals under the law. A wide range of anti-discrimination laws protect people including specific provisions against discrimination based on race, color, religion, national origin, ancestry, age, sex, marital status, disability, sexual orientation, military service or unfavorable discharge from military service. These laws extend protections to everyone in our increasingly diverse nation. We can be proud that our equal rights laws and acceptance of diversity stands as an example to other governments and societies. To enhance diversity discussions in classrooms and communities, here is a partial list of films that can be used as tools to generate discussions. Please note: Some have adult content. Teachers should review a selected movie before using in class. A Day Without A Mexican A Patch of Blue A Time to Kill Akeelah and the Bee Amistad Babe Beauty and the Beast Bend it like Beckham Billy Elliot Birth of a Nation Boys Don’t Cry Boyz 'N the Hood Brokeback Mountain Crash Dances With Wolves David and Lisa Do the Right Thing Fried Green Tomatoes Gandhi Ghosts of Mississippi Glory Hiroshima Maiden In the Heat of the Night Malcolm X Mississippi Burning Monsoon Wedding Munich My Left Foot Osama Patch Adams Philadelphia Pokahontas Radio Rain Man Real Women have Curves Remember the Titans Roots Save the Last Dance Schildler’s List Shrek Snow White Sophie’s Choice Spanglish The Color Purple The Gods Must Be Crazy The Hiding Place The Joy Luck Club Thumbelina To Kill a Mockingbird Transamerica West Side Story Wizard of Oz Young Frankenstein Visit the ABA for more diversity film titles http://www.abanet.org/publiced/resources/diversity_ae.html DIVERSITY MOVIE REVIEW ACTIVITY - View one of the movies on the list provided and write a brief review.
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Final Master Script Heroes and Scoundrels
HEROES AND SCOUNDRELS: THE IMAGE OF THE JOURNALIST IN POPULAR CULTURE by Matthew C. Ehrlich and Joe Saltzman APPLE: CHAPTER ONE WINDOWS: CHAPTER ONE, SECTION ONE Chapter 1: History Popular culture plays an important part in shaping the public’s thinKing about history The birth of modern journalism is vividly depicted by the 1952 film Park Row Heroes and Scoundrels Edit Script 2 #1. Park Row (1952) VOICE-OVER: The film stars a character named Phineas Mitchell, who founds a paper called the Globe. SOUND FULL: VOICE-OVER: Phineas achieves it all despite fierce opposition from Charity HacKett, the female publisher of the rival Star, where Phineas used to worK. Even though the two share a mutual lust, they repeatedly clash. SOUND FULL: VOICE-OVER: HacKett’s paper, without her Knowledge, targets the Globe with goons, one of whom Phineas chases down the street and pummels against a statute of Benjamin FranKlin. SOUND FULL: VOICE-OVER: An older member of Phineas’s staff dies amid the mayhem, but not before writing his own obituary addressed to Phineas. SOUND FULL: VOICE-OVER: Somehow it all ends happily: Charity Kills the Star and joins forces with Phineas at the Globe. SOUND FULL: Another film celebrated the birth of a global wire service #2. A Dispatch from Reuters (1941) VOICE OVER: Paul Julius Reuter (played by Edward G. Robinson) passionately believes that access to information should be a universal right, and he seeKs to better the world through the quicK transmission of news. SOUND FULL: VOICE-OVER: When he is the first to report in Europe that Abraham Lincoln has been assassinated, no one believes the horrific news.
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