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Shakespeare historical plays
Shakespeare historical plays
Hamlet allusions
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The phenomenon of the Jew being stereotypically characterized to fit the mold of evil or somehow devilish has been an occurrence that has transpired again and again throughout time, even in early biblical times of the Byzantine empire. Although the holocaust and concurrent events in Germany and western Europe were not the first time that Jews have experienced mass discrimination and expulsion based on both their religious and ethnic identity, the holocaust remains a poignant memory in many people minds of the unfair treatment of Jews. In the midst of World War I, and subsequently, the holocaust, the film To Be or Not T be, directed by Ernst Lubitsch, came out on March 6, 1942, as a comedy that made fun of the Nazi’s in Poland using a Polish acting troupe as the backbone of the Plot. …show more content…
The main work referenced in the plot is Hamlet, as it is the play being performed by the Polish acting troupe at the beginning of the movie, however this particular Shakespearean work is not the only Shakespeare work referenced in the plot. Although less explicitly than Hamlet in reference, the Shakespeare play of The Merchant of Venice becomes an important reference utilized by Ernst Lubistch in his movie to articulate the role of the Jew during this particular time. In using the Merchant of Venice, and in particular the character of Shylock, as a reference in his movie, Lubistch is able to create a portrait of the Jew as seen through not only the character of Greenburg and his role in the film but also more generally of the fate of Jews during the Nazi
Kershaw later depicts a comment made by Hitler discussing the dire need to deport German Jews, away from the ‘Procterate,’ calling them “dangerous ‘fifth columnists’” that threatened the integrity of Germany. In 1941, Hitler discusses, more fervently his anger towards the Jews, claiming them to responsible for the deaths caused by the First World War: “this criminal race has the two million dead of the World War on its conscience…don’t anyone tell me we can’t send them into the marshes (Morast)!” (Kershaw 30). These recorded comments illustrate the deep rooted hatred and resentment Hitler held for the Jewish population that proved ultimately dangerous. Though these anti-Semitic remarks and beliefs existed among the entirety of the Nazi Political party, it didn’t become a nationwide prejudice until Hitler established such ideologies through the use of oral performance and
A person is created by the experiences they go through and by the things they learn throughout their life. It is the question of who each individual is and what makes up their identity. Writers, no matter the type, have been addressing the issue of identity for thousands of years. One playwright who stands out in this regard is Shakespeare and his play Hamlet. The play continually questions who the individuals are and what makes up the person they are. Yet another play can be associated with Shakespeare’s masterpiece, as Tom Stoppard takes the minor characters in Hamlet and develop them into something more in his play Rosencrantz and Guildenstern Are Dead. The twentieth century reinvention of the supporting characters from Hamlet, contains three major messages or themes throughout the play including identity, language, and human motivation. The play has deep meaning hidden behind the comic exterior and upsetting conclusion and each of these three themes add to the ultimate message the play invokes into its audience.
In addition to the harsh feelings shown toward the Jews by the non-Jewish community, this film shows the cold relationship between the different groups of Jews.
In both the play and the movie you learn that it is important to enjoy what you have, because it could get much worse, and that if you spend enough time around strangers, you will eventually become close to them. You also learn about what the holocaust and how millions of innocents were killed, which is important to know about so that hopefully nothing like it ever happens again. Although the way that the story is told and even some actions and dialogue is different between the play and the movies they are still the same story and share the same life
At first, the Jews believe the Germans to be harmless. It takes dark times and drastic measures for the German’s true wickedness to be unveiled. One of the first instances in which the Jews are exposed to the true evil of their antagonists is the first moment they get off of their cattle cars at Birkenau-Auschwitz. Consumed by Madame Schachter’s prophesied “fire,” the sky symbolizes the flaming hell that the Jews are about to endure. At this moment, as the Jews stare silently at the ravenous chimneys spouting out flames, their worst nightmares evolve into reality. At midnight, the witching hour, the Jews’ eyes finally begin to see the evil that surrounds them.
The events which have become to be known as The Holocaust have caused much debate and dispute among historians. Central to this varied dispute is the intentions and motives of the perpetrators, with a wide range of theories as to why such horrific events took place. The publication of Jonah Goldhagen’s controversial but bestselling book “Hitler’s Willing Executioners: Ordinary Germans and the Holocaust” in many ways saw the reigniting of the debate and a flurry of scholarly and public interest. Central to Goldhagen’s disputed argument is the presentation of the perpetrators of the Holocaust as ordinary Germans who largely, willingly took part in the atrocities because of deeply held and violently strong anti-Semitic beliefs. This in many ways challenged earlier works like Christopher Browning’s “Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland” which arguably gives a more complex explanation for the motives of the perpetrators placing the emphasis on circumstance and pressure to conform. These differing opinions on why the perpetrators did what they did during the Holocaust have led to them being presented in very different ways by each historian. To contrast this I have chosen to focus on the portrayal of one event both books focus on in detail; the mass shooting of around 1,500 Jews that took place in Jozefow, Poland on July 13th 1942 (Browning:2001:225). This example clearly highlights the way each historian presents the perpetrators in different ways through; the use of language, imagery, stylistic devices and quotations, as a way of backing up their own argument. To do this I will focus on how various aspects of the massacre are portrayed and the way in which this affects the presentation of the per...
Gordon, Sarah. Hitler, Germans and the "Jewish Question." Princeton, N.J. : Princeton University Press, 1984.
Did the Jews of Germany do enough to prevent their wholesale massacre by the Nazis? Should they have resisted earlier and to a greater degree? Should the Jews in Western countries acted even when Jews within Germany did not? In 1933, there were several different responses to Germany's increasingly anti-Jewish tendencies. Then, on the eve of destruction, before the Nazis had fully planned for their extermination, the German Jews had a chance to affect Germany and their own lives. I have chosen a few of the German Jewish responses to examine in this essay.
Quentin Tarantino’s 2009 film Inglourious Bastards entails a Jewish revenge fantasy that is told through a counterfactual history of events in World War II. However, this story follows a completely different plot than what we are currently familiar with. Within these circumstances, audiences now question the very ideas and arguments that are often associated with World War II. We believe that Inglourious Basterds is a Jewish revenge fantasy that forces us to rethink our previous understandings by disrupting the viewers sense of content and nature in the history of World War II. Within this thesis, this paper will cover the Jewish lens vs. American lens, counter-plots within the film, ignored social undercurrents, and the idea that nobody wins in war.
Since middle school, I have believed that all of Shakespeare’s works, similar to A Mid Summer Night’s Dream, were plays that one would read to hear a happy, entertaining story; but, it was not until this year, after reading The Merchant of Venice, that I recognized the darker, more sinister, side of Shakespeare’s plays. The Merchant of Venice supports the Jewish, anti-Semitic stereotype as the wicked character of Shylock is developed. Many individuals fear that it is improper to teach and discuss The Merchant of Venice in high school classrooms because of the negative way it presents Jews; however, I believe that it is important to read this controversial play in high schools because it enables students to learn anti-Semitic history and because reading Shakespeare’s works, due to their complexity, expands the literary mind of those who read it.
A film bursting with visual and emotional stimuli, the in-depth character transformation of Oscar Schindler in Schindler’s List is a beautiful focal point of the film. Riddled with internal conflict and ethical despair, Schindler challenges his Nazi Party laws when he is faced with continuing his ambitious business ideas or throwing it all away for the lives of those he once saw as solely cheap labor. Confronted with leading a double life and hiding his motivations from those allegiant to Adolf Hitler and the Nazi Party, Schindler undergoes numerous ethical dilemmas that ultimately shape his identity and challenge his humanity. As a descendent of a Jewish-American, Yiddish speaking World War II soldier who helped liberate concentration camps in Poland, this film allowed for an enhanced personal
Some of the audiences in the 16th century, believed that Jews were at a lower stage than them, and they only believed this because the Jews were a different (“different” referred to as “wrong “for Christians who lived in the 16th century), religion they believed they were not people, like them. The play Merchant of Venice shows the evil side of the Jews. The character’s name is “Shylock”. He is the character of evil doing; he is also the character that Shakespeare chose to represent a Jewish character. As a Jew, he represents the race as being wicked, evil etc.
Everyone who reads The Merchant of Venice must bear in mind that it is, like any other literary work, a creation of a skillful writer, rising a case that can be a subject for many interpretations and not necessarily revealing a specific view of its writer, however it aims to convey a certain moral to the readers. Therefore, the character of shylock, being stereotyped or not, with its controversy is a tool manipulated to convey a moral message: when people live in a society that is open to cultural diversity and that values the contributions of all society members – regardless of cultural and ethnic backgrounds, race, life styles, and beliefs – they will be one step closer to living in a civil society. Works Cited 1) Encyclopaedia Britannica, the definition of "Anti-Semitism". 2) E. E. Stoll, Shylock (an essay in Shakespeare Studies, 1927). 3) John Palmer, Comic Characters of Shakespeare, Shylock. 4) John Palmer, Comic Characters of Shakespeare, Shylock.
The Merchant of Venice is a play that deals with an assortment of issues that range from politics to racial views of the Jewish people. An embodiment of these two issues can be best attributed to the character of Shylock. In a 2004 production of The Merchant of Venice, by Michael Radford, we see the character of Shylock is portrayed in a different light than that of Shakespeare's 1594 villainous Jew. Both productions pose a series of questions in comparison. An understanding of the era that these plays were written in and the audience’s perception of the production attribute greatly to a true analysis. Another aspect of these productions asks who Shylock was to Shakespeare and who he has developed into for Al Pacino and Michael Radford.
In this play, three timeless elements that are very relevant today and throughout history are prejudice, money, and love. Shakespeare included many examples of all these themes in his play. Bassanio, Antonio, Gratiano, Lorenzo, Portia, and Shylock are the main representatives of these themes. You could take anyone in history and compare him or her to anyone in this play. An example of this would be the prejudice and mean spirit that both Shylock and Hitler share. Shakespeare did a very good job showing these elements in real life scenarios. Samuel Taylor Coleridge put it perfectly; this play is a “representation of men in all ages and all times.”