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How do we remember the Holocaust through films
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How can someone fully understand a tragedy such as the Holocaust? Many say the event ineffable to anyone who wasn’t there to begin with, but people are still striving to achieve complete or near complete comprehension. In order to do this people have used multiple media like books and recordings but the one that gives “the greatest illusion of authenticity” is movies. The purpose of Holocaust-filmmaking is to help people get a grasp on what it felt like to be in the middle of such a horrific thing as the Holocaust. If this isn’t done, then the true emotions won’t influence the audience who won’t find a way to preserve the history of the Holocaust and memories that took place in those awful times will be lost forever. Many films of the Holocaust …show more content…
The Great Dictator, Sophie’s Choice and War and Remembrance are some of these non-trivializing movies. The Great Dictator was written, produced and directed by Charlie Chaplin, a master of comedy. Nobody wanted to help fund the film because it was being created in the midst of WWII and was a satire against Nazi Germany and Hitler. In one of the scenes it shows Hynkle, the faux Hitler played by Charlie Chaplin, saying “dictator of the world” then playing with a blown up globe, almost like he’s dancing with it (Chaplin, C.). This represents how, during World War II, Hitler treated the world as his plaything. The scene ends with the globe popping, showing how if Hitler had the world in his hands, it would collapse. The reason the film is not trivializing is because of its satirical nature. It’s not supposed to be extremely accurate to the Holocaust or WWII because it’s supposed to make fun of Nazi Germany and Hitler. It emphasizes the mistakes and decisions Hitler and his associates made in order for people to see how illogical they were. Trivialization is more of not taking the extra step to show the truth than purposefully portraying truth falsely in order to get a point …show more content…
The director of the series, Dan Curtis, actually recreated and rebuilt parts of Auschwitz and filmed in the camp. The series showed the mass executions of prisoners and how they filled trenches with their corpses along with how merciless the SS officers running the concentration camps were. Another site that made for an accurate camp recreation and series was the gas chambers. The prisoners were tricked into thinking they were going to the showers but instead were put into gas chambers. The screams of the prisoners in the film shows no dilution of emotion whatsoever and makes people feel empathetic towards the prisoners. The series almost feels like the audience is in the concentration camps from within the safety of their homes. The series was made honestly which means it has to be shown graphically because in reality it was extremely graphic. This combination of actual location and truthful gore contributed to creating one of the best portrayals of the Holocaust known. People were shocked into believing the truth about the Holocaust which once again, leaving a lasting impact on the
The camp was burned in order to desperately conceal its operations, though this was ineffective: there were still distinguishable remains of the gas chambers, and this appalled and horrified the men who followed their campaign throughout this region. Similarly, troops were entering western regions and finding comparable camps. Dwight Eisenhower had been touring the camps illustrating this event by stating “I have never felt able to describe my emotional reactions when I first came face to face with indisputable evidence of Nazi brutality and ruthless disregard of every shred of decency.... I have never at any other time experienced an equal sense of shock" (Chen). This quotation illustrates the blindness that encompassed the vast majority or the average citizen (those who were not in the armed forces, participating in
In the Summer of 1787, fifty-five delegates representing 12 out of the 13 states in Philadelphia to fix the Articles of Confederation. They met in philadelphia because the Articles of Confederation was too weak. Shay’s rebellion was the end of the Articles of Confederation bringing down the whole network calling for a change of government. They did this to prevent a tyrant or tyranny. A tyrant/tyranny is when someone or a group abuses their power. The Constitution guarded against tyranny through Federalism, Separation of powers, Checks and Balances, and The Great Compromise.
The Holocaust was one of the most devastating events to happen to us a world. On an ordinary day 1,000 people would be plucked from their everyday lives in ghettos. Over 30,000 Jewish people were arrested on Kristallnacht and taken to concentration camps. According to one source, “Over eleven million people were killed and about six million of them happened to be Jews” (“11 Facts”). Producing movies based around the Holocaust is a very controversial topic. There is the ever prominent argument on wheatear or not Holocaust based films can help us understand the different aspects of its reality.
Imagine the worst torture possible. Now imagine the same thing only ten times worse; In Auschwitz that is exactly what it was like. During the time of the Holocaust thousands of Jewish people were sent to this very concentration camp which consisted of three camps put into one. Here they had one camp; Auschwitz I; the main camp, Auschwitz II; Birkenau, and last is Auschwitz III; Monowitz. Each camp was responsible for a different part but all were after the same thing; elimination of the Jewish race. In these camps they had cruel punishments, harsh housing, and they had Nazi guards watching them and killing them on a daily basis.
The Holocaust was a very impressionable period of time. It not only got media attention during that time, but movies, books, websites, and other forms of media still remember the Holocaust. In Richard Brietman’s article, “Lasting Effects of the Holocaust,” he reviews two books and one movie that were created to reflect the Holocaust (BREITMAN 11). He notes that the two books are very realistic and give historical facts and references to display the evils that were happening in concentration camps during the Holocaust. This shows that the atrocities that were committed during the Holocaust have not been forgotten. Through historical writings and records, the harshness and evil that created the Holocaust will live through centuries, so that it may not be repeated again (BREITMAN 14).
Reading, Anna. "Young People's Viewing Of Holocaust Films In Different Cultural Contexts." Holocaust And The Moving Image (2005): 210-216. RAMBI. Web. 10 Oct. 2013.
I feel that I gained a lot of perspective while watching this film. To be honest, I had never really thought of people denying the Holocaust, in my mind it seemed so silly. I didn’t know that people legitimately argued that the Holocaust never happened, because I just accepted it as a fact. Much like Lipstadt says, “The Earth is not flat”. The climate is changing.
One lady, Helen K., explains, “sometimes at night, [she] lay and [she] can’t believe what her eyes have seen” (¬¬¬¬¬ Witness: Voices From the Holocaust). She was a prisoner in Auschwitz. It is hard for her sometimes to fully comprehend what happened because it is so extremely unbelievable that something like that could have happened. Another man, Werner S. explains, he will “never forget that there was a huge pile of corpses… [and] they were still alive and breathing but they were just piled up there” (Witness: Voices From the Holocaust). A lot of the things that they were forced to see are something that people should never have to see. These things are so disturbing that it could scar anyone. Another man, Joseph K., remembers thinking that he “couldn’t believe that the American were real… that the Germans were actually defeated… [and] it took a long time to understand that there was a stronger power than Germany” (Witness: Voices From the Holocaust). After all the things that the Germans had did to them, for the war to just end like that, it they were not sure if they should be happy or skeptical because it had gone on for so long. He then continues, “to [the prisoners] they were the all- powerful and they brainwashed [them]… such to an extent that [they] had no belief in [themselves]… and no understanding for right and wrong” (Witness: Voices From the Holocaust). They came out totally different people because of everything that had happened. They were not themselves anymore. Once they were freed, many did not know what to do and some did not believe it. Jacob K. explains, “the scars, the Germans behaviors towards [them], the torturous days and nights, it is something that [they] have [and]… [they] can’t forget that” (Witness: Voices From the Holocaust). He also explains that “he doesn’t want to live with the pain, but its there… and it
An Analysis of the Absolute Monarchy of France in the 17th Century This historical study will define the absolute monarchy as it was defied through the French government in the 17th century. The term ‘absolute” is defined I the monarchy through the absolute control over the people through the king and the royal family. All matters of civic, financial, and political governance was controlled through the king’s sole power as the monarchical ruler of the French people. In France, Louis XIII is an important example of the absolute monarchy, which controlled all facts of military and economic power through a single ruler. Udder Louis XIII’s reign, the consolidation of power away from the Edicts of Nantes to dominant local politics and sovereignty
Some places have Roman on them. Some others faced their problems. The place that has roman are America and Washington D.C. One of them talks about the Roman´s entertainment.
Most people know something about the Holocaust. Whether it was something they learned in school, heard someone talk about, or watched on tv or in a movie. You probably know about the concentration camps and how evil the Nazi’s where during this period of war time. You have heard numbers such as six million jews killed and the years 1942 and 1943, the time where the majority of jews captured were killed. What the general public is less informed about though, is the events surrounding the killings and the true nature of the people involved. The the film medium many people have tried to convey the information they know or learned about the Holocaust. I think what people really need to learn about the Holocaust is the events surrounding the killings,
The flaws in civilization are indicated by the angle, lighting key and form in The Great Dictator. It is first shown when Hannah is shown from a low angle and in the shot, the word “Jew” is written on a window (Chaplin). This represents the degradation of the Jews. The door behind her mirrors the way Jewish people felt they could not escape their inferior treatment. The guards are shot from a low angle, given them the appearance of being powerful. The shift in lighting key once more directs us towards the sense that civilization is subservient to nature. In Tomania, the lighting is low and most shots of the Jews have stair railings, which resemble jail cells. The stair railings are meant to visualize how the Jewish people are stuck in a rigid
There are many events that have been lost in the folds of time, scattered into the sands of the past, only to be uncovered by the lucky or the persistent. Some have been forgotten for the better, some for the worse, but there are some occurrences that cannot be and must not be forgotten. As I run my finger over the DC Holocaust museum sticker next to my keyboard, I can’t help but believe the Holocaust is one of those occurrences. The Holocaust is a tragic, brutal event that should be better taught, explained and examined in schools throughout the world, both public and private, in order to prevent human society from traveling on a circuit.
In the famous final speech of Charlie Chaplin’s film The Great Dictator, released in 1940, it is clear that the speaker put forward an advocacy of democracy and against tyranny. Using Kenneth Burke’s pentad as a means of analyzing this speech allows for better understanding who he places blame on and what he advocates. Moreover, Kenneth Burke’s pentad also aids in understanding the relationships between the five components of the pentad, as well as which one becomes the determinant in every part of the speech, told from the twenty ratios made up with the five components. In this final paper, I would use the model of Burke’s dramatistic pentad to tentatively explore the rhetorical motivation behind Charlie Chaplin’s speech.
Arguably, this play brings into account how complete political power can produce fascism. The play can be seen as a satire that uses the theme of dictatorship which is seen in the killings of innocent citizens by their own leaders.