The film The Wave, released in 2008, best portrays Germany today, after enduring World War II and the Cold War. In this film, a high school teacher named Rainer teaches his class about autocracy. When the students in his class do not believe that a dictatorship could occur again, after being fed up learning about Hitler over and over, Rainer institutes rules that make the class come together as one, under his direct rule. Some of these rules included having each student wear a uniform, only allowing students to talk when standing up, and removing students from his class that objected his view. Rainer created a dictatorship called the Wave, by removing students who spoke against him and creating a common enemy. Karo, a female student that went …show more content…
Students are constantly reminded about the horrors of World War II, by Hitler. Many students see it as a burden learning the same thing over and over. Before watching this film, I too felt frustrated learning about Nazi Germany over and over again. The message of the film The Wave is what altered my interpretation of why Nazi Germany should be constantly taught about. The message is that we should learn from the past, so certain aspects are not repeated again. Specifically, the horrors of World War II. Students in the film failed to realize that is why they were frequently being taught about Nazi rule, not just beating a dead horse. As a result The Wave went out of control, a fascist movement was created, and lives were destroyed. Many tactics used by Rainer which created The Wave like forming a common enemy and making one figurehead that guides the movement were tactics used by Hitler to unite Germany under the Nazi Party. The one major difference I noticed was the result of ending The Wave, which resulted in what seemed to be a modern approach, a school …show more content…
For example, head military leaders and Eva Braun were partying, drinking, and dancing while Berlin was attacked by the Soviets. Even after the building they were in experienced impact by the mortar, Eva was set on drinking more and dancing harder. I realized from this that the Germans, at least in the Nazi Party, knew they were so screwed that the only drinking and dancing would take their mind off the destruction of Berlin. As a student I am taught about how victors win a war, not the emotions the defeated feel before a loss or actions they take before the loss. I would have never thought that members of the Nazi Party were celebrating with alcohol and dancing before the end of World War II. Drinking alcohol to forget things about the past or not think about events in the future is a common practice among college students, and even teenagers throughout the world. It is something I see even on the Siena campus. Students will drink to not think about upcoming assignments, issues in the past, or even issues in the present! Alcohol may be a temporary fix for issues, but in the long run, issues always have to resolved and not just forgotten
Throughout world history, many manifestations occurred which led to horrific demeanors. In 1981, Todd Strasser wrote a fictionalized novel known as The Wave, based on a real life event about an experiment. This experiment, conducted in 1969 by Ron Jones in Palo Alto, California, proves how effortlessly fascism can corrupt people. This experiment begins with a student’s question about the Holocaust which Jones cannot answer. The Holocaust was a horrific event that occurred from 1933 to 1945. This atrocity was initiated by Adolf Hitler, who tortured and murdered over eleven million Jewish people in extermination camps.
March 13, 1943, a sea of glass, tainted with crimson flowers seemed to flood the streets of Krakow. Little did the Jewish community know that this was just the tip of the iceberg. The horrors of the Holocaust, which are portrayed in the Schindler’s List film could never be felt by this generation but, by watching this film, people are able to connect to the reality of the crimes that the Nazi’s committed. I believe that incoming freshmen should watch the film Schindler’s List.
One characteristic of totalitarianism being shown in the movie is education/indoctrination of the youth. They did this through an organization called the Hitlerjugend, or commonly referred to in the movie as the HJs. The nazis were brainwashing boys and young men into believing Hitler’s ideology. One example of how this is depicted in the movie is Peter being forced to join the HJ after getting in trouble with the police for stealing a radio. Once he joined he would then be introduced to the “teachings” of the HJ teachers, with the teachers derogating Jews. This is an example of education of the youth because young men were strongly encouraged and in Peter’s case, forced to join the HJ. Once they joined they were taught about Hitler’s ideas, with them usually bad-mouthing other races or anything that was an influence from America. Another way that education of the youth was being shown in the movie was when a Jewish boy was being beaten up by a group of HJs. This is an example of education of the youth because the Hitlerjugend were successfully brainwashing the boys and young men to discriminate and hate Jews. Finally education of the youth is shown when Thomas and Peter were discussing about the HJ, one interesting point that appeared during their discussion was when Thomas mentioned all the rewards
But Watiti isn’t capable of properly sowing or dealing with the oppression and indoctrination of the Holocaust beyond bad jokes, cringe-worthy one-liners, and indirect and poorly-thought out sentimentality. Because of Jojo Rabbit’s unrealistic and extremely exaggerated storyline (not to mention how difficult said storyline is to follow), Taika Watiti’s satirical movie Jojo Rabbit shouldn’t be taught in schools, especially during a Holocaust unit. In Jojo Rabbit, the deception and lies that were involved in Nazi ideology is portrayed in almost its entirety simply by making the Nazi characters and the Hitler Youth look foolish while they recite anti-Semetic slurs or Nazi-related terms that people know and associate with Hitler, often hyperbolically and in extreme exaggeration. An example of this is when Nazi characters introduce themselves to each other, taking up minutes of runtime with just “Heil Hitler” back and forth and back and forth and back and forth, trying to get people to laugh and ridicule it (Jojo Rabbit
For many educated people learning about the Holocaust can send them feelings of sorrow or deep remource. Not only for the meaning of the word, but why it is called that. The pure evil of the final solution created thought of and created by none other than Adolf Hitler will never stop haunting people more than half a decade later. One of the prominat things that everyone missed in his highly sold auto-biography "My struggle". The thought of solid hatrid found within the cover of the horiable book will always burn in the souls that it harmed from the day it began till the dawn of today.
The Holocaust should be taught to 8th graders. The story of the 6 million lives that were lost need to be told. It is very evident at this point that 8th graders are able to understand and process the Holocaust. There is no reason not to teach the Holocaust, and every reason to teach it. This paper argues that the best approach is to teach children about the holocaust early on, because it’s in the interest of everyone that their first encounter with the Holocaust isn’t random, through a TV show or the internet. “...better...to help them navigate what they will learn about
Although this is simply an assignment to imagine and persuade someone to believe what you are telling them, many parents along with the superintendent of schools believed it to be very disturbing. This required role playing, just like the other few cases, required students to take a side they did not believe in, and try to convince others that they did believe in it. A third of the students at the high school refused to participate, demonstrating the power of an iconic symbol and how it changes their perspective on things. Students did not want to be associated with the Nazi, as a fear to be believed they really were one. The assignment made a few people uneasy and as a result led to students to refuse to
World War 2 and the Holocaust have helped to shape our lives today by teaching us to not make the same mistakes that we’ve made in the past. They have also shown us that we need to always keep faith and that we can always feel alone.
When teaching the Holocaust, it should gradually be taught to children so they can understand the roots of it all. Some would acclaim that it is better to teach about the Holocaust since it teaches children or young adults about the importance of accepting difference. It is even better to actually learn about it directly in comparison to on the media that can alter the content and teach ‘rumors’ instead of facts. The article, “Teaching Young Children about the Holocaust” holds a rational point to keep precautions of what age these topics most strive at. It asserts that the Holocaust should be taught at the earliest of 5th or 6th grade (in British school system grades), which would be considered middle school in the United States. In order to actually teach about the Holocaust, schools have to investigate what the right age is to teach topics like the Holocaust and which age it betters
There were about 500,000 living survivors of the Holocaust in 2014. It is vital for students to be taught about the Holocaust in school. The article, "combating" shows that the students need to be aware that the event did in fact happen. The article "Genocide" shows students what happens when hate against one group or culture becomes too much. Elie Wiesel's Night shows students an eyewitness account of how much violence, brutality, and abuse to the prisoners had to go through in the Holocaust. Though some people are against the subject of the Holocaust because it is too graphic or mature for the students, it is important that students learn from a trusted adult instead of letting other students try to teach it to themselves. The students should learn about the subject of the Holocaust in school because it teaches the importance of equality, about the events occurrence, and teaching about the dangers of discrimination and abuse.
Therefore, this film is not only a testimony about the German past but also the German present. It displays the irrational annihilation of six young Germans at the end of WWII, summoning up a very agonizing recollection of Nazi Germany’s futile effort to turn back the Allied invasion by hurling teenage boys into the
The Holocaust is a topic that some think of as a very essential part of history that students should learn about. On the other hand, some would argue that it is too severe for middle school students. Without a doubt, Nazis abused their large power and used it towards destruction and in so, violated civil rights and killed 6 million Jews. The Holocaust was a turning point in history that is only taught based on the judgement of schools. The Holocaust Museum in Houston says, “During the Holocaust religious, moral, and legal systems failed in deterring the dangers of prejudice.” This can compare to how there is a large debate on whether students should or shouldn’t learn about the Holocaust and topics similar to it. The Holocaust was a major part of history that has influenced many people and advanced the future to where we are now; thus, we should educate the the younger generation since teaching about the Holocaust enables you to advance into a better human being, students can use their critical thinking skills, and it honors those who have passed and survived.
Naziism had a huge impact on German youth during Hitler’s reign of power over the state. The life of a German child changed dramatically during the 1920’s and 30’s, especially for
Education for the HJ changed drastically during the years after Hitler became power, leading into the war. No longer were math, science and literature the focus in grammar school. It changed focus to Nazi racial principles, German history and leadership training. Teachers could not teach their normal lecture plans, and the German history they taught their students was
The film Floating Life directed by Clara Law depicts the difficulties of immigrating and assimilating into unfamiliar territory that the Chan family endures. Mr. and Mrs. Chan, an elderly Hong Kong couple along with their two youngest sons, immigrate to Australia to live with their daughter Bing who has been living there for seven years. While their eldest son, Gar Ming stays behind in Hong Kong to live a life of promiscuity and Yen the eldest daughter struggles in finding her own identity while raising her family in Germany.