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MIT 21H 912 - Semi-Optional Film Series

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21H.912Spring 2003Semi-Optional Film Series/ProjectOrigins/Purpose:The origins of this assignment came through teaching and off-handedlyrecommending films for students. I was not aware of good films for certain weeks, so Isolicited suggestions from my colleagues. Students must watch at three films (one ofwhich must come from Weeks 2-7) for their film project assignment. You may watchadditional films for your personal edification and enjoyment, or you may receive extracredit by writing a one-page reaction for any film(s), preferably addressing issuescovered in lecture or readings that week—you may also do this for the three films thatyou cover for the project.The historian E.H. Carr defines history as “a continuous process of interactionbetween the historian and his facts, an unending dialogue between the present and thepast.”1 He goes on to explain that “[t]he past is intelligible to us only in the light of thepresent; and we can fully understand the present only in the light of the past. To enableman to understand the society of the past and to increase his mastery over the society ofthe present is the dual function of history.”2 Nevertheless, there is always the danger ofmisusing history and drawing analogies where none exist. For example, last fall notedhistorian John Dower (MIT) wrote an impassioned response in the NY Times to themisuse of the Pearl Harbor analogy for September 11th.3 Thus, while present conditionscan enlighten us as to what happened in the past, they can also cloud our memory andinterpretation.Through this assignment, students are to compare the treatment of three subjectsin films with our discussion of the issues in lecture/readings; and they are to research themaking of the film in order to understand whether the film is more illuminating of thepast than the present. Most of this research can be carried out online; however, studentsshould again be warned against the risks of plagiarism.Writing the Paper:Viewing the films: Students need to take this assignment seriously—not just half watchthe films as they work on other assignments. Students should think carefully about thematerial covered for each week as well as the questions that accompany each film. Putdifferently, you should take notes on these films. At least one film must come from thefirst half of the course—Weeks 2-7.More information on the historical period: If you feel that you need moreinformation, then you may feel free to approach Prof. Russell and ask to borrow one ofher books on the subject or a world history textbook. Prof. Russell will provide these onhalf-day loan so that you can photocopy the information that you need and return thebooks in a timely fashion. 1 E.H. Carr, What is History (NY: Vintage Books, 1961), 35.2 Ibid., 69.3 See Op-Ed section of NY Times, October 27, 2002.Information on the making of the film: The easiest way to get more information is bydoing a Google search on the film. You are likely to find numerous reviews, interviews,and other helpful information—YOU MUST CITE ALL INFORMATION THAT YOUTAKE FROM THE WEB, EVEN IF IT IS PARAPHRASED! Any questions regardingplagiarism should be answered by the following link:http://web.mit.edu/writing/NEW/Citation/plagiarism.html. Also, remember that you areprobably more intelligent than many of the people writing these reviews—take them witha grain of salt.Structuring the paper—Issues to address:1. In your introductory paragraph you should introduce the reader to your films, thereason that you chose them, and make a general statement about how they rate forunderstanding the era that they attempt to portray and the era in which they weremade.2. You can then deal with films individually—by rank, or utilize themes and go backand forth between the films.3. You should have a concluding paragraph that deals with what you gained (orfailed to gain) from watching the film and address the utility (or lack thereof) ofthe assignment.Films—By WeekPLEASE NOTE, FILMS IDENTIFIED BY AN ASTERISK * ARE NOTELIGIBLE FOR THE 6-8 PAGE PAPER, BUT MAY BE VIEWED FORENJOYMENT OR EXTRA-CREDIT REACTION PAPERSYou may also choose one film that is not on the list, provided that you get professorialapproval beforehand.Week One*Sulayman the Magnificent: This is a film that I frequently show in my Middle Eastclasses because it gives an excellent overview of the Ottoman Empire. This film is about1 hour long.1. By examining the careers of Ibrahim Pasha and Sinan Pasha, what generalizationscan we make regarding careers in the Ottoman bureaucracy?2. What was happening in Europe during the reign of Sulayman, and what role didhe play in European politics?3. Describe the form and function of the imperial household, including the harem.4. Examine the development of the Ottoman navy.5. Discuss the uses of architecture in the Ottoman Empire.Week TwoThe Decameron: This 1971 film is an adaptation of a handful of the stories fromBoccacio’s book by the same name. The book’s premise is that a group of wealthyyoung folk leave the city (Florence) to escape the horrors of the plague (1347-49). Theytell one another stories to pass the time—the film does not make this clear. This film isjust under 2 hours long.1. How is Christianity depicted?2. What role does the Church play in daily life.3. What elements of syncretism exist?4. What sense of social orders or class are depicted? From where/what do thecharacters derive their sense of identity?Week ThreeDouble Suicide: This 1969 film is an adaptation of an 18th century puppetplay—puppeteers remain as crucial elements of the film. The film is 103 minutes long.1. Theme of humanity versus social obligation.2. Does the film demonstrate the power or powerlessness of women? Of men?Week FourThe Return of Martin Guerre: This 1982 film starring Gerard Depardieu (when he wasyoung and thin) depicts an actual story told in court records from 16th century France.Princeton University professor Natalie Zemon Davis even consulted on the film. Thisfilm is far superior to the copy-cat version Sommersby starring Richard Gere and JodyFoster. It is 123 minutes long.1. Where does syncretism exist? Why?2. What role does national allegiance play?3. What is the purpose of the charivari—scene in which young Martin is beaten upand people are dressed strangely?4. How is early modern life in France depicted?5. What types of difficulties does Bertrande have before Martin


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MIT 21H 912 - Semi-Optional Film Series

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