Human+rights+films

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LMERC holds a collection of films and documentaries with human rights themes including teacher notes and study guides to accompany each film. A searchable database of all DVDs, including abstract, keywords, film details and supplementary resources is available at LMERC. ======

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//**Amandla!**// Hirsch, L. (2003) 108 mins. Keywords: Music - South African/Music in Society Notes: See also Red Dust: let the truth set you free (LMERC Human Rights DVD's Later Years kit) Set during South Africa's Truth and reconciliation hearings. Abstract: Documentary telling the story of black South African freedom music and the central role it played against apartheid. **Middle/Later years**====== //**Antz.**// Darnell, E. and Johnson, T. (1999): 80 mins. . Keywords: Ants-fiction/Freedom/Cooperation/work-social aspects, human rights Abstract: Digital animation whose main protagonist is an ant called Z who lives in a colony of millions and wants to break out of his allotted role of worker ant. A romance develops between Z ,and Bala, the daughter (and heir to the throne) of the queen ant who is also questioning her rigid social position and organised marriage to a general. Swapping roles with a soldier ant leads to Z inadvertently becoming involved in a violent war with a termite colony. Z escapes with the initially unwilling daughter of the queen, and sets off to discover the fabled 'insectopia' :the insect utopia. Z and Bala join forces to fight the corrupt general (formerly engaged to Bala) who is attempting to subvert the queen's power and take over the colony utilising the blind obedience of the ant colony. Themes in the film include rights and responsibilities of citizens, individual freedoms versus co-operation, human rights and values. **Late early years/Middlle/Later years** //**Australian Rules**//. Goldman, P. (2002) Text: "Deadly Unna?',by Phillip Gwynne. (1998, Penguin). 94 mins. Keywords: Australia - Race Relations/Coming of age-fiction Abstract: Based on the novel "Deadly, Unna?". Story centres around the relations between the indigenous and non-indigenous inhabitants of a small Australian country town. Blacky (a teenage footballer) confronts his father and the town's prejudiced white population by making a symbolic stand to support his friend Dunby Red. Dunby is a brilliant young aboriginal footballer who is unfairly denied (due to racial prejudice) the best and fairest medal at the towns biggest event -the local football grand final, and is later tragically killed. NSW. Upper middle/Later years (Teacher’s notes)

//**Babakiueria**// (Barbeque Area). Featherstone, D. (1986) 30 mins. Keywords: Aboriginal Peoples - Social Policy/Aboriginal Peoples - Race Relations/Satire/Australia - Race Relations/Australia - Social Life and Customs Abstract: A satirical film looking at what might have happened if the Aborigines had discovered Australia. The 'tables are turned' when in 'mockumentary' style indigenous interviewers and commentators patronisingly analyse the living conditions, behaviour and attitudes of white people. **Middle/Later years** //**The Boy Who Plays On The Buddhas Of Bamiyan**//. Grabsky, P. (2003) 96 mins. Keywords: Children in Afghanistan/Buddhist art and symbolism/Afghanistan - Economic Conditions/Afghanistan - Social Conditions/Afghanistan - History Abstract: Life in post -Taliban Afghanistan. Documentation of a year in the life of a cheeky and exuberant 8 year boy Mir, and his family; revealing and representing the daily struggles of the people of Afghanistan, especially internal refugees. The family and hundreds of others from the Hazaran ethnic minority, at the time of the film, lived in the caves that are part of a complex of Buddhist temples and statues (including the famous giant statue of Buddha) destroyed by the Taliban in 2001. The film is structured using the seasons of the year. The boy's unfailing enthusiasm endures extremes of heat and cold, hunger and danger (from landmines) from summer to winter. Despite the difficulties, the family and others interviewed, are hopeful of being resettled, and have hopes for Mir and other children to better education and a better life. **Middle/Later years**

//**Chicken Run.**// Lord P & Park N (2006) 96 mins. Keywords: Social conditions, Animals - Treatment, Human rights, Abstract: Animation (using clay/plasticine stop-motion techniques) about a group of chickens who are required to organise themselves and believe in their own abilities in order to escape the farmers plans to put them into his pie machine. Partly based on the fable 'The Golden Eagle' : an eagle brought up with chickens who does not know he can fly. Screen Education describes the film as ' a prisoner of war film... with chickens'. vol. 48, p119 (Teacher’s notes) **Early/Middle/Later years** //**Downfall.**// Hirschbiegel, O. (2004) 149 mins. Keywords: Germany - History/World History/Hitler, Adolf Abstract: Examines the last fortnight of Adolf Hitler’s' life and the chaos that ensues as Germany is forced to surrender in 1945. The film is book ended with quotes from the diary of Hitler's secretary Traudl Junge on which the film is based. Junge's more personal relationship with Hitler allows for different perspectives and insights into Hitler's behaviour to be shown; revealing perhaps a more human side than had otherwise been represented, causing some controversy when the film was first released. 'Actor Bruno Ganz and the filmmakers have been criticized for making Hitler seem "human," but it is that very aspect of the Führer that makes his evil all the more monstrous.'  Much of the film concerns the last days of Hitler and his inner circle contained in their bunker under Berlin leading to increasingly desperate executions and suicides as the Soviet Army moves into Germany. **Later years**

//**Gandhi.**// Attenborough, R. (1982) 183 mins. Keywords: Gandhi, Mahatma/World History/India - History Abstract: A depiction of Mahatma Gandhi's life which should be viewed with the awareness that the film was partly funded and influenced by the Indian Government, therefore both the perspective and accuracy of the film needs to be considered with this influence in mind. Some commentators have questioned the stereotypical and negative representation of the Moslem character (Jinnah). The forceful portrayal of Gandhi's influence in promoting non-violent protest is otherwise impressive. The DVD extras may be useful. (Teacher’s notes)**Later years** //**Gattaca**//. Niccol, A. DeVito, Danny(1997) 102 mins. Keywords: Future/Genetic Engineering/Ethics/Sci fi Abstract: Set in a not too distant future where the world operates in a system obsessed with genetic perfection. It is commonplace for prospective parents to screen their children's genes and create 'designer babies.' The story follows a man who was born with unmodified genes - a so-called genetic "in vaild". He then assumes the identy of a genetically modified "elite" in order to fulfill his dream of going into space. **Later years** //**Goodbye Lenin!**// Becker, W. (2003) 121 mins. Keywords: Family Relations/German - History/Germany - Social Conditions Abstract: German film beginning in 1989 when West and East Germany are still divided. The film centres around two teenage children who live in the East with their single mother who is a staunch socialist. After witnessing her son in a protest march, the mother suffers a heart attack and falls into a coma for 8 months -awakening to a world where capitalism is triumphing. In order to prevent a large shock her son attempts to conceal the destruction of the Berlin Wall, and the unification of Germany and seeks to create the old East, within his mother's apartment. **Later years** //**The Handmaid's Tale**//. Schlondorff, V. (1990) Text: Attwood, Margaret (1986) The Handmaid's Tale, Random House (anchor edition 1998). 109 mins. Keywords: Future/Reproduction Abstract: Speculative fiction set in contemporary times in a society where the totalitarian Government controls every aspect of society, especially women. Women have been reduced to their reproductive usefulness or lack thereof, in a back lash against the 'immorality' of the society as it was, i.e. of women’s rights to control their own biology through methods including the choice of abortion. The opening scenes of masses of people being herded into stadiums, being separated by sex and colour and trucked to unknown locations is chilling and echoes images of recent ethnically based genocides. We follow the fate of one woman (Kate) who is caught with her husband and child trying to cross the border to freedom. The husband is killed and Kate is captured and assigned to a powerful army commander to be, in effect, a sex slave and incubator of children. Kate discovers that the rich and powerful have not been subjugated as the rest of society has, and many of the old 'decadency’s' still exist for them. The tension builds as Kate discovers that her daughter has survived but has been brainwashed and 'adopted' by a rich white couple. Kate has formed a relationship with (and is pregnant to) the army commander’s body guard (Nick) with whom she plans to escape. The climax involves Kate killing the commander (graphically shown) and fleeing into rebel held territory to await the birth of her child and the return of Nick. The film is quite confronting in a number of ways: sex and violence is not shied away from, (yet is not gratuitous) and the psychological and physical oppression of the women depicted is quite effecting. **Later years** //**Hotel Rwanda.**// George, T. (2004) 121 mins. Keywords: Dallaire, Romeo/United Nations - Armed Forces/Genocide/Massacres/Racial Conflict/History/Rwanda - History/Rwanda - Race Relations/Rwanda - Social Conditions Abstract: Depiction of real life hero Paul Rusesabagina: a man who sheltered over a thousand refugees from certain death during the genocide of almost 1 million people in Rwanda. (Teacher’s notes) **Later years** //**I Have A Dream**//. (2004) 22 mins. Keywords: King, Martin Luther /African Americans - Civil Rights/United States - Race Relations Abstract: This documentary features highlights of major speeches given by Martin Luther King Jr. **Upper middle years/ Later years** //**Indochine.**// Wargnier, R. (1991) 152 mins. Keywords: Family Relations/Love Stories/Vietnam - History Abstract: Depicts the fomenting opposition to French colonial ruler by the Indochinese and the eventual declaration of the Republic of Vietnam (dividing the North from South) which was controlled by the French until 1954. More a tortured love story than history lesson, nonetheless offers insight into the charged atmosphere of the period, of: corruption and abuse of power by the French elite and government, and the rise of communist opposition before the hand over of control to the government of Vietnam. An interesting subtext of the film is the consequences brought about through the rise of an educated middle-class, as many Indochinese were sent to France and learnt whilst studying there about the French Revolution and the principles of Liberty, Equality and Fraternity. These principles provided some with a guiding philosophical motivation to push for independence while also highlighting the hypocrisy inherent in France's imperialist domination of Indochina. **Later years** //**In The Heat Of The Night**//. Jewison, N. (1967) 95 mins. Abstract: The racist underbelly of a southern town in the United States is revealed when an off duty African American homicide detective (from Philadelphia) is accused of murdering a prominent businessman. The detective proves his innocence, but subsequently becomes embroiled in the case. The local police become dependent on the skills of the homicide detective to discover the true killer yet many in the town remain hostile, suspicious and discriminatory towards the detective. Towards the end of the film the white police officers grapple with their confused feelings of admiration for the dignity and intelligence of the detective which challenge the stereotypes formerly held. The films exposure of the complex layering of social issues (poverty, teenage pregnancy and abortion) and violent racism within the town can be seen as a representation of wider US and worldwide conditions. The film remains very relevant. Based on a novel of same name by John Ball. **Later years** //**The Killing Fields**//. Joffe, R. (1984) 137 mins. Keywords: Massacres/Cambodia - History/Cambodia - Polictics and government Abstract: Based on the experiences of 3 journalists during the time of the Khmer Rouge in Cambodia. **Later years** //**Letters To Ali**//.Law, Clara (2004) 106 mins. Keywords: Immigration detention centres/Social action/Refugees/Civil rights/Australia - Immigration and emigration Notes: Special features include: Q&A at Melbourne International Film Festival with Clara Law, Julian Burnside and others; additional scenes and interviews; the newspaper article that inspired the film; resource links. Abstract: The story of an Australian family who assist Ali, a 15 year-old Afghan boy and asylum seeker detained at Port Headland. The family begin by writing a letter that serves as a catalyst for a 3 year battle with authorities to get the boy out of detention. The family travel from Victoria to the remote location of Port Headland to visit Ali -documenting their own & Ali's physical and emotional journey through: video, photos, letters and narration. **Upper Middle years/Later years** //**Not one less.**// Zhang, Y. (2000) 106 mins. Keywords: China-Fiction, Poverty-Fiction, Employment conditions-moral and ethical aspects, Human rights.scot, Children's rights. Abstract: Set in a remote village in China. A young uneducated Chinese girl is asked to teach all of the children in a small school for one month while their teacher is away. The 'teacher' will be paid only if she retains all of her students for the whole month. The lack of material resources and support for the young girl tests the limits of her determination and ingenuity. The class and the teacher learn together through necessity; maths is employed to calculate the amount of money needed for the teacher to go to the city to find a child who has been sent to work by his mother. When even more money is needed the 'teacher' decides to get the children earning money by moving bricks- they must use maths again to work out (the students seem to know more about it than the teacher) the amount of bricks needed to raise the money. **Middle/Later years** //**Nuremberg**//. Simoneau, Y. (2000) 180 mins. Keywords: Nuremberg Trial/War Criminals Abstract: Fictionalised account of real events post WWII when the United States, Britain, France and the Soviet Union set about organising the first international trials for war crimes. The crafting of the trial and possible charges to be brought against the Nazi commanders set in place future war crimes trials and it was hoped that the existence of these crimes and the international motivation to prosecute would put a stop to large scale crimes against humanity. The trial takes place in Nuremberg a town devastated by Allied bombing that held special significance to the Nazi's as it was the site for the mass rallies addressed by Hitler and also where some of the worst laws which stripped the Jewish citizens of Germany of their rights (to work, property etc.) were enacted. Twenty one Nazi high command members are put on trial -accused of horrific war crimes. Real documentary footage of the concentration camps is used at the trials to provide evidence of atrocities committed there. **Later years** //**Osama.**// Barmak, S. (2005) 82 mins. Keywords: Women in Afghanistan/Afghanistan - Social Conditions/Afganistan - Social life and customs, human rights.scot, children's rights.scot, women's rights.scot, civil rights.scot Abstract: Osama is the director Siddik Barmak's passionate plea for Afghanistan to be freed from war. The film illustrates movingly and poetically, the 'shadows war casts on people', while also expressing the directors belief that women make the greatest sacrifice in war. Osama is the name given to a young girl who is forced to pretend to be a boy, in order to be able to work to support her mother (her father had been killed by the Taliban). Osama is forced to join many other boys at a Taliban training camp where her true identity is eventually discovered. The girl is jailed, then married to a local Mullah as punishment. The actors are all untrained local Afghani's and the genuine emotion expressed by them is evidently inspired by their own harrowing experiences. The most painful incidents in the film are intimated, rather than graphically shown, though the film is no less saddening for this. Inspired by a true story, this film was the first entirely Afghani film made after the rise and fall of the Taliban. The extras are informative and open the subject of the film out to wider human rights concerns in Afghanistan - such as the lack of food, shelter and education for children, freedom from war and of expression and religion. (Teacher’s notes) **Later years** //**Rabbit Proof Fence.**// Noyce, P. (2002) Australia: Text: "Follow the Rabbit-proof fence' by Doris Pilkington Garimara. (UQP, 1996) Abridged version: Oxford bookworms series (OUP, 2006) Sound recording. (ABC, 2002). 94 mins. Keywords: Stolen generations/Australia - Race relations/Children - Aboriginal Notes: Other autobiographical titles by the same author on similar themes. Abstract: Three young aboriginal girls are forcibly removed, stolen from their families and communities and taken to a mission 2400 kilometres away. Incredibly, their resilience and resourcefulness enables them to escape from the remote settlement and walk for many days along the rabbit-proof fence to find their way home. (Teacher’s notes) **Upper Early/Middle/Later years** //**Mississippi Burning.**// Parker, A. (1988) 127 mins . Keywords: African Americans - Civil Rights/United States - Race Relations Abstract: A fictionalised account of true events, set in 1964 in the midst of the America Civil Rights movement and just prior to what was called Freedom Summer where many civil rights activists converged on Mississippi in order to bring media attention to the brutality being perpetrated against African Americans by the police and other state officials. The film details the efforts of two very different FBI agents who are tasked with solving the murder of three civil rights workers in an atmosphere of racial hatred and violence. **Later years** //**Teaching Tolerance**//. Raschka C, K.S.V.V. (2000) United States: Scholastic Australia/Maxwell's Collection. Text: "Yo! Yes?" by Chris Raschka (Orchard, 1993). 34 mins. DVD. Keywords: Tolerance, Notes: Three stories on DVD:"Yo!Yes?" by Christ Raschka, "The Island of Skog" by Steven Kellog, "Here comes the cat!" by Vladimir Vagin Abstract: Three short stories using the themes of making friends, tolerance/intolerance, freedom from fear, migration and overcoming the fear of strangers or the unknown. **Early/middle years**

//**To Kill A Mockingbird**//. Mulligan, R. (1962) Text: Lee, Harper, 1960, To Kill a Mockingbird (not available at LMERC). 123 mins. Keywords: Racism/Justice/United States - Race Relations Abstract: Set during in the 1930's depression in the southern state of Alabama. Filmed in black and white to evoke the past and place the film in a realist genre. The film is narrated by a young girl, who - along with her brother and friend Dill - enjoys the holidays by exploring the town and having childhood adventures. The seemingly innocent and benign atmosphere of the film takes on a darker tone as some of the darker sides of the town are revealed: prejudice and racism when a young black man is accused of raping a white woman. The father of the young narrator is the principled lawyer who has the task of defending the accused man in an atmosphere where only a guilty verdict seems possible or acceptable. **Upper Middle/Later years** //**The Wind Will Carry Us.**// Kiarostami, A. Martin Karmitz (1999) 118 mins. Keywords: Villages/Engineers/Social Customs/Iran - Social life and customs Notes: In Farsi with English subtitles. Abstract: A group of journalists from Tehran intrude upon the daily life of Kurdish villagers in a remote Iranian town. They have come to record the customary practices performed during the mourning period following the death of a villager. The main journalist purporting to be an engineer, attempts to surreptitiously record the daily life and practice of the people. The journalist experiences many of the frustrations (no mobile phone reception etc.) and beauty associated with this village’s traditional lifestyle while waiting to document the death of an elderly woman in the town. The journalists are ultimately thwarted in their attempt to record the rituals but are rewarded by experiencing, for a period, the life and philosophy of the local inhabitants. The film illustrates subtly the differences in thinking and behaviour between the city journalists and the villagers and between the men, women and children in the village. **Upper middle years/Later years** //**Red Dust.**// Hooper, T. (2004) 100 mins. Keywords: Human Rights/South Africa/Apartheid Abstract: An intense thriller set during South Africa's Truth and Reconciliation hearings and its decisive struggle to heal the wounds of apartheid atrocities. **Later years** //**Salaam Bombay!**// Nair, M. Nair, Mira(1988) 113 mins. Keywords: Street kids/Mumbai (India) - Social Conditions Notes: The director (an expatriate Indian living in New York) created a project around the film which provided the street children with education, housing and vocational training. Abstract: Follows 11 year old Krishna through the chaotic streets of Bombay as he tries to eek out a living and find somewhere to sleep at night. Through Krishna we are introduced to a wide variety of people with whom the street children interact: from vendors to pimps. The actors are street children and because of this the film is imbued with an authenticity and urgency. **Later years** //**Schindler's List.**// Spielberg, S. (1993) Film based on text: Schindler's Ark by Thomas Kenneally. 187 mins. Keywords: Holocaust/Germany - Social Conditions Abstract: Film based on the documentary novel by Thomas Kenneally. A fictionalised account of true events, this film is set in Poland and Czechoslovakia during WWII when more than six million Jews in Europe were murdered during the Holocaust. The core theme of the film is the attempt by Oskar Schindler (an entrepreneur and factory owner) to save Jewish Poles from death by arguing that his workforce was a necessary part of the war effort. Many people 'employed' in his enamelware and armaments business were not skilled labourers but Rabbi's, mothers, children, musicians etc. Oskar Schindler is shown as complex man who seems to be driven by noble ideas and a simple humanity but is also flawed in some ways. The film is valuable in that it illustrates the bureaucratic violence and control undertaken by ordinary people as well as the brutal killing, injuring and mass genocide by the State, SS troops and sympathisers. The physical safeguarding and hope given by Oskar Schindler through various means saved more than a thousand people. Many questions are raised by Schindlers actions such as: why some people risked their lives to save others and to oppose the hatred and violence of the holocaust and why many more others participated in the discrimination and violence, or chose to ignore. The DVD includes interviews with people depicted in the film (from the Shoa Foundation visual library of Holocaust survivor testaments). The survivors' stories compel because they tell the same stories (of Oskar Schindler and the Holocaust more generally) from different angles, by many different people, lending a distressing weight of reality to the horrific events, but also speak of the great courage, hope and eventual survival depicted in the film. **Later years**

//**Strega Nonna and 4 other stories**//. Yolen J. (2006?) Also available as text: "Crow boy" by Taro Yashima ( Puffin, 1976), Strega Nona: an old tale retold and illustrated by Tomie de Paola(Prentice Hall, 1975). 48 minutes. DVD. Keywords: Family, nature /human interaction, community life, owls-fiction, ducks-fiction, community, school, bullying, tolerance /intolerance Notes: Four stories: "Owl Moon" by Jane Yolen, "Make way for ducklings" by Robert McClosky, "In the night kitchen" by Maurice Sendak, "Strega Nonna" by Tomie de Paolo, "Crow boy" by Taro Yashima Abstract: "Crow boy" illustrates the alienation and intolerance suffered by the outsider in a school environment. After years of bullying the students at a small school in Japan become accepting of and interested in the 'crow boy' when they come to understand his life. **Early/Middle years** //**Whale Rider.**// Caro, N. (2002) 97 mins. . Keywords: Maori/Maori - Women/Family Relations, Maori -fiction, New Zealand stories, women's rights Notes: Film based on YA novel Whale Rider by Witi Ihimaera Abstract: Based on the novel Whale Rider and set in a coastal town in New Zealand this film is situated in the context of the complex traditions and mythology of a Maori tribe clashing with contemporary society and events. When the heir apparent to the role of chief tribe dies at birth his sister feels compelled to oppose tradition, and her grandfather, to claim the title of chief. (Teacher’s notes) **Middle years/Later years** //**The Weeping Camel**//. Falorni, L. (2003) 90 mins. Keywords: Animal - Human Relationships/Gobi Desert - Social life and customs/Mongolia - Social life and customs Notes: Film title also "The story of the weeping camel." Abstract: Camel breeders living a traditional nomadic lifestyle in the Gobi desert must utilise customary healing techniques to aid the mother of a newborn camel who is rejecting her offspring. A traditional Mongolian musician is summoned to play 'healing' music to the camel. **Middle/Later years** //**Who's in Rabbit's house?**// Aardema, V. Also available as Text: "Who's in Rabbit's house : a Masai tale" by Verna Aardema (Dial Press, 1977). 13 minutes. Keywords: Africa-folktales, Masai, Social conflict-fiction, Social conditions Notes: Animated version of picture book. Abstract: Actors in an African village relate the story of Rabbit who cannot get into her house - the long-one who tramples on trees, (an unseen animal) has taken it over. After many failed attempts by Rabbit's large animal friends and against all expectations, the smallest - a frog comes up with an ingenious plan to get rid of the animal. **Early/middle years** //**Why mosquitoes buzz in people's ears.**// Haley G, (2006?) Also available as Text: Why mosquitoes buzz in people's ears: a West African tale by Verna Aardman ( Dial Press, 1975), Text: Mufaro's beautiful daughters an African tale by John Steptoe(Knight, 1991), Text: The village of round and square houses by Ann Grifalconi ( Macmillan, 1999). 46 minutes. DVD. Keywords: Africa-folktales, attitudes, values Notes: Four stories on DVD: "A story, a story", "'The village of round and square houses", "Why mosquitoes buzz in people’s ears", "Mufaro’s beautiful daughters Abstract: Four stories which relate through fable aspects of African community life necessary for harmonious living: co-operation, roles and responsibilities, the awareness of how an individuals actions can effect the whole community, the need for togetherness and apartness, the importance of kindness and honesty and the role of stories and the storyteller. **Early/Middle years** //**The Year of Living Dangerously**//. Weir, P. (1983) 154 mins. Keywords: Journalists/Love Stories/Indonesia - History Abstract: Based on the novel by C.J Koch. Set in Indonesia during the 1965 attempted communist revolution in Indonesia that ended the long rule of President Sukarno. Centred around the experiences of a first time Australian foreign journalist (Hamilton) who is befriended by a quirky and deep thinking Chinese/Australian photographer, who helps the journalist see the 'real' and complex problems of life in Indonesia, especially for the poor and powerless. The story also revolves around issues of friendship/love and betrayal of trust, as Hamilton is forced to choose between his friends and lovers safety and the the potential career benefits of exposing the 'explosive' news story that the communists were preparing to ship weapons to Indonesia in order to bring down the corrupt government of President Sukarno. (Teacher’s notes) **Later years**