The Role of Antiwar Activists

The Role of Antiwar Activists.

  1. The Role of Antiwar Activists

The art and film industry has played a significant role in shaping the way of life over the history of humankind. This is true to the circumstances that preceded the first and Second World War. It is important to note that not all people were behind the propagation of war in the 1930s and 1960s. Therefore, these groups of people use all means at their disposal to agitate for an end to the militarization of allied forced. The invasion of German by France and its allies brought suffering to the German’s who had to free their home to avoid attacks led them poorer than thy were there before the war.[1] Moreover, the war was too costly and exterminated the economic livelihood of many European countries.

  1. All Quiet on the Western Front

The movie All Quiet on the Western Front tell it all about the groups of people who defied the majority of the people to criticized the involvement of young men in the battlefield rather than educate them to cater for their own future.[2] The film was released just a few years after the end of the First World War. At this time, the memories of the severity of the war were fresh among the people and the experience of Paul, and his friend exemplifies that war is not an honorable thing as some people assume to be.[3] The realities of the soldiers in the front line explain why dialogue is an all-important tool in resolving a dispute among nations.

  1. Arguments

War is a terrible thing that does not address the pertinent issues in a conflict but torn apart the warring parties. Moreover, war requires a huge investment in military equipment, large personnel’s of workers is military stations as well as millions of soldiers who drive out the operations in and out of the battlefield. Thus, when a country engages in war, it ends up suffering from an economic crisis from lack of fund to finance it countries social and economic needs. In All Quiet on the Western Front the narrator, Paul tells it, as it was when they were fighting for the French.[4] He says that he witnessed a meaninglessness butchery of people.[5] Also, he says that the presence of new technology helped in making killing easier and impersonal than it was the case there before.[6] Furthermore, the terror of war affected survivors so severely they are left with the psychological problem that ultimately leads to death.

The effect of war is more devastating to the soldiers and their families. War brings physical injuries that leave individuals physically incapable of carrying out their day to activities and thus rely on their significant other for care.[7] In addition, the mere conscious of the physical danger left soldiers with an unceasing bout on their nerve systems, which make soldiers, live in an instinctive fearful condition.[8] Furthermore, the conditions on the battlefield are as inhuman as the troop is left to live in waterlogged trenches infested with rat, rice and other small animal attracted by the filthy of dead bodies.[9] The condition is made worse as soldiers go days without food, medical care, as well as the lack of sleep.

The growth of nationalism in early 1900 brought about completion among various nations.[10] For instance, it was as result of the ethic of nationalism that Europe fall out of the Roman Empire. Moreover, the completion among these nation notably German, France and Britain has a significant contribution to the start of the Great War. Thus, the loyalty of one’s nation can first and overrides other ethic. In the 1920s, nationalism reached its highest level in the century, which led to the start of the First World War.

All quiet on the Western Front critics the pressure of nationalism ideas to pursue on other countries ways of life. Milestone expresses displeasure of military completion as well as envy among the country. For him, he displays competition as an unwarranted endeavor and more so if it leads to the suffering of people and destruction of properties. In addition, the movies display of the carnage and gore. Every chapter of the movies has a portrayal of violence battle scene, injuries, death, and bloody depiction. These draws home the thematic ideas of the horror of war, and it effects to the soldiers.

  1. Annotated Bibliography

Peterson, Patti MC Gill. “Student Organizations and the Antiwar Movement in America, 1900-1960.” America Studies with America Studies International 13.1 (1972): 131-147.

Peterson discussed the work of a student in the antiwar movement in the United States. The Journal shows that people were eager for peace even in disregard of patriotism that called for disengagement with Germany. The student groups pressured the government to abandon its war rhetoric in the advent of the World War I. More notable of the antiwar crusade were students of communist and socialist parties. Thus, Peterson work is of important because it provides the background of the antiwar movement and an agenda for those who opposed the war.

Eldelman, Mark Boren. Student Resistance: A History of the Unruly Subject. New York: Psychology Press, 2001.

Eldelman writes about the role of the student in the resistant movement in the Western countries. He argues that student played a big role in shaping the direction of the world after the end of the Great War and the Second World War. For him, were it not for student resistance to the continued escalation of war the conflicts would have taken longer and caused huge losses. The subject in this source informed the setting and thematic content of the movies All Quiet on the Western Front. Students experience in the battlefield narrates the film after conviction from their patriotic teacher of the benefit of fighting for one’s country. Nonetheless, they came to understand that war was worse than what they anticipated as it left the majority of the soldiers injured while other lost their life.

Milestone, Lewis. All Quiet on the Western Front (1930). DVD. Directed by Lewis Milestone. 1930. New York: 1930. DVD.

The movie displays the displeasure of young student soldier after their experience fighting in the First World War. The director of the film uses the student narration to inform of the devastating nature of war and shows how it affects people life. From the movie, we learn of the dangerous life that the soldier went through to accomplish their leader’s quest for victory. In addition, the film script informs the people of their much-anticipated topic after going through a devastating time of suffering because of bad choices and imprudent decision-making.

Hochschild, Adam. To End All Wars: A Story of Loyalty and Rebellion, 1914-1918. New York: Houghton Milfflin Harcourt, 2011.

Hochschild discusses the senseless carnage that was brought about by the event of World War I. He argues that there was no rational explanation that could explain the reason for the war. More importantly, the author brings to light the much-ignored plight of antiwar activists as the general, heroin, and heroes of the Great War. Though their opinions were ignored, the antiwar groups informed of the need to end the war and form a world body that would take care of arising crisis among nations and avert future crisis. Therefore, this source is of important to the subject matter because it solidifies the theme of the Milestone movies and supplements the necessity of peace among the people. The book ensures that all the evils of the war are outlined and informed to the masses as Milestone does in his work on the All Quiet on the Western Front film.

[1] Mark Boren Eldelman. Student resistance: A History of the Unruly Subject. (New York: Psychology Press, 2001).

 

[2] Lewis Milestone. All Quiet on the western Front (1930). DVD. Directed by Lewis Milestone. 1930. New York: 1930. DVD.

[3] Milestone. All Quiet on the western Front.

[4] Milestone. All Quiet on the western Front.

[5] Milestone. All Quiet on the western Front.

[6] Milestone. All Quiet on the western Front.

[7] Patti MC Gill Peterson. “Student Organizations and the Antiwar Movement in America, 1900-1960.” America Studies with America Studies International 13.1 (1972): 131-37.

 

[8] Peterson. “Student Organizations and the Antiwar Movement

[9] Milestone. All Quiet on the western Front.

[10] Adam Hochschild. To End All wars: A story of Loyalty and Rebellion, 1914-1918. (New York: Houghton Milfflin Harcourt, 2011).

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The Role of Antiwar Activists

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