The Kennesaw State University Department of Museums, Archives, and Rare Books (MARB) presents exhibitions, public programs, collections, and educational services supporting KSU's mission and encouraging dialogue about the past and its significance today. The Museum of History and Holocaust Education, as a unit of MARB, has developed a series of online modules, including this one, for university students to explore pivotal moments from the history of World War II and the Holocaust.
This online unit focuses on the contributions and uses of film both during and after World War II. From movies to cartoons to live footage, film played an important role in both garnering the support of the American public as well as bringing the complicated and often contradictory stories of war to large audiences. Highlighting a diverse selection of sources, this unit tells the ongoing story of World War II motion pictures and their continued relevance in the modern United States.
Title Image: The First Motion Picture Unit, established in 1942 to produce wartime films and encourage military enlistment, in action. Courtesy National Archives
Image: Art installation in the Museum of History and Holocaust (MHHE) exhibition Threads of Memory. Courtesy MHHE
Essential Questions
Using the primary source material and content in this online unit, respond to the three essential questions found below. In your responses, include evidence from the content in this online unit. Please refer to the directions provided by your instructor on submitting your responses to these essential questions as well as to the questions posed throughout this unit.
- In what ways has the U.S. film industry shaped our collective memory and understanding of World War II?
- Despite the changing influence of each decade upon World War II films, what are some common themes depicted throughout throughout these films?
- How have depictions of those involved in and affected by World War II changed over time? What accounts for these shifts?
Image: Cameras, flash bulbs, and film reels used by the Photographic Department at the Bell Bomber plant in Marietta, Georgia. Courtesy Kennesaw State University Archives
Hollywood Goes to War
At the outbreak of World War II, it became clear to U.S. leaders that this war would be waged both abroad and at home. The U.S. government emphasized participation in home front efforts, stressing how those not fighting on the battlefield could still contribute to an Allied victory.
Home front endeavors such as scrap drives and war bond sales were integral to a U.S. victory. Film became one of the easiest ways to publicize opportunities to contribute to the home front. As a result, in 1941, Hollywood went to war alongside millions of Americans.
Image: Speaker, possibly Al Jolson, at the Bell Bomber Plant 5th War Loan Rally. Courtesy Kennesaw State University Archives
Film was recognized as a significant factor in determining the outcome of the war. President Roosevelt, shortly after the U.S. entry into World War II, called Hollywood’s contribution a "necessary and beneficial part of the war effort." The Roosevelt administration asked film companies to pay special attention to how the motion pictures they produced would help win the war.
Image: Member of the United States Marine Corps Women's Reserve (USMCWR) operating a film projector indoors, date unknown. Courtesy the National World War II Museum
Discussion Questions
- Why might President Roosevelt have put such an emphasis on the use of film in the war effort? Do you agree with his assessment of its importance?
- Should film companies have been obligated to comply with the war initiative?
Hollywood had to carefully curate a positive image for the United States. Only the best shots of U.S. soldiers could be shown, and any footage not promoting the idea that the United States was good, strong, and victorious was discouraged. World War II films were initially bloodless, and any particularly violent footage from live battles would not be shown to the public.
Image: Filming of Photographic Intelligence in Bombardment Aviation featuring actor Alan Ladd, 1943. Courtesy National Archives
Watch the clip below of "America's Call to Arms." This newsreel highlights the United States' efforts to mobilize for war and provides an example of American World War II propaganda. As you view this clip, consider the following questions:
- In what ways does this film depict Americans contributing to the war effort?
- How does the film use imagery, language, and music to encourage viewers to participate in the war effort?
Within the first year of the United States' entrance into the war, the Roosevelt administration created the Office of War Information to increase public support for the war, and the existing Bureau of Motion Pictures was integrated into the new agency. Motion pictures were considered vital to the war effort for both their informative nature as well as their ability to garner support.
Image: President Franklin D. Roosevelt signing the declaration of war against Japan, 1941. Courtesy National Archives
War bond and enlistment advertisements were commonly included in text on movie posters, particularly those pertaining to the war. No media was safe from the war’s touch. Movie theaters did their part as well, often sponsoring scrap drives and offering discounted tickets for those who bought war bonds. Theaters worked in conjunction with film companies, each doing their part to ignite the sympathies and support of their patrons.
As you examine the promotional posters below, consider the following questions:
- What was unique about the ways in which movie theaters participated in World War II?
- Note the design, color scheme, and text on the posters above. Why was this style popular and effective? What sort of appeal do they use?
Cartoons were another effective method of bringing new audiences into the conversation. Children’s characters such as Donald Duck, Bugs Bunny, and a host of other Disney and Looney Tunes characters did their part in rallying supporters and fighting the Axis powers. Cartoons provided a particularly malleable medium for the manner in which “heroes” and “villains” could be portrayed. Good and bad were made easily distinguishable to the minds of children and adults alike in these simplified caricatures of major World War II players.
Watch the Walt Disney short film "Der Fuehrer's Face" below. As you view this film, consider the following questions:
- What was the intended effect of including popular heroes and children’s characters in the war effort?
- How might this have caused children and young people to view the war?
- Do you believe war cartoons were informative and necessary? Why or why not?
Hollywood film companies contributed to winning World War II in a number of other ways. In addition to lending their services to propaganda films and commercials, they also directly allocated resources. Cameras, film, projectors, typewriters, and more were often donated to government agencies. One such donation of typewriters is pictured here.
Image: Actress Maureen O'Hara pictured with donations of typewriters including O'Hara's personal typewriter. Courtesy Franklin D. Roosevelt Presidential Library and Museum
The film series Why We Fight demonstrates the educational and inspirational impact filmmakers hoped to elicit from their viewers during World War II. Recognizing the need for updated war information materials, General George Marshall hired director Frank Capra to oversee the creation of seven short movies entitled Why We Fight in order to educate soldiers and civilians alike about U.S. involvement in the war.
Click the buttons below to view clips from the seven-part film series, "Why We Fight."
As you view the clips above, consider the following questions:
- What sort of bias is presented in these films?
- What sort of image is being curated for the public?
- How truthful are these films?
Image: Screenshot from the film Why We Fight, 1945. Courtesy National Archives
The newly accessible technology of film made it possible to include civilians in a way that never existed before. Although used during World War I, film became much more prevalent during World War II through the embedding of filmographers and photographers with military units. The influence of film technology and wartime recordings did not end with the war, however, and footage collected for these propaganda films inspired and guided motion pictures for decades to come.
Image: Lt. Wilbur T. Blume poses with a 35mm motion picture camera. Courtesy Burton Blume via National Archives
From the Battlefield to the Big Screen
The production of films focusing on World War II did not stop with the war, but it did change. After the conflict ended, World War II movies were no longer bound by the same restrictions, and, as time went on, changing circumstances brought new information and new emphasis to war films. Film portrayals of the political and military circumstances of World War II changed over time as the United States got involved in the conflict and assessed its role after the war was over. The following films profiled in this section demonstrate changing perspectives on the war through film.
Image: A newsreel theater in Los Angeles near the end of World War II, 1945. Courtesy Ink Tank
The Great Dictator (1940)
In this satirical comedy-drama, Adenoid Hynkel (Charlie Chaplin) ruthlessly pursues Jewish citizens, including a Jewish barber also played by Chaplin, in his fictional country of Tomania. Given their similarities, the two are mistaken for one another. At the end of the film, the barber gives a grand final speech impersonating the dictator, in which he condemns all of Hynkel’s work.
This film denounces antisemitism and reflects upon the rise of Nazi power. The Great Dictator was considered visionary and somewhat ahead of its time, considering the United States had yet to enter the war at the time of its production.
The video below shows the final speech of The Great Dictator, in which the fake Hynkel calls for reform to the policies which have been in place.
Click the button below to watch the full movie.
Image: Scene from The Great Dictator, 1940. Courtesy The Chaplin Office
Discussion Questions
- What is the significance of emphasizing the similarities between Hynkel and the barber?
- How do you feel about the satirical style of this film?
Thirty Seconds Over Tokyo (1944)
Thirty Seconds Over Tokyo tells the story of the Doolittle Raid, a U.S. retaliation against Japan son after Pearl Harbor. A widely popular film, Thirty Seconds Over Tokyo merged realities of the battle with heartwarming moments of romance and friendship.
This movie was heralded for its accurate depiction of the Doolittle Raid, as well as its use of authentic footage of the participating aircraft. It was well-received by audiences and critics alike, winning the 1945 Oscar for Best Special Effects. It was nominated for many more awards, and the men who participated in the raid were pleased with the depiction of the raid.
Watch the original trailer for Thirty Seconds Over Tokyo:
Image: The original poster for Thirty Seconds Over Tokyo, 1944. Courtesy CineMaterial
Discussion Questions
- What purpose might authentic footage have served in this film? Why was it considered an important addition?
- What was the importance of creating a story with which audiences identified?
- Do you believe this movie romanticized and embellished the war, or simply made it compelling?
The Purple Heart (1944)
The movie The Purple Heart tells a similar story to that of Thirty Seconds Over Tokyo, focusing on the Doolittle Raid, but with a far less happy ending. This movie takes a different approach in garnering support from audiences by evoking outrage when the characters of the film are put on trial by the Japanese government and sentenced to death.
The rousing final speech by Captain Ross echoes the sentiments of contemporary U.S. audiences. For many, it felt the United States had a very personal stake in the war in the Pacific, due to the direct insult of Pearl Harbor, and Japan became particularly villainized in U.S. World War II films.
The final speech given by Captain Ross at the war crimes trial of the American soldiers who participated in the attack:
Image: The original poster for The Purple Heart, 1944. Courtesy CineMaterial
Discussion Questions
- What about American sentiments does Capt. Ross's speech seemingly reveal?
- How do you think contemporary audiences would have reacted to this film?
Back to Bataan (1945)
The film Back to Bataan, featuring actor John Wayne, was a blatantly anti-Japanese film. The movie focused on American Army Colonel Joseph Madden’s attempts at leading Filipino guerrilla fighters in attacks against the Japanese.
Rather than featuring an American hero, both Wayne and producer Robert Fellows argued that the hero should be Filipino. Despite objections, the script originally ended with Wayne’s American character leading an attack on the Japanese. As production neared its end, however, U.S. troops landed on the island of Leyte and began their invasion of the Japanese-controlled Philippines. This event prompted the film’s team to change the hero of the final battle to Filipino Captain, Bonifacio.
The original Back to Bataan trailer:
Click the button below to watch the full film.
Image: The original poster for Back to Bataan, 1945. Courtesy IMDB
Back to Bataan received the working title The Invisible Army, and it showcased events and characters which may have previously been unknown to the U.S. public. The opening credits reminded audiences that the characters and events in the film are based on reality, and the film begins with footage of real prisoners of war freed from Japanese prison camps.
The anti-Japanese sentiments in this movie are exemplified by the tagline featured on original film posters, “Get your weapon from a Jap… But you’ll have to kill him first."
Image: Pivotal scene in Back to Bataan where character Madden leads a group of Filipino guerrilla fighters, 1945. Courtesy Turner Classic Movies
Discussion Questions
- What is the significance of including a Filipino main hero in this film, both in 1945 and modern day?
- Consider the working title The Invisible Army. What about this title is telling of the nature of the film? Why might it have been changed?
- In what ways was this film progressive? In what ways was it a product of its time?
Judgment at Nuremberg (1961)
Created amidst the high tensions surrounding both the Cold War and the Vietnam War, this is a film about the consequences of actions committed in wartime. The picture was deemed both historically and philosophically valuable, and it was intended to evoke a degree of outrage and sadness. The film concludes with the following words: “Of the 99 men sentenced to prison by the time the Nuremberg trials ended on July 14, 1949, not one is still serving a sentence.” The film was released in 1961.
Judgement at Nuremberg classic trailer:
Image: Judgement at Nuremberg original film poster, 1961. Courtesy IMDB
Reportedly, cast members were shown real footage from the Dachau and Buchenwald concentration camps in order to illicit legitimate reactions. The film received wide critical acclaim and is heralded for its complex, realistic depictions of both the trials and their participants.
Judgment at Nuremberg was nominated for eleven Academy Awards and received high praise from others in the film industry. Actor Cary Grant notably took out a two-page ad simply to congratulate the director of the film.
Images: Richard Widmark, portraying Col. Tad Lawson, right, in a scene with Maximilian Schell in Judgment at Nuremberg, 1961. Courtesy AP Photos via Houston Chronicle.
Discussion Questions
- Why were authentic reactions to the Nuremberg war crimes necessary?
- How does the mood of this film differ from the the propagandist films of the early 40s?
Kelly’s Heroes (1970)
A different kind of war film, Kelly’s Heroes is a comedy about a group of soldiers who pull off a massive gold heist amidst the raging war in Europe. The tale was based on a true story, a crime which went down in history as one of the greatest robberies (and government cover-ups) of all time. Despite its World World II setting, the film is not exempt from the politically charged atmosphere of the Vietnam War era in which it was created.
Kelly's Heroes Trailer:
Behind the scenes, on-set interviews with the cast:
Discussion Questions
- How does the context of the ongoing Vietnam War affect this take on the World War II heist?
- What differences do you notice about the ways in which soldiers are depicted in this film versus the first World War II films? What about the war?
The Thin Red Line (1998)
This philosophical World War II film directed by Terrence Malick is inspired by the novel of the same name by James Jones, a semi-autobiographical account of Jones’ participation in the Guadalcanal campaign in the Pacific theater. Rated "R" for its graphic violence, this movie received mixed reviews from audiences.
Considered visually stunning and profound by some, but also deemed convoluted and challenging, The Thin Red Line was nominated for seven Academy Awards, including Best Picture. With this film adaptation, Malick intended to highlight the individual experiences of real soldiers rather than submit to the Hollywood narrative of World War II, as noted in the following quote from the director:
“As an event grows more distant in time, so the memory hardens particular aspects and lets slip others, providing the impetus for the generation of myths, which sacrifice individual experiences to a collective narrative”- Terrence Malick
Image: Drawing that shows a soldier on patrol in a foxhole covered by canvas on the Horse's Neck front during the World War II Battle of Guadalcanal, 1943. Courtesy Library of Congress
Discussion Questions
- Examine the quote from the director. What do you believe it means?
- How might a movie that highlights individual experiences differ from the perspective shown during the war? Do believe one is better or more authentic than the other?
Saving Private Ryan (1998)
Saving Private Ryan is one of the most well-known World War II films to date. Considered brilliant and moving by critics and audiences, Saving Private Ryan follows a group of Allied soldiers tasked with bringing home Private James Ryan, a soldier who participated in the invasion of Normandy. The film was directed by Steven Spielberg and was nominated for eleven Academy Awards, of which it won five.
Click the button below to review the Saving Private Ryan script.
Image: Steven Spielberg accepts an Oscar for Saving Private Ryan, 1999. Courtesy Entertainment Weekly
Saving Private Ryan reached new levels of realism in terms of both effects and acting. In order to achieve an accurate depiction in every department, director Steven Spielberg hired military advisor and retired Marine Captain Dale Dye to train his actors.
Their daily regimen included waking up before dawn, five-mile runs, weapons training, and more. Furthermore, the actors were allowed only three hours of sleep under a wet blanket each night. Cast and crew often joked about how makeup was unnecessary to make the men look war worn. The combat scenes were constructed only after extensive research and testimony, the accuracy of which is expressed in the videos below.
A D-Day veteran recounts the experience and attests to the accuracy of scenes in Saving Private Ryan:
Omaha Beach Scene Saving Private Ryan (for comparison, viewer discretion advised):
Image: Military advisor Dale Dye (center, arms crossed) and his unit of Hollywood trainees during the filming of Saving Private Ryan. Courtesy American Cinematographer Magazine
Discussion Questions
- Do you believe the accuracy of the invasion scene was necessary to give context of the battle? How did research help to convey the complexities and horrors of the D-Day Invasion?
- The violent nature of this and other movies often cause them to have high ratings. Do you believe this isolates some audiences? Is it for the best? Should this be remedied or would it compromise the stories' integrity?
Flags of Our Fathers (2006)
Flags of Our Fathers recounts the story behind the famous U.S. Marine Corps War Memorial. The memorial was based on a photograph from the Iwo Jima campaign in which soldiers hoisted up the U.S. flag. This film tells the story of the Iwo Jima campaign from the perspective of the U.S. Marines and was created to be a companion piece to the film Letters from Iwo Jima, which tells the same story through the eyes of the Japanese military.
Both movies were directed by Clint Eastwood, who reportedly believed the only fair way to depict such an intense, bloody campaign was to present the experience of both sides in separate movies. The movie alludes to moments from its companion film, and the two each contain scenes which complement and help explain one another.
Flags of Our Fathers Original Trailer:
Image: Theatrical release poster for Flags of our Fathers, 2006. Courtesy IMDB
Letters from Iwo Jima (2006)
This film is the companion piece to the movie Flags of Our Fathers, both of which were directed by actor/director Clint Eastwood. The film, which shows the Japanese perspective of the Iwo Jima campaign, had two working titles -- Red Sun, Black Sand and Diary of a General.
Letters from Iwo Jima was filmed primarily in the Japanese language despite the fact that it is an American film. This movie became more successful than its counterpart both critically and commercially, receiving high praise for its complex depictions of the “enemy.”
Letters from Iwo Jima Original Trailer:
Image: Letters from Iwo Jima showing at the Birmingham Cinema Marquee, 2007. Courtesy C.J. Peters via Flickr
Discussion Questions
- Letters from Iwo Jima and The Flags of Our Fathers are two films about the same battle both directed by Clint Eastwood. The film from the Japanese perspective was considered far more popular critically and commercially. What does this say about American audiences in 2006?
- How do you think audiences and critics would have reacted to a film of this kind during the war?
A Voice for the Voiceless
In addition to providing an outlet for the cinematic retelling of the experience of combat, film gives audiences insight into the untold stories of those outside of the war, but directly affected by it. Key elements of World War II include many stories difficult to tell, such as those concerning the Holocaust, Japanese internment, and many more lesser-known effects of World War II. Film has allowed many of these moments to be preserved in stark accuracy and studied with intent.
Image: Mug shot of Elzbieta Konarska, a child prisoner in the Jugendschutzlager Litzmannstadt, 1943. Courtesy United States Holocaust Memorial Museum
Shoah (1985)
This 9 ½ hour documentary tells the ongoing story of both survivors and perpetrators of the Holocaust. The title word, “Shoah,” is a Hebrew word appearing a number of times in the Bible with the context of total destruction. Since World War II, it came to be associated with the genocide of over 6 million Jewish people.
The documentary was constructed using only dramatized footage without a moment of archival film. Yet, it recounts a history clear in the minds of its survivors and highlights the ongoing effects of the Holocaust.
Click the button below to watch the original trailer.
Image: Prisoners of Auschwitz greet their liberators, 1945. Courtesy United States Holocaust Memorial Museum
Discussion Questions
- What, if anything, do you believe the inclusion of live/realistic footage adds to the telling of these stories?
- Why might the production team have decided not to use footage from the Holocaust? What is gained by showing the people and places as they are now? What might be lost?
Diary of Anne Frank (1959)
The famous diary of Anne Frank gave the world a peek inside the life of a Jewish girl in hiding during World War II. The film adaptation, The Dairy of Anne Frank (1959), brought her story to new audiences and gave form to her words. The story centers on her two years spent hiding in a shopkeeper’s attic before she and her family were transported to Nazi concentration camps. The film provides a look into both moments of normalcy and complete disruption outlined in Anne’s diary.
Click the button below to watch the trailer for The Diary of Anne Frank.
Image: Poster for the 1959 Diary of Anne Frank. Courtesy IMDB
Discussion Questions
- While the movie did attempt not to stray from the diary, certain scenes and lines were changed for the film adaptation. How do you feel about taking creative liberties with a movie of this nature?
- What are the pros and cons of adapting this and other books about the war into movies?
The de Kadt Family (1941)
The home videos of Wilhelmina de Kadt and her family are evidence of another unique function of film: learning more about the lives of people before and outside the war. The de Kadts were a Jewish family who owned a condensed milk factory in the Netherlands. During the Nazi invasions, the two young children were hidden with Christian families. Their grandmother was eventually freed from Bergen-Belsen, their only relative to have survived the Holocaust.
Click the button below to view a series of home videos from the de Kadt family.
Image: Screenshot from de Kadt family home movies, 1941. Courtesy United States Holocaust Memorial Museum
Discussion Questions
- In watching these videos, what stands out to you about this family?
- How does this video impact the way you view Holocaust victims and survivors? How might it impact different groups of contemporaries?
POWs
Film captured and reproduced some of the most intense moments of the war, preserving them for generations. On film, the staunch realities of war crimes were exposed to those who helped commit them. This powerful photo shows German prisoners of war viewing footage of German war atrocities. Their reactions are evident.
Click the button below to view a video depicting Japanese prisoners of war before their trial in various holding cells and courtrooms.
Image: German POWs viewing footage of German war atrocities, New York City, July 1945. Courtesy National World War II Museum
Discussion Questions
- How might these films impact those about whom they are made?
- How might those reactions differ (German soldier v. Holocaust survivor, Japanese soldier v. POW, etc.)? Why?
And Then They Came for Us (2017)
This documentary reflects upon the experiences of incarcerated Japanese Americans during World War II. The film features testimony from some of the 120,000 people who were forcibly imprisoned in accordance with Executive Order 9066, including actor George Takei.
In an effort to bring history to present day audiences, the film draws comparisons between World War II Japanese internment and the modern Muslim registry and travel ban. According to the movie’s promotional website, And Then They Came for Us was created with the following sentiment in mind:
“Knowing our history is the first step to ensuring we do not repeat it."
And Then They Came for Us trailer:
Image: Film poster for And Then They Came For Us, 2007. Courtesy Jonathan Logan Family Foundation
Discussion Questions
- Why might the story of Japanese-American internment only now be gaining attention?
- What is the importance of continuing to uncover and tell these kinds of stories?
- Reflect upon the quote from the movie's website. Do you agree with this sentiment? What does it mean to you?
Concluding Research Assignment:
Click the button below to examine a database of film posters from World War II. Select six posters from this database including three depicting the Pacific Theater and three depicting the European Theater. As you examine these posters, reflect on the different ways these two theaters were depicted in film. Then, find present day film posters depicting World War II as fought on both theaters.
Write: Compare and contract the ways in which the war in Europe and in the Pacific have been presented over time to different audiences. In your response, consider the following questions:
- How have portrayals of World War II in film changed over time?
- During World War II, how did film portray the war in Europe and in the Pacific differently?
- How has film shaped current understandings of World War II?
Image: Members of the First Motion Picture Unit shooting a military training film. Courtesy Margaret Herrick Library
This digital lesson was curated and designed by Rachel Locke from Christopher Newport University in collaboration with staff from the Museum of History and Holocaust Education at Kennesaw State University.