Write 2-3 paragraphs in which you compare and contrast the main themes of Death and the King’s Horseman and Hamlet (at least the excerpts I assigned). Why do you think that I assigned these two plays together? Choose one of the following: What can we learn about how to interpret either one from reading the other OR what is very different about them that renders them incomparable?
Occupation or of ideological and political conflicts that gave rise to competing representations of history’ (p. 272). Through Rousso’s argument, it is clear to see that de Gaulle’s propaganda allowed him to influence the memory of certain events and use it to his advantage. Influencing memory after Vichy, and establishing, what Rousso describes as a ‘sublimated version of history’ (p. 82), allowed de Gaulle to ‘bestow an “invented honour”‘ (p. 82) onto France and permitted the country to appropriate “French grandeur” (p. 82) by presenting France as an ‘undivided nation whose military glory had been restored through four years of valiant patriotic struggle ‘. It can be argued that this myth was widely accepted due to the fact that it is what the French wanted to hear at the time. Rousso confirms that the ‘post-war citizen clung to the reassuring image of a resisting France’ (p. 19). By presenting himself in his speeches as the embodiment of France, de Gaulle gave himself the legitimacy he needed to govern. The Gaullist myth gave both strength and grandeur, not only to de Gaulle, but to France as well. Propaganda was additionally used to influence memory during the Algerian war, in particular from the French side. Nicolas Bancel comments on how the French wished to depict their presence in Algeria as a ‘civilising mission ‘. This was a common theme in propaganda relating to French colonies, as Bancel observes that it portrayed a version of ‘savages that would at last be civilised’ (p. 47) thanks to the mission, which was a ‘logical extension of human rights’ (p. 47). This can be further illustrated with this propaganda poster from 1957, which shows a solider educating two Algerian children : Due to the language of the poster, it could be inferred that it is aimed at a French audience. It presents the soldier, and therefore France, as a benevolent, kind presence providing enlightenment to the country. Lees explains how, when the war began, ‘propaganda was not required to convince the French public of the importance of retaining French Algeria’ (p. 8), since the theme of the Empire had been ‘promoted consistently in State mass media propaganda since Daladier’ (p. 8) and thus was still ‘hugely popular’ (p. 8) by the time the war broke out. However, as the war went on and more lives were lost, it became increasingly necessary to produce propaganda to convince the French public that it was worth the effort. This poster is described by Lees as being a ‘clear signal of the contribution France was making to Algeria’ (p. 9) and, while the text can be seen as being aimed at a French audience, the image can be understood by everyone, including the Algerians, many of whom were illiterate and unable to understand French. By promoting this image in their propaganda, the French intended to alter how their presence in Algeria was remembered, and also to legitimise it. This was achieved by illustrating, with examples such as this poster, how the French presence in Algeria was something positive which people should be proud of, as opposed to focusing on the darker, more negative side of the war and French Algeria. This being said, Lees confirms that public opinion began to change as the war went on as the ‘human cost of the conflict’ (p. 9) increased. This was reflected in the shift in the message of propaganda under de Gaulle where ‘television was the firs>GET ANSWER