Four Corners 50 Years - Home Welcome to a celebration of 50 years of ABC Television’s premier News and Current Affairs program, Four Corners. This website is a celebration of our history, which is not only TV programs, it is the successful collaboration of people: executive producers, reporters, researchers, editors, producers, crews and administrators, all of whom have played a significant role in the program’s history, identity and success, from 1961 to the present day. Four Corners’ reports have explored cultural and social change, political upheaval, conflicts, disasters and terrorism, with an eye on national and international events. This website will showcase the key stories, people and events we have covered over the past 50 years, and will stand as a living archive to five decades of vigorous reporting on ABC TV. You can explore our vast archive of programs by decade or by theme. The website also presents extended interviews with reporters, executive reporters, researchers and cameramen.
Our War: 10 Years in Afghanistan Series marking the ten-year anniversary of the war in Afghanistan, telling the story of the conflict through the words and pictures of the young soldiers themselves. Ambushed - This opening part of the series tells the story of a close-knit group of friends from 3 Platoon, 1st Battalion Royal Anglian regiment, who were sent to Helmand province in 2007. For most of them it was their first experience of war. The whole tour was filmed on a helmet camera by the platoon's sergeant, who captured the moment when one of his men, 19-year-old Private Chris Gray, was killed in a Taliban ambush. The Invisible Enemy - The second episode focuses on a young platoon from the Grenadier Guards and their terrifying struggle with landmines, also known as Improvised Explosive Devices (IEDs). Caught in the Crossfire - The final part starts in 2009 and tells the story of 2nd Battalion Princess of Wales regiment as it comes to terms with new rules of fighting brought in to protect civilians.
The Fog of War In this grimly compelling film, documentary filmmaker Errol Morris tackles one of his most perplexing and ambiguous subjects: former defense secretary Robert McNamara, widely identified (and in many quarters reviled) as the architect of the Vietnam War. The octogenarian McNamara, a former head of Ford Motor Co. whose government service began during World War II, is filmed via Morris's invention, the Interrotron, a device that allows interviewer and subject to look into each other's eyes while also staring directly into the camera lens. This enables the subject to maintain eye contact with the audience, and given the frequently disturbing nature of McNamara's revelations, it makes for quite an eerie viewing experience. He discusses at length the Allied campaign against Japan in WWII, the Cuban Missile Crisis, and the costly, protracted conflict in Vietnam. From his musings Morris extrapolates 11 lessons, which are presented one at a time to impose film structure.
World War One - What is a Trench? | HistoryOnTheNet Trench warfare characterised much of the fighting during World War One, particularly along the Western Front. Trench systems were complicated with many interlinking lines of trenches. Front Line Trench Cross Section Artillery Line The artillery line was where the big field guns were located. Communication Trench The communication trenches were used to move between the front and rear trenches. Support Trenches The support trenches provided a second line of defense in case the front line trench was taken by the enemy. Bunker The underground bunkers were used to store food, weapons and artillery. Traverse Trenches were not built in straight lines. Machine Gun Nest The machine gun nest was where the machine guns were located. Front Line Trench The front line trenches were generally about 8 feet deep and between 4 and 6 feet wide. Barbed Wire Barbed wire was used extensively in the trench warfare of world war one. Listening Post Listening posts were used to monitor enemy activity. No Man's Land Parapet
Visual essay-writing: cartoons, sticky-notes and plenty of collaboration! To develop analytical and essay-writing skills in a collaborative and engaging manner, start by gathering a series of photographs relating to the topic in question: A pile of cartoons and photographs (maybe about 20 of these)PodcastsVideo clipsTextbooksArticles Next, divide the class into groups. Within each group, three students should be responsible for organising the cartoons into meaningful categories to answer the key question for the lesson (in the photograph shown here, cartoons are being organised into meaningful categories to help understand “Why was the Marshall Plan so controversial?”). Whilst the ‘cartoonists’ are busy discussing how to arrange the images meaningfully, another student should be listening to the podcasts, another watching the video, another reading the article, and another reading a textbook (it is a good idea to let students choose the task they are most comfortable with, as far as possible). Like this: Like Loading... Related 13th April 2016 26th December 2015
A Life Stranger Than the Movie, 'Europa, Europa,' Based on It LODZ, Poland— The truth of Solomon Perel's life is even stranger than the movie. Mr. Perel was the inspiration for the film "Europa, Europa," the tale of a young German Jew trapped by the shifting front lines of World War II who passes himself off as Aryan and ends up in the Hitler Youth. The film version is bizarre enough. Captured by the Germans in 1941, he poses as an ethnic German born in Russia, becomes a translator for a German Army unit, is adopted by its commander as his son and eventually returns to Germany for training at a Hitler Youth barracks. All these events, Mr. During a train ride to Lodz for the premiere of "Europa, Europa" in that city, Mr. The movie, he said, also doesn't cover his meeting shortly after the war with one of the teachers from the Hitler Youth academy. After the war, Mr. Mr. But he passionately defends the Polish director, Agnieszka Holland, for producing a movie that is true to the spirit of his wartime experiences. "She asked about morality," Mr. Mr.
India 1900 to 1947 In 1900, India was part of the British Empire; but by the end of 1947, India had achieved independence. For most of the Nineteenth Century, India was ruled by the British. India was considered the jewel in the crown of the British Empire. Queen Victoria had been made Empress of India and the British had a major military presence in India. Indian nationals had no say in central government and even at a local level, their influence on policy and decision making was minimal. In 1885, educated middle class nationals had founded the Indian National Conference (INC). In response to this development, the Morley-Minto reforms were introduced in 1909. After 1918, nationalism within India intensified. 1. 2. As early as 1917, Britain had toyed with the idea of giving India a measure of self-government: “the gradual development of self-governing institutions with a view to the progressive realisation of responsible government in India as an integral part of the British Empire”. 1. 2. Jawaharlal Nehru
Theresienstadt concentration camp Coordinates: Location of the concentration camp in the Czech Republic Theresienstadt concentration camp, also referred to as Theresienstadt Ghetto,[1][2][3] was established by the SS during World War II in the fortress and garrison city of Terezín (German name Theresienstadt), located in occupied part of the Czech Republic, called Sudeten. Tens of thousands of people died there, some killed outright and others dying from malnutrition and disease. History[edit] The fortress of Theresienstadt in the north-west region of Bohemia was constructed between the years 1780 and 1790 on the orders of the Austrian emperor Joseph II. From 1914 until 1918, Gavrilo Princip was imprisoned here, after his conviction for the assassination of Archduke Franz Ferdinand of Austria and his wife on June 28, 1914, a catalyst for World War I. During a 1944 Red Cross visit, and in a propaganda film, the Nazis presented Theresienstadt to outsiders as a model Jewish settlement, but it was a concentration camp. H.
Featured Artifact: Model of the Lodz Ghetto The city of Lodz is located about 75 miles southwest of Warsaw, Poland. The Jews of Lodz formed the second largest Jewish community in prewar Poland, after Warsaw. On the eve of the war there were 223,000 Jews in Lodz out of a population of 665,000. German troops occupied Lodz one week after Germany invaded Poland on September 1, 1939. Lodz was annexed to Germany as part of the Warthegau. In early February 1940, the Germans established a ghetto in the northeastern section of Lodz. Leon Jakubowicz, a shoemaker by training and a native of Lodz, began constructing this model of the Lodz ghetto in the spring of 1940, after the ghetto was sealed. Click on View Artifacts to examine this object. In the spring of 1944, with the ghetto population still numbering some 75,000 Jews, the Nazis began to liquidate the Lodz ghetto with deportations first to the Chelmno killing center and ultimately, by August, to Auschwitz-Birkenau. Jakubowicz was transferred to forced-labor camps in Germany.
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