Category Archives: Social Artifacts

Curious things within culture and history, you might not know about.

Dapper Dan Doll…


Social_Artifacts
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Date: September 11, 2018

01) Do you remember Dressy Bessy?


“These “learn to dress” dolls are perfectly sized at about fourteen inches tall. They are made of soft, lovable plush and unlike other “learn to dress” dolls, their outfits are not removeable…this way your toddler can learn the skills without you having to hunt for lost shoes at the end of the day!”

Does anyone remember Dapper Dan?…

…I do!

This was one of the very first Christmas presents I ever remember getting…I thought it was curious, that I got a male doll…with pants I could unzip, and open wide…

Pretty sure he got given away…or sold in a yard sale…but, I recall really loving that doll…I’m kind of wondering if there are any pictures in the family album, with my Dapper Dan in them…Hmmmm…

I had one of the originals, like the one pictured here…Apparently, they still make these…but in a different model…Not sure if you can unzip their pants, and expose their crotch anymore.

Quite the interesting social artifact, I must say.

Philosophical Question:

…Did Dapper Dan teach us to dress ourselves?…

…Or did he teach us the deep pleasures, of unzipping a smaller males pants, and opening wide his fly?…

Hmmm…In my experience…I literally remember it both ways.

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Mozart: “Leck mir den Arsch fein recht schön sauber” – Sung by a Teen Choir…


Social_Artifacts
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Date: July 06, 2018

01) Cor Vivaldi – Leck mir den Arsch fein recht schön sauber – W A Mozart – 5/14


“Concert “Mozart, Schubert, Rossini” “De l’humor escatològic a la fe tot passant per la flauta màgica”

Cor Vivaldi “Petits Cantors de Catalunya”
Òscar Boada, piano i direcció”

The title translates to “Lick my ass fine pretty clean”…

I’m not into that sort of thing…but I have to confess…I find school kids singing such a song, to be absolutely hysterical!

…A few of them look like middle schoolers…

This choir needs more boys, though.

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Post-WW2 Anti-Fascist Educational Film – Don’t Be a Sucker – 1947…


Social_Artifacts
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Date: July 08, 2017

01) Post-WW2 Anti-Fascist Educational Film – Don’t Be a Sucker – 1947


“Don’t Be a Sucker! is a short educational film produced by the U.S. War Department in 1943 and re-released in 1947. The film depicts the rise of Nazism in Germany and warns Americans against repeating the mistakes of intolerance made in Nazi Germany. It emphasizes that Americans will lose their country if they let themselves be turned into “suckers” by the forces of fanaticism and hatred. The film was made to make the case for the desegregation of the United States armed forces by simply revealing the connection between prejudice and fascism.

This film is not propaganda. To the contrary, it teaches how to recognize and reject propaganda, as was used by the Nazis to promote to bigotry and intimidation. It shows how prejudice can be used to divide the population to gain power. Far more significantly, it then shows how such tactics can be defanged by friendly persuasion; that protection of liberty is a unifying and practical way to live peacefully.

Plot:
A young American Free Mason is taken in by the message of a soap-box orator who asserts that all good jobs in the United States are being taken by the so-called minorities, domestic and foreign. He falls into a conversation with Hungarian professor who witnessed the rise of Nazism in Berlin and who tells him of the pattern of events that brought Hitler to power in Germany and how Germany’s anti-democratic groups split the country into helpless minorities, each hating the other. The professor concludes by pointing out that America is composed of many minorities, but all are united as Americans.

HISTORICAL BACKGROUND / CONTEXT

Nazi Germany is the common English name for the period in German history from 1933 to 1945, when Germany was governed by a dictatorship under the control of Adolf Hitler and the Nazi Party (NSDAP). Under Hitler’s rule, Germany was transformed into a fascist state in which the Nazi Party took totalitarian control over nearly all aspects of life. The official name of the state was Deutsches Reich from 1933 to 1943 and Großdeutsches Reich (“Greater German Reich”) from 1943 to 1945. The period is also known under the names the Third Reich (German: Drittes Reich) and the National Socialist Period (German: Zeit des Nationalsozialismus, abbreviated as NS-Zeit). The Nazi regime came to an end after the Allied Powers defeated Germany in May 1945, ending World War 2 in Europe.

Hitler was appointed Chancellor of Germany by the President of the Weimar Republic Paul von Hindenburg on 30 January 1933. The Nazi Party then began to eliminate all political opposition and consolidate its power. Hindenburg died on 2 August 1934, and Hitler became dictator of Germany by merging the powers and offices of the Chancellery and Presidency. A national referendum held 19 August 1934 confirmed Hitler as sole Führer (leader) of Germany. All power was centralized in Hitler’s person, and his word became above all laws.

Racism, especially antisemitism, was a central feature of the regime. The Germanic peoples (the Nordic race) were considered by the Nazis to be the purest branch of the Aryan race, and were therefore viewed as the master race. Millions of Jews and other peoples deemed undesirable by the state were murdered in the Holocaust. Opposition to Hitler’s rule was ruthlessly suppressed. Members of the liberal, socialist, and communist opposition were killed, imprisoned, or exiled. The Christian churches were also oppressed, with many leaders imprisoned. Education focused on racial biology, population policy, and fitness for military service. Career and educational opportunities for women were curtailed. Propaganda minister Joseph Goebbels made effective use of film, mass rallies, and Hitler’s hypnotizing oratory to control public opinion. The government controlled artistic expression, promoting specific art forms and banning or discouraging others.

Following the Allied invasion of Normandy (6 June, 1944), Germany was conquered by the Soviet Union from the east and the other Allied powers from the west and capitulated within a year. The victorious Allies initiated a policy of denazification and put many of the surviving Nazi leadership on trial for war crimes at the Nuremberg trials.

Post-WW2 Anti-Fascist Educational Film | Don’t Be a Sucker | 1947

TBFA_0103

NOTE: THE VIDEO REPRESENTS HISTORICAL EVENTS. SINCE IT WAS PRODUCED DECADES AGO, IT HAS HISTORICAL VALUES AND CAN BE CONSIDERED AS A VALUABLE HISTORICAL DOCUMENT. THE VIDEO HAS BEEN UPLOADED WITH EDUCATIONAL PURPOSES. ITS TOPIC IS REPRESENTED WITHIN HISTORICAL CONTEXT. THE VIDEO DOES NOT CONTAIN SENSITIVE SCENES AT ALL!”

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No More “Age Verification” Free Video Embedding…


Cork_Board
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Date: March 23, 2017

I’ve stopped using the embedding code, that sidesteps the YouTube age verification.

Potentially, you’ve noticed that a lot of the embedded videos from YouTube are all giving a playback error?

For years, I’ve used the embedding code that is supposed to let anyone watch a video outright, without worrying about logging into YouTube to verify their age…This was done as a courtesy to my visitors.

As always…YouTube has recently made changes to their website…and from the looks of it, they’ve disabled this method of embedding…whether intentional, or not.

This means for me, that I have already dropped the usage of it…To be honest, it was annoying having to deal with a few things about it, anyway…I’m glad to be done with it.

But, now a ton of embedded videos won’t play on this blog…Fortunately, this is why I’ve always included a direct link to the YouTube video page…So, there should be no real issue…Just click on the link…Watch it on YouTube.

All the best…

– Steve

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Lord of the Flies: Clothing and Nudity in chapter 1 – Analysis…


Social_Artifacts
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Date: July 10, 2016

01) Lord of the Flies: Clothing and Nudity in chapter 1 – Analysis


“An in-depth analysis of the significance of clothing and nudity in the first chapter of William Golding’s novel “Lord of the Flies”, arguing closely from the text with many specific citations, and with fair use of copyrighted material from both the 1963 and 1990 movies for illustrating the points made.

A fact that i completely missed when making this video essay is that swimming in the nude in groups wasn’t uncommon for boys and men in many countries until as late as 1970. That clearly explains why Golding, in the 1950ies, could easily use nudity as a symbol in the way he did, why it was already harder to show it that way for Brook in the 1960ies, and why the symbol is _now_ so widely misinterpreted to signify “regression into savagery”, which completely misses the point. Please do read the insightful comment posted by Allen Williams for further clarification and give it a “thumbs up” such that others can more easily find it.

For more information on the history of nude swimming in U.S. schools, see the excellent three-part documentary starting with this video:

https://www.youtube.com/watch?v=xGt_HUSSyQQ

The following photo essay relates the history of public swimming in England, with some scattered hints about how attitudes toward nudity changed over time (but it’s not quite as detailed as the above one about the U.S.):

https://www.youtube.com/watch?v=T1jt6DFhpIs

This is quite interesting.

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