Download WHY WE FIGHT

Name:
Date:
WHY WE FIGHT
“Where the debate and controversy begins is how far does the U.S. government go and when
does it go from a force of good to a force of imperialism?”
Pre-Assessment Activity Overview
Grand Jury Prize winner at the 2005 Sundance Film Festival, WHY WE FIGHT is an unflinching look at the
anatomy of American war making. Granted unparalleled Pentagon access, the film launches a nonpartisan
inquiry into the forces---political, economic, and military---that drive America to fight.
As history has taught us, the Roman Republic built a vast empire and then created standing armies in order to
maintain control over its vast empire. Over time, these standing armies, their generals, and corruption contributed
to the collapse of the Roman Empire. Centuries later, George Washington warned the American Republic about
the threat of standing armies in his final presidential address and he emphasized that nowhere is it written that the
American Empire will go on forever.
Inspired by Dwight Eisenhower’s 1961 Farewell Address in which he warned Americans about the dangers of the
“military-industrial complex,” filmmaker Eugene Jarecki weaves unforgettable stories of everyday Americans
touched by war with commentary by a “who’s who” of military and Washington insiders.
Rationale
This is a monumental pre-assessment activity that will help to prepare you for our next unit plan that focuses on
American Imperialism, as well as future unit plans including World War One, World War Two, The Cold War, and
America in the 21st Century.
What you will learn in this mini-lesson will help you to make contemporary
connections with our historical past and critically understand and evaluate Why We Fight.
Instructions
•
Step #1: Understand the vocabulary terms for this film;
•
Step #2: Observe the film and apply the film’s Study Guide to the three themes of the film and use the
Study Guide as a source of reference for notable people, places, events, and quotations that occurred in
the film;
•
Step #3: Evaluate an asssigned ‘Focus Question’ in small groups to examine after watching the film.
Please feel free to use the film’s Study Guide and take notes in order to address your assigned Focus
Question;
•
Step #4: Select and respond to one of the Wrap-Up Questions of your choice that examines the three
themes of the film. Next, create a thesis statement that represents what you believe to be the film is
trying to prove. Then evaluate your thesis.
1
Step #1: Understanding Your Vocabulary
Review the following vocabulary terms for this film.
1. Economic Imperialism: the belief that encourages
America to expand in order to economically
compete with other countries.
2. Political Imperialism: the belief that encourages the
U.S. to morally spread its political ideologies
(democracy, freedom, capitalism) throughout the
world.
3. Military Imperialism: the belief that encourages U.S.
foreign policy to become a world power by building
and maintaining military bases around the world in
order to protect the democratic and economic
interests of the United States.
4. Isolationism: a government policy based on the belief that national interests are best served by avoiding
economic and political alliances with other countries.
5. Standing Armies: a permanent army of paid soldiers maintained by a nation.
6. Military-Industrial Complex: an informal alliance of the military and related government departments with
defense industries that is held to influence government policy.
7. Blowback: an unforeseen and unwanted effect, result, or set of repercussions.
8. Collateral Damage: injury inflicted on something other than an intended target; specifically : civilian
casualties of a military operation.
9. Cost-Benefit Analysis: an economic analysis that assigns a numerical value to the cost-effectiveness of
an operation, procedure, or program.
10. Domino Theory: a theory that if one nation becomes Communist-controlled the neighboring nations will
also become Communist-controlled.
2
11. Government Contractors: private businesses that are hired by the U.S. government to build weapons of
mass destruction.
12. Revolving Door Policy: the movement of personnel between roles as legislators and regulators and the
industries affected by the legislation and regulation and on within lobbying companies.
13. Think Tanks:
an institute, corporation, or group organized for interdisciplinary research (as in
technological and social problems) —called also think factory.
14. Joint Resolution 114: the resolution cited many factors to justify the use of military force against Iraq. For
example, the resolution authorized President Bush to use the Armed Forces of the United States "as he
determines to be necessary and appropriate" in order to "defend the national security of the United States
against the continuing threat posed by Iraq; and enforce all relevant United Nations Security Council
Resolutions regarding Iraq."
15. Capitalism: an economic system characterized by private or corporate ownership of capital goods, by
investments that are determined by private decision, and by prices, production, and the distribution of
goods that are determined mainly by competition in a free market.
16. Democracy: a government in which the supreme power is vested in the people and exercised by them
directly or indirectly through a system of representation usually involving periodically held free elections.
3
Step #2: Applying the Three Themes to the Film Study Guide
Observe the film and use the film’s Study Guide as a reference for notable people, places, events, and quotations
that occurred in the film. Please note: it is important to understand that this film does not follow a chronological
format. Instead the film is presented through a variety of themes that I have explained for you below.
Theme #1: The Motivations Behind Imperialism—Examine the political, economic, and military reasons
why America chooses to fight. What is your evaluation? To what extent do you agree or disagree with
this theme?
Theme #2:
The Fog of War—Examine the role of the Military-Industrial Complex and its ability to
manipulate the American people towards war. Does Congress genuinely represent the interests of the
American people or do they represent the business interests of war? What is your evaluation? To what
extent do you agree or disagree with this theme?
Theme #3: Walk Softly and Carry A Big Stick—Examine the international role of the United States as a
superpower. To what extent should we ‘police’ the world? “How far should the United States go and
when does it go from a force of good to a force of imperialism?” Be sure to justify your rationale.
WHY WE FIGHT—Notable people, places, events, and quotations of the film.
Why do we fight?
Political Imperialism: to spread democracy and freedom throughout the world;
“Somebody has to pay for 9/11.”
Blowback;
“The world was behind us…what went wrong?”
“The United States of Amnesia:” Guatemala, Lebanon, Laos, the Congo, Brazil, Grenada, Panama…
Dick Cheney and “A One Superpower World;”
The War in Iraq vs. the War on Terrorism;
The Bush Doctrine: pre-emptive strikes are now appropriate;
4
Notes:
March 19, 2003: notice how we will refer to this story throughout the film;
Eisenhower, WWII, and the American military build up;
Truman, Hiroshima, Nagasaki, and the Bomb;
The Arsenal of Democracy—Maintain American global dominance;
Why We Fight: World War II compared to the Iraq War;
“Spreading democracy around the world on the point of our bayonets.”
Should the United States ‘police’ the world?
“Where the debate and controversy begins is how far does the U.S. government go and when does it go from
a force of good to a force of imperialism?”
Notes:
The Cold War and the Military-Industrial Complex = the Pentagon + Private Contractors + Congress;
The Good Life: defense spending;
“Priorities are set by what benefits corporations as opposed to what benefits the country.”
Making a killing = private contractors + public defense;
5
The Business and Politics of War: private contractors  the Pentagon  Congressional approval  happy
citizens who have jobs  Congressmen re-elected;
The Revolving Door and Halliburton: legal corruption;
Joint Resolution 114;
“When war becomes that profitable, you’re going to see more of it.”
‘Be all you can be’ and the ‘Warrior Class’—American citizens who fit into
the lower socio-economic class;
Economic Imperialism / Colonialism;
Notes:
Why Did We Invade Iraq?
In 1953, the Prime Minister of Iran, Mohammad Mossadeg, became irritated with the British because the
British were ripping off Iran and her natural resources. So the British appealed to the United States for
help and Eisenhower declared Mossadeg a communist.
The CIA then helped to start a military coup and later the Shah was appointed dictator of Iran who began
an oppressive regime. In 1979, Ayllotalah Khomeini started a revolution in Iran and the Shah was
overthrown. Suddenly, Iran became a country that was no longer an American ally.
Meanwhile, Iraqi president, Saddam Hussein, became concerned about Khomeini’s growing revolution
and appealed to the United States for help. The United States gave money and weapons to finance his
Iraq’s war with Iran.
In 1990, Saddam Hussein invaded Kuwait to take control of the valuable oil fields. Out of fear of Hussein
controlling these oil fields and potentially Saudi Arabia, George H. Bush sent American troops to Kuwait
and was able to drive back Hussein’s army. The stage was now set for another showdown in 2003 for
George W. Bush to declare that Hussein possessed ‘weapons of mass destruction,’ invade Iraq, and
remove Hussein from power.
6
Notes:
The New Military-Industrial Complex = ‘think tanks’ + private contractors + the Pentagon + Congress;
‘The Axis of Evil’’
Manipulating the American people towards war;
The role of the media;
Anti-War Demonstrations;
Precision Bombing and Collateral Damage;
“The price of liberty is eternal vigilance and we have not been vigilant…about the dangers of unauthorized
power in the form of the industrial-military complex.”
Notes:
7
Step #3: Evaluating the Film’s Focus Questions
Your teacher will assign you one of the Focus Questions for you to respond to after watching the film. Please feel
free to use the film’s Study Guide and take notes in order to address your assigned Focus Question. Record your
response to your Focus Question on the opposite page.
•
Group A: The DVD cover for this film claims that Why We Fight “launches a nonpartisan inquiry into the
forces—political, economic, and military—that drive America to fight.” What does “nonpartisan” mean
here? What is your evaluation of the claim that the film is nonpartisan? Evaluate when and how America
should be justified to practice political, economic, and/or military imperialism.
•
Group B: What did President Dwight Eisenhower mean by “the military-industrial complex” in his 1961
Farewell Address? What position does this film take on “the military-industrial complex?” What is your
evaluation about “the military-industrial complex?”
What do you believe the filmmakers hope to
accomplish with this film?
•
Group C: Images of children are used throughout the film—at the Blue Angels air show, at a fair where
military technology is displayed and explained, in footage and still shots of civilians injured or killed, and
so forth. What is the point of including these images of children? Do you think the use of these images
was appropriate? Do you think it helped to prove the point the filmmakers were trying to emphasize?
•
Group D: One of the closing remarks in the film states, “The price of liberty is eternal vigilance and we
have not been vigilant…about the dangers of unauthorized power in the form of the military-industrial
complex.” What does this quote mean? Do you agree or disagree with this quote? How does one
become more ‘vigilant’ as an American to assure that the price of liberty is never out of reach?
•
Group E: Near the end of the film, one commentator who appears frequently in the film remarks that the
American military-industrial complex reflects a “constant struggle between capitalism and democracy.” He
then says, “Clearly, capitalism is winning.” An important task of philosophers is to clarify terms used in
arguments. What does this commentator mean by capitalism? What does he mean by democracy? What
are your thoughts about this economic and political struggle? What do you believe should be done?
•
Group F: In a way, the retired New York City Police sergeant is a microcosm of how America responded
during and after the events of 9/11.
•
How did this gentleman respond to the death of his son because of 9/11? How can this attitude
be compared to America’s attitude towards 9/11?
•
How did this gentleman respond to his actions after 9/11? How can his reflection about his
actions be compared to America’s actions?
****PLEASE RECORD YOUR RESPONSES ON THE OPPOSITE PAGE****
8
Group Letter:
Group Response:
After listening to each of the groups’ responses, what questions, arguments, or convictions
do you have? What do you want to learn more about?
9
Step #4: Selecting and Evaluating a Wrap Up Question and Creating a Thesis
Select and respond to one of the Wrap-Up Questions of your choice that examines the three themes of the film.
Next, create a thesis statement that represents what you believe to be the film is trying to prove. Then provide
your evaluation of this thesis. Do you agree or disagree with this thesis that the filmmakers are trying to prove?
Explain. Record your responses in the spaces provided below.
Theme #1: The Motivations Behind Imperialism—Examine the political, economic, and military reasons
why America chooses to fight. What is your evaluation? To what extent do you agree or disagree with
this theme?
Theme #2:
The Fog of War—Examine the role of the Military-Industrial Complex and its ability to
manipulate the American people towards war. Does Congress genuinely represent the interests of the
American people or do they represent the business interests of war? What is your evaluation? To what
extent do you agree or disagree with this theme?
Theme #3: Walk Softly and Carry A Big Stick—Examine the international role of the United States as a
superpower. To what extent should we ‘police’ the world? “How far should the United States go and
when does it go from a force of good to a force of imperialism?” Be sure to justify your rationale.
Thematic Wrap-Up Question Response:
Thesis Statement:
Your Evaluation:
10