RESOURCES

This is a list of organizations, websites, articles and other materials that may be helpful to teachers in developing the lesson, or for students as they are researching.

The Film

POV: Nowhere to Hide by Zaradasht Ahmed
The site includes a general discussion guide with additional activity ideas, as well as a reading list.

Preemptive War

The American Prospect: "Perils of Preemptive War"
http://prospect.org/article/perils-preemptive-war - This exploration of President George W. Bush's preemption doctrine gives an overview of the issues prior to the start of the U.S. war in Iraq.

Brookings: "The Preemptive War Doctrine Has Met an Early Death in Iraq"
https://www.brookings.edu/opinions/the-preemptive-war-doctrine-has-met-an-early-death-in-iraq/ - This opinion piece assesses the preemption doctrine after two years of war in Iraq.

Nation Building

Constitutional Rights Foundation: "Election Central"
http://www.crf-usa.org/election-central/nation-building.html - This site offers a relatively easy-to-read summary of definitions and U.S. involvement in nation-building.

National Review: "For the U.S., There's No Avoiding Nation-Building"
https://www.nationalreview.com/2015/07/nation-building-iraq-middle-east-united-states/ - This article approaches nation-building as inevitable.

Pacifism

BBC: "Pacifism"
http://www.bbc.co.uk/ethics/war/against/pacifism_1.shtml - This page offers a general overview of the variations of pacifism and its opponents. A different style of overview is available here: https://www.thoughtco.com/ethics-antiwar-arguments-4078916.

POV: Media Literacy Questions for Analyzing POV Films
This list of questions provides a useful starting point for leading rich discussions that challenge students to think critically about documentaries.

STANDARDS

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)

RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social or economic aspects of history/social studies.

RH.9-10.10
By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently.

SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 9-10 topics, texts and issues, building on others' ideas and expressing their own clearly and persuasively.

SL.9-10.2
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.9-10.4 Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose and audience.

Content Knowledge: (http://www2.mcrel.org/compendium/) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).

Language Arts, Standard 1: Uses the general skills and strategies of the writing process.
Language Arts, Standard 2: Uses the stylistic and rhetorical aspects of writing.
Language Arts, Standard 8: Uses listening and speaking strategies for different purposes.
Language Arts, Standard 9: Uses viewing skills and strategies to understand and interpret visual media.
United States History, Standard 31: Understands economic, social and cultural developments in the contemporary United States.