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1. Designed by Kristi Anne McKenzie
This DBQ project will explore documents that
contribute to the popular image of the soldier in
the minds of the American people.
As you examine the following documents,
remember to keep in mind both the source of the
document and the point of view that is being
expressed.
Who created the document?
What was the goal in creating this document?
How does the document reflect the period in time?
How do the documents support or contradict one
another?
COMBAT SOLDIERS
IN CONTEXT
1
1

2. Yesterday, December 7th, 1941 -- a date which will
live in infamy -- the United States of America was
suddenly and deliberately attacked by naval and
air forces of the Empire of Japan. The United States
was at peace with that nation and, at the
solicitation of Japan, was still in conversation with
its government and its emperor looking toward the
maintenance of peace in the Pacific.
Indeed, one hour after Japanese air squadrons
had commenced bombing in the American island of
Oahu, the Japanese ambassador to the United
States and his colleague delivered to our Secretary
of State a formal reply to a recent American
message. And while this reply stated that it seemed
useless to continue the existing diplomatic
negotiations, it contained no threat or hint of war
or of armed attack.
It will be recorded that the distance of Hawaii from
Japan makes it obvious that the attack was
deliberately planned many days or even weeks
ago. During the intervening time, the Japanese
government has deliberately sought to deceive the
United States by false statements and expressions
! What role does
America need to play in
this war?
What is the
justification for
going to war?
What does the speaker want
the audience to believe
about the war?
World War Two
President Franklin Delano Roosevelt’s speech to Congress
December 8, 1941

3. What are the key
elements of the
images?
How are soldiers
being represented?
Flag Raising at Iwo Jima
February 23, 1945
The Kiss
V-J Day,
August 14, 1945

4. What are the key
elements of the
scene?
How are soldiers
being represented?
WWII ended in 1945. This film was
released in 1954. How might the
passing of time relate to the
portrayal of the soldiers?
Does the film portrayal of the
soldier contradict the
representation from the
photographs, or support it?
What image of the American soldier is established by these documents from World War Two?
How does this image relate to the speech about America’s role in World War Two and the
justification for fighting in it?
MOVIE 1.1 Irving Berlin’s White Christmas (1954)
Gee, I Wish I Was Back in the Army!

5. The Vietnam
There is at the outset a very obvious and
almost facile connection between the war in
Vietnam and the struggle I and others have
been waging in America. A few years ago
there was a shining moment in that struggle.
It seemed as if there was a real promise of
hope for the poor, both black and white,
through the poverty program. There were
experiments, hopes, new beginnings. Then
came the buildup in Vietnam, and I watched
this program broken and eviscerated as if it
were some idle political plaything on a
society gone mad on war. And I knew that
America would never invest the necessary
funds or energies in rehabilitation of its poor
so long as adventures like Vietnam continued
to draw men and skills and money like some
demonic, destructive suction tube. So I was
increasingly compelled to see the war as an
enemy of the poor and to attack it as such.
Perhaps a more tragic recognition of reality
took place when it became clear to me that
the war was doing far more than devastating
the hopes of the poor at home. It was
sending their sons and their brothers and
Dr. Martin Luther King, Jr.’s speech “Beyond Vietnam”
Riverside Church, NY
April 4, 1967
! What role does
America need to play
in this war?
What is the
justification for !
going to war?
What does the speaker want
the audience to believe
about the war?

6. 6
What are the key elements
of the image?
! How are soldiers !
! being represented?
National Guard troops fire on protestors at
Kent State University
1970
Men tending to the wounds of John
Cleary, injured by shrapnel. Their efforts
saved his life.

7. ! What are the key !
elements of the scene?
How are soldiers !
being represented?
The Vietnam War ended in 1975. This
film was released in 1987. How might
the passing of time relate to the
portrayal of the soldiers?
Does the film portrayal of
the soldier contradict the
representation from the
photographs, or support it?
What image of the American soldier is established by these documents from the
Vietnam War?
How does this image relate to the speech about America’s role in the Vietnam War
and the justification for fighting in it?
How does the image of the Vietnam War soldier compare to that of the World War
Two soldier?
MOVIE 1.2 Stanley Kubrick’s Full Metal Jacket (1987)
Animal Mother’s Charge

8. The War on Terror
On September the 11th, enemies of
freedom committed an act of war against
our country. Americans have known wars -
but for the past 136 years, they have been
wars on foreign soil, except for one
Sunday in 1941. Americans have known
the casualties of war - but not at the center
of a great city on a peaceful morning.
Americans have known surprise attacks -
but never before on thousands of civilians.
All of this was brought upon us in a single
day - and night fell on a different world, a
world where freedom itself is under
attack…
And tonight, the United States of America
makes the following demands on the
Taliban: Deliver to United States authorities
all the leaders of al Qaeda who hide in
your land. Release all foreign nationals,
including American citizens, you have
unjustly imprisoned. Protect foreign
journalists, diplomats and aid workers in
your country. Close immediately and
! What role does !
! America need to !
! play in this war?
What is the
justification for
going to war?
! What does the speaker !
! want the audience to !
! believe about the war?
President George W. Bush’s address to the nation
September 20, 2001

9. For uncommon skills and service, for the choices each one of
them has made and the ones still ahead, for the challenge of
defending not only our freedoms but those barely stirring half a
world away, the American soldier is TIME's Person of the
Year…
It is worth remembering that our pilots and sailors and soldiers
are, for starters, all volunteers, in contrast to most nations,
which conscript those who serve in their armed forces. Ours
are serving in 146 countries, from Afghanistan to Zimbabwe.
The 1.4 million men and women on active duty make up the
most diverse military in our history, and yet it is not exactly a
mirror of the country it defends. It is better educated than the
general population and overweighted with working-class kids
and minorities. About 40% of the troops are Southern, 60% are
white, 22% are black, and a disproportionate number come
from empty states like Montana and Wyoming. When they
arrive at the recruiter's door, Defense Secretary Donald
Rumsfeld told TIME, "they have purple hair and an earring,
and they've never walked with another person in step in their
life. And suddenly they get this training, in a matter of weeks,
and they become part of a unit, a team. They're all sizes and
shapes, and they're different ages, and they're different races,
and you cannot help when you work with them but come away
feeling that that is really a special thing that this country has."
…
One Marine, training in Kuwait's northern desert and waiting
for war to begin, wondered whether protesters would spit on
him when he came home. But for all the dissension, no one was
blaming the soldiers: antiwar demonstrators argued they were
fighting to defend our troops against an ill-conceived mission
based on distorted intelligence. Even Howard Dean, whose
TIME Magazine’s Person of the Year 2003:
The American Soldier
written by Nancy Gibbs
How are soldiers being
represented?
What are the key elements
of the article?

10. What are the key elements
of the scene?
How are soldiers being
represented?
How does the passing of time
(however brief) relate to
the portrayal of the
soldiers?
Does the film portrayal of
the soldier contradict the
representation from the
article, or support it?
What image of the American soldier is established by these
documents?
How does this image relate to the speech about America’s role in the
War on Terror and the justification for fighting in it?
MOVIE 1.3 Kathryn Bigelow’s The Hurt Locker (2009)
The Suicide Bomber

11. Is the image of the War on Terror soldier more
like the image of the World War Two soldier or
the Vietnam War soldier? Cite specific evidence
from the sources provided.
How does the representation of soldiers in
popular media relate to the justification for
participating in the war?

12. Sources:
Associated Press. (2001). President Bush
displays the badge of New York police
Officer George Howard, who died while
trying to save others in the World Trade
Center [Photograph]. Retrieved
November 23, 2014, from: http://
www.seattlepi.com/news/article/Justice-
will-be-done-1066463.php
Bush, G.W. (2001, September). Address
to the nation. Speech presented at the
Capitol Building. Washington, D.C.
Eisenstaedt, A. (Photographer). (1945).
V-J day in Times Square [Photograph].
Retrieved November 3, 2014, from:
http://en.wikipedia.org/wiki/V-
J_Day_in_Times_Square#mediaviewer/
File:Legendary_kiss_V
%E2%80%93J_day_in_Times_Square_
Alfred_Eisenstaedt.jpg
Filo, J. (Photographer). (1970). The
Ohio National Guard fire tear gas to
disperse the crowd of students gathered
on the commons on May 4, 1970
[Photograph]. Retrieved November 2,
The following reflection was written right before completing this project:
Advice to Future Self on Undertaking a DBQ Project
1. Start with the document(s) first. Learn about it (or them), and
place that document in a time period and look at everything that surrounds it.
Follow the rabbit trail from MLK’s “Beyond Vietnam” to Langston Hughes’
“Let America Be America Again” and see where it takes you. The themes will
show themselves sooner or later. Humans are programmed to seek out
patterns and find the stories. But starting with a theme and hoping to find
documents to undergird that theme is risky. It could work, but it could also
lead you on a search for something that doesn’t exist.
2. Be careful about trusting your crazy brain. Sometimes it does
magic tricks when you least expect it. Sometimes it lets you think it can do the
impossible. This is when you need to reach out to, and listen to, the friends
who will be bluntly honest with you and tell you when you’re headed out onto
unfruitful waters.
3. Don’t try to answer philosophical questions with a DBQ
project. Yes, there is an inherent discrepancy between perception and reality.
Great. But a DBQ is probably not the correct avenue to explore such an idea.
However, don’t be afraid to present the unanswerable questions. Part of life is
learning that not all questions have answers.
4. If you know how your brain works best, go with it. I tried to
learn how to design a DBQ while simultaneously trying to figure out how to
use Learnist and Evernote with my brain balking at me all the way. When I
finally relented to how I learn best (paper and Pilot G-2 pen), my brain finally
began to kick into gear. If I had accepted the truth of how my brain works
sooner, I could have just gotten the work done and copied and pasted my work
into these new programs afterwards. Trying to learn a design process while
attempting to learn a new computer program was too taxing and, ultimately,
unproductive.
5. Don’t let your heart get broken, don’t lose anyone you love,
and don’t get ill. These will all interfere with your work.
6. Don’t be afraid to suck at something the first time you try it.
Marching Home
Kristi Anne McKenzie / AboutMe
University of Portland
Fall 2014

13.
Complete iBook available
free at iTunes
FROM - EXPLORING
HISTORY: VOL II

14. This eBook is a collaborative project of Peter Pappas
and his Fall 2014 Social Studies Methods Class
School of Education ~ University of Portland, Portland Ore.
Graduate and undergraduate level pre-service teachers were assigned the
task of developing an engaging research question, researching supportive
documents and curating them into a DBQ suitable for middle or high
school students.
For more on this class, visit the course blog EdMethods
For more on the assignment and work flow tap here.
Chapters in chronological order
1. The American Revolution by Scott Deal
2. The Pig War by Andy Saxton
3. Cesspool of Savagery by Michelle Murphy
4. Chemical War by Erik Nelson
5. Americans’ Perceptions of Immigration
in the 1920s by Ceci Brunning and Jenna Bunnell
6. The New Deal and the Art of Public Persuasion
by Kari VanKommer
7. Combat Soldiers in Context by Kristi Anne McKenzie
8. The Marshall Plan: Altruism or Pragmatism?
by Sam Kimerling
9. Little Rock Nine: Evaluating Historical Sources
by Christy Thomas
10. First Ladies as a Political Tool by Emily Strocher
EXPLORING HISTORY: VOL II
xiv
Engaging questions and historic
documents empower students to be
the historian in the classroom.

15. Cover image: Replica of old French globe
Date:1 January 1, 2013
Petar Milošević
Peter Pappas, editor
School of Education ~ University of Portland
His popular blog, Copy/Paste features downloads of his instructional
resources, projects and publications. Follow him at Twitter @edteck.
His other multi-touch eBooks are available at here. For an example of
one of his eBook design training workshops tap here.
CC BY-NC 3.0 Peter Pappas and Kristi Anne McKenzie, 2015
The authors take copyright infringement seriously. If any copyright holder has
been inadvertently or unintentionally overlooked, the publisher will be pleased to
remove the said material from this book at the very first opportunity.
xvSource