MichaelMoore.com : Books + Films : Fahrenheit 9/11 : Teacher's Guide

No Child Left Unrecruited

A provision in the No Child Left Behind Act requires that military recruiters have access to U.S. high school students — that no child is left unrecruited. Because of the difficulty of finding good jobs and because of the rising costs of a college education, the military has appeared as an increasingly viable option for many young people. But are students armed with the critical thinking skills they will need when considering such an enormous life decision?

In this series of activities, students reflect on a number of the techniques that military recruiters employ to snare recruits, as they watch and discuss the recruitment segment from Fahrenheit 9/11. In a critical reading activity, students examine the U.S. military’s enlistment document and consider what individuals actually agree to when they join the armed forces. Finally, they use their insights from this activity to draw up a list of advice for potential recruits and then compare their lists with the ten pieces of advice offered by a peace and justice organization.

Materials Needed:

1. Student Handout, “Waiting to Get Recruited,” the transcript from Fahrenheit 9/11 of the military recruiters in a shopping center in Flint, Michigan.

2. “Enlistment/Reenlistment Document — Armed Forces of the United States.” (PDF)

3. “Ten Points to Consider Before Signing a Military Enlistment Agreement.”

4. Colored highlighters — enough for each student in your class.

Suggested Procedure:

1. Distribute to students the handout, “Waiting to Get Recruited”. Students will likely find this helpful to refer to as the class discusses this segment of the film.

2. Tell students that you are going to re-watch the short segment from Fahrenheit 9/11 that features the military recruiters. Ask students to pay attention to the people who are being recruited: What do they say they want to do with their lives? What tactics do the recruiters use to get people to consider enlisting? Re-watch the Fahrenheit 9/11 segment featuring the military recruiters.

3. Some discussion questions:

Sgt. Korman says, “What we got here? He’s a little gangsta, yeah.” What evidence does he have that this young man is “a little gangsta”?
Why do the recruiters decide to go to the Courtland Mall instead of the Genesee Valley Mall?
What do the young people encountered by the recruiters want to do with their lives?
What tactics do the recruiters use to appeal to the young men?
What promises do the recruiters make or imply?
Do these appeals seem to be effective?
Sgt. Plouhar says, “It’s better to get them when they’re ones and twos. And work on them that way.” Why?
Why does Sgt. Kortman call prospective recruits, “ladies”?
Why does Michael Moore follow the recruiting segment with Martres
Brown’s quote? [“However, you know, one would love to have that chance to experience college life, you know, stuff young people can do without having
the risk of dying in the process...”

4. Discuss with students their own experiences with military recruiters. Be alert to issues of class and race. The recruiters’ choice of the Courtland Mall in Flint instead of the suburban Genesee Valley Mall is emblematic of recruiters’ choices around the country when they decide, for example, to go to high schools in working class neighborhoods but avoid high schools in more elite neighborhoods.

Have you ever been approached by military recruiters? Where? At school? the mall? Have they called you at home? How often?
When called or approached by the recruiter, what has he or she said?
How often do you notice recruiters on your campus? When? Where? Who are they? Do they use any noticeable tactics to encourage or “invite” students to come talk to them? How do these techniques compare to the ones you saw in Fahrenheit 9/11?
Do you know the district’s or school’s policy on recruiters on campus?
Do you know how the military obtains students’ addresses and phone numbers? If given a choice would you prefer your name and number not be given to recruiters? Have you been given a choice about this? Should you be given a choice?
Should recruiters be allowed into schools? Why? Why not? If so, what restrictions, limits, or guidelines should they be under? Why?
Does anyone you know have his or her own recruiter working with them? What is the nature of this recruiter’s relationship with your friend (or with you)?
What is the reason most often given by any of your classmates for interest in joining the military?
Do you know how the presence of recruiters on your campus compares with their presence in other schools? Are they here more or less often? How could you find out?

5. Ask students if any of them know what is contained in an enlistment document — that is, when they sign up with a branch of the military, what they actually agree to in writing.

6. Distribute copies of “Enlistment/Reenlistment Document — Armed Forces of the United States” and a colored highlighter to each student. Tell students that you would like them to do a critical reading activity and to evaluate what the enlistment contract promises recruits and what recruits promise the military. On the board or overhead display the following tasks:

Highlight any language in the document that you think is vague, confusing, or disturbing.
Circle the four items in the document that you think are most important.
Come up with six questions that your group has about this enlistment document.

7. Have students count off into small groups of about three. Tell the class that in their small groups they should carefully read the enlistment/reenlistment document and complete the tasks displayed on the board or overhead. [Note: Although the document indicates JAN 2001, it is the document currently in use by the U.S. Armed Forces.]

8. After students have completed reviewing the document together, discuss their findings with the full class. Ask for volunteers to describe parts of the agreement that they highlighted. Some additional questions:

This form is called a “document” but nowhere is the term “contract” used. Why not?
In section 8a on the first page, the form indicates that recruits are required to keep their recruiter informed of a number of changes including “moral qualifications.” What is meant by this?
Section 8c says in bold capital letters that unless promises are in writing in this section and attached as annexes then they are not valid and will not be honored by the U.S. government. (This is repeated in Section 13a.) What does this section imply about written promises that are included in section 8c or as annexes?
[Note that on the next page in Section 9b, it states that new laws and regulations can change “without notice” and affect a recruit’s “status, pay, allowances, benefits, and responsibilities as a member of the Armed Forces REGARDLESS of the provisions of this enlistment/reenlistment document.” (emphasis in original) In other words, nothing in this document offers any guarantees whatsoever to an enlistee, whether these might be made in writing or not. Thus, written promises made in Section 8c may offer recruits a false sense of security.]
Section 9 states that recruits’ conduct will be governed not only by laws and regulations, but also by “military customs.” What is meant by this? Why might this be significant? Can you imagine what any of these military customs might be?
Depending on circumstances, how long could a recruit be held in the Armed Forces? What if you were in your seventh year of military service and you were called to perform active duty in a war zone during a state of emergency. How much longer could you be required to serve?
The document includes a provision indicating what the military can do if it decides the individual is not making it. What provisions does the contract offer an individual who decides that the military is not the occupation for them?
When you sign this document, whose orders do you agree to obey?
What information did you learn from this activity that you didn’t know before?

9. After discussing the “Enlistment/Reenlistment Document — Armed Forces of the United States,” ask students in each group to come up with a list of ten pieces of advice that they would give to young people who are considering joining the military. They should list the piece of advice and then afterward write a brief note explaining why they believe this piece of advice might be helpful.

10. Ask students to read the points from their lists that they think would be the most valuable pieces of advice.

11. Distribute “Ten Points to Consider Before Signing a Military Enlistment Agreement”. Read these aloud as a class, asking students to compare the advice that the class generated with the advice offered by United for Peace & Justice.

“Waiting to Get Recruited”

NARRATION
Meet Marine Staff Sergeant Dale Kortman and Sergeant Raymond Plouhar. They are two of the many recruiters assigned to Flint, Michigan. They’re very busy these days.

SGT. RAYMOND PLOUHAR
Look it, he’s running away already…. He’s seen us coming.

SGT. DALE KORTMAN
What we got here? He’s a little gangsta, yeah.

SGT. RAYMOND PLOUHAR
We’re heading over to the Courtland mall right now.

NARRATION
They decided not to go to the wealthier Genesee Valley mall in the suburbs. They have a hard time recruiting young people there. Instead, they went to the other mall.

SGT. DALE KORTMAN
Let’s go in through Mervyn’s...

SGT. RAYMOND PLOUHAR
In through Mervyn’s...

SGT. DALE KORTMAN
And then we'll walk straight down…

SGT. RAYMOND PLOUHAR
Straight down…

SGT. DALE KORTMAN
…and straight back and then go down to the…

SGT. DALE KORTMAN
Gents! You know we’re looking at ya, right! You guys ever thinking about joining up?

JOHN KINGSTON
I thought about going to college and playing basketball.

SGT. DALE KORTMAN
Okay, okay. You any good?

JOHN KINGSTON
Yeah. Especially basketball.

SGT. DALE KORTMAN
Good. You can play ball for the Marine Corps as well, you know, travel around the world, get on the Marine Corps basketball team. Um, David Robinson was in the military as well…

JOHN KINGSTON
Oh, was he?

SGT. DALE KORTMAN
So, yeah, so, you can definitely hook it up so.

SGT. RAYMOND PLOUHAR
Right now there is somebody out there who wants to be a Marine but has no idea how to do it.

SGT. DALE KORTMAN
Where you work at?

MONTREY BOWLES
I work at KFC.

SGT. DALE KORTMAN
Sweet!

MONTREY BOWLES
Dort and Lapeer.

SGT. DALE KORTMAN
You can hook us up with some deals.

MONTREY BOWLES
Yes.

SGT. RAYMOND PLOUHAR
They’re waiting to get recruited.

MONTREY BOWLES
I don’t know, I was probably gonna start with a career in music or something.

SGT. DALE KORTMAN
A career in music?

SGT. DALE KORTMAN
Maybe we can get you a career in music, you know, let the Marines go for it. I’m sure you know who Shaggy is, right?

MONTREY BOWLES
Yeah.

SGT. DALE KORTMAN
You know anything about him?

MONTREY BOWLES
Yeah. He uh the Jamaican, uh, something

SGT. DALE KORTMAN
Yeah.

MONTREY BOWLES
Yeah.

SGT. DALE KORTMAN
How about a former Marine? Did you know it?

SGT. DALE KORTMAN
You definitely need to know discipline if you’re gonna get into music.

MONTREY BOWLES
Yeah, I understand that.

SGT. DALE KORTMAN
Especially discipline with the money. If you make a million you need to manage that money. So, come in the office, we can sit down and talk, and show you everything we know about the Marines. Sound like a plan?

SGT. RAYMOND PLOUHAR
What have you got going on later this afternoon?

SGT. RAYMOND PLOUHAR
How about tomorrow?

SGT. RAYMOND PLOUHAR
Say right around ten o’clock Monday morning?

MONTREY BOWLES
Yeah, that sounds pretty good.

SGT. RAYMOND PLOUHAR
You want me to come pick you up?
***********

SGT. RAYMOND PLOUHAR
It’s better to get them when they’re ones and twos. And work on them that way.
***********

SGT. DALE KORTMAN
Ladies, you ready to join up?
***********

SGT. DALE KORTMAN
Green hat right behind us. Looks… young. He’s young.

SGT. RAYMOND PLOUHAR
Yeah.

SGT. DALE KORTMAN
We got two over here. Right over by the red van.

SGT. DALE KORTMAN
You go that way, I go this way, we corner em.
************

SGT. DALE KORTMAN
You’re in the ninth grade?

YOUNG MAN
Yes sir.

SGT. DALE KORTMAN
Man, you look older than ninth grade, so

YOUNG MAN
Yes, sir.

SGT. DALE KORTMAN
Alright. Here’s my card.

SGT. RAYMOND PLOUHAR
You ever thought about being a Marine man?

CLIFFTON E. WALKER
Uh… I thought about it. I got a wife and kid now, so…

SGT. RAYMOND PLOUHAR
Even more reason to join up.

SGT. DALE KORTMAN
What I want to do, man, real quick, is uh, just get some information from you, so I can scratch you off my list saying I’ve already talked to you, you know, you’re not interested. Is that cool? Alright? What’s your name? What’s your phone number?

SGT. DALE KORTMAN
What’s your address, Mario?

SGT. DALE KORTMAN
Add another one to the list.

MARTRES BROWN
However, you know, one would love to have that chance to experience college life, you know, stuff young people can do without having the risk of dying in the process, I guess I could say, candidly.

Ten Points to Consider Before Signing a Military Enlistment Agreement

1. Do not make a hasty decision by enlisting the first time you see a recruiter or when you are upset. A recruiter is a salesperson who will give only a positive, one-sided picture of life in the military. Don’t make this important decisions when you are depressed, hard up for work, confused or unsure about your future, or pressured by your family. This decision affects many years of your life; don’t make it lightly.

2. Take a witness with you when you speak with a recruiter. There is a lot of information to take in. A friend can take notes and help you ask questions.

3. Talk to veterans. Veterans can give you their view of military life, good and bad.

4. Consider your moral feelings about going to war. The mission of the military is to prepare for and wage war. If you cannot in good conscience engage in war or in killing, you should not consider enlisting. If you become opposed to war after you join, you have the right to seek a discharge, but it is a long, difficult, and uncertain process.

5. Get a copy of the enlistment agreement. Read the fine print carefully, especially the part about what the military can order you to do. you do have a right to take this home, look it over, and asked others about it.

6. There is no “period of adjustment” during which you may request and receive an immediate honorable discharge. Once you have left for basic training, you must fulfill the full number of years (usually eight, with some of these in the reserves) on your enlistment contract. You cannot leave of your own free will. The military, however, may decide you are “unsuitable” and discharge you without your consent.

7. Get all your recruiter’s promises in writing but also remember that the military can change the terms (such as pay, job, or benefits) of your work. Though there are no guarantees, a written statement may offer you (as a service member) some protection if promises are not met. However, the contract is more binding on you than on the military. You are ultimately responsible for information on the form, so don’t tell lies, even if pressured.

8. There are no job guarantees in the military. The military is not required to keep you in the job you trained for on a full-time or permanent basis. In fact, most recruiters were involuntarily reassigned to their jobs. Placements are mostly dependent on what the military perceives it needs. Most military jobs are in areas which account for only a small percentage of civilian jobs.

9. Military personnel cannot exercise all of the civil liberties enjoyed by civilians. You do not have the same constitutional rights. Your rights to free speech, assembly, petition, and exercise of individual expression (such as clothing or hairstyle) are restricted. You must follow all orders given to you, whether you agree with them and consider them right or fair.

10. Many opportunities exist for you to serve your community and enhance your skills. Before you decide to enlist, check out other options that would help you “be all you can be.” Travel, education, money for school, job training, and adventure can all be found in other ways. Your local community may even have opportunities that you hadn’t considered.

Check out UFPJ’s Counter-recruit website. Go to www.unitedforpeace.org. Click on Campaigns, then click on Anti-Military Recruitment.

Drop us a line before you sign.

Find out more about your rights. Call the GI RIGHTS HOTLINE toll free at 800- 394-9544

If you or your group is interested in, or already is, participating in counterrecruit efforts, please contact: recruit@unitedforpeace.org

You can also download the Bowling For Columbine TEACHER'S GUIDE

Welcome to the Bowling For Columbine TEACHER'S GUIDE.

The lessons and activities in this GUIDE are designed to help students develop critical thinking skills, historical analysis, and open their minds on many universal issues.

The individual units may easily be adapted to many levels and taught across the curriculum - Social Science, [History, Civics, Psychology, Sociology, Political Science] Language Arts, [English, Writing, Poetry], Humanities, Drama/Theatre, Film, ESL, Media/Journalism, Speech/Communications...

You can review the guide page by page on the website, download a PDF of each section or the whole guide.

So, go do that magic we call education! And, be sure to share, share, share!

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Click here for the full, chapter by chapter Bowling For Columbine TEACHER'S GUIDE

Table of Contents

1. Gut Reactions to the film

2. General questions for class discussion or written essays

3. Media/filmmaking questions

4. More in-depth questions for discussion or essays by topic

5. The United States and Iraq: Choices & Predictions

6. Math and Fahrenheit 9/11

7. Silent Discussion of Fahrenheit 9/11