Film Review: Pearl Harbor and U-571

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Photographic negative, One Day After Pearl Harbor, Dec 1941, John Collier, LOC
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What constitutes the limits of dramatic license in fictional motion pictures set within the framework of a historical event? Filmmakers have regularly argued that the need for drama always outweighs the need for plausibility and historical accuracy. Audiences have generally bought the argument, as have the filmmakers themselves. Does it matter that Steven Spielberg portrays the Pentagon receiving word of the death of two Ryan brothers on Omaha Beach within two days of D-Day? Does it matter that a German fighter plane flew to the vicinity of Greenland as shown in U-571? Does it matter that Jimmy Doolittle and his raiders never flew in formation during the attack on Tokyo as shown in Pearl Harbor?

But does falsifying or fabricating events add to the drama, or is good drama incompatible with truth?

Who cares? After watching U-571, one person said, “If I want to see the truth, I will watch PBS.” But does falsifying or fabricating events add to the drama, or is good drama incompatible with truth? Clearly painting the name Enola Gay on the wrong side of the fuselage in The Beginning or the End (1947) and Above and Beyond (1952) adds nothing to the drama of Paul Tibbets's mission to drop an atomic bomb on Hiroshima. Does the mistake matter? On the other hand, portraying Tibbets as feeling guilty for carrying out his assignment, as Above and Beyond clearly does, falsifies history. Do the directors' justification that they could not show an American officer in 1952 willingly killing 80,000 people suffice?

Jonathan Mostow, director of U-571, claimed he was making a fictional story, not a documentary, about life aboard a submarine during the battle of the Atlantic and therefore he did not have to portray history accurately. Nevertheless, the British immediately took offense, claiming he was turning the Royal Navy's capture of an Enigma machine from a German submarine in 1941 into an American heist in 1942. Mostow denied he was doing this, pointing out that the British used a destroyer while he used a submarine. With U-571, the problems had less to do with history than with plausibility. The Germans did fly four-engine patrol planes over the North Atlantic but certainly not single-engine fighters. Whether an American submarine disguised as a German submarine might capture a U-boat might not be too farfetched, at least as portrayed in the movie. But having a second German submarine, in the dark of night, in a driving rainstorm recognize what was happening and figure out which one to torpedo stretches credibility beyond any realistic limits. Likewise, having the American boarding party know how immediately to start the disabled German submarine and get underway strains believability. Worse, submariners have attested to the virtual impossibility of one submarine torpedoing another submarine when both were submerged with the technology available early in the war.

U-571 remains probably the most exciting submarine movie ever made. Nevertheless, the factual and historical errors in the film prevented the director, Mostow, from fulfilling his goal of providing the contemporary generation with any real sense of life aboard a World War II submarine. His response to critics of the film: “Hey folks, it's only a movie.” In contrast, producer Jerry Bruckheimer and director Michael Bay tried to have it both ways with Pearl Harbor. On one hand, both men claimed they were making a fictional movie using the historical events only as the stage on which to create a love story. On the other hand, Bay predicted before the start of production, “You will see what happened at Pearl Harbor like you have never seen it in any other movie. Our goal is to stage the event with utmost realism.” He claimed that he wanted his Pearl Harbor movie to become one “by which all other films are measured,” dismissing Tora! Tora! Tora! (1970) as being “more of a documentary.”

To achieve these goals, Bay and Bruckheimer claimed to have read extensively in the histories about Pearl Harbor and to have interviewed many Pearl Harbor and Doolittle raid survivors. Noting that everyone had his or her own memories that did not always agree with others' on particular aspects of the Japanese attack, the filmmakers felt their re-creation was as valid as any of the recollections.

Pearl Harbor is a fictional tale crafted from a kaleidoscope of real life personal experiences of those living through this terrifying tragedy.” The operative word is “fictional.”

Of course, all memories are created equal, but some are more equal; where truth conflicted with drama, Bay and Bruckheimer chose to go with the drama, claiming they had captured the essence of what had happened on December 7. In fact, “essence” remains a very subjective term that can conceal a plethora of sins. One of the trailers for the film perhaps said it best: “Pearl Harbor is a fictional tale crafted from a kaleidoscope of real life personal experiences of those living through this terrifying tragedy.” The operative word is “fictional.” So little of what appears on the screen bears even a remote resemblance to actual events leading up to the attack on Pearl Harbor, the actual attack, or the aftermath, including the Doolittle raid, that audiences come away from the film with no real understanding of what happened and why. If the film's title had remained “Tennessee,” the original code name Disney gave the project to hide its actual subject, Bay and Bruckheimer, like Mostow, could have hidden behind the claim that they were only making a dramatic movie, not a documentary.

Historians have to be careful to criticize the elephants, not the ants, when discussing the dramatic license filmmakers take in their movies.

However, the title Pearl Harbor and Bay's predictions about what he intended to do strongly suggest the film is providing a reasonably accurate account of what happened on December 7. Historians have to be careful to criticize the elephants, not the ants, when discussing the dramatic license filmmakers take in their movies. But audiences have to know little or nothing about Pearl Harbor to recognize the errors or fabrications. In view of the recent attention given to President Franklin D. Roosevelt because of the dedication of his memorial, most people understand that he simply could not stand up unaided, as happens in the movie.

Likewise, since the movie portrays the growing tensions between Japan and the United States and relates at least superficially the plans for the attack on Pearl Harbor, audiences are going to wonder how one of the heroes could manage to get permission to fly his P-40 over Pearl Harbor at dusk. While Bay commented with pride about the film's signature shot of a bomb falling slowly downward toward the Arizona, people recognize the hokiness of the sequence even if they do not know that the battleship was hit after the Oklahoma, not before, as portrayed.

In fact, the reviewer has compiled a five-page list of “flaws” in Pearl Harbor. Do they matter? Only to the extent that truth itself matters. For most historians the liberties the filmmakers took with the facts render Pearl Harbor useless as a tool to teach students about the Japanese attack. From the Japanese perspective, however, the film has a significant upside. Most people went to see Pearl Harbor for the love story and the explosions and so left the theater without any significant antagonism toward those friendly people who brought the United States into World War II and later began making fine cars, cameras, television sets, and video recorders.

Bibliography

This review was first published in the Journal of American History, 88 (3) (2001): 1208–1209. Reprinted with permission from the Organization of American Historians (OAH).

For more information

To browse all of Teachinghistory.org's materials on Pearl Harbor, try our spotlight page: In Remembrance: Pearl Harbor. (Browse our full selection of spotlights on historic events and commemorations here.)

Pearl Harbor Attack Map

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Avenge Pearl Harbor, Our Bullets Will Do It, c.1942-3, NARA, Flickr Commons
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This interactive website on the attack on Pearl Harbor provides a chronological overview of the day's events. Each major event on the day's timeline is shown on a map of Hawaii, giving the events a visual place within the harbor geography and allowing site visitors to see where ships were in relationship to each other.

On the map, each major occurrence can be selected as the "full story." These individual full story pages provide a short textual overview of the event alongside a looping archival image and video slideshow. Clicking progresses through the slideshow for users interested in quickly revisiting an image after it has passed or who simply want to go through the slideshow at a faster pace. Many of the events also offer eyewitness quotes.

One of the most praiseworthy aspects of the site is that these quotes are not all from U.S. sailors and commanders. The voices selected include two women—a nurse and the daughter of a military man—and several Japanese airmen, submariners, and commanders. By providing voices from both sides of the attack, National Geographic avoids dehumanizing the Japanese through the absence of their own stories.

After the Day of Infamy

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Day of Infamy website screen shot
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More than 12 hours of audio interviews conducted in the days following the December 7, 1941, attack on Pearl Harbor and in January and February, 1942, are included on this site. Interviews include the voices of 200 "ordinary Americans" recorded in 10 places across the U.S.

December recordings were made by fieldworkers contacted by the Library of Congress Radio Research Project to gather opinions of a diverse group of citizens regarding American entrance into war. In the 1942 recordings, produced by the Office of Emergency Management, interviewees were instructed to speak their minds directly to the President. Interviewees discuss domestic issues, including racism and labor activism, in addition to the war. Related written documents and biographies of the fieldworkers are also presented. The interviews are available in audio files and text transcriptions, and are searchable by keyword, subject, and location.

Beyond the Movie: Pearl Harbor

Description

From the Snag Learning website:

"Explore the real stories, real heroes, real places, and real action underlying the Touchstone Pictures release Pearl Harbor. Did the characters portrayed in the feature film really exist? How did the moviemakers decide when to use real events and when to foray into fiction? National Geographic documents how real life history and fiction came together to make a fascinating story. Spellbinding scenes from the film are juxtaposed with authentic combat footage and insights from historians, combat veterans, top-ranking military personnel, and the film’s all-star cast and crew."

The Road to Pearl Harbor

Teaser

Explore the rise of animosity between the U.S. and Japan through primary source documents and related classroom activities.

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Description

Explore the rise of animosity between the U.S. and Japan through primary source documents and related classroom activities.

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Four separate lessons make up this unit on “The Road to Pearl Harbor.” Like most lesson plans from EDSITEment—a project of the National Endowment for the Humanities—this unit is full of rich primary source material and a wide variety of related classroom activities. The unit is guided by four questions, designed to help students understand the long run-up to military conflict between the U.S. and Japan. Reflecting those questions, the unit is divided into four lessons: exploring the growth of U.S./Japanese hostility during World War I and after, looking at American foreign policy during the Sino-Japanese Conflict in the 1930s, examining the Japanese “Southern Advance” of 1940 and 1941, and finally, highlighting the failures of diplomacy that ultimately led to war. The unit does an excellent job of representing historical contingency—revealing how the bombing of Pearl Harbor was actually the product of decades of history. Further, it will help students understand the multiple causes of Japanese aggression—from Japanese imperial ambition to U.S. foreign policies. Each lesson comes with a brief but complete historical background essay embedded with hyperlinks to primary sources, clear and concise suggestions for student activities, worksheets, and ideas for formal and informal assessment. And the interactive timeline tool is an excellent resource that pairs nicely with other aspects of the lessons. There are some things to watch out for, though. Many of the primary sources are long and will need to be carefully selected or vigorously edited, depending on your students’ reading level and persistence. The assessments are only roughly outlined, meaning that teachers will need to fill in the details and establish their own grading criteria. Additionally, while lessons range in length from 1–2 class periods to 3–4 class periods, they collectively require fairly extensive class time—roughly two weeks; consequently, they will most likely need to be used selectively. However, this unit is still an excellent resource. By picking and choosing from among the activities, carefully selecting documents, and further developing one or two assessments, teachers can adapt the lesson to their particular needs.

Topic
The Road to Pearl Harbor: The United States and East Asia, 1915-1941
Time Estimate
Variable
flexibility_scale
1
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
Significant historical background is provided for each of the four individual lessons that constitute the larger lesson plan.

Rubric_Content_Read_Write

Yes
Students read primary documents and there are multiple opportunities for writing.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
Students are asked to read source information carefully enough to be able to put it to use in assignments.

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

Yes

Rubric_Structure_Assessment

Yes

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes
Directions are brief and clear. Teachers must design necessary supports.

The Perilous Fight: America's World War II in Color

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A complement to the four-hour PBS television series, this site presents unseen footage of World War II, the first war recorded primarily on color film. It brings the wartime experience of Americans on the battlefield and home front vividly to life through original color film clips and photographs. The site is divided into four main areas, including Battlefield, Psychology of War, the Home Front, and Social Aspects. Each section allows visitors to navigate through the different subtopics, read excerpts from diaries and letters, view nearly 250 photographs available for the first time, and watch rare color film clips of the period.

"Battlefield" includes homage to Pearl Harbor as well as film footage of covert American operations. "Psychology of War" contains a section entitled "The Atomic Option" that presents a video montage of images of an atomic bomb dropping on Nagasaki, Japan. Within this section, there is also a video of a Jewish Ghetto in Warsaw, Poland. "Homefront" includes five subsections, including censorship and migration. "Social Aspects" includes African Americans, Asians, Women, and Anti-Semitism. The footage of German American youth in New Jersey in the 1940s marching with fascist flags is very compelling. Visitors will also find an interactive timeline, essays on rediscovering the film footage, and a teaching guide for educators Those interested in this unforgettable period of history will find this site instructive.