BEHIND THE SCREEN · B2/C1 · 50 min

Pearl Harbor

A love triangle painted over one of the worst mornings in American history — and a case study in what happens when a film invents the people it puts inside a real disaster.

Today: you'll tell the story of Pearl Harbor — a film that puts three invented people at the centre of a real catastrophe — discover how much of it is true and how much was made up, and master the connectors English uses to link a cause to its consequence: owing to, due to, as a result of, consequently, thereby, result in, lead to, bring about, stem from.
Before we begin — talk it through: When a film is based on real events, how much invention is acceptable? Does a story owe anything to the people it is about? And have you ever discovered that something you "knew" about history came from a film rather than from the record?

The words for today's story

Work through the four short activities. Each word appears in a situation that gives its meaning away — you don't need to know the film yet. Say your answer out loud first, then reveal.

A. Infer from context — what does the bold word mean?

1. Nobody was surprised by the retaliation. They had smashed his windows in March; by April his van was upside down in the yard.
retaliation (n) — action taken against someone in return for harm they have done; hitting back. Verb: to retaliate.
2. One photograph on the front page galvanised a country that had spent two years shrugging: within a week the recruiting offices had queues around the block.
to galvanise (v) — to shock a passive person or group into sudden, decisive action.
3. The alarm went at four in the morning and the squadron scrambled — engines coughing awake, the first fighters lifting off the grass inside four minutes.
to scramble (v) — of military aircraft and their crews: to take off in an emergency, as fast as possible. Also a noun: a scramble.
4. In the aftermath of the flood the streets filled with insurance men, volunteers and lorries carrying away ruined furniture.
the aftermath (n) — the period that follows a disaster or a major event, and the conditions it leaves behind.

B. Closest in meaning — which one is nearest?

5. plausible is closest in meaning to: (a) believable   (b) expensive   (c) proven
(a) believable — plausible (adj) means it sounds reasonable and could well be true. Note the sting in the tail: something can be perfectly plausible and still be false.
6. sombre is closest in meaning to: (a) cheerful   (b) serious and sad   (c) unclear
(b) serious and sad — sombre (adj) describes a mood, a colour or a tone that is grave, dark and without any lightness.

C. Which meaning fits? (choose a, b or c)

7. He couldn't resist embellishing the story: each time he told it the fish grew longer and the storm grew wilder.
To embellish something is: (a) to shorten it; (b) to add invented detail so it sounds better; (c) to write it down.
(b) — to embellish (v) — to decorate an account with extra, untrue detail to make it more impressive or entertaining.
8. The museum had only one small room, so the exhibition compressed four centuries into twelve display cases.
To compress something is: (a) to squeeze it into a smaller space or time; (b) to explain it slowly; (c) to lose it.
to compress (v) — to press something into a smaller space, or to fit a long period into a much shorter one. Noun: compression.

D. Collocation choice — which word belongs in the gap?

9. The historian accused the programme of ______ the evidence, bending it to fit an argument the producers had settled on before they started.
(a) distorting   (b) collecting   (c) printing
(a) distorting — to distort (v) — to twist facts, shapes or sounds out of their true form. Noun: a distortion.
10. Engineers spent the next two years ______ the wreck from the harbour floor, raising it in sections and returning much of it to service.
(a) refusing   (b) salvaging   (c) admiring
(b) salvaging — to salvage (v) — to rescue something from a wreck or a disaster and put it back to use. Noun: salvage.

Now use them — out loud

Talk it through before we begin:
  • Using embellish, distort and plausible: why do you think film-makers change real events? Is the reason always the same?
  • Sort the words into two piles out loud — the ones about events (retaliation, scramble, aftermath, salvage) and the ones about telling (embellish, distort, compress, plausible). Which pile do you think this lesson will care about more, and why?

The film, in three parts

Michael Bay's Pearl Harbor (2001). Read each part, try the quick check from memory, then discuss. (There are spoilers ahead — that's the point; we're here to talk about it.) The film builds a romance on top of a day on which thousands of real people died, so keep that in mind as you read.

Part 1 — Two pilots, one nurse, and a war across the ocean

Rafe McCawley and Danny Walker have been inseparable since childhood, when they played at flying in the fields of Tennessee. By 1941 they are young lieutenants in the United States Army Air Force, serving under Major Jimmy Doolittle. At a medical examination in New York, Rafe meets a Navy nurse, Evelyn Johnson, and the two fall quickly and completely in love.

Then Rafe volunteers for the Eagle Squadron — a Royal Air Force unit made up of American pilots flying in Britain — while America is still officially out of the war. Evelyn and Danny are posted to Hawaii. Over the English Channel, Rafe is shot down, and the news reaches Hawaii that he is dead.

Grief throws Danny and Evelyn together, and by the autumn they are in love. On 6 December, Rafe walks back into their lives, alive. The friendship breaks; the three of them go to bed that night with a private disaster on their hands, entirely unaware of the public one that is a few hours away.

Quick check — answer from memory, then reveal:

1. Why do Danny and Evelyn believe they are free to fall in love?

2. What happens on 6 December, the night before the attack?

1. Rafe has volunteered for the Eagle Squadron in Britain and is shot down over the Channel; they are told he is dead.

2. Rafe comes back alive and discovers Danny and Evelyn together — the friendship collapses, hours before the attack.

Discuss:
  • The film spends roughly its first hour on this triangle before history arrives. Does a personal story help an audience feel a historical event — or does it push the event into the background?

Part 2 — Sunday morning

Shortly before eight on the morning of 7 December 1941, Japanese aircraft come in low over Oahu. The film gives this sequence forty minutes: the battleships along the moorings, the torpedo runs, the fires, men trapped below decks in capsizing hulls. Rafe and Danny reach a small outlying airfield, get two fighters into the air and shoot down several attackers between them. It is the only real resistance the film shows.

At the hospital, Evelyn and the other nurses are overwhelmed within minutes. They run out of supplies, use lipstick to mark which of the wounded can be saved and which cannot, and go on working through the day. The film's most sombre passages are here rather than in the sky — an ordinary Sunday turned, in under two hours, into the worst day the base had ever known.

In the aftermath, a shaken country listens to President Roosevelt ask Congress for a declaration of war. Evelyn tells Rafe she is expecting Danny's child. The two men are still barely speaking when they are called to volunteer for something secret.

Quick check — answer from memory, then reveal:

1. What do Rafe and Danny manage to do during the attack?

2. What is happening at the hospital while the attack goes on?

1. They reach an outlying airfield, get two fighters airborne and shoot down several Japanese aircraft — the only serious defence the film depicts.

2. Evelyn and the nurses are overwhelmed with casualties, run out of supplies and have to decide, on the spot, who can be saved.

Discuss:
  • The hospital scenes are quiet and the flying scenes are spectacular. Which do you think stays with an audience longer — and which should?

Part 3 — Hitting back

The secret job is retaliation. Doolittle is assembling a raid on Japan itself: heavy twin-engined bombers, far too big for a carrier deck, will be flown off one anyway, strike Japanese cities, and carry on westwards to land in China. Everyone who volunteers understands that they may not be coming back. Rafe and Danny both put their names down, and they train together for months without ever quite repairing what broke on 6 December.

The raid goes in. The bombers reach Japan, drop their loads and press on until the fuel runs out, coming down in occupied China. Rafe and Danny survive the crash landings, but on the ground they are found by Japanese troops. Danny is fatally wounded shielding Rafe. In his last minutes he learns that he is going to be a father, and Rafe tells him that he is not dying — he is becoming one.

Rafe comes home and marries Evelyn. The film closes years later with the two of them and a small boy at Danny's grave; the child carries his father's name, and Rafe takes him up in a biplane over the same fields where two boys once played at flying.

Quick check — answer from memory, then reveal:

1. What is the secret mission, and why is it dangerous even before the enemy is reached?

2. How does the film end?

1. A bombing raid on Japan, flown off an aircraft carrier in bombers never designed to launch from one; there is no way of landing back on, so the crews must reach China on their remaining fuel.

2. Danny is killed in China; Rafe returns, marries Evelyn and raises Danny's son, and the family visits Danny's grave.

Discuss:
  • The film ends on a family rather than on a war that still had three and a half years to run. Is that a satisfying ending, or an evasion?

Grammar — cause & effect connectors

Everything in this lesson is a chain of causes: an attack causes a declaration of war; a decision to invent two heroes causes a film historians still complain about. English gives you three different shapes for that chain, and the commonest mistake at this level is using one shape with another's grammar.

Shape 1 — prepositional phrases: they take a NOUN, never a clause.
owing to · due to · because of · as a result of · on account of
• "Owing to the fog, the flight was cancelled."  • "The delay was due to a shortage of parts."  • "As a result of the strike, the port stood empty."
✗ Owing to the fog was thick… — you cannot put a subject and verb after them. Add the fact that if you need a clause: "owing to the fact that the fog was thick".
Shape 2 — conjunctions: they take a CLAUSE (subject + verb).
because · since · as · so · so that
• "The flight was cancelled because the fog was thick."  • "Since nobody had warned them, they carried on as usual."
Shape 3 — linking adverbs: they connect two SENTENCES (or follow a semicolon).
consequently · therefore · as a result · hence · accordingly
• "The fog was thick. Consequently, the flight was cancelled."  • "Nobody had warned them; as a result, they carried on as usual."
Two specialists worth having:
• thereby + -ing — a formal way of saying "and by doing that": "She signed the treaty, thereby ending a war that had lasted six years." Never thereby she ended.
• Watch result in vs result from: "The storm resulted in three days without power" (storm → power cut), but "The power cut resulted from the storm" (power cut ← storm).
Shape 4 — verbs. These carry the cause and effect inside the sentence.
Cause first: X results in Y · X leads to Y · X brings about Y · X gives rise to Y · X triggers Y
Effect first: Y stems from X · Y arises from X · Y results from X
• "Poor maintenance led to the accident."  • "The accident stemmed from poor maintenance." Same facts, opposite direction — choose the one that puts your important idea first.

1. Preposition, conjunction or linking adverb?

Complete each sentence. The note in brackets tells you what kind of connector the grammar of that sentence needs.

1. the shallow water of the harbour, an ordinary torpedo would have buried itself in the mud. (preposition + noun phrase)

2. The third strike was never launched the American defences had woken up. (conjunction + clause)

3. The Pacific Fleet's carriers were at sea that morning; , they escaped the attack altogether. (linking adverb joining two clauses)

4. Two of the pilots reached an outlying strip the main airfields had already been hit. (conjunction + clause)

1. Owing to / Due to / Because of / On account of (all take a noun phrase)

2. because / since / as (all take a full clause)

3. consequently / therefore / as a result / hence

4. because / since / as

Test yourself: can you say each sentence again using a different shape? "The carriers were at sea, and as a result of that accident of timing they survived."

2. Which verb, and which direction?

Fill each gap with one verb only. Ask yourself first: is this sentence running cause → effect, or effect → cause?

1. The attack in the deaths of about two thousand four hundred Americans.

2. Years of failed negotiation to a decision to strike without warning.

3. One Sunday morning about a change that could not be reversed: the United States was in the war.

4. The film's worst errors from a single decision — to put two invented pilots at the centre of a real catastrophe.

1. resulted (result in — cause → effect)

2. led (lead to — cause → effect)

3. brought (bring about — cause → effect)

4. stem (stem from — effect → cause; "arise from" also works)

3. Complete the paragraph — use each shape once

One connector per gap, and don't repeat yourself. Read the finished paragraph aloud.

The American aircraft carriers were away from Hawaii on 7 December, and that accident of timing the fleet kept the ships that would matter most in the years ahead. The attack in about two thousand four hundred American deaths. , a country that had spent two years arguing about whether to stay out of the war stopped arguing. Congress voted for war the following day, committing the United States to a conflict it had worked hard to avoid — an outcome that directly from the decision to attack at all.

owing to / due to / because of · resulted · Consequently / As a result / Therefore · thereby · stemmed

Notice the four shapes doing four different jobs: preposition + noun, verb + preposition, adverb opening a new sentence, and thereby + -ing attaching a consequence to the clause before it.

Carry these into the Speak tab. This whole lesson is an argument about causes — what the attack caused, and what a screenwriter's choices caused.

The Real Story — myth versus record

Most films in this series bend history a little. This one is routinely named among the least accurate war films ever made, and that is what makes it useful: you can hold the film in one hand and the record in the other, and see exactly where they part company — and ask why.

🎬 Rafe and Danny were made out of two real men

The film's two heroes are invented. Rafe McCawley, Danny Walker and the nurse Evelyn Johnson do not appear in any record of that morning, because they never existed. What did happen is that around fourteen American fighter pilots got airborne on 7 December, and between them they were credited with roughly ten of the twenty-nine Japanese aircraft lost that day. Four of those pilots were killed.

Two of them, Second Lieutenants Kenneth Taylor and George Welch, drove under fire from Wheeler Field to the small strip at Haleiwa, took off in Curtiss P-40 fighters and flew more than one sortie. Welch was credited with four Japanese aircraft, Taylor with two confirmed. General Henry H. Arnold nominated both for the Medal of Honor; both received the Distinguished Service Cross instead. The film takes their drive, their airfield and their kills, hands the whole thing to two fictional friends, and adds a love triangle.

The Eagle Squadron subplot could not have happened

The Eagle Squadrons were real: three RAF units of American volunteers, 71 Squadron formed in September 1940, 121 in May 1941 and 133 in July 1941. Some 244 Americans flew with them, and they were not handed over to the United States Army Air Forces until 29 September 1942, when they became the 4th Fighter Group. So the chronology the film needs simply is not available. The Battle of Britain ended in October 1940, yet the film has Rafe flying in it into 1941; and an American who had joined the RAF would still have been in Britain, in RAF uniform, when the bombs fell on Hawaii.

This matters more than a date on a caption. The subplot exists to give the leading man a broken heart and a resurrection, not to describe anything that occurred. It is the clearest example in the film of history being reshaped around a romance rather than a romance being fitted into history.

Doolittle's Raid was real — and it was a separate operation

On 18 April 1942 — four months after Pearl Harbor, not a few weeks — sixteen B-25 Mitchell bombers with eighty airmen aboard flew off the deck of the carrier USS Hornet under Lieutenant Colonel James Doolittle. They struck targets in Tokyo, Yokohama, Yokosuka, Nagoya, Kobe and Osaka — spread across six cities, not a single formation over the capital as the film shows. Every aircraft that reached China was lost. Eight airmen were captured; three were executed and one died in captivity. The material damage to Japan was slight; the effect on morale on both sides was enormous, and it pushed Japanese planning towards the battle at Midway that broke their carrier force.

Naval historians reviewing the film in 2001 also objected to its Doolittle: the real one held a doctorate in aeronautical engineering from MIT, while the film plays him as a man baffled by a slide rule. They noted too that Admiral Yamamoto is shown with the strike force although he never sailed with it, that USS Arizona is destroyed almost at once when in fact she was hit some twenty minutes into the attack, and that the celebrated "sleeping giant" line attributed to Yamamoto comes from the 1970 film Tora! Tora! Tora! rather than from any record.

What the people involved said — and what the day actually caused

Kenneth Taylor, the pilot whose morning the film borrows, called it "a piece of trash… over-sensationalised and distorted". He had served as a technical adviser on Tora! Tora! Tora!; nobody consulted him on this one. National Geographic made a documentary, Beyond the Movie: Pearl Harbor, walking viewers through the errors. Critics were unkind — the film holds a 24% rating on Rotten Tomatoes across 194 reviews — although it won the Academy Award for Best Sound Editing and was nominated for six Golden Raspberries, including Worst Picture. For the Japanese release Disney softened the closing American-victory narration and altered a racial slur in the dialogue; Japanese viewers interviewed at the time complained that the Japanese in the film were simply evil, with no families and no lives of their own. The film does keep one real person: Doris Miller, a mess attendant on USS West Virginia who was never trained on the guns, manned one anyway, and helped carry his mortally wounded captain clear. He was awarded the Navy Cross by Admiral Nimitz on 27 May 1942, and was killed on 24 November 1943 when USS Liscome Bay was torpedoed.

And underneath all of it sits the plain, sombre fact the film is built on. 2,403 Americans were killed and 1,178 wounded on 7 December 1941; 1,177 of the dead were aboard USS Arizona, and 429 aboard USS Oklahoma. Two waves came in — 183 aircraft, then 171 — and a planned third strike was called off. The Pacific Fleet's three aircraft carriers were at sea and untouched, which shaped the next four years of the Pacific war. President Roosevelt asked Congress for a declaration on 8 December; it passed with a single dissenting vote, and on 11 December Germany and Italy declared war on the United States. That is what the attack brought about: not a love story, but the entry of the United States into the Second World War.

Take these into the discussion:
  • Which invention bothers you most — the fictional heroes, the impossible Eagle Squadron timeline, or the compression of Doolittle's Raid? Why that one?
  • Taylor and Welch did something extraordinary and are largely forgotten, while two invented men are remembered. Does a film owe anything to the real people whose actions it borrows?
  • Is a film that gets an audience to care about an event they'd never have studied doing more good than harm — or does a plausible falsehood do more damage than no film at all?
  • Where would you draw the line? Name one change you would allow a film-maker, and one you would not.
Go deeper: we've only touched the morning itself here — the two waves, the ships, the men in the water, and why the attack happened at all. The whole true story, as a lesson of its own — Short History: Pearl Harbor →

Speak

This is the heart of the lesson — do it all out loud. The timer keeps you going; fill the time with detail.

Useful language: reach for today's connectors — owing to / due to / as a result of + noun ("owing to the carriers' absence…"), because / since + clause, consequently / as a result to open a new sentence, thereby + -ing ("Congress voted, thereby committing the country to war"), and the verbs result in, lead to, bring about, stem from. For argument: "What's striking is…", "You could argue that…", "The real cause, surely, was…".
Time remaining: 4:00
Task A · Tell the story (4 minutes)

Tell the story of Pearl Harbor in your own words, as if to someone who has never seen it. Move through the arc: two boyhood friends who become pilots → the nurse, and Rafe presumed dead over the Channel → 7 December and the two fighters that get airborne → the hospital, and the aftermath → Doolittle's raid, China, and what it costs.

Work in at least five key words (retaliation, galvanise, scramble, aftermath, plausible, sombre, embellish, compress, distort, salvage), and build the chain of causes with today's connectors: "the attack resulted in…", "as a result of the news…", "consequently…".

Task B · The central dilemma (4 minutes)

Here is the argument at the heart of the film — and of this lesson. A film-maker says: "Nobody will watch two hours about a naval base. Give them people to love, and they will learn something they'd otherwise never look at." A historian replies: "You have handed real men's actions to invented ones, and now that is what everybody thinks happened."

Take a side and make the case properly, then argue the other side for one minute. Use cause-and-effect language throughout: what does each approach lead to?

Task C · Who owns a true story? (4 minutes)

Widen it out. When something really happened, who has the right to retell it, and under what conditions? Make your case.

Stuck for an idea? Pick one of these and run with it:

  • Whether films "based on a true story" should be required to list their inventions in the credits.
  • An event from your own country's history that a film or series got badly wrong.
  • Whether a country can ever tell the story of a war it fought fairly — or whether it needs outsiders to do it.
  • Why disasters attract love stories, and whether that is a comfort or a cheat.
  • A documentary or book that changed what you thought you knew about a famous event.
  • Whether the surviving participants of an event should have any say over how it is dramatised.

To finish — the bigger questions

  1. Two real pilots did something remarkable and are now footnotes; two invented ones are famous. What does that tell you about how popular memory actually gets made?
  2. The film ends with a family and a small aeroplane. The record ends with 2,403 dead and a country at war for nearly four more years. Which ending is the honest one, and can a film carry both?
  3. Is it possible to make a film about a mass killing that is both watchable and respectful? Name a film you think manages it, and say what it does differently.
  4. Before you go — from memory: give one sentence using a connector that takes a noun (owing to / due to / as a result of), one using a connector that takes a clause (because / since), and one using thereby + -ing. Then explain in your own words why the first group can't be followed by a subject and a verb.