This is my earliest memory of really being completely blown away by the raw, grandiose, naïve, self-assured unbeatablity of a student response. I read and re-read the thesis several times looking for a way out of the paradox; including imagining that this matriculating senior had a graduate level understanding quantum physics informed by string theory or the Lord on high. But alas, the Historian in me cried out for the “the context of the calendar!” The Geographer protested for the “precision of place!” The Political Scientist demanded “mention of motives… the oration of objectives.”
The essay that followed was a well reasoned and researched comparison of both historical events. No attempt was made to support the idea that the events actually were the same. Because of the rubric that was used the ambiguously worded and factually incorrect thesis only lowered the student’s grade on the assignment to a 60%. I think I read it 5 times over 40 minutes before I was “sure” it was a D.
PROMPT:
Compare and contrast the motivations, methods, and outcomes of the September 11th attacks and and attack on Pearl Harbor.
