Introduce the film by telling students that they will watch a real-life story about two soldiers who fought in the Iran-Iraq war during the 1980s. Show students a map of the world, pointing out the two countries Iran and Iraq in the Middle East. Explain that the war was initiated by Iraq primarily to expand its power in the Middle East. One of the soldiers in the film acted heroically. He listened to his own instincts and performed an action against the orders of his superior officer, which he felt was the right thing to do.

What does it mean to act heroically? The Hunger Games, The Hobbit, and Star Wars are some stories that contain a hero as a main character. In these stories, the hero faces danger and adversity, acts with bravery, and goes against the odds. Ask students: How would you describe a hero? Do you see heroes in your everyday life? If so, who are they?

Explain to students that the film, My Enemy, My Brother, documents the unique relationship between two soldiers who first encounter each other in combat during the Iran-Iraq war. The film depicts the personal stories of two soldiers as well as the harsh circumstances and consequences of the war.

Direct students to watch the film noting the similarities and differences between the two soldiers, Zahed and Najah. What obstacles do the characters face and how do they respond?

After viewing the film, lead a discussion with such questions as:

• What do we learn about Najah and Zahed in the first scene of the film? (Answers: Najah is an Iraqi war veteran who served from 1980-1997. Zahed is an Iranian war veteran who served from 1982-1990.)
• How old were Najah and Zahed when they decided to join the war? What were the motivating factors that called Najah and Zahed to war?
• What technique did the filmmaker use to present the facts about the war?
• What did Zahed find inside Najah's pocket while they were inside the bunker? Why did seeing this item motivate Zahed to save Najah's life?
• Conscience can be defined as an inner voice or feeling that guides one's behavior. Zahed made the decision to ignore the orders of his officer and act according to his own conscience, which saved Najah's life. What does it mean to act according to your own conscience? Do you think responding from one's conscience can encourage one to "do the right thing" even when under pressure to do something harmful? If so, how?
• This story reveals a remarkable moment of fate when the two soldiers meet twenty years later by chance in Vancouver, Canada. Did this unique moment in the film impact you as the viewer? If so, how?
• Documentary filmmakers use a variety of techniques to recreate events from the past that are important to include in the story. This film uses animated still photography from the war as a way to recreate the scenes. In an interview, filmmaker Ann Shin said that her goal was to recreate these scenes without being "cheesy," or unauthentic. Do you think she accomplished this goal? Why or why not?
• What did you like most about this film? Why? Would you recommend this film to others? Why or why not?

Give students one of the following reflective writing prompts to demonstrate their understanding of the story. (Note for teachers: Just as quotes from a book or text are used to prove an analytical thought, students use the film to justify their reasoning.)

1. Joseph Campbell, author and American mythologist, is well known for creating a model that outlines the common journey of the archetypal hero. He wrote, "A hero is someone who has given his or her life to something bigger than oneself." Describe how this quote relates to the film My Enemy, My Brother. How does Zahed give himself to "something bigger"? What does he attain from doing so? Think of a person you consider a hero. The person could be your art teacher, your mother/father, or a well-known leader, such as Gandhi. How has this person influenced your life? Has this person enabled you to think outside of yourself? If so, how? (CCSS.ELA.9-10.1 and SL.11-12.1)
2. In The New York Times, filmmaker Ann Shin describes that My Enemy, My Brother "transcends the cascade of often negative news coverage coming out of the Middle East. Against the backdrop of conflict, the story of Najah and Zahed is a surprising affirmation of humanity that cuts across political borders." What do you think she means by "a surprising affirmation of humanity"? Do you think positive human characteristics (such as love, empathy, and compassion) have the ability to cut across other "borders," such as gender, race, ethnicity, or different economic backgrounds? If so, how? Write a paragraph to explain your answer citing examples either from your own life or from a story in the media. (C3.D2.Psy.2.9-12)
3. Every year, the United Institute for Peace hosts a National Peace Writing contest. The Institute was created to "mitigate international conflict through nonviolent means." Imagine you will submit a piece of writing for this contest. Write a paragraph describing Zahed and Najah's story. How is their story an example of living in a nonviolent way? What do you think the filmmaker is telling the world by filming Zahed and Najah's story? (C3.D2.His.3.9-12)