1

United States Military History Curriculum

The Veterans’ National Education Program (V-NEP) has partnered with the Fort Worth Unified School

District JROTC to develop a dynamic high school United States military history curriculum (lesson plans,

quizzes, activities and films) that will allow educators to reach high school student interests, encourage career

and citizenship skills, understand Texas’ role in American military history, as well as fulfill a variety of Texas

social studies standard requirements. This booklet is a collection of lessons, some are original lessons and others

are adapted from some of the best sources in the field of history education.

Dr. Maria Sanelli, Kutztown University professor, former member of the National Council for the

Social Studies Board of Directors, is the lead organizer of V-NEP’s curriculum team. Other major contributors

to the curriculum process have been Dr. Louis Rodriquez, Kutztown University United States history professor,

Ms. Madison Weary, Pottsgrove High School, and Colonel Crossley, JROTC Coordinator for the Ft. Worth

Unified School District.

The purpose of the curriculum is to:

give students an opportunity to consider a variety of careers and understand their own personal

strengths and weaknesses

help students become engaged, thoughtful citizens by expanding their knowledge base,

developing vital critical thinking and decision-making skills, and enhancing their understanding

of the United States’ and others’ cultures

consolidate a plethora of social studies materials (films, lesson plans, activities, quizzes and

exams) into one curriculum, eliminating lesson-planning time

model self-discipline, bravery, and intellectual curiosity through the stories of those who have

served

match lesson plan materials with state standard requirements

We hope that the lesson plans and materials included in this booklet will prove to be useful in your social

studies classroom.

Veterans educating America’s students

2

UNITED STATES MILITARY HISTORY ELECTIVE MODULES OF INSTRUCTION

The United States Military History Curriculum is organized into three modules. Each module highlights a

particular movement in United States’ military history and may be divided into two units of instruction.

The lessons are purposely designed to be flexible. They may be utilized as an entire curriculum or divided

into individual lessons to supplement an existing curriculum. The following section describes each

module and provides two samples from each module.

Module 1: Forming a New Nation

The first module includes the French and Indian War, American Revolution, and the Civil War. The

American Indian Wars are addressed in both the first and second module. Though the colonists fought

together with the British during the French and Indian Wars, tension between Britain and its colonies

soon grew untenable. American military success during the Revolution was due, in large part, to their

unlimited goal of independence and their mobilization of citizen soldiers rather than professionals. The

Civil War is the last topic of this module. Massive mobilization required an unprecedented degree of

centralized control over military policy, and the country saw the military’s balance of power shift further

from the states to the national government.

Samples lessons included here:

1. First Shots (adapted from Scheurman, Geoffrey’s article from the National Council of Social

Studies Journal, Social Education)

2. Annexation of Texas and the War with Mexico (adapted from PBS online resources)

Module 2: Expansion and World Conflict

The second module includes the Spanish-American War, World War I and World War II. With the

diminishing frontier, America began to abandon its “continentalist” policy in favor of more aggressive

competition for world trade, and it turned its eye toward Spain. By WWI, the American Navy battle fleet

was second only the British and Germans, and the American Army transitioned from frontier

constabulary to a force equipped with air and motor power. Though the U.S military initially struggled

with the economic realities of twentieth century war, it had gone to Europe and successfully fought a

massive industrialized war against a nation known for its military strength and expertise and emerged a

formidable superpower. Due to its use of atomic weapons and impressive ground forces, after World War

II the U.S. military emerged as a one of only two new superpowers.

Samples lessons included here:

3. American Involvement in WWI (V-NEP lesson utilizing NPR)

4. Yalta Conference (many sources online that present Yalta simulation lessons)

Module 3: Leadership in the Modern World

The third module includes the Cold War, Vietnam Conflict, Persian Gulf War and War on Terrorism.

U.S. Cold War military policy was defined by two themes: communist containment and strategic nuclear

deterrence. Though the U.S. and the Soviet Union rarely fought each other, the Cold War nevertheless

was a global struggle that prompted several wars, including the Korean and Vietnam Wars, and soon

competing East/West ideologies were felt in developing nations across the globe. The module concludes

after addressing issues arising from the War with Iraq and War on Terror.

Samples lessons included here:

5. Portrait of Valor: Roy Benavidez (V-NEP movie lesson)

6. Women in the Military - Interview Project (V-NEP movie lesson)

3

Sample 1: First Shots

Standards:

1. History. The student understands the principles included in the Celebrate Freedom Week

program.

2. Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology.

3. Geography. The student understands the impact of geographic factors on major events.

Objectives:

1. The students will be able to comprehend the events that took place on Lexington green.

2. The students will be able to cooperatively participate in a small group.

3. The students will be able to infer which perspectives were represented in the Lexington

accounts.

Materials: 1. First Shot Handout

2. Video clip: https://www.youtube.com/watch?v=Seack6kqiGk

Subject Matter: firsthand account, continent, evacuation, counter attack

Procedure:

1. Video: Introduce topic by showing short video clip connecting the French and Indian war

and the War for Independence.

a. Focus Question for students: How did the French and Indian War give colonists the

confidence to fight for Independence?

b. Show video clip: https://www.youtube.com/watch?v=Seack6kqiGk

c. Review the focus question with students.

2. Set: Have the student describe to you the meaning of ‘eyewitness account” in a news

report or crime scene.

a. Explain the difference between memory (individual recollection) and history

(collective interpretation of the past).

b. Essential Question: Who do you think shot first at Lexington Green and why do you

believe that?

3. Cooperative Group Activity: Students break into groups and assume the role of each

account. Students will read aloud and discuss the six accounts of what occurred on

Lexington Green…

a. About 70 minutemen were ready to dispute the passage of the British soldiers. They

did not to withdraw until there were fired upon and 8 of their number were killed.

Thus began the War of American Independence.

b. At daybreak on April 19 the British reached Lexington, where they were confronted

by about 60 minutemen. Their commander, Captain Parker, told his men, “Don’t fire

until you are fired upon, but if they want a war, let it begin here.” A shot was fired, but

from which side is not certain; then came a volley from the British soldiers which

4

killed 8 men and wounded many others. Unable to oppose a force that outnumbered

them ten to one, the minutemen fell back in the confusion.

c. Pitcam reached Lexington at sunrise and found himself confronted by some 40

minutemen under Captain John Parker. With an oath he called on them to disperse,

but they stood as motionless as a wall and he ordered his men to fire. The volley laid

7 of the patriots dead and 10 wounded on the village green. Parker was greatly

outnumbered, and, after making a feeble resistance, ordered his men to retire.

d. At Lexington, 6 miles below Concord, a company of militia, of about 100 men

mustered near the Meeting-House; the Troops came in sight of them just before

sunrise; and running within a few rods the Commanding Officer accosted the Militia in

words to this effect: “Disperse, you rebels-throw down your arms and disperse”: upon

which the Troops huzzaed, and immediately one or two officers discharged their

pistols, which were instantaneously followed by the firing of 4 or 5 of the soldiers, and

then there seemed to be a general discharge from the whole body; 8 of our men were

killed and 9 wounded….

e. I, John Parker, of lawful age, and commander of the Militia in Lexington, do testify

and declare, that on the 19th

[of April], being informed….that a number of regular

troops were on their march from Boston…ordered our Militia to meet on the Common

in said Lexington, to consult what to do, and concluded not to…meddle or make with

the said Regular troops [if they should approach] unless they should insult us; upon

their Sudden approach, I immediately ordered our Militia to disperse and not to fire.

Immediately

said their troops made their appearance, and rushed furiously, fired upon and killed 8 of

our party, without receiving any provocation therefore from us.

f. Captain Parker’s Company being drawn upon the green before sunrise, and I being in

front rank, there suddenly appeared a number of the King’s Troops, about a thousand,

as I thought, at the distance of about 60 or 70 yards from us, huzzaing and on a quick

pace toward us…..

4. Discussion: Students answer the following questions after reading the accounts:

a. How many militiamen were involved in the battle?

b. What role did captain Parker play in the battle?

c. How many militia men were killed?

d. Who fired the first shot?

e. What was the significance of claiming who fired the first shot?

5. Teacher Presentation:

a. Congress Authorizes and Army on June 14, 1775

i. George Washington was made Commander in chief of the continental Army –

ii. Washington had gained military experience during the French and Indian war

b. The British Forced out of Boston- on March 17, 1776 General William Howe and

British forces evacuate Boston rather than risk heavy losses by engaging colonial

forces under George Washington.

i. British Reaction – After initial engagements at Lexington and Concord on April

19, 1775colonial force attempt to confront British force in Boston

5

ii. Bunker Hill – is occupied by Colonial forces in June17, 1775 the British take the

Hill, but the victory was costly for the British

c. The British impose their will

i. New York –on September 1176, general William Howe and about 12,000 British

troops land on Manhattan from that point on until December of that year

ii. general Howe force general Washington army to retreat out of both New York

and New Jersey

d. America Strikes Back Princeton, Trenton, Valley Forge- In December of 1776 and

January of 1776 Washington successfully counter attacks the British at Trenton and

Princeton – Before hunkering down for the winter at Valley Forge

6. Close: Who do you think shot first and why? Ask students why they think there are different

accounts of the same event. Apply to “perspective”.

Assessment:

1. The instructor will informally observe students working in groups to complete the activity.

2. The instructor will informally observe students participating in the classroom discussion.

Scheurman, Geoffrey. “Revisiting Lexington Green” in Social Education, (62), 1, 1998, pp.10-

18.

6

First Shots Perspectives

1. About 70 minutemen were ready to dispute the passage of the British

soldiers. They did not to withdraw until there were fired upon and 8 of

their number were killed. Thus began the War of American Independence.

2. At daybreak on April 19 the British reached Lexington, where they were confronted by

about 60 minutemen. Their commander, Captain Parker, told his men, “Don’t fire until you

are fired upon, but if they want a war, let it begin here.” A shot was fired, but from which

side is not certain; then came a volley from the British soldiers which killed 8 men and

wounded many others. Unable to oppose a force that outnumbered them ten to one, the

minutemen fell back in the confusion.

3. Pitcam reached Lexington at sunrise and found himself confronted by some 40 minutemen

under Captain John Parker. With an oath he called on them to disperse, but they stood as

motionless as a wall and he ordered his men to fire. The volley laid 7 of the patriots dead

and 10 wounded on the village green. Parker was greatly outnumbered, and, after making a

feeble resistance, ordered his men to retire.

4. At Lexington, 6 miles below Concord, a company of militia, of about 100 men mustered

near the Meeting-House; the Troops came in sight of them just before sunrise; and running

within a few rods the Commanding Officer accosted the Militia in words to this effect:

“Disperse, you rebels-throw down your arms and disperse”: upon which the Troops

huzzaed, and immediately one or two officers discharged their pistols, which were

instantaneously followed by the firing of 4 or 5 of the soldiers, and then there seemed to be

a general discharge from the whole body; 8 of our men were killed and 9 wounded….

5. I, John Parker, of lawful age, and commander of the Militia in Lexington, do testify and

declare, that on the 19th

[of April], being informed….that a number of regular troops were

on their march from Boston…ordered our Militia to meet on the Common in said

Lexington, to consult what to do, and concluded not to…meddle or make with the said

Regular troops [if they should approach] unless they should insult us; upon their Sudden

approach, I immediately ordered our Militia to disperse and not to fire. Immediately

said their troops made their appearance, and rushed furiously, fired upon and killed 8 of our

party, without receiving any provocation therefore from us.

6. Captain Parker’s Company being drawn upon the green before sunrise, and I being in front

rank, there suddenly appeared a number of the King’s Troops, about a thousand, as I

thought, at the distance of about 60 or 70 yards from us, huzzaing and on a quick pace

toward us…..

7

Sample 2: Annexation of Texas and the War with Mexico

(pbs.org)

Standards:

1. History. The student understands the principles included in the Celebrate Freedom Week

program.

2. Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology.

3. Geography. The student understands the impact of geographic factors on major events.

4. Culture. The student understands how people from various groups contribute to our

national identity.

Objectives:

1. Students will be able to research the two nations' very different viewpoints with regard to

Texas.

2. Students will be able to take a side and defend a point of view during the classroom

debate.

Subject Matter: Manifest Destiny, Slavery, Texas

Materials:

Two Views worksheet

Video Clip Library -

http://www.pbs.org/kera/usmexicanwar/resources/video_library.html

o “Mexico after independence: Much land, few settlers”

o “Mexico opens Texas to Americans who come to claim it as their own”

o “Sam Houston’s Texans avenge the Alamo and defeat Santa Anna at San Jacinto”

o “Polk orders American troops into disputed territory”

Interactive Timeline - http://www.pbs.org/kera/usmexicanwar/timeline.html

Procedure:

1. Set – Previewing Activity: The instructor will explain to students that in the early 1840's

the governments of the U.S. and Mexico had a very significant difference of opinion

regarding Texas.

a. The U.S. considered Texas to be a sovereign nation and with that nation's

approval, annexed it.

b. Mexico still considered Texas to be a part of its territories and regarded the U.S.'s

annexation of it as an act of aggression.

c. One way to highlight the two governments' conflict is to examine the names that

the U.S. and Mexico use to describe the subsequent war.

d. In the U.S., the war is usually called the "Mexican War" or the "Mexican-

American War," while in Mexico, the war has names like the "U.S. Invasion of

Mexico" and the "U.S. Intervention."

e. Ask students to consider the implications of these names.

f. Essential Question: What were the causes and results of the Mexican War?

8

2. Teacher Presentation: Have students fill out the “Two Views on Texas” handout as the

teacher explains the following events. The interactive timeline is very helpful.

a. The importance to Mexico of holding onto the land it had inherited from Spain

after its war for independence.

b. The United States' hope to expand across the North American continent.

c. Mexico's decision to open Texas to foreign settlers.

d. The changing face of the population of Texas.

e. Mexico's decision to centralize its government, thereby restricting the autonomy

of its territories like Texas.

f. The Texans' rebellion led by Sam Houston and Texas' subsequent claim of

independence from Mexico.

g. The Battle of San Jacinto.

h. Mexico's concern that if it loses Texas to the U.S., it will also lose New Mexico

and California.

i. The U.S.'s annexation of Texas and Mexico's subsequent decision to recall its

Ambassador to the U.S.

j. The two countries' land dispute regarding the area between the Nueces River and

the Rio Grande.

3. Computer Lab – Research: The instructor will then tell students to go to “The U.S.-

Mexican War” website to access the short video clips

a. Students watch video clips on computers.

i. “Mexico after independence: Much land, few settlers,”

ii. “Mexico opens Texas to Americans who come to claim it as their own,”

iii. “Sam Houston’s Texans avenge the Alamo and defeat Santa Anna at San

Jacinto,”

iv. “Polk orders American troops into disputed territory” (or display the

videos with a projection device in your classroom).

b. Have students use their handouts to focus their research as they watch video clips

depicting the military and political events that led to the conflict over Texas.

c. Then have the students access the interactive timeline on the same site to further

research the disagreement between the U.S. and Mexico over Texas.

http://www.pbs.org/kera/usmexicanwar/index_flash.html

4. Debate:

1. After students have completed their research, have them meet in their groups to get

ready for the debate.

2. Format

i. Ask each group to prepare a two-minute opening statement for their side

of the debate.

ii. Ask them to create a list of four points that it would like to address

during the debate and to share that list with the other group.

iii. Once the groups have completed their preparations, have the students

begin the debate by making their opening statements.

9

iv. Then have the groups go back and forth presenting each of their four

main points, always allowing the opposition to respond to each point.

v. Finally, have one person from each group summarize their side's

position.

5. Discussion: After the debate, ask the students to share their responses to the experience.

a. Did they feel like they learned anything from the other side?

b. Were they as sure of their own side's argument after the debate as they were before

the debate?

3. Did their research and the process of having the debate give them any ideas about

how the war could have possibly been avoided?

6. Close: What were the causes and results of the Mexican War?

Assessment: 1. The teacher will informally observe the students working in the computer lab.

2. The teacher will formally evaluate the students participating in the debate.

10

Two Views on Texas worksheet

The following are some of the topics you should focus on during your research about the conflict between the U.S. and Mexico over Texas:

1. The importance to Mexico of holding onto the land it had inherited from Spain after its war for independence.

2. The United States' hope to expand across the North American continent.

3. Mexico's decision to open Texas to foreign settlers.

4. The changing face of the population of Texas.

5. Mexico's decision to centralize its government, thereby restricting the autonomy of its territories like

Texas.

6. The Texans' rebellion led by Sam Houston and Texas' subsequent claim of independence from Mexico.

7. The Battle of San Jacinto.

8. Mexico's concern that if it loses Texas to the U.S., it will also lose New Mexico and California.

9. The U.S.'s annexation of Texas and Mexico's subsequent decision to recall its Ambassador to the U.S.

10. The two countries' land dispute regarding the area between the Nueces River and the Rio Grande.

11

Annexation of Texas and Mexican War A DEBATE

A. Introduction: The Republic of Texas claimed land up to the Rio Grande based on

the Treaties of Velasco, but Mexico refused to accept these as

valid, claiming the border as the Nueces River. Reference to the

Rio Grande boundary of Texas was omitted from the U.S.

Congress' annexation resolution to help secure passage after the

annexation treaty failed in the Senate. President Polk claimed the

Rio Grande boundary, and this provoked a dispute with Mexico.

The United States offered to buy land and Mexico refused. Did the

United States unlawfully invade Mexico or did the United States

rightfully intervene after an attack on our people?

B. Process: 1. Divide into three groups:

a. Against Mexicans feeling that the US invaded their country (con)

b. For Americans feeling that intervention was justified (pro) c. Judge/Arbiters: run the debate and score points

2. Format: a. Opening Statement

12

b. Pro points c. Rebuttal d. Con points e. Rebuttal f. Closing remarks cons g. Closing remarks pros

CLASSROOM DEBATE RUBRIC

Levels of Performance

Criteria 1 2 3 4

1. Organization and Clarity:

viewpoints and responses

are outlined both clearly

and orderly.

Unclear in most

parts

Clear in some

parts but not

over all

Most clear and

orderly in all

parts

Completely clear

and orderly

presentation

2. Use of Arguments:

reasons are given to support

viewpoint.

Few or no

relevant reasons

given

Some relevant

reasons given

Most reasons

given: most

relevant

Most relevant

reasons given in

support

3. Use of Examples and

Facts: examples and facts

are given to support

reasons.

Few or no

relevant

supporting

examples/facts

Some relevant

examples/facts

given

Many

examples/facts

given: most

relevant

Many relevant

supporting

examples and

facts given

4. Use of Rebuttal:

arguments made by the

other teams are responded

to and dealt with effectively.

No effective

counter-

arguments made

Few effective

counter-

arguments made

Some effective

counter-

arguments made

Many effective

counter-

arguments made

5. Presentation Style: tone

of voice, use of gestures,

and level of enthusiasm are

convincing to audience.

Few style

features were

used; not

convincingly

Few style

features were

used

convincingly

All style features

were used, most

convincingly

All style features

were used

convincingly

13

Sample 3: American Involvement in WWI

Standards:

1. History: The student understands the emergence of the United States as a world power

between 1898 and 1920.

2. History: Analyze the domestic and international impact of U.S. participation in wars

and international conflicts

3. World History: Analyze how globalization leads to conflict and cooperation among

various populations and regions of the world

4. Social studies skills. The student uses geographic tools to collect, analyze, and

interpret data.

Objectives:

1. The students will be able to describe the events the lead America to join WWI.

2. The students will be able to create a podcast announcing America’s entrance into the

war.

3. The students will be able to analyze the significance of the sinking of the Lusitania and

the Zimmerman Telegram.

Subject Matter: Nationalism, Militarism, Interventionism, Propaganda, Artillery

Materials:

Audio – www.npr.org

Garageband Software

Podcast Rubric

Procedure:

1. Set:

a. Students will enter the classroom, as the instructor plays the current news

broadcast streaming on NPR (or an older stream from an important news event

that can be found on the website) – www.npr.org:

What is the discussion about?

How are the radio hosts relaying the news?

What information are they covering?

o Who, what, where, when, etc.

b. Today, you are going to create your own podcast describing the events leading

up to the United States entering WWI.

c. Essential Question: What about these two events brought the US into the

war?

2. Create a Podcast: Students will be asked to create a podcast broadcasting a news

report announcing that the United States has entered WWI.

a. Students should include the sinking of the Lusitania and the Zimmerman

Telegram, along with explanations of both events, into their broadcast.

b. Podcasts should be 3-5 minutes in length and include music and cover art.

14

c. Students will be given time in the computer lab to research the sinking of the

Lusitania and the Zimmerman Telegram, as well as time to create a script, in

order to prepare their podcasts.

3. Presentations:

a. Students will be given time in the computer lab to upload their projects onto

the classroom server.

b. Students will listen to their peers’ projects and leave feedback on each

broadcast.

c. Upon completion, the instructor will grade podcasts according to the rubric

provided.

4. Close: Ask students, why were these two events so convincing that the US entered the

Great War.

Assessment: 1. The teacher will informally observe the students completing their research in the

computer lab.

2. The teacher will informally observe the students listening to and commenting on their

peers’ podcasts.

3. The teacher will formally evaluate the students on their podcasts using the rubric

provided.

15

World War I Podcast

Create a podcast broadcasting a news report announcing that the United States has

entered WWI. Include both the sinking of the Lusitania and the Zimmerman Telegram,

along with explanations of both events, into their broadcast. Podcasts should be 3-5

minutes in length and include music and cover art. You will be given time in the

computer lab to research the sinking of the Lusitania and the Zimmerman Telegram, as

well as time to create a script, in order to prepare your podcasts.

4 3 2 1

Content Our podcast shows

what is important

and interesting about

the topic. We show

that we have

analyzed the topic

by discussing topics

and themes in the

topic and giving

examples. We

include original

insights and

conclusions.

Our podcast covers

the important

aspects of the topic.

It shows that we

have thought about

the topic and

describes some

themes with

examples.

Our podcast includes

some important

information about

the topic, but it

focuses mostly on

facts and shows very

little in-depth

thinking about the

topic.

Our podcast includes a few

facts about the topic.

Creativity Our podcast includes

surprising and

unusual features that

make it more

informative,

meaningful, and

entertaining.

Our podcast includes

some surprising or

features that make it

more interesting.

We attempt to

include some

surprising or unusual

features but they do

not add to the

meaning of the

podcast.

Our podcast is predictable

and has no surprising or

unusual features.

Speaking We speak in

Standard English in

a relaxed

conversational style.

We speak fluently

with no errors that

detract from our

meaning.

Our speech is

sometimes

stumbling and we

make some errors

that detract from our

meaning.

Our speech is awkward and

unrehearsed, and we make

numerous errors that detract

from our meaning.

Technical

Proficiency

The sound in our

podcast is clear

without outside

interference. We use

music effectively to

enhance our

meaning.

The sound in our

podcast is clear with

rare outside

interference.

We use music

appropriately.

The sound in our

podcast is

sometimes not clear

and the music

sometimes detracts

from the meaning.

Our podcast is difficult to

hear, and our music is

inappropriate or

overpowering.

16

Sample #4: Yalta Conference

Standards:

1. History. The student understands the domestic and international impact of U.S.

participation in World War II.

2. Social Science Skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology.

3. Citizenship. The student understands the importance of effective leadership in a

constitutional republic.

Objectives:

1. The student will be able to describe the key points of the Yalta Conference concerning

European post-war organization.

2. The student will be able to draw conclusions about the leaders’ perspective on the key

issues after World War II.

Subject Matter: Compromise, War Crimes, conflict, cold war, competition, buffer state

Materials:

Yalta Decision-making activity handouts

Procedure:

1. Set:

a. The teacher will present a picture of the “Big Three” at the Yalta Conference.

b. Essential Question: which of the big three do you think the US will have a

major disagreement with after the war and they will become our enemy

during the Cold War following WWII? Why?

2. Teacher Presentation:

a. Many historians agree that basis of the Cold War began at the Conference of

Yalta in February 1945. The leaders at the talks have been criticized for

putting the world on the path that polarized the two super powers. Through

this role-play activity, students will become conscious of the motivated factors

that led the delegates to come to their conclusions and realize the impact of

these decisions.

b. The Conference at Yalta was the critical point that changed the relationship

between the United States and the Soviet Union from that of allies to rivals.

The positioning for dominance in the post-World War II world would continue

throughout the Cold War and especially during the Truman presidency. The

decisions made during the Conference at Yalta and the Truman Administration

still are affecting the world today.

17

3. Yalta Decision-Making Activity: Students will be asked to work in groups to simulate

what decisions might have been made by Stalin, Churchill, and Roosevelt at Yalta.

a. Divide class up into three groups

b. Have each group decide which decision the leader would make using

the materials provided.

c. Discussion of group answers

4. Close: The instructor will ask students to name one of the key issues discussed during

the Yalta Conference.

Assessment: 1. Teacher will informally observe students making decisions issues related to the Yalta

Conference.

18

Conference at Yalta Diplomacy Sheet

Key Issue Option 1 Option 2 Option 3 Option 4

Creation of the

United Nations

Dismantle the

League of Nations

and do not create a

replacement

Create a United

Nations separate

of the League of

Nations

Eliminate the

League of Nations

and create the

United Nations

Create a United Nations to work in

coordination with the League of Nations

Structure of the

United Nations

(assuming

Option 1 is not

chosen in the

previous issue)

All nations have

free and equal

membership in the

United Nations

All nations have

membership in

the United

Nations but only

the Allied

Nations have

voting power

All nations are

invited to have

representation in

the United Nations

with certain voting

privileges given to

Allied leaders

United Nations created with two groups-

one with non Allied members and one

with only Allied members

Liberated

Nations

All nations choose

new governments

democratically by

their own people

Nations will

choose their own

governments

with support

(influence) from

the Allied

leaders

Allied leaders will

determine new

governments for

freed countries

Governments restored to pre-war status

German

government

German

government would

be restored to pre-

war status

New democratic

government

would be created

Germany would

be occupied and

controlled by

Allied nations

Allies would let Germany rebuild its

government as they saw fit

Reparations No reparations Reparations

totaling $22

billion

Reparations

totaling $92

billion

German economy would be taken over

by the Allies and the Allies would pay to

rebuild the country

Poland Lublin government

restored (previous

government exiled

to London during

WWII)

Soviet Union

create a new

Polish

government

Create a new

democratic

government

Poland is eliminated and is divided

between the Allied powers

Japan Soviet Union

invades Japan

immediately

Soviet Union

invades Japan

within 3 months

following the

end of war in

Europe

Soviet Union does

not invade Japan

Soviet Union does not invade Japan if

they agree to surrender immediately

19

YALTA CONFERENCE A Decision-making Activity

Setting: World War II is nearly over. Even though Japan continues to fight on, Italy has been knocked out of the war, and Germany appears to be in the final weeks before it is forced to surrender. The principle members of the Allies will meet once again to discuss the progress of the war. However, unlike previous meetings which discussed war tactics, victory in Europe is a forgone conclusion. The scope of this conference will focus on what to do in the time period following World War II. Task: As diplomats of the primary Allied countries, it will be your job to represent your country’s wishes at the Conference at Yalta. Read the descriptor page describing your country’s desires on various issues concerning World War II and the post-war era. Determine your country’s position on each of the topics to be discussed at the conference. Be prepared to defend your country’s stand on the issues and willingness to negotiate a resolve with the other Allied leaders. Principle Leaders:

Winston Churchill, Prime Minister of Great Britain

Franklin Roosevelt, President of the United States

Joseph Stalin, Premier of the Soviet Union

Key Issues:

1. World Organization

2. Liberated Nations

3. Post-War Germany

4. Post-War Poland

5. Continued War in Japan

20

Great Britain

Leader: Winston Churchill, Prime Minister

*Recognized British politician for over 60 years.

*Veteran of the Boer War and World War I.

*Recognized the Treaty of Versailles had failed and in part led to World War II.

*Predicted the appeasement policy of Neville Chamberlain at the Munich Conference would fail.

*Agreed to the Atlantic Charter with Franklin Roosevelt, which supported self-determination and a new

League of Nations.

*Led Great Britain through World War II. Swore Great Britain would “Never give in” to Adolf Hitler and

Germany.

Primary Concerns:

*Feared Great Britain was going to lose power and prestige to the “super powers” following World War II.

Fear of losing control of the British Empire

*Supported democratic nations in Europe and had even housed exile governments during World War II

when Germany had invaded their countries (most notably, Lublin government of Poland).

*Had been destroyed by Germany.

21

United States

Leader: Franklin Roosevelt, President

*Led the United States through the Great Depression and World War II.

*Had recently been elected to and began serving his fourth term as President.

*Was in very poor health as those close to him saw he was very near to death.

*Recognized the Treaty of Versailles had failed and in part led to World War II.

*Agreed to the Atlantic Charter with Winston Churchill, which supported self-determination and a new

League of Nations.

Primary Concerns:

*Twice the United States had been pulled into World Wars. Wanted to ensure calamities of this nature

would never happen again. United States had a policy of isolationism.

*As America was the “Experiment in Democracy,” there is the desire and belief in the spread of

democracy to other countries.

*Greatest number of American deaths was in the Pacific Theater of World War II. Although Joseph Stalin

had asked for assistance in Europe and it was returned with the D-Day invasion and additional support

was provided in the Lend-Lease Plan, the Soviet Union had yet to mount an attack against Japan.

22

Soviet Union

Leader: Joseph Stalin, Premier

*Leader of the Soviet Union following the death of Vladimir Lenin in 1924.

*In attempts of internal reforms, Stalin led the Soviet Union to economic calamity during collectivization

attempts.

*Was very paranoid of threats to his control of the Soviet Union and threats of attacks from outside

nations. Within the country, purges were stages to eliminate any threats to his power. Information from

foreign nations were limited and censored while Soviet secrets were not released.

Primary Concerns:

*The Soviet Union suffered the greatest number of deaths (by far) of any of the Allied nations at the

conference.

*Germany had twice invaded the Soviet Union (officially Russia the first time) during the World Wars. Both

had led to great loss of territory and millions of lives. Wants to ensure Germany will never be able to

attack their country again.

*Soviet armies had defeated the German forces in Eastern Europe with little help from the other Allied

nations.

23

Sample #5: Portrait of Valor: Roy P. Benavidez

Standards:

1. History. The student understands the impact of significant national and international

decisions and conflicts in the Cold War on the United States.

2. Geography. The student understands the impact of geographic factors on major events.

3. Economics. The student understands the economic effects of World War II and the Cold

War.

4. Social studies skills. The student applies critical-thinking skills to organize and use

information acquired from a variety of valid sources, including electronic technology

Objectives:

1. The students will be able to develop an appreciation of the sacrifices service members

endure for love of country and the character it takes to be a good citizen, successful

soldier, and ultimately a Medal of Honor winner.

2. The students will be able to describe “patriotism” and what it means to be an American.

3. The students will be able to gain greater appreciation and understanding of the

contributions/roles Mexican Americans (Hispanics) have made in defense of the USA.

4. The students will be able to articulate the contributions of Roy Benavidez and other

Metal of Honor award recipients.

Subject Matter: patriotism, sacrifice, valor

Materials:

Research Handout and Rubric

Media: Portrait of Valor: Roy P. Benavidez

Procedure:

1. Set:

What is the “Medal of Honor”?

Essential Question: Why did Roy Benavidez get the medal of honor?

2. Media:

Students will view the film Portraits of Valor: Roy P. Benavidez. Students will be

asked to take notes on this film that will later be used for classroom activities and

discussion.

3. Discussion:

a. What action (s) did Roy P. Benavidez perform to highlight the Army core

values? List or discuss.

b. What are the essential traits of a leader? Please explain/discuss.

c. What motivated Roy P. Benavidez?

d. What sacrifices did Roy P. Benavidez suffer?

e. What was the most inspirational and interesting part of the video for you?

24

f. What action was truly heroic?

4. Research:

a. Students will be asked to research another Metal of Honor recipient and prepare

an oral report/poster to demonstrate what this hero has accomplished.

b. Use the attached rubric for grading.

c. If time allows, have students give oral reports for the rest of the class.

5.Close: Ask students to explain why Roy Benavidez received the Medal of Honor and what the

criteria is for others to receive the same honor today.

Assessment:

1. The teacher will informally observe the students taking notes from the movie.

2. The teacher will formally assess student’s research and report.

25

Medal of Honor Activity

Task: Your task is to choose one Medal of Honor recipient and share your

research with the class.

History: The Medal of Honor is the United States of America's highest military honor, awarded for personal acts of valor above and beyond the call of duty. The medal is awarded by the President of the United States in the name of Congress to US military personnel only. There are three versions of the medal, one for the Army, one for the Navy, and one for the Air Force. Personnel of the Marine Corps and Coast Guard receive the Navy Medal of Honor. The Medal of Honor is usually presented by the President at the White House in a formal ceremony intended to represent the gratitude of the American people, with posthumous presentations made to the primary next of kin. In 1990, Congress designated March 25 annually as "National Medal of Honor Day". Due to its prestige and status, the Medal of Honor is afforded special protection under U.S. law against any unauthorized adornment, sale or manufacture, which includes any associated ribbon or badge. Presentation:

1. Describe the who, what, when, where and why related to your Medal of Honor recipient.

2. In what ways does your person’s story relate to other Medal of Honor recipients?

3. What are some unique factors surrounding your person’s story?

26

Research and Presentation Rubric

Criteria 1 2 3 4 5

Nonverbal Skills

Eye Contact Does not attempt to look at audience at all, reads notes the entire time

Only focuses attention to one part of the class, does not scan audience

Occasionally looks at someone or some groups

Scans group MOST of the time.

Constantly looks at someone or some groups at all times

Gestures No gestures or far too many are noticed

Very few or slightly too many gestures are used

Some gestures used

Uses natural hands gestures MOST of the time.

Natural hand gestures are demonstrated

Posture Sits during presentation or slumps whole time

Slumps or shifts weight frequently

Occasionally slumps or shifts during presentation

Stands straight, doesn’t sway or slouch MOST of the time.

Stands up straight with both feet on the ground, never slouching.

Vocal Skills

Vocalized Pauses (uh, well uh, um)

15 or more are noticed

10-14 are noticed 6-9 are noticed 1-5 are noticed No vocalized pauses noticed

Content

Topic Announced

Audience has no idea what the report is on

Only announces partial topics covered

Vaguely tells audience what report is over

Gives a basic intro of subject matter.

Clearly explains what the report is covering

Time frame Presentation is significantly less than minimum time

Presentation is significantly more than maximum time

Presentation is slightly less or more than required time

Presentation time is close to required timeframe

Presentation falls within required time frame

Visual Aid Poor, distracts audience and is hard to read

Adds nothing to presentation, just reads off it

Relates to subject, somewhat interesting, average effort shown

Reflects subject, well done

Visual aid enhances presentation, helps clarify points in presentation, very well done

Professionalism of Presentation

Mumbles, audience has difficulty hearing, confusing, chewing gum

Thoughts don't flow, not clear, does not engage audience

Thoughts articulated clearly, though does not engage audience

Thoughts articulated clearly, engages audience

Presentation is organized, clearly articulated and audience interest maintained

Appearance Wearing gym clothes, unkempt and disheveled clothing and hair, hair in face or bangs cover eyes

Clothes are casual; hair is out of face but not secure, plays with hair.

Clothing is professional looking, hair is out of face

Overall neat and put together. Clothing is appropriate to topic, hair is away from face, doesn’t play with or flip hair.

Went above and beyond, very professional and appropriate to topic, no fiddling with hair, can see eyes whole time.

Points: ______/ 45

27

Sample #6: Women in the Military - Interview Project

Standards:

1. History. The student understands the emerging political, economic, and social issues of the

United States from the 1990s into the 21st century.

2. Citizenship. The student understands the importance of effective leadership in a

constitutional republic.

3. Economics. The student understands the economic effects of increased worldwide

interdependence as the United States enters the 21st century.

4. Social studies skills. The student uses geographic tools to collect, analyze, and interpret

data.

Objectives:

1. The students will be able to interpret historical events using a primary source.

2. The students will be able to create a list of interview questions in order to complete the activity.

3. The students will be able to use their interview to compile a comprehensive summary answer to the

essential question of the lesson.

Subject Matter: gender, primary document, combat, pink collar jobs, community

Materials:

• Tape recorder (optional)

• Media: Women in the Military: Willing, Able, Essential

• Project Handout and Rubric

Procedure:

1. Set: Students will copy down the question and think-pair-share their answers to the question written on

the board or overhead:

• How have women been essential to the military throughout our history?

(Students should be able to answer this question by the end of the class period)

2. Media (optional):

Students will view the film Women in the Military: Willing, Able, Essential. It is to be assumed

that the instructor has already viewed this film and is familiar with its content. Students will be

asked to take notes on this film that will later be used for classroom activities and discussion.

3. Interview Project:

a. Students will be asked to find a female within the community to interview and learn their point

of view on female action within the military and how they, or someone they knew, contributed

to an American war effort.

b. Explain to students that historians form good questions to find out the most accurate

information as possible. Today, they will be creating questions similar to the way a historian

would.

28

c. Students must submit at list of 10 questions they plan to ask during their interview. The

instructor will review and approve these questions. The instructor will provide sample

questions such as:

How were women portrayed in society during the time?

What were ‘normal’ jobs for women at the time?

What do you remember most about the war?

The teacher will instruct the students to order their questions by the most general to the most

specific.

The teacher will also help the students determine if there is a type of

question that is left out. In this way, the student interviewer will get the

most out of the interview experience

d. Once students have completed their interview, they will be asked to summarize the information

they have accumulated into a well-written response to the essential question:

Are there any patterns in the answers that you see?

Does the interviewee have a bias? If so, what is it?

Overall, what would you say as to how women have been essential or not

essential to the military throughout our history?

4. Classroom Discussion:

a. The instructor will ask students to share some of the questions they asked during their

interviews, as well as some of the answers they had received.

b. Students will be asked to share any information they acquired during their interview that they

found interesting or would add to the classroom discussion.

c. How does the interview experience relate to being a historian?

5. Close: Check for understanding –

a. Exit Slip –Students will hand in their interviews and summaries as they exit the classroom.

While exiting, students will tell the instructor who they interviewed, what conflict they were

involved in, and one interesting fact they learned during their interview.

Assessment:

1. The instructor will informally observe the students taking notes on the video.

2. The instructor will formally collect and review the students’ interview questions.

3. The instructor will formally collect and assess the students’ interviews.

4. The instructor will informally check for understanding as the students exit the classroom.

29

Learning about Perspective

An Interview Project

Directions:

Interviewee: Locate and make arrangements to interview an adult female within our community to

learn their point of view about female action within the military and how they, or someone they knew,

contributed to an American war effort.

Interview Questions: Like historians, we are going to form effective questions for the purpose of

uncovering the most accurate information as possible. Write and submit a list of ten questions you plan

to ask during the interview. The instructor will review and approve these questions before the

interview.

Sample questions:

How were women portrayed in society during the time?

What were ‘normal’ jobs for women at the time?

What do you remember most about the war?

After gaining approval, you will order your questions from the most general question to the most

specific question.

Analysis: Once you have completed the interview, summarize the information you have accumulated

into a well-written response to the following essential question:

Are there any patterns in the answers that you see?

Does the interviewee have a bias? If so, what is it?

Overall, what would you say as to how women have been essential or not essential to the

military throughout our history?

Report: See the rubric on the next page for the criteria for writing the report.

30

Research Paper Rubric

Category Exceeds Standard Meets Standard Nearly Meets Standard

Does Not Meet Standard

No Evidence

Title Page Title Your Name, Teacher’s Name, Course Period, Date, Neatly finished

Evidence of four Evidence of 3 Evidence of 2 or less

Absent

Thesis Statement

Clearly and concisely states the paper’s purpose in a single sentence, which is engaging, and thought provoking.

Clearly states the paper’s purpose in a single sentence. States the paper’s purpose in a single sentence.

States the paper’s purpose in a single sentence.

Incomplete and/or unfocused

Absent, no evidence

Introduction The introduction is engaging, states the main topic and previews the structure of the paper.

The introduction states the main topic and previews the structure of the paper.

The introduction states the main topic but does not adequately preview the structure of the paper.

There is no clear introduction or main topic and the structure of the paper is missing.

Absent, no evidence

Body Each paragraph has thoughtful supporting detail sentences that develop the main idea.

Each paragraph has sufficient supporting detail sentences that develop the main idea.

Each paragraph lacks supporting detail sentences.

Each paragraph fails to develop the main idea.

Not applicable

Organization- Structural Development of the Idea

Writer demonstrates logical and subtle sequencing of ideas through well-developed paragraphs; transitions are used to enhance organization.

Paragraph development present but not perfected.

Logical organization; organization of ideas not fully developed.

No evidence of structure or organization.

Not applicable

Conclusion The conclusion is engaging and restates the thesis. The conclusion restates the thesis.

The conclusion does not adequately restate the thesis.

Incomplete and/or unfocused.

The conclusion does not adequately restate the thesis.

Incomplete and/or unfocused. Absent

Mechanics No errors in punctuation, capitalization and spelling.

Almost no errors in punctuation, capitalization and spelling.

Many errors in punctuation, capitalization and spelling.

Numerous and distracting errors in punctuation, capitalization and spelling.

Not applicable

Usage

No errors sentence structure and word usage.

Almost no errors in sentence structure and word usage.

Many errors in sentence structure and word usage.

Numerous and distracting errors in sentence structure

Not applicable

31

Women in the Military: Willing, Able, Essential Movie Outline

Part 1:

I. Introduction

A. Women have fought to serve the country since its founding

B. Disguised to fight

C. Nurses

D. Present day

E. Rights and obligations of citizenship

II. The Early Years

A. Revolutionary War

1. Many women followed male family members into war

i. Too poor to live on own

2. Cooks and laundresses – free men to fight on field

3. Nurses

4. “Molly Pitcher”

a. Women would carry water to soldiers and cool cannons

between fire

b. Mary Ludwig Hays – battle of Monmouth

i. Husband struck down – took his place at the cannon as

rammer

c. Deborah Sampson – “Robert Shurtliff”

i. disguised herself to fight as a male soldier

ii. fought for 3 years before being wounded upon discovery

was honorably discharged

B. Civil War

1. Went to war to take care of domestic chores

2. Patriotism, adventure, opportunity

3. Nurses

a. Many of them African Americans

b. Helped to supply hospitals and hospital ships

c. Clara Barton

i. American Red Cross

d. Dr. Mary Walker

i. Commissioned as a surgeon in the Civil War

ii. Eventually captured and held as a POW

iii. Only woman to be awarded the Congressional Medal of

Honor

e. Sarah Edmunds & Loretta Valaquez

i. Fought as male soldiers

ii. 400 disguised women would fight

32

f. Harriet Tubman – former slave

i. Led slaves to northern freedom

ii. Also served as a nurse, Union scout, and spy

g. Women as spies

i. Belle Boyd, Rose Greenhow – confederate spies

ii. Pauline Cushman – union spy who was caught and

escaped

4. Nursing schools begin to train women

C. Involvement in other military actions

1. Tropical climates brought new need for nurses

a. Spanish rule in Caribbean and Pacific islands

b. Spanish American War

i. Hospital ships

ii. Many women physicians were forced to serve as nurses

iii. Horrible living conditions – typhoid, yellow fever

iv. Women serves as volunteers

2. Conflicts enhanced view of women as valued professionals

D. Women officially serve as members of the armed forces

1. Army Nurse Corps – 1901

2. Navy Nurse Corps – 1908

III. The World Wars

A. Opportunities

1. Mass education and office work

2. Allowed independence and an increase in sufficiency for women

B. World War I

1. Women join the Navy in force as “yomenettes”

2. Marionettes joined the Marine Corp as reserves freeing up men to go

to war

3. Over 10,000 Army nurses would be sent overseas

a. Witnesses to warfare (on the front lines)– chemical gases,

injured soldiers

b. Shortages of surgeons led 56 women to be contracted – big

step forward in recognition

4. Women still do not have right to vote

C. World War II

1. In the military –

a. Following Pearl Harbor America mobilizes – Army/Navy

nurses answer to call

b. Some already stationed in Philippines are left as POWs

2. On the home front –

33

a. Women filled the factories as men were drafted to serve

b. “Rosie the Riveter”

i. Fueled war production effort – worked on machinery

and weapons

c. 1942 – WAAC (Women’s Army Auxiliary Corp)/WAC

(Women’s Army Corp)

i. “Free A Man To Fight”

ii. Segregated

i. Officer Martha Putney – send to back of train

while trying to get to an army base

3. Roles –

a. Women began to fill many ‘non-traditional’ roles

i. Parachute – rigging

ii. ‘top secret’ projects such as the computer

iii. ‘fly girls’ – test flew planes, flew targets for practice,

etc

b. Women fill every role except that of combat

4. Deployment –

a. Eisenhower asks women to fill clerical roles in war theaters

b. Evacuate soldiers from costly battles i.e., Iwo Jima – support

soldiers mentally and physically (LT Katherine Van Wagner)

5. Post WWII –

a. Women return home to resume traditional roles yet enjoy a bit

more freedom and independence

Part 2 –

I. The Cold War

A. 1948 – all military women are given permanent status within the armed forces

1. Integration Act – served as a basis for the mobilization of women

2. Korea

a. Nurses used in field camps – put in danger and forced to evacuate

with the troops

i. Heroically braved battle fire and primitive living conditions

to care for the troops

ii. Once again assume a role in which allowed men to be free

to fight

b. American society had changed

i. No longer did the country feel patriotic towards warfare in

Korea as they had in WWII

ii. Active recruiting began to take place

34

iii. Women were kept away from the military by being

excluded from the mainstream military, an all male draft,

and unfriendly family policies

iv. High recruiting standards with emphasis on femininity

II. Vietnam

A. Men were drafted – nurses needed

B. Nurses were unprepared and overwhelmed with the conditions in Vietnam

C. Advancements in equipment and techniques aided in saving many lives

D. Helicopter helped to evacuate patients

E. Women began receiving promotions

F. War became unpopular

G. 1993 - Vietnam Women’s Memorial

III. Changing Times – 1970s

A. The draft ends – all voluntary military

1. Military manpower needs

2. Quest for greater equality

a. Female participation in the armed forces soars

B. Women’s Movement

1. Many restrictions removed – more options for women in the service

2. Skills open, jobs open – female cadets were admitted to the service

3. Women enter mainstream military

a. Trend to move towards more unconventional jobs

b. Become vital to military success

C. Grenada and Panama

1. Signal first successful employment of integrated troops

IV. Desert Storm

A. Iraq invades Kuwait

1. Large scale deployment of women in the military

a. General (Dr.) Rhonda Cornum –survivor of Black Hawk

helicopter that was shot down

b. Showed that American public would accept the idea that women

could be captured or killed in times of war

i. Balanced by the exceptional performance of the women

serving in the military

2. Women prove to be highly capable asset to the military

V. 9/11 – The War on Terror

1. Many called upon to fight terror in Middle East

a. Watkins – son follows mother into war

b. Vernice Armour – first female African American combat pilot

c. Sgt. Lee Ann Hester – first female awarded the Silver Star

35

2. Women still excluded from direct combat roles

a. Enemy fire can happen anywhere anytime

3. Today – not sharp distinction between men and women

a. Both leaders, soldiers, sailors, airmen, marines

b. Major Megan McClung – killed in roadside bomb

i. Women making the ultimate sacrifice

i. Die serving a cause they believe in

VI. Women’s Memorial - Arlington National Cemetery

A. Bravery, courage, honor, patriotism

B. 2.5 million women past/present

36

Women in the Military: Willing, Able, Essential

QUIZ

Multiple Choice:

1. “Molly Pitcher” describes women who would

a. Work as nurses on the battlefields

b. Disguise themselves as men in order to fight

c. Carry water to soldiers and cool cannons between fire

d. Sew patches into the men’s uniforms

2. During the Revolutionary War, many women followed male family members into war

because

a. They were too poor to live on own

b. They missed their husbands/brothers/fathers

c. They did not want to be home alone

d. They were bored

3. During the Spanish American War, many women physicians were

a. Treated with respect

b. Asked to serve alongside male physicians

c. Forced to serve at nurses

d. Not allowed to serve on hospital ships

4. __________________ allowed independence and an increase in sufficiency for women.

a. Technology and factory work

b. Mass education and office work

c. Labor unions and political advancement

d. Advances in healthcare and child care

5. “Rosie the Riveter” portrayed and symbolized women as

a. Domesticated - belonging in the household

b. Equal - Fighting in the military

c. Strong – Filling the factories to aide in production

d. Weak – Standing by waiting for the men to return

6. President Eisenhower asked women to fill ______________ roles during WWII

a. Aviation

b. Combat

37

c. Clerical

d. Domesticated

7. With the end of the draft, the military becomes ____________________.

a. Voluntary

b. Mandatory

c. Strictly male

d. Required

8. Which of the following signaled the first successful employment of integrated troops?

a. Korea

b. Vietnam

c. Grenada

d. Iraq

9. ________________ brought about a large scale deployment of women in the military

a. The Cold War

b. Desert Storm

c. Bay of Pigs

d. Operation Overlord

10. True or False. Today, women as still excluded from direct combat roles.

a. True

b. False