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
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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)
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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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?
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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.
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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?