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United States Military History Curriculum

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United States Military History Curriculum United States Military History Curriculum The Veterans’ National Education Program (V-NEP) has partnered with the Fort Worth Independent 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 Independent 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 1 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) 2 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 3 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.
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