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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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)
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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
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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
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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.1018.
5
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…..
6
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 "MexicanAmerican 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?
7
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.
8
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.
9
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.
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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
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b.
c.
d.
e.
f.
g.
Pro points
Rebuttal
Con points
Rebuttal
Closing remarks cons
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
counterarguments made
Few effective
counterarguments made
Some effective
counterarguments made
Many effective
counterarguments 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
12
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.
13
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
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.
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.
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.
Content
It shows that we
have thought about
the topic and
describes some
themes with
examples.
We use music
appropriately.
15
1
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.
16
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.
17
Conference at Yalta Diplomacy Sheet
Key Issue
Option 1
Option 2
Option 3
Creation of the Dismantle the
United Nations League of Nations
and do not create a
replacement
Create a United
Nations separate
of the League of
Nations
Eliminate the
Create a United Nations to work in
League of Nations coordination with the League of Nations
and create the
United 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
United Nations created with two groupsinvited to have
one with non Allied members and one
representation in with only Allied members
the United Nations
with certain voting
privileges given to
Allied leaders
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 Governments restored to pre-war status
determine new
governments for
freed countries
German
government
German
New democratic
government would government
be restored to pre- would be created
war status
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
Soviet Union does Soviet Union does not invade Japan if
invades Japan
not invade Japan they agree to surrender immediately
within 3 months
following the
end of war in
Europe
18
Option 4
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
19
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.
20
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.
21
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.
22
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?
23
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.
24
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?
25
Research and Presentation Rubric
Criteria
Nonverbal Skills
Eye Contact
1
Does not
attempt to look
at audience at
all, reads notes
the entire time
No gestures or
far too many are
noticed
Sits during
presentation or
slumps whole
time
Gestures
Posture
Vocal Skills
Vocalized Pauses
(uh, well uh, um)
Content
Topic
Announced
Time frame
Visual Aid
Professionalism
of Presentation
Appearance
15 or more are
noticed
2
3
4
5
Only focuses
attention to one
part of the class,
does not scan
audience
Very few or slightly
too many gestures
are used
Slumps or shifts
weight frequently
Occasionally looks
at someone or
some groups
Scans group MOST
of the time.
Some gestures
used
Uses natural hands
gestures MOST of
the time.
Stands straight,
doesn’t sway or
slouch MOST of the
time.
10-14 are noticed
6-9 are noticed
Audience has no
idea what the
report is on
Presentation is
significantly less
than minimum
time
Poor, distracts
audience and is
hard to read
Only announces
partial topics
covered
Presentation is
significantly more
than maximum
time
Adds nothing to
presentation, just
reads off it
Mumbles,
audience has
difficulty hearing,
confusing,
chewing gum
Wearing gym
clothes, unkempt
and disheveled
clothing and hair,
hair in face or
bangs cover eyes
Thoughts don't
flow, not clear,
does not engage
audience
Clothes are
casual; hair is out
of face but not
secure, plays with
hair.
Points: ______/ 45
26
Occasionally
slumps or shifts
during
presentation
Vaguely tells
audience what
report is over
Presentation is
slightly less or
more than
required time
Relates to
subject,
somewhat
interesting,
average effort
shown
Thoughts
articulated
clearly, though
does not engage
audience
Clothing is
professional
looking, hair is
out of face
1-5 are noticed
Constantly
looks at
someone or
some groups at
all times
Natural hand
gestures are
demonstrated
Stands up
straight with
both feet on
the ground,
never
slouching.
No vocalized
pauses noticed
Gives a basic
intro of subject
matter.
Presentation
time is close to
required
timeframe
Reflects subject,
well done
Clearly explains
what the report is
covering
Presentation falls
within required
time frame
Thoughts
articulated
clearly, engages
audience
Presentation is
organized, clearly
articulated and
audience interest
maintained
Went above and
beyond, very
professional and
appropriate to
topic, no fiddling
with hair, can see
eyes whole time.
Overall neat and
put together.
Clothing is
appropriate to
topic, hair is
away from face,
doesn’t play with
or flip hair.
Visual aid enhances
presentation, helps
clarify points in
presentation, very
well done
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.
27
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.
28
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.
29
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
Clearly and concisely states
the paper’s purpose in a single
sentence, which is engaging,
and thought provoking.
Evidence of four
Evidence of 3
Evidence of 2 or
less
Absent
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
OrganizationStructural
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
Thesis
Statement
30
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
31
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 –
32
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
33
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
34
VI.
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
Women’s Memorial - Arlington National Cemetery
A. Bravery, courage, honor, patriotism
B. 2.5 million women past/present
35
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
36
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
37