Grade Level: 7-12
Time needed: 2-3 classes, in addition to research and preparation.
Goals/Objectives/Student Outcomes:
Create class definition of the characteristics of a “hero” and descriptions
of “heroic actions.”
Identify personal heroes and place them in categories or classify them.
Understand the purpose and history of the Medal of Honor.
Work cooperatively with a study partner to research, write, and present information
on Medal of Honor recipients.
Summarize biographical research and place actions in a historic context and
perspective.
Evaluate class presentations and re-define the class definitions of “hero”
and “heroic actions.”
Materials:
1. Handout from the State Historical Society with picture of the Medal of Honor
2. Internet access
3. Visit to the State Capitol of Iowa to view the Iowa Medal of Honor
Heroes inter-active kiosk featuring 108 recipients.
4. Viewing the PBS documentary, American Valor, www.pbs.org
5. Library research
Background:
What is a “hero?” What is being “heroic?” The dictionary
definition is “a courageous man noted for special achievement.”
Is this an outdated definition? Can it be improved or better explained? Has
the word “hero” been overused and lost significance? When students
list personal heroes, how many of them are connected to sports or pop culture?
Traditionally, heroes were community or historical figures. They set an example
or made a sacrifice. Heroic actions were long-term positive contributions to
society or actions in a special situation.
Military personnel are honored for their service and dedication to duty. A hierarchy of awards has been established. The United States Congressional Medal of Honor is the highest military award for heroism while engaged in an armed conflict. It is awarded by the President of the United States in the name of Congress.
The Medal of Honor was created to honor individual valor in the Civil War. On Dec. 9, 1861, Senator James Grimes from Iowa introduced the legislation in the U.S. Senate to establish an award “to promote the efficiency of the Navy.” President Lincoln signed the bill after it was passed on Dec. 21. On Feb. 17, 1862, Massachusetts Senator Henry Wilson introduced a bill to establish an Army Medal of Honor. Eventually 1,520 medals were awarded for Civil War actions. Many Civil War soldiers applied for the award even long after the conflict. President William McKinley directed the Army to establish new and more rigid policies. The Medal of Honor could only be awarded for “gallantry and intrepidity above and beyond that of one’s fellow soldiers” and with risk of life. Someone other than the soldier involved had to make the submission during a set time period. There also had to be testimony under oath by two eyewitnesses. In 1917, The Medal of Honor review board removed 911 medal recipients from the honor roll. Many were ruled ineligible due to civilian status such as Army scout Buffalo Bill Cody and the only woman recipient, Civil War Assistant Surgeon Mary Walker. (Her award was restored in 1977 and his award was restored in 1989.) New awards honoring various degrees of heroism were established forming the Pyramid of Honor. The Medal of Honor was determined to be the highest award for military heroism. 3461 Medals of Honor have been awarded to our nation’s bravest soldiers, sailors, and airmen. There are little over 100 living recipients. Most of them served in Viet Nam. Check Resources for more information on the Medal of Honor and recipients.
Procedure:
Class #1 –
Discuss what is a “hero” or being “heroic.” Look up
the definitions. How can those definitions be improved? The class lists the
characteristics they think are important for a hero. What is the class definition
of a “hero?” Next, the class lists their heroes and classifies them
into categories. Suggested categories could include sports heroes, heroes connected
to popular culture (musicians, actors, etc.), historical figures, local or personal
heroes, or heroes from literature or fiction. Are heroes important in every
day life? Are heroes from the past still important today? Discuss heroes connected
to a certain event or time period in history. These can be political leaders,
military personnel, or individuals mentioned in history books. What is the current
opinion of military heroes? Ask if anyone has heard of the Congressional Medal
of Honor. Recipients of the award are never called “winners.” This
is a different kind of award. Read the medal’s inscription “For
conspicuous gallantry and intrepidity at the risk of life above and beyond the
call of duty.” Give a brief history of the Medal of Honor.
Medal of Honor Partner Project:
Teams of students (3-6 on a team) gather information on a particular Medal of
Honor recipient of their choice or the teacher’s choice. The recipient
can have an Iowa connection and be part of the Iowa Medal of Honor Heroes
project or come from another state. Students do research using the library and
computers, reading, taking notes and outlining. Each team assigns one or more
people to gather information specifically on the recipient with a brief biographical
summary and a summary of the action recognized by the Medal citation. Another
person or persons are assigned to establish the historical context. They “set
the scene” by writing a short summary of the military action, conflict
or campaign connected to the recipient. One or two people on the team are assigned
to write the short-term and long-term consequences of the heroic action. What
happened to the recipient and to the people he or she helped? Why do you think
he/she was able to act with such heroism? Was there a historical significance
in this action? Was there a personal significance – how did this change
the recipient’s life?
Class #2 (After research and preparation)
Teams present their information to the class. The presentations can be made
orally or in Power Point. The class can decide if they will organize all of
their presentations in a notebook in paper form or as a computer site. Students
should be prepared to listen intently to each presentation and think of questions
or comments on the subject. An additional class may be needed to listen to all
of the presentations. Ask the students if this project changed their idea of
a hero. Ask them to explain their reaction to reading and hearing of these accounts
of heroism. Some ideas for discussion include: How does an ordinary person end
up doing something so extraordinary? What were some of the different actions
of the Medal of Honor recipients? Some gave their lives and saved their units
or their friends; some saved their regimental flag being taken by the enemy;
or overcame overwhelming odds in a battle; or did something innovative and unexpected
to win a battle. Their action could be something done in seconds or something
done in years such as resistance as a Vietnam POW. Does this change the class
definition of a hero and being heroic?
Class #3 Additional presentations or class viewing of American
Valor.
Assessment of Outcomes:
Contributions of class discussion and asking questions.
Cooperation/teamwork skills
Research, writing and oral presentation skills
Amount of participation in project
Completion of team assignment
Extensions and Adaptations:
A visit to the State Capitol of Iowa to check out the multimedia display kiosk
on “Iowa Medal of Honor Heroes.” A visit to the
State Historical Building for tour of the Battle Flag Preservation Laboratory,
third Sat. each month. $20 per person. Reservations 515-283-1757. Visits to
local sites honoring heroes.
Writing activities: After researching and learning about Medal of Honor recipients,
students can write an essay on heroes in their personal lives.
Write an explanation of these quotes regarding the Medal of Honor from historical
leaders: “I would rather have the blue band of the Medal of Honor around
my neck than to be President of the United States.” Harry S. Truman “I’d
give my soul for that decoration.” General George S. Patton Jr.
Write an explanation of these quotes from Medal of Honor recipients: “It
is harder to wear the Medal than to earn it.” Navy Corpsman Don Ballard,
valor in Viet Nam.
“Whenever you see the Medal, you see millions of people out there who
have given their service and sacrifice for your freedom.” Army Ranger
Pete Lemon, valor in Viet Nam.
Using biographies and historical accounts, write a fictional interview with
a Medal of Honor recipient during the time period of his/her service. Write
an interview with witnesses to the action.
Compare websites on the Medal of Honor and recipients and create an annotated
bibliography for class or school library use.
Compare any of the Medal of Honor recipients to heroes in literature.
Research any of the Medal of Honor recipients that survived their military service
and find out how their lives were changed and what happened to them.
Research and list other military medals and awards for merit and service. Research
awards given for heroic actions by civilians. Create a medal for merit for someone
who contributes their time to your school.
Invite a veteran or a member of the military to talk to the class and discuss
what a hero is.
Resources:
Websites
Home of the Heroes www.homeofheroes.com/
Medal of Honor Breakdown www.army.mil/cmh-pg/mohstats.htm
Medal of Honor Citations www.army.mil/cmh-pg/moh1.htm
The Medal of Honor: The Bravest of the Brave www.medalofhonor.com/
Medal of Honor Master Resource Guide http://members.aol.com/veterans/moh.htm
Official Site of the Congressional Medal of Honor Society www.cmohs.org/
United States Dept. of Defense: Information about the Medal of Honor www.defenselink.mil/gaq/pis/14.html
Film
American Valor www.pbs.org/shop
“Stories of the Medal of Honor’s recipients unfold through newsreel
footage, photographs, military art, and interviews with recipients and the comrades
who witnessed their heroic acts. American Valor examines how the medal is more
than a decoration for bravery; it is a way of helping understand who we are
as a people, what we have experienced and what values we cherish.”
Related lesson plans
www.pbs.org/weta/americanvalor/teachers
Books
Casalini, Tom and Wallis, Timothy. Ordinary Heroes: A Tribute to Congressional
Medal of Honor Recipients: Reflections of Freedom, Faith, Duty and the Heroic
Possibilities of Everyday Human Spirit. Sweet Pea Press, 2001.
Collier, Peter and Del Calzo, Nick (Photographer). Medal of Honor: Portraits of Valor Beyond the Call of Duty. Artisan, 2003.
Day, George E., Return with Honor, Champlin Museum Press, 1991
Doherty, Kieran. Congressional Medal of Honor Recipients. (Collective
Biographies)
Enslow Pub, 1998.
Hatch, Robert and Hatch, William. The Hero Project: How We Met Our Greatest Heroes and What We Learned from Them. McGraw-Hill, 2005.
Kielburger, March and Kielburger, Craig and Gage Learning Corporation Staff. Take Action! A Guide to Active Citizenship. Jossey-Bass, 2002.
McCain, John and Salter, Mark. Character is Destiny: Inspiring Stories Every Young Person Should Know and Every Adult Should Remember. Random House, 2005.
Owens, Ron. Medal of Honor: Historical Facts and Figures. Turner Pub. Co., 2004.
Pritzker, Karen (Foreward), Johnson, Earvin. My Hero Project (ed.) My Hero: Extraordinary People on the Heroes Who Inspire Them. Free Press, 2005.
Proft, R. J. (Editor). United States of America’s Congressional Medal of Honor Recipients: And Their Official Citations. Highland House II; 4th Ed., 2002.
This lesson plan may be used to meet the following academic standards:
National Council for the Social Studies Curriculum Standards
Theme II: Time, Continuity, and Change
Social studies programs should include experience that provide for the study
of the ways human beings view themselves in and over time…High school
students engage in more sophisticated analysis and reconstruction of the past,
examining its relationship to the preset and extrapolating into the future.
They integrate individual stories about people, events, and situations to form
a more holistic conception, in which continuity and change are linked in time
and across cultures. Students also learn to draw on their knowledge of history
to make informed choices and decisions in the present.
Theme IV: Individual Development and Identity
Social studies programs should include experiences that provide for the study
of individual development and identity…Central to this development are
the exploration, identification, and analysis of how individuals relate to others.
In the middle grades, issues of personal identity are refocused as the individuals
relate to others. In the middle grades, issues of personal identity are refocused
as the individual begins to explain self in relation to others in the society
and culture. At the high school level, students need to encounter multiple opportunities
to examine contemporary patterns o human behavior, using methods from the behavioral
sciences to apply core concepts drawn from psychology, social psychology, sociology,
and anthropology as they apply to individuals, societies, and cultures.
Theme V: Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study
of interactions among individuals, groups, and institutions…High school
students must understand the paradigms and traditions that under gird social
and political institutions. They should be provided opportunities to examine,
use and add to the body of knowledge related to the behavioral sciences and
social theory as it relates to the ways people and groups organize themselves
around common needs, beliefs, and interests.
Theme X: Civic Ideals and Practices
Social studies programs should include experiences that provide for the study
of the ideals, principles, and practices of citizenship in a democratic republic...High
school students increasingly recognize the rights and responsibilities of citizens
in identifying societal needs, setting directions for public policies, and working
to support both individual dignity and the common good. They learn by experience
how to participate in community service and political activities and how to
use democratic process to influence public policy.
National History Standards
Topic 3 – The History of the United States: Democratic Principles and
Values and the Cultures Who Contributed to its Cultural, Economic and Political
Heritage.
1. Understands how democratic values come to be and how they have been exemplified
by events and symbols.
The National Council of Teachers of English Standards for the English
Language Arts
1. Students read a wide range of print and non-print texts to building an understanding
of texts, of themselves, and of the cultures of the United States and the world,
to acquire new information, to respond to the needs and demands of society and
the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
5. Students employ a wide range of strategies as they write and use different
writing
process elements appropriately to communicate with different audiences for a
variety of purposes.
7. Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data
from a variety of sources (e.g., print and non-print texts, artifacts, people)
to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g.,
libraries, databases, computer networks video) to gather and synthesize information
and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own
purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Social Skills: Working in a group
Thinking Skills: Analyze, compare and contrast, make decisions,
acquire and use research and library skills