Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP AND INTRODUCTION

  Pose the following brainstorming questions to your students: "1.) When you hear the word “hero,” which individual(s) come to mind? 2.) How does the United States recognize heroism?" Have students record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  Play this introductory video clip (8:15) for your students. Direct your students to answer the following questions on their graphic organizer:

  • When did the Medal of Honor start? Why?
  • Who were the first recipients of the Medal of Honor? What were their contributions?
  • What change did the United States make to “protect the virtue of the Medal?”
  • Summarize the story about the 27th Maine Regiment that Thomas Wilkerson describes.
  • Who was the one woman from the Civil War that was awarded the Medal of Honor?
  • What occurred in 1917?
  • Who was the first person awarded two Medals of Honor? For what actions was he awarded the Medals?
  • What else occurred in 1917?
  • For whom was the medal “designed originally?” Summarize Wilkerson’s closing comments.

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the choice board activity in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one to two words. Students can then post their models around the room for reference throughout the lesson.

  Note: this is not an all-encompassing list of terms included in each video. We recommend you previewing the videos to determine any necessary additions/subtractions to this list for your specific students.

• ENGAGEMENT

  Direct students to the engagement section of their graphic organizers. Have students choose (or you can assign) two of the four video clips below. Instruct your students to view the video clips, take notes, and answer the following three questions in their graphic organizers. Encourage your students to share their responses with a partner or small group when finished.

  Clip 2: President Joe Biden Awards Medal of Honor to Army MSG Earl Plumlee (3:43), President Biden awards the Medal of Honor to Army Master Sergeant Earl Plumlee.

  Clip 3: President Donald Trump Awards Medal of Honor to Marine Corps SgtMaj John Canley (2:42), President Trump presented the Medal of Honor to retired Sergeant Major John Canley for his service during the Vietnam War. The 80-year-old former Marine lives in Oxnard, California.

  Clip 4: President Barack Obama Posthumously Awards Medal of Honor to Air Force CMSgt Richard Etchberger (2:29), President Obama awarded the Medal of Honor to Chief Master Sergeant Richard Etchberger for his actions in combat on March 11, 1968, in the country of Laos. He was killed in combat.

  Clip 5: President George W. Bush Posthumously Awards Medal of Honor to Navy LT Michael Murphy (2:52), President Bush presented the Congressional Medal of Honor to the family of Lieutenant Michael Murphy who was posthumously awarded the medal for his heroism in combat in Afghanistan. He was the first person to receive a Medal of Honor for service in combat in Afghanistan, and died while leading a raid on Taliban forces.

  Questions:

  • Which two clips did you select to watch? Why?
  • Compare the rationale for why the two individuals have been selected to receive the Medal of Honor.
  • Compare the ceremonies for the two individuals.

• EXPLORATION

  Next, have your students choose (or assign) one individual from the Congressional Medal of Honor Society's recipient list to research. Have your students research the individual, record their notes, and respond to the questions listed below on their graphic organizers. Encourage your students to use one additional source in their research and have them record the citation in their graphic organizers. Direct your students to prepare to share their findings with the class.

  • What was the individual’s rank and branch?
  • In which conflict/war did the individual serve?
  • When were they awarded the Medal of Honor? Which President awarded the Medal to them?
  • Were they still alive when they received the Medal of Honor?
  • For what actions were they awarded the Medal of Honor?

• CLOSURE

  Allow time for your students to prepare their findings from the lesson with their peers.

  After your students are finished sharing their findings from the choice activity with the class, direct them to complete the final culminating writing prompt in their graphic organizers: "Having now learned about the history of the Congressional Medal of Honor and a few of the recipients of the award, describe the importance of the Medal of Honor Be sure to include evidence from the video clips to support your response." Direct your students to use evidence from the video clips to support their response.

  Have students share their responses, comparing their perspectives with their classmates'.

• OPTIONAL EXTENSIONS

  1.) Have your students write a letter to the Congressional Medal of Honor recipient that they researched, thanking them for their service to the United States (or, if awarded posthumously, to the family of the recipient).

  2.) Encourage your students to seek an interview with the Congressional Medal of Honor recipient that they researched (or, if awarded posthumously, with the family of the recipient). Have your students prepare questions in advance. Questions could include topics such as the symbolism of the award or their time spent in service to the United States, etc.