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 handouts and engage in discussion to share responses on a discussion board or learning management system.

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

  Handout: Graphic Organizer (Google Doc).

  Handout: Choice Board (Google Slides).

  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

  Pose the following brainstorming question to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • Why did the United States and the Allied Powers win World War II?

• INTRODUCTION

  Play the following introductory video clip of Gavin Mortimer, author of Merrill's Marauders, providing remarks during the virtual Congressional Gold Medal ceremony honoring Merrill's Marauders. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: Author Gavin Mortimer (2:31).

  • According to Gavin Mortimer, how did Merrill’s * Marauders display “courage, fortitude, and fellowship?”
  • Based on the clip, what did Mortimer hear and learn as he interviewed the veterans?
  • What “embodies” the Marauder spirit?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson 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 or two items. 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 preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• BACKGROUND

  Direct students to the background section of their graphic organizers. Instruct your students to view the following three video clips that feature two U.S. Army leaders providing comments about the accomplishments of Merrill’s Marauders during World War II. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Secretary of the Army Christine Wormuth (1:56).

  • Based on the clip, how many men served in Merrill’s Marauders?
  • According to Christine Wormuth, what did the soldiers do and why?

• Clip #3: U.S. Army Chief of Staff James McConville (1:31).

  • According to General James McConville, what do Merrill’s Marauders “represent?”
  • Based on the clip, what did the Marauders’ service eventually lead to?

• CHOICE BOARD EXPLORATION

  To learn more about the objective and goals, challenges, successes, and legacy of Merrill's Marauders, your students will engage in a choice board activity where they will view and analyze the perspectives of four of nine individuals discussing the 5307th Composite Unit.

  Have your students choose four of the nine perspectives listed on the choice board (and listed below). Direct your students to view the video clip(s), take notes, and record evidence that illustrates the objectives and goals, challenges, successes, and legacy of Merrill’s Marauders in the choice board. Prepare to share your findings with the class.

  Students choose four of the following perspectives:

  • Clip #4: Rep. Sanford Bishop (D-GA) (3:11).
  • Clip #5: Former Rep. Peter King (R-NY) (1:59).
  • Clip #6: Rep. Mark Takano (D-CA) (2:08).
  • Clip #7: Rep. Michael Waltz (R-FL) (1:23).
  • Clip #8: Sen. Jack Reed (D-RI) (2:34).
  • Clip #9: Rep. Kevin McCarthy (R-CA) (2:10).
  • Clip #10: Sen. Chuck Schumer (D-NY) (1:30).
  • Clip #11: Sen. Mitch McConnell (R-KY) (1:55).
  • Clip #12: Colonel Jim Keirsey (1:41).

• ORAL HISTORIES

  Direct students to the oral histories section of their graphic organizers. Instruct your students to view the following six video clips that feature the awarding of the Congressional Gold Medal to several Merrill’s Marauders. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #13: Rep. Nancy Pelosi (D-CA) (1:38).

  • Why do Americans remain in “awe” of Merrill’s Marauders?
  • What “symbol” does the Congressional Gold Medal serve?

• Clip #14: Russell Hamler (6:59).

  • What did Russell Hamler “endure” and face while serving as one of Merrill’s Marauders?
  • According to Sergeant 1st Class Nathan Springs, what set the Marauders apart from others?
  • Based on the clip, what “foundation” has Hamler set for today’s U.S. military?
  • Summarize what Hamler says about his time during World War Two.
  • What would Hamler “like to see” in the future? Why?

• Clip #15: Gabriel Kinney (2:57).

  • What “call” did Gabriel Kinney answer?
  • According to Colonel Dan Vogel, how did Merrill’s Marauders make military history?
  • What is Kinney “proud of” and for what does he “hope?”
  • Who else should we all be proud of, according to Kinney?

• Clip #16: Raleigh Nayes (3:53).

  • How did Raleigh Nayes “answer his nation’s call?”
  • According to Sergeant 1st Class Daniel Ryan, what experiences did Nayes have during his time as one of Merrill’s Marauders?
  • Based on the clip, for what did Nayes lay the foundation?
  • Who supported Nayes throughout his life, according to Ryan?

• Clip #17: Robert Passanisi (4:39).

  • How did Robert Passanisi display “bravery and courage?”
  • According to Lieutenant Colonel Christopher Green, what did Passanisi experience while serving as one of Merrill’s Marauders?
  • Based on the clip, what has Passanisi done since his time serving as a Marauder?
  • Summarize Passanisi’s comments about his time as a Marauder and the effort to recognize their legacy.

• Clip #18: Gilbert Howland (3:53).

  • Based on the clip, summarize Gilbert Howland’s accomplishments as a member of the U.S. Army during World War Two and beyond.
  • According to Command Sergeant Major Joey Blacksher, what was the 5307th Composite Unit?
  • What was Howland’s role as one of Merrill’s Marauders, according to Blacksher?
  • Summarize Howland’s comments about his time as a Marauder.

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about Merrill’s Marauders, describe their impact during World War II and their lasting legacy. Be sure to include evidence from the video clips in the lesson to support your argument.