VETERANS NATIONAL EDUCATION PROGRAM: MOVIE LESSON PLANS
TABLE OF CONTENTS
IN THE COMPANY OF HEROES-THE
LEGENDARY BAND OF BROTHERS
a. Lesson #21: Introduction to the Band of Brothers
b. Lesson #22: European Geography
c. Lesson #23: Paratrooper Training
d. Lesson #24: What History Should We Teach?
e. Lesson #25: Band of Brothers: An Oral History
Lesson #21: Introduction to the Band of Brothers
Standards:
8.1.12C Evaluate historical interpretation of events.
8.4.12 Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to analyze the actions of the 101st Airborne during WWII in
Europe.
2. The students will be able to empathize with the soldiers and the conditions they
endured in Europe.
3. The students will be able to create a well-organized outline of the lecture and power
point presentation.
Subject Matter: leadership, invasion, brotherhood, airborne
Materials:
Chalkboard
Chalk
Computer
PowerPoint presentation
Television
Media: In the Company of Heroes
Procedure:
1.Set: Students will copy down the essential question upon entering the
classroom:
What were some of the struggles and obstacles the 101st Airborne soldiers
had to overcome while being stationed in the Europe during WWII?
2.Media (optional):
Students will view the film In the Company of Heroes: 101st Airborne Screaming
Eagles, 50th Parachute Infantry Division – The Legendary Band of Brothers. 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.PowerPoint Presentation:
a. The PowerPoint presentation will supplement the lecture/discussion provided to
the students.
b. Students will be expected to take notes on the PowerPoint. Few/limited
wording on the PowerPoint is to encourage students to focus on the lecture, while
writing key ideas and phrases listed on the slide.
c. The instructor will begin the PowerPoint presentation by reviewing the main
events/ideas covered by the video.
4.Discussion:
a. What does the term “brothers” mean in the expression „band of brothers‟?
b. Why do you think Philadelphia is called the City of Brotherly Love?
c. Can you think of any other places/groups of people that call themselves
“brothers”?
5.Close:
a. Ask students to identify one event, condition, struggle and/or action of 101st
Airborne soldiers in Europe during WWII.
Assessment:
1. The teacher will informally observe the students taking notes from PowerPoint.
2. The teacher will informally observe the students participating in class by answering
questions asked throughout the PowerPoint presentation.
Lesson #22: European Geography
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
7.1.12B Analyze the location of places and regions.
Objectives:
1. The students will be able to create a map and plot various locations throughout Europe.
2. The students will be able to research a location visited by the 101st Airborne and
present it to the class.
3. The students will be able to trace the path of the 101st Airborne throughout their time
in Europe.
Subject Matter: patriotism, militarism, topography, mapping, plotting,
Materials:
Chalkboard
Chalk
Television
Atlas
Location List - http://www.ww2-airborne.us/18corps/101abn/101_order_battle.html
Blank map of Europe
Activity Task Sheet
Media: In the Company of Heroes
Procedure:
1.Set: Students will be given the following passage to read independently at the
beginning of the lesson. The passage is an interview with a paratrooper as he recounts
the invasion of Normandy on D-Day.
http://www.thedropzone.org/europe/Normandy/bressler.html
2.Media (optional):
Students will view the film In the Company of Heroes: 101st Airborne
Screaming Eagles, 50th Parachute Infantry Division – The Legendary Band of
Brothers. 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.Mapping Activity:
a. Students will be given a list of locations visited by the 101st Airborne during
their time in Europe. They will also be given a blank map of Europe.
b. Using an atlas, students will be asked to plot the locations, and trace the Band
of Brother‟s journey throughout WWII.
4.Jigsaw:
a. In groups of 3 or 4, students will be asked to choose a location on the maps
they have plotted. Each group will choose a location different from that of
their peer‟s groups.
b. Students will research each location and create a brochure depicting the area
and will present information to the class as to each town, its culture, location,
population, government, language, interesting facts, etc.
c. Each group will be asked to create a brochure to hand out to the class as well
as a presentation of their brochure.
Students will be given the option to take notes during the presentations
in the event that there may be a brief quiz on the information given at
the end of the class period.
5.Close: Check for understanding –
a. Students will be asked to give a brief summary of the classroom discussion
regarding the path of the 101st Airborne and the locations students have plotted on
their maps.
b. A brief quiz may be given as an “exit slip” where the instructor uses
information given during student presentations to see if the class was paying
attention during the brochure talks.
Assessment:
1. The instructor will informally observe the students taking notes on the video.
2. The instructor will informally observe the students creating maps and plotting
locations.
3. The instructor will formally assess each group‟s brochure and presentation.
4. The instructor will formally collect and assess the exit „quizzes‟ taken by students at
the end of the presentation.
Lesson #23: Paratrooper Training
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
7.1.12B Analyze the location of places and regions.
Objectives:
1. The students will be able to create a map and plot various locations throughout Europe.
2. The students will be able to research a location visited by the 101st Airborne and
present it to the class.
3. The students will be able to trace the path of the 101st Airborne through their time in
Europe.
Subject Matter: patriotism, training, conflict, paratrooper
Materials:
Chalkboard
Chalk
Television
Computer
Handout: http://www.pbs.org/wgbh/amex/dday/sfeature/sf_paratrooper.html
Media: In the Company of Heroes
Video Clip: Discovery Channel – Surviving the Cut
Procedure:
1.Set: Students will enter the classroom and receive the lyrics to the song “Blood on the
Risers”, a WWII paratrooper song.
http://www.menofeasycompany.com/home/index.php?page_id=152
Students will listen to the song and write a reaction to what the song is about.
2.Media (optional):
Students will view the film In the Company of Heroes: 101st Airborne Screaming
Eagles, 50th Parachute Infantry Division – The Legendary Band of Brothers. 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.Informal Lecture/Discussion:
a. Students will receive the paratrooper handout worksheet and will be given
about 5 minutes to read through it.
b. Once students have read through the handout individually, the instructor will go
over the worksheet with the students together as a whole.
4.Media Clip:
a. Today, the 101st Airborne no longer jumps, but is an air assault unit. Now the
Air Force Pararescue has the most similar training to that experienced by those in
the 101st Airborne.
b. While the 101st Airborne was part of the Army, the following clip from The
Discovery Channel‟s Surviving the Cut shows a very similar training experience.
Air Force Pararescuemen are the most highly trained combat search and
rescue experts in US Special Operations. When a pilot goes down behind
enemy lines, these are the experts who stop at nothing to get him out.
Nicknamed "PJ's" for, "parajumpers," they are also surgically trained
combat medics.
Full training to become a PJ takes more than two years. Early on, students
must survive one notoriously difficult milestone called "Extended
Training Day" designed to weed out anyone not up to the staggering
demands of the PJ job. It's 24 hours of pure torture: nothing else in any
special operations training course rivals the torment of this single day. In
the end, only nine men out of 100 survive the cut and are allowed to
continue training as a PJ.
http://dsc.discovery.com/videos/us-air-force-pararescue/
5.Informal Lecture/Discussion:
a. The instructor will discuss how the impact of technology and the advancement
of weapons may have changed the training and tasks of the 101st Airborne.
Why was it necessary for them to jump in the past?
Why does the 101st Airborne not jump anymore?
How has warfare changed over time?
How have weapons changed over time?
6.Close: Check for understanding –
a. Students will be asked to give a brief summary of the 101st Airborne
paratrooper training and the daily lives of the Band of Brothers. Students will be
asked to write down an answer to the following question:
How has technology changed the way the 101st Airborne operates?
Assessment:
1. The instructor will informally observe the students taking notes on the video.
2. The instructor will informally observe the students participating in the classroom
discussion.
3. The instructor will formally collect and assess the students‟ exit summaries.
Lesson #24: What History Should We Teach?
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.2.12C Interpret the causes of conflict in society.
Objectives:
1. The students will be able to evaluate the teaching of history throughout time.
2. The students will be able to compare and contrast as to whether or not history is taught
through patriotism versus how it actually happened.
3. The students will be able to discuss their different experiences within the social studies
classroom and how information has been presented to their classes.
Subject Matter: media, education, chronology, patriotism, perspective
Materials:
Chalkboard
Chalk
“Lies My Teacher Told Me”
Television
Media: In the Company of Heroes
Procedure:
1.Set: The students will copy the following question into their notes and will write a
brief response:
Do you believe the media gives an accurate portrayal of war? Why or why not?
2.Media (optional):
Students will view the film In the Company of Heroes: 101st Airborne Screaming
Eagles, 50th Parachute Infantry Division – The Legendary Band of Brothers. 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.Lecture/Discussion:
a. The instructor will begin the activity by explaining the idea that history has
been written “by the victors”.
b. Students will be asked to discuss their opinions of social studies education
and the way it is being taught.
Is it taught through the eyes of patriotism versus how it really
happened?
What are some instances in which you have experienced a so-called
“skewed” view of history, if at all?
c. What history should we teach?
Students will took at examples and discuss the book “Lies My Teacher
Told Me”
i. Columbus
ii. Pilgrims vs. Indians
iii. John Wayne movies
iv. Internment Camps
d. Students will create a graphic organizer depicting the “truths” and the
“myths” that are taught throughout social studies education.
4.Close: Check for understanding –
a. Do you believe that it is taught through the eyes of the victor? How should
social studies education be approached in a high school?
Assessment:
1. The instructor will informally observe the students taking notes on the video.
2. The instructor will informally observe the students participating in the classroom
discussion.
3. The instructor will formally collect and assess the check for understanding.
Lesson #25: Band of Brothers: An Oral History
Standards:
8.1.12C Evaluate historical interpretation of events.
8.3.12A Identify and evaluate the political and cultural contributions of individuals and
groups to United States history from 1890 to Present.
5.2.12B Evaluate citizen‟s participation in government and civic life.
Objectives:
1. The students will be able to evaluate the importance of oral history and heritage.
2. The students will be able to plan an activity day where U.S. veterans come into the
school and give oral interviews.
3. The students will be able to trace and create a set of intellectual interview questions to
ask during their time with the veterans on their activity day.
Subject Matter: training, perspective, objectivity, oral history, primary sources
Materials:
Chalkboard
Chalk
Television
Computer
Media Clip – Remembrance Day Interviews -
http://www.bing.com/videos/watch/video/remembrance-day-veteran-
interview/383dd6173101f85e0538383dd6173101f85e0538-
289415824295?q=interview%20with%20wwii%20veteran&FROM=LKVR5>1=LK
VR5&FORM=LKVR22
Media: In the Company of Heroes
Tape recorders/Video equipment
Procedure:
1.Set: Students will enter the classroom and view a sample interview clip from
Remembrance Day interviews with WWII veterans:
http://www.bing.com/videos/watch/video/remembrance-day-veteran-
interview/383dd6173101f85e0538383dd6173101f85e0538-
289415824295?q=interview%20with%20wwii%20veteran&FROM=LKV
R5>1=LKVR5&FORM=LKVR22
2.Media (optional):
Students will view the film In the Company of Heroes: 101st Airborne Screaming
Eagles, 50th Parachute Infantry Division – The Legendary Band of Brothers. 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.Informal Lecture/Discussion:
a. The instructor will discuss with students why they feel it may be important to
keep their heritage alive through the use of oral history.
b. The students will be asked to choose a day to ask veterans to come into their
classroom and partake in an oral history day of interviews.
The classroom as a whole will write a letter to send to various veterans
organizations asking them to partake in their oral history day.
c. The instructor will explain how to ask proper interview questions, how to form
a good question, and how to avoid a bad question.
d. Students will practice writing and submitting interview questions in
preparation for their upcoming interviews with U.S. military veterans.
e. The instructor will correct the questions and return them to students for further
submission.
4.Rememberance Day Activity:
a. It will be up to the students and the classroom as a whole to plan and create
the activity day in which veterans enter the classroom for a day of
remembrance and oral history interviews. The instructor will act as a
facilitator for the students‟ plans.
b. Students will elect members of their classroom to escort the veterans into the
building and to their classroom for their interviews.
c. Students will record/videotape their interviews with each veteran and will
later play them for the class as a whole on the selected viewing day.
5.Informal Lecture/Discussion:
a. The instructor will debrief the students on their activity day with a short
discussion of the events.
6.Close: Check for understanding –
a.The instructor will discuss how oral history is important to our culture and our
heritage.
Why is oral history important?
How does it differ from any other type of primary source?
Why is it important to keep our heritage alive?
Assessment:
1. The instructor will informally observe the students taking notes on the video.
2. The instructor will formally collect and assess the students‟ interview questions.
3. The instructor will informally observe the students planning and management of the
activity day.
4. The instructor will formally collect and assess the students‟ interviews.