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Curriculum modules mapped to the Arizona Department of Education's Standards-Based Teaching and Learning

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A subject-oriented directory to the websites

E-Company Marines Remembered

visit the website

Grade Level: 9-12

Arizona State Standards Grades 9-12:

1AV-P3. Reflect on and articulate reasons for artistic decisions.

PO 1. State reasons for making artistic decisions

PO 2. Evaluate the success or areas for improvement seen in the artwork

PO 3. Justify the evaluation of the artwork

2AV-P1. Analyze and interpret how elements of time and place influence the visual characteristics, content, purpose and message of works of art

PO 1. Determine the factors responsible for influencing works of art

PO 2. Analyze the ways in which a work of art expresses a point of view of the time and place in which it was created

2AV-P2. Describe the function and meaning of specific art objects within varied cultures, times and places

PO 1. Research a specific art object for its function and meaning within the culture chosen

PO 2. Compare and contrast the function or meaning of similar art images/objects of various cultures and times

PO 3. Compare images used today, from various times and cultures, for purposes and meanings other than originally intended

Honors Level

2AV-D1. Analyze the origins of specific images in the visual arts and explain their importance and influence from: Arizona Department of Education Standards-Based Teaching and Learning


Discussion for starters:

Oral Histories

  1. Each student in the class can pick an oral history from E-Company Marines Remembered and write an essay about it (or discuss it in class, for a shorter lesson)
    1. Summarize the life of the individual, focusing on how they ended up in Korea.
    2. How do you think the person decided what to include and what not to talk about? Were they conscious or unconscious decisions (or both)? Many of them left out the more traumatic details. Why do think that is?
    3. Reflect on how memories work. Why do some things get remembered, talked about, put on webpages, while other things (or people) don't? Explain why this individual's experiences deserve to be memorialized.
    4. What does the person carry with them today from Korea ? Do you sense pride, trauma, sadness, nostalgia, fond memories, or anything else?
  2. Have advanced/mature students write imaginary oral histories of someone who went to war in Korea in E-Company. The easiest way might be to imagine an alternate life for themselves (the first part would then be memoir), or they can invent a history entirely.
  3. Students who have had family members go to war can write biographies about them to share with the class. Powerful biographies can be done about those who were killed in action, if a student is willing to gather information from family members.

Los Chavalones of E- Company: Extraordinary Men in Extraordinary Events
by Carlos G. Velez-Ibanez

Have students read the address and discuss it (or write an essay/journal entry)

  1. Summarize the points the author makes.
  2. Discuss the statement:

    "I think, in fact, the Chavalones that left that day were already extraordinary because they came from ordinary homes that had fought in the extraordinary event of survival -- surviving revolutions in Mexico, ethnocentrism and discrimination in the United States, underemployment, poor education, and lack of opportunity."

What does the author mean? How do you reconcile their experiences in the US with their positions of risking their lives in Korea for the US ? Cahis statement?

Would the backgrounds of the soldiers normally be seen a "extraordinary?" How does the author play with the concepts or ordinary and extraordinary?

What do you think of the address? Write your opinion, including what you would add or remove.

Gene Suarez Historical Diary

Have students look through Gene Suarez's photos. Ideally, the teacher could present them as an overhead for the whole class at once. A lesson about the Korean War would be helpful.

Print out the pictures and put them on the walls. Students can pick one or more pictures and write an extended caption, short story, or poem about it. Adherence to the historical "reality" in the picture isn't necessary (they should focus on describing exactly what "actually" happened). Reading Carlos G. Velez-Ibanez's address may be helpful.

Other projects

Oral History Project

This website from the Discovery Channel might be helpful:

This module was developed by Roberto de Roock, Summer 2006.