Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?"

Transcription

1 Title: Vietnam Controversy Lesson Author: Sloan Lynch and Margaret Beale Key Words: Communism, Cold War Grade Level: 11 th Grade Time Allotted: 55 Minutes Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? The Vietnam War was a conflict that happened during the Cold War. It began November 1955 and ended April There were and are many differing opinions as to why America got involved and continued the war. The American government viewed the war as a way to stop communism. North Vietnam and its allies viewed America as trying to continue a colonial war against them. I think it is important for the class to realize there are two sides to every story. I want to get them to look at data from both sides and understand both arguments. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lesson should be done in a unit on the Cold War. Looking back, the Red Scare and the idea that communism needed to be contained should be addressed. This will give students the prior knowledge they need to understand the causes of the war. What could be looked at next is how the American life was changing. For example, movements such as the Civil Rights movement can be looked at next. Key Concept(s) include definition: Vietnam: country SE Asia in Indochina; state, including Tonkin & N Annam, set up ; with S Annam & Cochin China, an associated state of French Union ; after Civil War, divided at 17th parallel into republics of North Vietnam & South Vietnam; reunited 1975 Cold War: a conflict over ideological differences carried on by methods short of sustained overt military action and usually without breaking off diplomatic relations Communism: a : a theory advocating elimination of private property b : a system in which goods are owned in common and are available to all as needed 1

2 Agent Orange: an herbicide widely used as a defoliant in the Vietnam War that is composed of 2,4-D and 2,4,5-T and contains dioxin as a contaminant Viet Cong: a guerrilla member of the Vietnamese Communist movement NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Global Connections help learners to explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations; provide opportunities for learners to analyze and evaluate the effects of changing technologies on the global community; guide learner analysis of the relationships and tensions between national sovereignty and global interests in such matters as territorial disputes, economic development, nuclear and other weapons deployment, use of natural resources, and human rights concerns; SOL* : USII.8 The student will demonstrate knowledge of the economic, social, and political transformation of the United States and the world between the end of World War II and the present by c) identifying the role of America s military and veterans in defending freedom during the Cold War, including the wars in Korea and Vietnam, the Cuban missile crisis, the collapse of communism in Europe, and the rise of new challenges; 2

3 Essential Knowledge (minimum for SOL Resource Guide) Major conflicts in the post-world War II era The United States intervened to stop the spread of communism into South Vietnam (Domino Theory). Americans were divided over whether the United States should be involved militarily in Vietnam. The conflict ended in a cease-fire agreement in which U.S. troops withdrew. Essential Skills (minimum for SOL Resource Guide) Analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history. (USII.1a) Make connections between the past and the present. (USII.1b) Sequence events in United States history. (USII.1c) Interpret ideas and events from different historical perspectives. (USII.1d) Analyze and interpret maps that include major physical features. (USII.1f) Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. Did America win or lose the Vietnam War? Why did America get involved in the Vietnam War? The day s big question: Should America have gotten involved in the Vietnam War? Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Students will be able to see reasons for the Vietnam War. Obj. 2 Students will be able to see reasons against the Vietnam War. Obj. 3 Students will be able to decide if there was or was not a winner in the Vietnam War. 3

4 Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1. Discussion: Student actively takes part in analyzing documents within a team, then they actively take part in discussion with the class on whether America should have gotten involved with the war. Assessment 2. Writing: Students should create a short writing on whether there was or was not a winner in the Vietnam War. They need to back up their opinion with evidence they learned in the day s lesson. 4

5 Materials: Historical Source(s): List here and include copies in materials section below Additional Materials/Resources: List here and include copies in materials section- textbooks etc page numbers, websites etc Causes of Vietnam War Video: ducation.com/index.cfm?guid AssetId=24B3EB2A-1A34-4B35-8BD0- AC0B60F050B2&blnFromSear ch=1&productcode=us Informational Sites: Statistics on Vietnam War tat.html u/abstracts/index.html y.uh.edu/modules/vietnam/in dex.cfm 5

6 Procedure/Process: 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook: Ask the students this question: Who won the Vietnam War? Have the student write down their answer with reasons why. Ask the students to share their answers. 2) Instructional sequence: Obj # See above. Just do it. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates Ask the students this question: Who won the Vietnam War? Have the student write down their answer with reasons why. Ask the students to share their answers. Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Look for participation. Transition: Objective # 1 #2 Transition: Objective # 3 Divide the class into groups. Give the groups differing packets. Package 1: Documents supporting America s involvement in Vietnam War. Package 2: Documents not supporting America s involvement in Vietnam War. Have students analyze the documents and gather the data presented in them. They need to be able to present an argument based on whether their documents are for or against the war. Allow each group to answer the question as to whether or not America should have gotten involved in the Vietnam War. Look for participation within group. Show the PowerPoint of today s lesson along with video of the causes of the Vietnam War. Have the students create a short writing on If there was or was not a winner in the Vietnam War. They need to back up their opinion with evidence from today s lesson. Writing should be turned in at the end of class for a grade. 6

7 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Have the students create a short writing on whether there was or was not a winner in the Vietnam War. They need to back up their opinion with evidence from today s lesson. Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to preassessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Bullet your details and explanations. Give the students multiple sources to look at in order to form their argument. Allow students to work in groups in order bounce ideas off of one another. Show a video in order to display information in another way Use images in PowerPoint to aid visual students 7

8 Materials (one resource per page- so it becomes a teacher or student handout, or overhead directions or ppt presentation. Include photocopies if need be. Can you provide elements of choices in materials or enrichment or support/anchor materials for different students?. 8

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: A Tour of the Harlem Renaissance Lesson Author: Alyse Cruickshank, Mike Mosley Key Words: Harlem, Jacob Lawrence, Langston Hughes, Duke Ellington, Louis Armstrong, & Bessie Smith. Grade Level: 7

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: The Cuban Missile Crisis: A Historical Inquiry Lesson Author:Benjamin Bishop and Laura McBride Key Words: US History, Ultimatum, Missile, Crisis, Khrushchev, Kennedy, Cuba Grade Level: 11th Time

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Ancient Greek and Roman Religion and Mythology Lesson Author: Mallary Orrison, Caitlyn Bishop, Erin Curtis Key Words: religion, mythology, Greece, Rome, culture, polytheism Grade Level: 10 Time

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Introduction to Personality Types Lesson Author: Laura McBride & Ben Bishop Key Words: Pychology, Personality, Extraverted, Introverted, Carl Jung, Myers-Briggs Type Indicator Grade Level:12th Time

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: What is Money? Lesson Author: Laura McBride & Ben Bishop Key Words: Economics and Personal Finance, Gold, Silver, fiat money, commodity money, representative money, Nixon Shock Grade Level:9th Time

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Ancient Egypt Lesson Author: Hunter Davis Key Words: Pyramids, Tombs, river, religion Grade Level: WHI. 3a Time Allotted: 30 40 mins Rationale/ Purpose (so what?) Nature and scope of topic. Why

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Understanding the Three Branches of Government Lesson Author: Laura McBride & Ben Bishop Key Words: Civics, Government, Legislative, Executive, Judicial Grade Level:8th Time Allotted: 40 minutes

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Understanding the Differing Colonial Societies Lesson Author: Laura McBride & Ben Bishop Key Words: US History, Colonies Grade Level:7th Time Allotted:40 minutes Rationale/ Purpose (so what?) Nature

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Responsibilities of citizenship Lesson Author: Joe Mehfoud and Terry McCauley Key Words: citizen, responsibility, duty, right Grade Level: 12 th grade VA/US Government Time Allotted: 45 minutes

More information

Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards

Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards Title: Characteristics of the United States Economy Lesson Author: Stephanie Newhall and Chelsea Brechtel Key Words: Economics, Markets, Profit Grade Level: 8 th Grade, Civics and Economics Time Allotted:

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: US-Mexican War Webquest Lesson Author: Curtis Brown, Erin Weiss, and Brandon Sexton Key Words: Manifest Destiny, Mexican Cession, Treaty of Guadalupe- Hidalgo, Expansion Grade Level: 6th Time Allotted:

More information

Fall Lesson Plan Template. NCSS Standard Lesson Title Special Notes I. Culture

Fall Lesson Plan Template. NCSS Standard Lesson Title Special Notes I. Culture NCSS Ten Themed Lesson Plans Cover Sheet Partners: Mike Giancola Please complete the checklist below and submit as the cover page of your project submission. Print copies of all lesson plans. You MUST

More information

Rationale/ Purpose. NCSS Standard(s) SOL Information

Rationale/ Purpose. NCSS Standard(s) SOL Information Title: The Rwandan Genocide: UN and US involvement or neglect? Lesson Author: Megan, Debbie, and Dylan Key Words: genocide, United Nations, Somalia, Rwanda Grade Level: 10 th grade World History II Time

More information

Title: To Have a Command or Market Economy; That is the Question Lesson Author: Megan, Debbie, and Dylan

Title: To Have a Command or Market Economy; That is the Question Lesson Author: Megan, Debbie, and Dylan Title: To Have a Command or Market Economy; That is the Question Lesson Author: Megan, Debbie, and Dylan Key Words: economic system, traditional economy, free market economy, command economy, mixed economy,

More information

Rationale/ Purpose (so what?) To introduce students to the first World War, its causes, influential people, and the countries involved.

Rationale/ Purpose (so what?) To introduce students to the first World War, its causes, influential people, and the countries involved. Title: Causes of World War I Lesson Author: Matthew Walker Key Words: Just, Causes Grade Level: 9 th Time Allotted: 1hr 30min Rationale/ Purpose (so what?) To introduce students to the first World War,

More information

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? Title: Nazi Propaganda Lesson Author: Amanda Chabay, Gennie Costantini, Jeff Pederson Key Words: WW2, Nazis, Anti-Semitism, Propaganda, Adolf Hitler Grade Level: 10 th grade Time Allotted: 90 min. Rationale/

More information

Title Lesson Author Key Terms Grade Level Time Allotted Rationale/ Purpose Key Concept(s) include definition

Title Lesson Author Key Terms Grade Level Time Allotted Rationale/ Purpose Key Concept(s) include definition Title: The Reformation: What Was It All About Lesson Author: Megan, Debbie, and Dylan Key Terms: indulgences, 95 Theses, Protestant, Martin Luther, John Calvin, Sola Fide, Predestination, Sacraments, Justification

More information

COLD WAR. Vietnam War created by Trevor Rowe

COLD WAR. Vietnam War created by Trevor Rowe COLD WAR Vietnam War France had controlled Vietnam since the 1860 s. It was known as French Indochina and included Vietnam, Laos, and Cambodia. During WWII, nationalism spread throughout Asia, however,

More information

Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes

Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes Title Why Did They Come? Key Words immigration, push factors, pull factors Grade Level 7 th grade, US History Time Allotted 60 minutes Lesson Overview Students will use an Immigration packet to take notes,

More information

Social Studies Unit Structure. The Judicial System

Social Studies Unit Structure. The Judicial System Social Studies Unit Structure Section 1 Unit Title The Judicial System Grade Level Rationale / Abstract A) Essential question to be explored B) How and why the unit will be used? C) Why is the unit significant/relev

More information

Reading Essentials and Study Guide The Cold War. Lesson 3 Cold War Conflicts. The Cold War: Reading Essentials and Study Guide: Lesson 3

Reading Essentials and Study Guide The Cold War. Lesson 3 Cold War Conflicts. The Cold War: Reading Essentials and Study Guide: Lesson 3 Reading Essentials and Study Guide The Cold War Lesson 3 Cold War Conflicts ESSENTIAL QUESTION How does conflict influence political relationships? Reading HELPDESK Content Vocabulary proxy war a war in

More information

Rationale/ Purpose (so what?) Background/Context:

Rationale/ Purpose (so what?) Background/Context: Title: Our Social Contract Lesson Author: Amanda Chabay, Gennie Costantini, Jeff Pedersen Key Words: US Government, Social Contract Grade Level: 12 th US & VA Government Time Allotted: 45 minutes Rationale/

More information

Where were they Allied and Central Powers located?

Where were they Allied and Central Powers located? Lesson # Overview Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) (you do not need

More information

Vietnam Era Unit Lesson Title Lesson Objectives 1 - THE ORIGINS OF U.S. INVOLVEMENT IN VIETNAM

Vietnam Era Unit Lesson Title Lesson Objectives 1 - THE ORIGINS OF U.S. INVOLVEMENT IN VIETNAM Vietnam Era Unit Lesson Title Lesson Objectives 1 - THE ORIGINS OF U.S. INVOLVEMENT IN VIETNAM Vietnam Locate Vietnam on a map. Identify Vietnam's geographic features. Early History Recall Vietnam's early

More information

Chapter 29: The Vietnam War Era ( ) Section 1: Origins of the Vietnam War

Chapter 29: The Vietnam War Era ( ) Section 1: Origins of the Vietnam War Chapter 29: The Vietnam War Era (1954-1975) Section 1: Origins of the Vietnam War Objectives Describe the reasons that the United States helped the French fight the Vietnamese. Identify ways in which the

More information

SOCIAL STUDIES GRADE 9. Curriculum Map and Standards MODERN WORLD HISTORY. Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 9. Curriculum Map and Standards MODERN WORLD HISTORY. Office of Teaching and Learning Curriculum Division SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social

More information

Rationale/ Purpose (so what?)

Rationale/ Purpose (so what?) Title: Geography of the Aegean Lesson Author: Matt Barrow and Chris Pobjecky Key Words: Aegean Basin, arable land, barter economy, money economy, Hellenic culture, colonization, polis Grade Level: 9 th

More information

ECONOMIC RELATED SOLS

ECONOMIC RELATED SOLS 1 ECONOMIC RELATED SOLS 2008 SOLs (Includes July 17 th 2008 final changes to Curriculum Framework) Prepared by the Virginia Council on Economic Education October 2009 VCEE's affiliated university-based

More information

Old Order or Ancien Regime: a social and political structure deeply rooted in pre-revolutionary France, led to a variety of inequalities

Old Order or Ancien Regime: a social and political structure deeply rooted in pre-revolutionary France, led to a variety of inequalities Title: Why is everyone in France mad at King Louis XVI? Lesson Author: Jennifer Mecca and Ashton Hoff Key Words: First, Second, and Third Estates, bourgeoisie, King Louis XVI Grade Level:10 th grade Time

More information

Directions: Read each question carefully and choose the best answer for each. Mark your choice on the bubble sheet.

Directions: Read each question carefully and choose the best answer for each. Mark your choice on the bubble sheet. Post-WWII/Cold War Test ANSWER KEY!!! Directions: Read each question carefully and choose the best answer for each. Mark your choice on the bubble sheet. 1. Which is the best description of the Marshall

More information

Unit/Lesson Plan 1 Unit Title: Early Civilizations Review Lesson Sequence:

Unit/Lesson Plan 1 Unit Title: Early Civilizations Review Lesson Sequence: Unit/Lesson Plan 1 Unit Title: Early Civilizations Review Lesson Sequence: Subject/Topic Area: World History Grade Level: 10th Key Vocabulary/Phrases Unit Designer: Time Frame 2 ½ weeks 2 Unit Goal(s):

More information

Unit 6. The Cold War ( )

Unit 6. The Cold War ( ) Unit 6. The Cold War (1945-1991) Learning Target 23 Summarize how atomic weapons have changed the nature of war, altered the balance of power and started the nuclear age. Following World War II, the United

More information

NCSS Theme #1 Lesson Plan: Culture

NCSS Theme #1 Lesson Plan: Culture NCSS Theme #1 Lesson Plan: Culture Lesson Title: World Religions Lesson Author: Kathryn Yarbrough Key Curriculum Words: Judaism, Christianity, Islam, Buddhism, Hinduism, religion, monotheism, polytheism

More information

Lesson Five: War and Peace in Cambodia. US, UN and Buddhist Roles

Lesson Five: War and Peace in Cambodia. US, UN and Buddhist Roles Lesson Five: War and Peace in Cambodia. US, UN and Buddhist Roles Goals: To review the role and effect of US policy in Cambodia. To learn about US aid, the role of the UN and the Buddhist peace movement.

More information

SOCIAL STUDIES GRADE 9 MODERN WORLD HISTORY. I Can Checklist Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 9 MODERN WORLD HISTORY. I Can Checklist Office of Teaching and Learning Curriculum Division SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 I Can Checklist 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division 1 2 I can analyze a historical

More information

The Cold War Section 1 The Cold War Unfolds

The Cold War Section 1 The Cold War Unfolds The Cold War Section 1 The Cold War Unfolds Capitalism Versus Communism CAPITALISM a. Private individuals own property b. People decide what job they want c. Supply and demand decides prices of goods and

More information

America on the World Stage Teacher Scholars Program

America on the World Stage Teacher Scholars Program Title: The Role of Women on the Homefront in World War II Key Words: World War II, homefront, war industry Grade Level: 7 th Grade, US History Part II Time Allotted: 90 minutes Lesson Overview Guiding

More information

America on the World Stage Teacher Scholars Program

America on the World Stage Teacher Scholars Program Title Holidays, What are they all about? Key Words holidays, diversity Grade Level 3rd Time Allotted 90 minutes (2 45 minute class periods) Lesson Overview Guiding Question(s) Students will learn the origins,

More information

Chapter 21: The Vietnam War Quiz

Chapter 21: The Vietnam War Quiz Chapter 21: The Vietnam War Quiz Multiple Choice Identify the choice that best completes the statement or answers the question. The Vietnam War 1. Who was the nationalist leader who led Vietnam against

More information

Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above).

Lesson # Overview Title /Standards. Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Lesson # Overview Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s) (you do not need

More information

Ch 15 Notes Start of Cold War - Containment policy -

Ch 15 Notes Start of Cold War       -    Containment policy - Ch 15 Notes- Start of Cold War Students will develop and use basic vocabulary about the Cold War era. Students will describe events that led to the Cold War between the U.S. and Soviet Union. Students

More information

JFK, LBJ, Vietnam Test Review

JFK, LBJ, Vietnam Test Review JFK, LBJ, Vietnam Test Review What program did Nixon implement when he was trying to withdraw American troops from Vietnam by making the South Vietnamese army take more responsibility for fighting the

More information

Cold War Spreads to Asia

Cold War Spreads to Asia Cold War Spreads to Asia China China becomes Communist 1920s Mao Zedong leads communist forces against Chiang Kai Shek leader of China s Nationalist government During WWII set aside civil war to resist

More information

Global Conflict: Kashmir

Global Conflict: Kashmir Global Conflict: Kashmir BJ Basinski CIM/CAM 11-23-99 Grade Levels: 9-12 Inquiry Question: What are the geographical characteristics of Kashmir that is causing the conflict between India and Pakistan over

More information

Imperialism and the Race for Colonies

Imperialism and the Race for Colonies Imperialism and the Race for Colonies https://jspivey.wikispaces.com/unit+5+imperialism+2008-09 Lesson Plan Developed by Robert Wnukowski World History II Phoebus High School, Hampton VA Imperialism Overview:

More information

Causes and Effects of the Cold War

Causes and Effects of the Cold War Unit: 09 Lesson: 02 Suggested Duration: 8 days Lesson Synopsis: Causes and Effects of the Cold War This lesson investigates the situations that led to the Cold War between the United States and the Soviet

More information

POP QUIZ (COLD WAR)!

POP QUIZ (COLD WAR)! U.S. History Mr. Boothby 3/29/2016 The Learning Target : THE STALEMATE 1970 s NIXON/ DÉTENTE/ STAGNATION/ BOMBING VIETNAM! http://www.apnotes.net/notes-12e/ch40-12e.html POP QUIZ (COLD WAR)! Silently Read

More information

CUBAN MISSILE CRISIS

CUBAN MISSILE CRISIS CUBAN MISSILE CRISIS HOW FAR IS CUBA FROM THE COAST OF FLORIDA? 90 MILES AFTER THE SPANISH AMERICAN WAR, WHAT COUNTRY S CORPORATIONS CONTROLLED MUCH OF THE COMMERCE OF CUBA? THE UNITED STATES BACKGROUND

More information

Section 1 Unit Title. Social Studies Unit Structure. WWI: The War to End All Wars

Section 1 Unit Title. Social Studies Unit Structure. WWI: The War to End All Wars Social Studies Unit Structure Section 1 Unit Title Grade Level/Audience/Class context e.g. Honors Rationale / Abstract A) What is the focus of the unit and the overriding question(s) to be explored? B)

More information

Rationale/ Purpose (so what?)

Rationale/ Purpose (so what?) Title: Korean War Lesson Author: Tommy George and Gina Rumbolo Key Words: Forgotten War, 38 th Parallel, Soviet Union, Marshall Plan, Truman Doctrine, Korean Conflict, Korean Peninsula Grade Level: 11

More information

CWA 4.1 Origins of the Vietnam War (Page 1 of 6)

CWA 4.1 Origins of the Vietnam War (Page 1 of 6) CWA 4.1 Origins of the Vietnam War (Page 1 of 6) Instructions: On each page, first, underline the dates and time markers (for example, In the same year ) in the text below. Next, write a chronological

More information

Title: Production/Consumption and Supply and Demand Grade and Subject: 7 th Grade Civics and Economics Time Allotted: 50 min

Title: Production/Consumption and Supply and Demand Grade and Subject: 7 th Grade Civics and Economics Time Allotted: 50 min Title: Production/Consumption and Supply and Demand Grade and Subject: 7 th Grade Civics and Economics Time Allotted: 50 min SOL #: CE.11a CE.1b NCSS Theme: VII Production, Distribution, and Consumption

More information

Middle East Conflict Israel vs Palestine

Middle East Conflict Israel vs Palestine Middle East Conflict Israel vs Palestine by Reviewer: Donna Pearson Reviewed on: 10/27/05 12:46 PM Text Level Comment: Show All Hide All Descriptive Data Name Class and Grade Ninth Grade Global Education

More information

Social Studies Content and Literacy Skills Grades 6-12

Social Studies Content and Literacy Skills Grades 6-12 Social Studies Content and Literacy Skills Grades 6-12 The Common Core State Standards (CCSS) provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know

More information

Name: Chris Thomas Class: 11 th Grade US History and Government Lesson: 2 The Declaration of Independence and the American Revolution

Name: Chris Thomas Class: 11 th Grade US History and Government Lesson: 2 The Declaration of Independence and the American Revolution Name: Chris Thomas Class: 11 th Grade US History and Government Lesson: 2 The Declaration of Independence and the American Revolution Pre-planning information: I will be using the following resources in

More information

Foreign Affairs and National Security

Foreign Affairs and National Security Foreign Affairs and National Security Objectives: TLW understand and explain the following questions as it relates to the Foreign affairs of the American Government What is foreign policy? What is the

More information

Shutterfly Photo Story Lesson Plan

Shutterfly Photo Story Lesson Plan NAME: TONYA NORTHCUTT STATE: KENTUCKY SUBJECT: SOCIAL STUDIES GRADE LEVEL: 5 LESSON TITLE: THE IMPORTANCE OF THE PEOPLE OF THE AMERICA REVOLUTION Common Core/State Curriculum Standards: CCR: Read and comprehend

More information

United States History Unit Isolation vs. Globalization

United States History Unit Isolation vs. Globalization One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the United States

More information

Military Advisors in Vietnam: 1963

Military Advisors in Vietnam: 1963 Military Advisors in Vietnam: 1963 Topic: Vietnam Grade Level: 9-12 Subject Area: US History after World War II Time Required: 1 class period Goals/Rationale In the winter of 1963, the eyes of most Americans

More information

First Amendment Lesson Plan. Subject: U.S. Government Teacher: Kelly Vallance Unit: Bill of Rights Grade: 12 Lesson: First Amendment # of students: 20

First Amendment Lesson Plan. Subject: U.S. Government Teacher: Kelly Vallance Unit: Bill of Rights Grade: 12 Lesson: First Amendment # of students: 20 First Amendment Lesson Plan General Information: Subject: U.S. Government Teacher: Kelly Vallance Unit: Bill of Rights Grade: 12 Lesson: First Amendment # of students: 20 II. Big Question: What is the

More information

Standards Addressed by The Choices Program

Standards Addressed by The Choices Program Standards Addressed by The Choices Program National Standards for the Social Studies National Standards for Social Studies are available online at cnets.iste.org/currstands. Strand I: Culture and Cultural

More information

WWI Combat Lesson. Developed by Robert Wnukowski.

WWI Combat Lesson.  Developed by Robert Wnukowski. WWI Combat Lesson http://img.dailymail.co.uk/i/pix/2007/10_02/trenchpa_468x607.jpg Developed by Robert Wnukowski World History II Phoebus High School Lesson on WWI Combat Overview: In this lesson on World

More information

APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT

APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT APPENDIX IV MODERN WORLD HISTORY DETAILED KEY CONCEPTS TOPIC 1: REVOLUTIONS IN THOUGHT KEY CONCEPT 1.1: Analyze how the Scientific Revolution and the Enlightenment ideas impacted human thought. a. Identify

More information

A10: Superpower Relations : Exam Questions

A10: Superpower Relations : Exam Questions A10: Superpower Relations 1945-1962: Exam Questions The following exam questions are taken from the 2011 and 2012 exams as well as some rewritten questions from previous years exams. Refer to the marking

More information

SOCIAL STUDIES World History Standard: History

SOCIAL STUDIES World History Standard: History Standard: History Enlightenment Ideas A. Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. 1. Explain how Enlightenment

More information

Section 5- Lesson planning Lesson 1. Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above).

Section 5- Lesson planning Lesson 1. Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Section 5- Lesson planning Lesson 1. Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s)

More information

4. At the beginning of the Cold War, who was the leader of the Soviet Union? A. Lenin B. Nicholas II C. Alexander II D. Stalin

4. At the beginning of the Cold War, who was the leader of the Soviet Union? A. Lenin B. Nicholas II C. Alexander II D. Stalin Name: Cold War Unit Test 1. During the Cold War, the two Superpowers were: A. China and Japan B. Soviet Union and United States C. Korea and Vietnam D. Britain and Germany 2. Following World War II, the

More information

Assignment Discovery Online Curriculum. Grade level: 9-12 (primarily 11-12, but with adaptation for younger students)

Assignment Discovery Online Curriculum. Grade level: 9-12 (primarily 11-12, but with adaptation for younger students) Lesson title: Opposing Views on the Vietnam War Assignment Discovery Online Curriculum Grade level: 9-12 (primarily 11-12, but with adaptation for younger students) Subject area: United States History/Government

More information

Yonsei University Courses Political Science & International Studies

Yonsei University Courses Political Science & International Studies Yonsei University Courses Political Science & International Studies POL2101 Ancient and Medieval Western Political Thought The course examines the political ideologies and the backgrounds of principal

More information

II. 2006 Core Knowledge National Conference, The Vietnam War, 8 th Grade 1

II. 2006 Core Knowledge National Conference, The Vietnam War, 8 th Grade 1 The Vietnam War Grade Level: 8 th grade Social Studies Written by: Katie Birckhead, Henley Middle School, Crozet, Virginia Length of Unit: (15 45 minute periods; 7 Lessons) I. ABSTRACT In this unit, students

More information

How did European involvement in Southwest Asia impact the region after the collapse of the Ottoman Empire?

How did European involvement in Southwest Asia impact the region after the collapse of the Ottoman Empire? How did European involvement in Southwest Asia impact the region after the collapse of the Ottoman Empire? A. Many Europeans emigrated to Southwest Asia B. Countries in Southwest Asia modeled their governments

More information

This resource supports the Free Causes PowerPoint. The Causes of The First World War

This resource supports the Free Causes PowerPoint. The Causes of The First World War This resource supports the Free Causes PowerPoint The Causes of The First World War The Causes of the First World War Starter : use the images to help guess the factors that helped cause the First World

More information

The Spanish American War

The Spanish American War Social Studies Unit Structure Section 1 Unit Title Grade Level Rationale / Abstract A) Essential question to be explored B) How and why the unit will be used? C) Why is the unit significant/relev ant?

More information

Vietnam War. From French Colonialism to the American involvement to the killing fields of Cambodia

Vietnam War. From French Colonialism to the American involvement to the killing fields of Cambodia Vietnam War From French Colonialism to the American involvement to the killing fields of Cambodia The French Colonize Indochina French involvement started when French missionaries landed in Vietnam in

More information

World War One Unit Plan

World War One Unit Plan World War One Unit Plan The following is a unit plan that I constructed to teach WWI. In the unit, I have provided the the students with a number of different learning strategies in order to fully understand

More information

Lesson Plan # 1 Intro to the Cold War

Lesson Plan # 1 Intro to the Cold War Lesson Plan # 1 Intro to the Cold War Introduction: This lesson will introduce the Cold War and the underlying struggle between the American West and the Soviet East. The essential question is: Who were

More information

NCA &TSU Master of Art in History Degree Requirements HISTORY. Olen Cole, Jr., Chairperson 324 Gibbs Hall (336) 334-7831 coleo@ncat.

NCA &TSU Master of Art in History Degree Requirements HISTORY. Olen Cole, Jr., Chairperson 324 Gibbs Hall (336) 334-7831 coleo@ncat. NCA &TSU Master of Art in History Degree Requirements HISTORY Olen Cole, Jr., Chairperson 324 Gibbs Hall (336) 334-7831 coleo@ncat.edu OBJECTIVES The Master of Science program builds upon the knowledge

More information

UNIT 5: WW II AND THE COLD WAR 1. Examine causes, course, and consequences of World War II on the United States and the world.

UNIT 5: WW II AND THE COLD WAR 1. Examine causes, course, and consequences of World War II on the United States and the world. UNIT 5: WW II AND THE COLD WAR 1. Examine causes, course, and consequences of World War II on the United States and the world. Cause Course Consequence Treaty of Versailles Great Depression Rise of Fascism

More information

Introduction to the Vietnam War By USHistory.org 2016

Introduction to the Vietnam War By USHistory.org 2016 Name: Class: Introduction to the Vietnam War By USHistory.org 2016 The Vietnam War began on November 1, 1955, and ended on April 30, 1975. It was fought between North Vietnam (supported by the Soviet Union,

More information

Course: This unit is designed for an 11th grade American Studies course.

Course: This unit is designed for an 11th grade American Studies course. Wright 1 Sarah Wright World War II Unit Plan Unit Overview Course: This unit is designed for an 11th grade American Studies course. Topic: World War II Length: Eight 90-minute block periods Introduction:

More information

World War II: Causes and Consequences: Teacher s Guide

World War II: Causes and Consequences: Teacher s Guide World War II: Causes and Consequences: Teacher s Guide Grade Level: 6-8 Curriculum Focus: U.S. History Lesson Duration: Two to three class periods Program Description Examine Hitler s occupation of Europe

More information

Nixon s Foreign Policy

Nixon s Foreign Policy 1 Nixon s Foreign Policy 2 TEKS 1, 24, 24(G), 26 3 Listen 4 5 Listen 6 Listen 7 8 Listen After a period of confrontation, we are entering an era of negotiation. Let all nations know that during this administration

More information

U.S. Support of the War at Home and Abroad

U.S. Support of the War at Home and Abroad U.S. Support of the War at Home and Abroad The Main Idea As the United States sent increasing numbers of troops to defend South Vietnam, some Americans began to question the war. Content Statement/Learning

More information

VIRGINIA AND UNITED STATES HISTORY GRADE 11

VIRGINIA AND UNITED STATES HISTORY GRADE 11 Parent / Student Course Information SOCIAL STUDIES VIRGINIA AND UNITED STATES HISTORY GRADE 11 Counselors are available to assist parents and students with course selections and career planning. Parents

More information

Gulf of Tonkin Resolution Lesson Plan

Gulf of Tonkin Resolution Lesson Plan Resolution Lesson Plan Central Historical Question: Was the U.S. planning to go to war with North Vietnam before the Resolution? Materials: Powerpoint Timeline Documents A-D Guiding Questions Plan of Instruction:

More information

UNIT #7 Hot & Cold: World War II & Its Aftermath

UNIT #7 Hot & Cold: World War II & Its Aftermath The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for Fifth Grade Social Studies. UNIT #7 Hot & Cold:

More information

20 th Century International Relations Contents

20 th Century International Relations Contents 20 th Century International Relations Contents 1 Imperialism and the Alliance System part 1 7 slides, 2 Flash activities, 2 worksheets What are alliances? Why were alliances formed? What different national

More information

Learning from Harvey Milk: Building Support and Coalitions for Change

Learning from Harvey Milk: Building Support and Coalitions for Change Learning from Harvey Milk: Building Support and Coalitions for Change Written by: David Donahue s class, Schools, Sexuality, and Gender, at Mills College, Oakland, California, including the following students:

More information

Concept Formation Lesson: Communism

Concept Formation Lesson: Communism Concept Formation Lesson: Communism Grade Level: This lesson is designed for a ninth grade World History II class. The lesson will be used as an introduction to a unit on communism. The lesson will center

More information

2. In pairs discuss the questions that follow. Excerpt from Valdés, Kibler, & Walqui: Recent Examples of Possible Roles for ESL Professionals

2. In pairs discuss the questions that follow. Excerpt from Valdés, Kibler, & Walqui: Recent Examples of Possible Roles for ESL Professionals Reframing Collaboration Between ESL and Content Teachers In the PA Core Standards Framework Activity One Directions: 1. Read the excerpt from Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the

More information

World History Course Summary Department: Social Studies. Semester 1

World History Course Summary Department: Social Studies. Semester 1 World History Course Summary Department: Social Studies All World History courses (Honors or otherwise) utilize the same targets and indicators for student performance. However, students enrolled in Honors

More information

Foreign Policy: War, Peace, and Everything In-between STEP BY STEP

Foreign Policy: War, Peace, and Everything In-between STEP BY STEP Teacher s Guide Foreign Policy: War, Peace, and Everything In-between Time Needed: One Class Period Materials Needed: Student worksheets Transparencies Copy Instructions: Voting Cards (single-sided, class

More information

Note Taking Study Guide ORIGINS OF THE VIETNAM WAR

Note Taking Study Guide ORIGINS OF THE VIETNAM WAR SECTION 1 ORIGINS OF THE VIETNAM WAR Focus Question: Why did the United States become involved in Vietnam? As you read, describe the Vietnam policies of Presidents Truman, Eisenhower, Kennedy, and Johnson.

More information

20 th Century Name: Shen The Vietnam War: Origins and Early Years of U.S. Involvement

20 th Century Name: Shen The Vietnam War: Origins and Early Years of U.S. Involvement 20 th Century Name: Shen The Vietnam War: Origins and Early Years of U.S. Involvement I. Before WWII: a. Vietnam had been controlled by outside forces for centuries. WHO? II. After WWII: a. Japan withdrew

More information

Chesterhouse Key Stage 3 History

Chesterhouse Key Stage 3 History Syllabus Chesterhouse Key Stage 3 History If you don t know history, you don t know anything. You are a leaf that doesn t know it is part of a tree. Professor Johnston (paraphrased) Grades 7, 8 and 9 2

More information

Elements of a Novel and Narrative Writing Grade 10

Elements of a Novel and Narrative Writing Grade 10 Ohio Standards Connection Literary Text Benchmark B Explain and analyze how the context of setting and the author s choice of point of view impact a literary text. Indicator 2 Analyze the features of setting

More information

HADDONFIELD PUBLIC SCHOOLS Curriculum Map for VIETNAM Busarello

HADDONFIELD PUBLIC SCHOOLS Curriculum Map for VIETNAM Busarello HADDONFIELD PUBLIC SCHOOLS Curriculum Map for VIETNAM Busarello SEPT-OCT (semester 1) & JAN-FEB(semester 2) Targeted Standard(s): NJCCCS : 6.1.12 A 1,2,3,4,5,6,7,8; 6.2.12 A 1,2,3,4,5,7; 6.2.12 B 5,6;

More information

WA TPA. Secondary English- Language Arts. Assessment. Handbook. Teacher Performance. Consortium (TPAC) Field Test Pre-Release Handbook September 2011

WA TPA. Secondary English- Language Arts. Assessment. Handbook. Teacher Performance. Consortium (TPAC) Field Test Pre-Release Handbook September 2011 WA Teacher Performance Assessment Consortium (TPAC) WA TPA Secondary English- Language Arts Assessment Handbook September 2011 September 2011 WA The Teacher Performance Assessment stems from a 25-year

More information

Obj. 1-3 Interactive Notebook Obj. 2 Closing Activity

Obj. 1-3 Interactive Notebook Obj. 2 Closing Activity Section 5- Lesson planning Lesson 1. Title /Standards Big Question for lesson (from teaching thesis) Specific lesson Objectives (transfer from above). Content focused/action verbs Assessment of Objective(s)

More information