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