Unittitle:Thevietnamwar-Acoldwarcasestudy Createdby:Kellycooke

Idaho Core Teacher Network Unit Plan Template

UnitTitle:TheVietnamWar-AColdWarCaseStudy CreatedBy:KellyCooke

Subject: U.S. History II Grade: 11

EstimatedLength(daysorweeks):9blocksessions(3weeks) UnitOverview(includingcontext):

ThepurposeofthisunitteachesstudentsthatAmericaninvolvementinVietnammustbeunderstoodinthecontextoftheColdWar.Studentswilldrawfromtheir

earlierexplorationsofhowContainmentwasimplementedabroadandathomeandusethisknowledgetounderstandtherootsandconsequencesofAmerican interventioninVietnam,bothathomeandabroad.Bystudyingacrucialturningpointinhistorythestudentbecomesawarethatchoiceshadtobemadebyreal humanbeings,thatthosedecisionsweretheresultofspecificfactors,andthattheysetinmotionaseriesofhistoricalconsequenceswhicharestillinplace today.

Unit Rationale (including Key Shift(s)):

❑Theinitialplanningstagesforthisunitbeganoutofnecessity.MyunitontheColdWaranditseventsistraditionallypoorly plannedandexecutedduetotheimmenseamountofcontentthatneedstobeaddressedinU.S.HistoryIIinashortperiodof time.Wealwaysseemtorunoutofdaysattheendoftheyear.MycolleaguesandIhavediscussedtheneedtobemore deliberatewiththeteachingofColdWareventsasstudentsneedtounderstandtherelevanceandapplicabilityofthese45years ofmodernhistorytotoday.

❑IchosetheVietnamWarportionoftheColdWarasitisaunitinwhichIamlackingresourcesandacohesiveplanforteaching.A

largeportionofmystudentshaveafamilymemberwhoservedinthiswar,orwasinsomeotherwayaffectedbyit,sotheyare engaged,curious,andmotivatedtolearnaboutthistopic.IalsobelievethatIamastudentofmysubjectandamanxiousto increasemyknowledgeofthewar,culture,society,andotherrelevanttopicsofthiseventandtimeperiod.

❑Alargeportionofthisunitwillrevolvearoundtheanalysis,evaluation,interpretation,andimplementationofPrimarySource

Documents(PSD).ThecontentstandardsIselectedreflectthistimeperiodandevent;theELAstandardsreflecttheprocessesby whichwewillstudythePSD,applytheknowledgeandinformationofthePSD,anddrivethecreationandsynthesisofthe culminatingprocess.Iplanonbeingverydeliberateinthetype,style,length,audience,purpose,andmessageofthePSDIwill beusingthroughoutthisunit.Ihaveavarietyofactivitiesplannedtoaccompanythesedocumentsandwillutilizetheminaway

thatmovesbeyondthesurfacelevelofsimplyunderstandingandcomprehendingtheactualdocument,butprovidesavenuesand systemsinwhichstudentscanapply,synthesize,andutilizethedocumentsinmorecomplexways.
Targeted Standards (Module 2):
❑IdahoCoreGrade-LevelStandards:
Reading:
❑CCSS.ELA-LITERACY.RI.11-12.1
❑Cite strong and thorough textualevidencetosupport analysisofwhatthetextsays explicitlyaswellasinferences drawnfromthetext,including determiningwherethetext leavesmattersuncertain.
❑CCSS.ELA-LITERACY.RI.11-12.4
❑Determine the meaning of wordsandphrasesasthey areusedinatext,including figurative, connotative, and technical meanings; analyze how an author uses and refinesthemeaningofakey termortermsoverthecourse ofatext(e.g.,howMadison defines faction in Federalist No.10).
Writing:
❑CCSS.ELA-LITERACY.W.11-12.1
❑Write arguments tosupport claims in an analysis of substantivetopicsortexts, usingvalidreasoningand relevant and sufficient evidence.
❑CCSS.ELA-LITERACY.W.11-12.9
❑Draw evidence fromliterary or informational textsto / Essential Question and Enduring Understandings (Module 4):
❑EssentialQuestion:
❑How,andinwhatways,does war defineAmericans?
❑EnduringUnderstandings:
❑Personalidentityisshapedby one’sculture,bygroups,and byinstitutionalinfluences.
❑TheVietnamWarcauseda cultureshiftintheU.S., exposedbythemediain literature,art,propaganda andadvertising,radioand television. / MeasurableOutcomes(Modules5,6,and8): Learning Goals (Desired Results):
Studentswillbeabletoanalyzeimportantcauses,events, ideas,andeffectsoftheVietnamWar,ultimatelyutilizingthis informationasatooltodefinetheroleofwarinthelivesof Americans.
Options to demonstrate understanding of the Learning Goals:
Explain-Createadigitalpresentationofessentialunit vocabulary.
Interpret-Developanoralhistoryofapersonorgroup significanttotheVietnamWarutilizingaFacebookbiography template.
Apply-Createatour(TourBuilder)whichanalyzesspecific informationrelevanttomajorbattlesoftheVietnamWar. ShiftPerspective-Comparedifferentaccountsofspecific eventsusingPSD(ie.MaiLeiMassacre,TetOffensive, Watergate,KentStateMassacre)
DemonstrateSelf-Knowledge-Completeachecklistof knowledgegainedduringtheunitutilizingachecklisttiedto eachstandard.
Success Criteria (Evidence):
Studentswillbeabletoemploytheuseofprimarysource documentsandnon-fictionliteraturethroughouttheunitto definethewaysandmannerinwhichtheVietnamWardefined Americans.
support analysis, reflection, and research.
Speaking and Listening:
❑CCSS.ELA-LITERACY.SL.11-12.1
❑Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, buildingonothers'ideasand expressingtheirownclearly andpersuasively.
❑CCSS.ELA-LITERACY.SL.11-12.3
❑Evaluateaspeaker'spointof view,reasoning,anduseof evidence and rhetoric, assessing the stance, premises,linksamongideas, word choice, points of emphasis,andtoneused.
❑ContentStandards
❑9-12.USH2.1.1.1
❑Analyze ways in which language,literature,thearts, traditions,beliefs,valuesand behaviorpatternsofdiverse cultures have enriched Americansociety.
❑9-12.USH2.1.1.2
❑Discussthecausesandeffects of various compromises and conflictsinAmericanhistory.
❑9-12.USH2.1.1.3
❑Analyze significant movements for socialchange
❑9-12.USH2.4.3.2

❑Provide andevaluate examples of social and political leadership in Americanhistory.

❑9-12.USH2.4.4.1

❑Tracethe

development and expansion of political, civil, and economic rights.

❑9-12.USH2.5.1.4

❑Explainhowandwhy the United States assumedtheroleof world leader after World War II and analyze itsleadership role in the world today

Summative Assessment (Module 6):

❑Summative Assessment Description:

❑SummativeAssessment:DigitalVocabulary(Explain)and(Optional)FacebookBiographyActivity(Interpret)

❑Howwilltheseassessmentsprovideevidenceofyourdesiredoutcomes?

❑Completionoftheseactivities/goalswillensurethatstudentshavetheappropriateknowledgenecessarywithintheconfinesof theunitandcanthentransfertheirknowledgetoanewsituation.Inordertoparticipateandcompletetheactivity,studentswill havetohavetheappropriateknowledge,alongwithitscontextualandconceptualsignificance,inordertocompletethe appropriatetransfer.

❑Inwhatwaydothesetasksrequiretransfertonewsituations?

❑Conceptualandcontextualknowledgewillbenecessarytoensurethattheappropriateplacementandengagementoflearningis conducivetothetransfer.Itisnotmygoaltomakeextraworkforstudents,butthattheywillseerelevanceandvalidityinthe learning.

❑RubricorAssessmentGuidelines:

❑Whatistherelationshipbetweentheseformativeassessmentsandthesummativeassessments?Howwillyouusetheresultsfromthese formativeassessmentstoplannextstepsasyoumovestudentstowardsthesummativeassessment?

❑TheFAfortheseactivities/goalsisdesignedtobeacheckalongthewayforprogress,content,andapplication.Theircompletion willindicatewhetherthestudentisontrack,task,andtopic.

❑Basedonyourunitgoals,wherewouldtheseformativeassessmentsbemostlogicallyplacedinyourinstructionalsequence?

❑IseeFAbestutilizedinmyclassroomasBellringersandExitSlips.Iliketostartclassfocusingstudentsonaconcept,skill,ability, ortopicandthenassessingtheirprogressattheendofclass.Thisalsoprovidesinsightintoanyhomework,research,or conceptualanalysiswhichneedstobeaddressedpriortothenextclassandcanguidechangestoinstructionforthefollowing day.

Text Complexity Analysis - Title: The Things They Carried by Author: Tim O’Brien Text Type (fiction, informational etc.): Non-Fiction

Text Description
The Things They Carried by Tim O’Brien is a compilation of stories and vignettesofsoldiersduringtheVietnamWarwrittenbyTimO’Brien.Asa soldierduringtheVietnamWar,O’Brienuseshisownexperiencesand connectionstowriteaseriesofshortstoriesdetailingthephysical,mental, andemotionalbaggageoftheVietnam“grunt.”Theseshortstoriesprovidea glimpseintothenon-fictionlifeaVietnamsoldierinaformatwhichprovides alookintothedaily,mundaneroutineofthefootsoldier,interspersedwith thefearanduncertaintyofcombatmoments,thelossoffriendsandfellow soldiers,andtheshameoftheveteransoldieruponthereturnhome. / What is your final recommendation based on quantitative, qualitative, and reader-task considerations? Why?
Duetothematurethemesandlanguage,aswellasthebackground knowledge required for comprehension, understanding, and analysis, I believethistexttobemoresuitableforstudentsingrades9-10inaWorld CulturesorWorldHistoryclass,oringrades11-12inaU.S.HistoryIIclass.To engage students in this text will require a deep and meaningful understandingofthestoriesofthesesoldierswhichisgoingtorequirethe schemaofmorematuresecondarystudents.
Mark all that apply (double-click on the box and select “Checked”):
Grade Level Band:K-5☐6-8☐9-12 xPD☐
Content Area: English/Language Arts (ELA) X Foreign Language (FL) ☐ General (G) X Health/Physical Education (HPE) ☐History/Social Studies (HSS) x Humanities (H) X Math (M) ☐
Professional Development(PD)☐Professional/Technical Education (PTE)☐
Science (S) ☐
Quantitative Measure
Quantitative Measure of the Text: 880L / Range: 740 - 1010 / Associated Grade Band Level: Grade Level Band 4-5
Qualitative Measures
Text Structure (story structure or form of piece):
ThistextwouldbedescribedasVeryComplexinthatitcontainsavarietyofplotsandsubplotswhichfeatureaplethoraofcharactersfromAlphaCompany detailingtheirpersonalexperiencesduringtheVietnamWar.Theauthoralsoprovidescommentarytosupplementthestoriesofthesecharacters,shifting fromfirstandthirdpersonperspectiveregularly.Thelengthoftextisalsoonewhichchallengestudentstopacethemselves,stayengaged,andreinforce comprehension from beginning toend.
Language Clarity and Conventions (including vocabulary load):

TimO’Brien’stextincludesvocabularywhichisspecifictothemilitaryculture(“grunt,”AWOL,rucksack,etc.).Focusonmilitarytermsduringthe1960sand 1970swillbeimportanttoprovidestudentsanaccuratepictureofthelanguagewhichsoldiersutilizedinthefield.O’Brienemploysawiderangeofsentence andparagraphlengthtohighlightshortpassagesduringintensefirefightsorprolongedpassagesduringboring,extendedmarches.Inthelongerpassages, studentswillhavetohaveguidanceandexperienceinreadingclausesastheauthorusesliststodescribespecificitemsincludedinbackpacks/rucksacks,as wellastheirpurposeoruseinthefield,inthemarsh,inthewater,orincamp.

Levels of Meaning/Purpose:

ThisliterarytextcouldbedescribedashistoricalfictionastheauthorutilizesactualaccountsfromhisAlphacompanyasthesubjectmatter.Hewritesthemin afictionalmannerwhileinsertinghiscommentaryandperspectiveinanarrative,firstpersonmanner.Thetheme,thebaggageofwar,isdeliveredthrough thethoughts,actions,andwordsofthesoldiersduringthepreparationforbattlesandgunfights,marches,mailcall,flashbacks,andthereturnhome.The social,political,andmilitaryramificationsoftheVietnamWarareportrayedasthesesoldiersendurethephysical,mental,andemotionalweightoftheir baggage.

Knowledge Demands (life, content, cultural/literary):

Thistextwillrequirealargeamountofhistoricalinformationtolendcredence,believability,andmeaningtoO’Brien’sstories.Studentswillneedknowledge pertainingtothestrategyandbackgroundofthemajorbattlesandgunfightsoftheVietnamWar,therelevantdetailsoftheanti-warmovementathome,and theenduringstrugglesofthesoldier(guilt,disease,weapons,death,etc.).Studentswillbeencouragedtomaintainalevelofmaturitywhileinteractingwith thistextasitencompassesavarietyofthemeswhichmaybedifficulttoread,discuss,andreflectupon:guilt,death,fear,atrocitiesofwar,etc.

Possible Major Instructional Areas of Focus (include 3-4 CCS Standards) for this Text:

❑9-12.USH2.1.1.1

❑Analyzewaysinwhichlanguage,literature,thearts, traditions,beliefs,valuesandbehaviorpatternsofdiverse cultureshaveenrichedAmericansociety.

❑Studentswillutilizeavarietyofgraphicorganizerstocollect evidenceofthesecategoriesthroughoutthereadingofthis text

❑CCSS.ELA-LITERACY.RI.11-12.4

❑Determinethemeaningofwordsandphrasesastheyare usedinatext,includingfigurative,connotative,andtechnical meanings;analyzehowanauthorusesandrefinesthe meaningofakeytermortermsoverthecourseofatext(e.g., howMadisondefinesfactioninFederalistNo.10).

❑Students will utilize their INB to collect information pertainingtovocabulary(vocabularymatrix),comprehension questions,andquestions/commentsrelatedtothereading, homework,andin-classactivitiesandanalysis.

Below are factors to consider with respect to the reader and task: Potential Challenges this Text Poses:

Studentsmaystrugglewiththemilitarylanguageandcounterculture evidenceofthetext.Itwillbeessentialtofrontloadawiderangeof informationthroughouttheunittoprovidestudentswiththeskillsand abilitiestoachievesuccessthroughtheproductivestruggleofinteracting withthistext.Bellringers,ExitSlips,andregularimplementationof FormativeAssessmentwillassistinthisprocess.

Someoftheintentionallanguage(f*&jk,etc)willneedtobeeditedinorder toaddresstheconservativenatureofourcommunity.Studentswillalso needsomecopingtoolstodealwiththevisualpictures,bothliteraland figurative,introducedbytheauthor.

Other Materials/Resources for Unit
Central (Focus) Text / The Things They Carried by Tim O’Brien
Themes, concepts / Thephysical,mental,psychologicalandemotionalbaggagecarriedbysoldiersduringandasaresultofwar;Counterculture andAnti-WarEfforts;politicaldecisionsandlegislation;foreignanddomesticlegislation;applicationtotoday
Events / VietnamWar;Post-TraumaticStressDisorder;KentStateMassacre;MaiLaiMassacre;CivilRightsMovement;TheCold War;TetOffensive;GulfofTonkinResolution;POW/MIA;EvacuationofSaigon;HoChiMinhTrail;ResignationofNixon; Anti-WarEfforts;Countercultureof1960sand1970s;Woodstock;HanoiHilton
Artworks / CCR-HaveYouEverSeentheRain;Peter,PaulandMary-PufftheMagicDragon;BruceSpringsteen-BornintheUSA;John Lennon-GivePeaceaChance;DavidBall-RidingwithPrivateMalone;MerleHaggard-OkiefromMuskogee;CountryJoe- IFeelLikeI’mFixin’toDieRag;CountryJoe-WhereHaveAlltheFlowersGone;Sgt.BarrySandler-GreenBerets
Political Cartoons; Vietnam War Art; Propaganda Posters
Other texts / MovieClips-Rambo;Platoon;HamburgerHill;TheGreenBerets;BornontheFourthofJuly;ForrestGump VarietyofPSD;Poetry-CurtBennettandPennyRock;EditorialsandTelevisionClips/NewStories

InstructionalSequence

Activity/Strategy / Texts and Resources / InstructionalNotes(includingSequencingScaffolding(Module8), formativeassessments(Module6),integratedliteracylessons (Module9),anddaysthattargetvocabulary(Module9))
Frontloading Activities/Strategies: Day(s)1:
❑BellRinger
❑T/P/S
❑FormativeAssessment
❑Frontloading
❑Guided Practice/Reading and Annotation
❑FormativeAssessment
❑ExitSlip
❑BuildingKnowledge
❑Motivating
❑Modeling
❑Visual -Written / ❑SARFNote-catcher
❑ pen?id=0Bz9G3jOneHF7blR NWE5wSnpkTWs
❑VideoClips-TBA/TBD
❑Pictures -TBA/TBD
❑SongClips-TBA/TBD
❑ModernAmericanPoetry-Origins oftheVietnamWar
❑ pen?id=0Bz9G3jOneHF7ZFh VbUNPem9NcUk
❑Annotation GuidelinesHandout
❑
❑Interactive MappingActivity
❑
❑pp.7-13 / Introduction - Origins of the War
❑BellRinger:SRAFActivity-15minutes
❑Studentswillcompleteanactivityonwhatthey See/Recognize/Associate/Feelwhileviewing picturesandvideoclipsandlisteningtosongs relatedtotheVietnamWar.
❑Video Clips: Kent StateMassacre
❑Pictures: Google Images/VietnamWar
❑Songs:Sgt.BarrySandler/”GreenBerets”
❑Students will T/P/Sideas.
❑Sharefiveasaclass.
❑Collect for participationpoints.
❑FrontloadingActivity-OriginsoftheWar
❑Distribute“CausesoftheVietnamWar”Handout-30 minutes
❑Studentsreadandannotatehandout
❑Annotation Guidelines Handout provided
❑Studentswillbebrokenintoeight(8)groups toanalyzeandevaluateeachparagraphof thearticle
❑Groupswillreporttoclass;classwill collaboratetoidentify3-5causestothe VietnamWar.
❑DistributeInteractiveMappingactivity-30minutes
❑Studentsaretoworkwithdeskpartnersto completethemappingactivity.
❑Extension Opportunity: students or small groupscouldbeassignedfurtherresearch ontheglobal/worldeventsonthismap; studentscouldcreateashortpresentationto sharewiththeclasstolendcredenceand weighttotheirimportanceincausingthe VietnamWar
❑Dueatthebeginningofthenextclass.
❑ExitSlip-INB(InteractiveNotebook)Writing-15minutes
❑Reflectingonwhatweread,discussed,andviewed today,whattopicamImostinterestedinthatis
relatedtotheVietnamWar,andwhy?Inwhatareas dodoIalreadyhaveacertainamountofknowledge thatIamwillingtosharewithmyclassmates?
Activity/Strategy / Texts and Resources / InstructionalNotes(includingSequencingScaffolding(Module8), formativeassessments(Module6),integratedliteracylessons (Module9),anddaysthattargetvocabulary(Module9)
Day(s)1: Activities/Strategies:
❑BellRinger
❑VocabularyDevelopment
❑StudentGrouping
❑Student-Directed Instruction
❑ExitSlip
❑Modeling
❑MultipleModalities
❑Monitoring
❑MultipleMeasures
❑Direct-Indirect
❑Concrete -Abstract
❑Close -Distant / ❑Interactive MappingActivity
❑
❑pp.7-13
❑Vocabulary Words andStrategy
❑ pen?id=0Bz9G3jOneHF7X2Z sYU1jTTM1dWs
❑GulfofTonkinPSDPacket
❑ / Gulf of Tonkin Resolution/Why Did We Fight?
❑BellRinger:INBWriting-10minutes
❑UsingyourInteractiveMapActivityfromtheprevious class, draw and explain three (3) conclusions regardingthestrategicandgeographicinfluenceof the VietnamWar.
❑T/P/Sasaclass
❑Collectforahomeworkgrade
❑VocabularyDevelopment-20minutes
❑Studentswillutilizematrixnotecardstocomplete definitioninformationononesideandutilizethe othersideasawaytorecordannotatedPSDnotes relatedtothevocabularywordthroughouttheunit.
❑Relevantwords:HoChiMinh,National liberation Front/VietCong, Gulf ofTonkin Resolution, Ngo Dinh Diem, Operation RollingThunder
❑Discussandposttoclasswordwall
❑GulfofTonkinPSDActivity-40minutes
❑GuidingQuestion:WastheU.S.planningtogoto warwithNorthVietnambeforetheGulfofTonkin Resolution?
❑Studentsworkingroupstoanalyzeanassigned PSDfromthepacket
❑Groupsreport/presentfindingsfromtheirownPSD analysis.
❑Studentstakenotesfromothergroup presentations.
❑ExitSlip-10minutes
❑Usinginformationfromallfourdocuments,writea paragraphinresponsetothequestion:
❑WastheU.S.planningtogotowarin VietnambeforeAugust1964?
Day(s)1: Activities/Strategies:
❑Bell Ringers
❑VocabularyDevelopment
❑StudentGrouping
❑Student-DirectedDiscussion
❑ExitSlip
❑Modeling
❑MultipleModalities
❑Monitoring
❑MultipleMeasures
❑Direct-Indirect
❑Concrete -Abstract
❑Close -Distant / ❑Vocabulary Words andStrategy
❑ pen?id=0Bz9G3jOneHF7X2Z sYU1jTTM1dWs
❑MyLaiMassacreVideoClip
❑
❑MyLaiMassacrePSDPacket
❑ / My Lai Massacre
❑BellRinger-10minutes
❑Whatconnotationdoestheword“massacre”imply?
Whereinhistorydoweseethiswordused?Be specificinyourexplanation.
❑VocabularyDevelopment-20minutes
❑Studentscontinuematrixcardwithnote development
❑RelevantWords:MyLaiMassacre,G.I., hamlet,massacre,5thAmendment
❑Discusswordsandposttoclasswordwall
❑MyLaiMassacreActivity-40minutes
❑GuidingQuestion:Howdidthiseventaffectthethe UnitedStates’perspectiveontheVietnamWar?
❑VideocliponMyLaiMassacre
❑SmallgroupsworktoanalyzePSDrelatedtoMyLai Massacre
❑Groupsrecordreflectionsofanswerson guidedquestions
❑Classdiscussion
❑ExitSlip:INBWriting-Studentsanswer“Thought Questions”-10minutes
❑1.Havethingslikethis,andworse,happenedin otherwars?List2examples.
❑2.Whydothingslikethishappeninwarfare?
Day(s)1: Activities/Strategies:
❑BellRinger
❑VocabularyDevelopment
❑StudentGrouping
❑Close ReadingStrategy
❑ExitSlip / ❑StudentIdentityActivitySheet
❑
❑Vocabulary Words andStrategy
❑ pen?id=0Bz9G3jOneHF7X2ZsYU1jTTM1dWs
❑TheThingsTheyCarried/TheSpin / Who Fought in the Vietnam War?
❑BellRinger:StudentIdentityActivity-10minuts
❑StudentswillcompletetheStudentIdentityActivity bylabelingtheiridentityoutlinewithallofthe identitiesthroughwhichtheyidentifythemselves (brother, sister, friend,etc.)
❑T/P/S
❑Shareoutasclass
❑VocabularyDevelopment-20minutes
❑Modeling
❑MultipleModalities
❑Monitoring
❑MultipleMeasures
❑Simple -Complex
❑Short -Long / ❑ pen?id=0Bz9G3jOneHF7M01NYkpfNUxBTjQ
❑VideoClip-TheThingsTheyCarried
❑
❑Tim O’Brien Biographyand InterviewHandout
❑ pen?id=0Bz9G3jOneHF7RU pfTlJoYXFhRXc
❑Close Reading Strategyand Handout
❑ pen?id=0Bz9G3jOneHF7SjRi V2lyaWlaZVk / ❑Studentscontinuematrixcardwithnote development
❑Relevant Words: Pentagon Papers, Tet Offensive,VietCong,Vietnamization
❑Discussandposttoclasswordwall
❑Introduction:“TheThingsTheyCarried”
❑YouTubeVideoClip:“TheThingsTheyCarried”-5 minutes
❑TimO’BrienBiography-10minutes
❑Class Reading anddiscussion
❑Individualreadingof“TheSpin”-30minutes
❑Close ReadingStrategy/Handout
❑VocabularyDevelopment-15minutes
❑Studentsidentifyfive(5)soldierspecific wordsfromthereadingtoaddtotheir vocabularycompilation
❑Discussandposttoclasswordwall
❑Individually,identifytheidentityissuesprojectedby theVietnamsoldierandlabeltheothersideofthe Identityoutlinewiththeseideas.-10minutes
❑ExitSlip:INBWriting-10minutes
❑Discusssimilaritiesanddifferencesbetween thetwosidesoftheIdentityactivity.What conclusions can be drawn from these similarities anddifferences?
❑T/P/Swithpartnerandasaclass
❑Collect for participationgrade
Day(s)1: Activities/Strategies:
❑BellRinger
❑VocabularyDevelopment
❑StudentGrouping
❑Student-CenteredDiscussion
❑ExitSlip
❑Modeling
❑MultipleModalities
❑Monitoring
❑Mentoring / ❑WorldWallActivity
❑VideoClip
❑
❑TetOffensive/DraftDodgerPSD Packet
❑
❑VietnamWarMainIdeaReview
❑ pen?id=0Bz9G3jOneHF7Vld NczRtV1ZRbTg
❑ pen?id=0Bz9G3jOneHF7Qnl JallsQmhrbzA / Tet Offensive/Draft
❑BellRinger-15minutes
❑VideoClip:VietnamDraftInterview
❑INBWritingPrompt:Howdotheseveterans reflectwhatyouknowoftheVietnamWar thusfar?Bespecificanddetailedinyour answer.
❑VocabularyDevelopment-20minutes
❑WordWallActivity
❑Vocabularygroupingactivity
❑Studentschoose6-8wordsfromtheclass wordwallandwriteaparagraphexplaining howthewordsarerelated
❑MultipleMeasures
❑Direct-Indirect
❑Concrete -Abstract
❑Close -Distant / ❑T/P/Swithdeskpartnersandasaclass
❑DraftDodgerPSDActivity-40minutes
❑IndividualanalysisandevaluationofDraftDodger PSD
❑GuidingQuestion:Wouldyouhavebeenadraft dodger?
❑StudentsanalyzePSDandcomplete reflective thinkingquestions
❑AroundtheWorldDiscussionActivitytocomplete “Bucket”portionofthePSDpacket
❑DistributestudyguidesforVietnamWarMainIdeaReview- 10minutes
❑ExitSlip-10minutes
❑Justifyinformationplacedinthe“Bucket”portionof the PSDpacket
Day(s)1: Activities/Strategies:
❑BellRinger
❑GuidedPractice
❑IndividualPractice
❑ExitSlip
❑Modeling
❑MultipleModalities
❑Monitoring
❑Mentoring
❑MultipleMeasures
❑Direct-Indirect
❑Concrete -Abstract
❑Close -Distant / ❑Vietnamization PSDPacket
❑
❑Reflective QuestionsPresentation
❑ pen?id=0Bz9G3jOneHF7ZH FfZWJvSE4yUTQ
❑PerformanceTask-Vietnam NewspaperActivity
❑ pen?id=0Bz9G3jOneHF7WU NVWkZuZkdfYk0 / Vietnamization
❑BellRinger
❑ListenandrespondtoNixon’sAddresstotheNation ontheWarinVietnam-“TheSilentMajority”-15 minutes
❑VietnamizationActivity-40minutes
❑GuidingQuestion:HowwasNixon’splanforending
U.S. involvement in Vietnam interpreted by Americans in support and in protest of the war?
❑Studentsworkindividuallytoanswerreflective
questions by accessing provided websites.
❑Usinganswerstoreflectivequestions,students chooseonequestion/answertofocusonfora take-homeactivity.
❑Take-homeactivity
❑Students will interview parents, relatives,neighbors,etc.aboutthe war and add relevant and corresponding thoughts and ideasto theirreflectivequestionemphasis
❑IntroducePerformanceTask-VietnamMagazine/Newspaper Activity-20minutes
❑Review handout andrubric
❑Establish duedate
❑ExitSlip-15minutes
❑Makealistofinterviewquestionstoaskyour parents,relatives,neighbors,etc
Day(s)1: Activities/Strategies:
❑BellRinger
❑ReadingActivity
❑GuidedPractice
❑IndividualActivity
❑ExitSlip
❑Modeling
❑MultipleModalities
❑Monitoring
❑Mentoring
❑MultipleMeasures
❑Simple -Complex
❑Short -Long
❑Direct-Indirect
❑Concrete -Abstract
❑Close -Distant / ❑TheThingsTheyCarried/Speaking ofCourage
❑
pen?id=0Bz9G3jOneHF7YkpyODhRMDU2OVE
❑WarAtHomeDBQResourcePacket
❑ / “The Things We Carried”/The War at Home
❑BellRinger-20minutes
❑Anti-war song/songlyrics
❑Howdoesthissongrepresenttheanti-war movementonthehomefrontduringthe VietnamWar?
❑ShareVietnaminterviewinformation
❑“TheThingsTheyCarried”-SpeakingofCourageexcerpt
❑ReadingActivity-30minutes
❑Studentsidentifyfive(5)Tier3vocabulary wordsandmakethree(3)connectionsor relationshipstopreviousclassdiscussionsor PSDactivities
❑Record information inINB
❑WarAtHomeDBQActivity-30minutes
❑Studentsworkinaroundrobinformattocomplete thenote-catcheronthePSDrelatedtotheprotests oftheVietnamWarathome
❑EachgroupwillbeassignedonePSDofwhichthey willbean“expert”andcreateapresentationto sharewiththeclass
❑Studentssharepresentationswiththeclass
❑Iftimerunsout,posttoGoogleClassroom
❑ExitSlip-10minutes
❑INBWriting:Basedonthepresentations,wouldyou havebeenaHawkoraDove?Why?
Day(s)1: Activities/Strategies:
❑BellRinger
❑ReadingActivityandStrategy
❑Notecatcher
❑ExitSlip / ❑TheThingsTheyCarried/Speaking ofCourage
❑
pen?id=0Bz9G3jOneHF7YkpyODhRMDU2OVE
❑ConsequencesandLegacyofthe Vietnam WarNote-Catcher / The Consequences and Legacy of the Vietnam War
❑BellRinger-10minutes
❑WhataspectsoftheVietnamWardoyourecognize today?Whatpositiveand/ornegativeconnotations do theyhold?
❑“TheThingsTheyCarried”-SpeakingofCourageexcerpt
❑ / ❑ReadingActivityandStrategy(continued)-TBD
❑ConsequencesandLegacyoftheVietnamWarNoteMatrix Activity-45minutes
❑Studentswillworkingroupstocompletethenote catcher through the evaluation and analysis of specificPSD.
❑ExitSlip-15minutes
❑Howandwheredoyouseeanyoftheelementsfrom O’Brien’sTheThingsTheyCarriedinthewarsinIraq andAfghanistan?
❑Whatconsequencesand/orlegaciesoftheVietnam WarcanbeappliedtoAmericanstoday?
❑pp.43-52.
❏ / Modeling
❏ / Multiple Modalities
❏ / Monitoring
❏ / Multiple Measures
❏ / Simple - Complex
❏ / Short - Long
Activity/Strategy / Texts and Resources / InstructionalNotes(includingSequencingScaffolding(Module8), formativeassessments(Module6),integratedliteracylessons (Module9),anddaysthattargetvocabulary(Module9)
Assessment
Day(s)1: Activities/Strategies: / ❑Vietnam WarAssessment
❑ pen?id=0Bz9G3jOneHF7TH Q3X3Z5VndjUzQ
❑Performance Task Rubric and AssessmentforPeerandTeacher Review
❑ pen?id=0Bz9G3jOneHF7QX pXWmxqX2lrLWs / Assessment/ Performance Task
❑VietnamWarAssessment-TBD
❑PerformanceTaskPresentationsandPeerReview-TBD

Connect / OneofthegoalsinmybuildingthisyearistheutilizationofWordWalls.EachdayinwhichIteachvocabularywillresultinwordsbeing addedtotheWordWall.ThesearewordsthatIwillidentifytothestudentsatthebeginningoftheclassperiodbywritingonnotecards andidentifyingaswordswhichwillbeemphasizedduringthePSDanalysisfortheday.Studentswillbrainstormpriorknowledgeand predicttheirconnectionstotoday’stopicanddailylessonandobjective.Studentswillalsoberequiredtoprovideannotated bibliographyinformationwhichconnectsthevocabularywordwithPSDandDBQpresentedintheclass.
Organize / ThroughoutthePSDanalysis,studentswillreferencethevocabularywordsindiscussionandreflectionquestions.Studentswillbe expectedtohighlight/underline/circletheday’svocabularywordsastheyareencounteredinthePSDanalysisand/orutilizedintheir reflectionquestionsandclass/smallgroupdiscussions.
Deep Process / Students will complete a vocabulary matrix (link to vocabulary matrix - )foreachvocabularyword. Mystudentshavebeenutilizingthisstrategythroughouttheyearand areverycomfortablewithmyexpectationsandstandardsassociatedwiththisstrategy.StudentswillfiletheseintheirINB.
Exercise / VocabularywordswillbeutilizedinBellRingersandExitSlipsthroughouttheunit.StudentscanchooseawordfromtheWordWall andpresentmatrixinformationtotheclass;studentswillutilizeavarietyofvocabularywordsthroughouttheunitinwriting assignments;studentscompleteawordgroupingactivityaftervocabularyinstructionhasbeencompleted.
Close Reading Activity (Module 7)
When will the close reading activity occur in the unit?
Day #4
Text Excerpt
The Things They Carried by Tim O’Brien Pg. 22-27 - “Spin”
The war wasn't all terror and violence.
Sometimesthingscouldalmostgetsweet.Forinstance,Irememberalittleboywith aplasticleg.IrememberhowhehoppedovertoAzarandaskedforachocolate bar—"GInumberone,"thekidsaid—andAzarlaughedandhandedoverthechocolate. Whentheboyhoppedaway,Azarcluckedhistongueandsaid,"War'sab----."Heshook hisheadsadly."Oneleg,forChrissake.Somepoor----erranoutofammo."
IrememberMitchellSanderssittingquietlyintheshadeofanoldbanyantree.He wasusingathumbnailtopryoffthebodylice,workingslowly,carefullydepositingthe liceinablueUSOenvelope.Hiseyesweretired.Ithadbeenalongtwoweeksinthe bush.Afteranhourorsohesealeduptheenvelope,wroteFREEintheupperright-hand corner,andaddressedittohisdraftboardinOhio. / Text-Dependent Questions

HowdoestheauthorshowthatpartofAzar’scharacteriskind andloving?
Howdidthe“oldpoppa-san”helptheplatoon?Whatwashis specialskill?
HowdoesNormanBowker’swishreflecthischaracterand/or personality?
InwhatwaydoesKiowa’sraindancefail?
HowisAzar’streatmentofTedLavender’spuppyanindicator ofthetraumainAzar’slife?
Howisthisstorystructured?Whatcanyousayaboutallthese shortsections?
NormanBowkerandHenryDobbinsplayedcheckersalmost everyevening.Itwasaritualthatmanyofthesoldierswould

OnoccasionsthewarwaslikeaPing-Pongball.Youcouldputfancyspinonit,you couldmakeitdance.

IrememberNormanBowkerandHenryDobbinsplayingcheckerseveryevening beforedark.Itwasaritualforthem.Theywoulddigafoxholeandgettheboardoutand play long, silent games as the sky went from pink to purple. The rest of us would sometimesstopbytowatch.Therewassomethingrestfulaboutit,somethingorderly andreassuring.Therewereredcheckersandblackcheckers.Theplayingfieldwaslaid outinastrictgrid,notunnelsormountainsorjungles.Youknewwhereyoustood.You knewthescore.Thepieceswereoutontheboard,theenemywasvisible,youcould watchthetacticsunfoldingintolargerstrategies.Therewasawinnerandaloser.There wererules.

I'mforty-threeyearsold,andawriternow,andthewarhasbeenoverforalong while.Muchofitishardtoremember.Isitatthistypewriterandstarethroughmy wordsandwatchKiowasinkingintothedeepmuckofa----field,orCurtLemon hanginginpiecesfromatree,andasIwriteaboutthesethings,therememberingis turnedintoakindofrehappening.Kiowayellsatme.CurtLemonstepsfromtheshade intobrightsunlight,hisfacebrownandshining,andthenhesoarsintoatree.Thebad stuffneverstopshappening:itlivesinitsowndimension,replayingitselfoverandover.

But the war wasn't all that way.

LikewhenTedLavenderwenttooheavyonthetranquilizers."How'sthewartoday?" somebodywouldsay,andTedLavenderwouldgiveasoft,spaceysmileandsay, "Mellow,man.Wegotourselvesanicemellowwartoday."

Andlikethetimeweenlistedanoldpoppa-santoguideusthroughtheminefields outontheBatanganPeninsula.Theoldguywalkedwithalimp,slowandstoopedover, butheknewwherethesafespotswereandwhereyouhadtobecarefulandwhere evenifyouwerecarefulyoucouldenduplikepopcorn.Hehadatightropewalker'sfeel forthelandbeneathhim—itssurfacetension,thegiveandtakeofthings.Eachmorning we'dformupinalongcolumn,theoldpoppa-sanoutfront,andforthewholedaywe'd troopalongafterhim,tracinghisfootsteps,playinganexactandruthlessgameof followtheleader.RatKileymadeuparhymethatcaughton,andwe'dallbechantingit together:Stepoutofline,hitamine;followthedink,you'reinthepink.Allaroundus, theplacewaslitteredwithBouncingBettiesandToePoppersandbooby-trapped artilleryrounds,butinthosefivedaysontheBatanganPeninsulanobodygothurt.We alllearnedtolovetheoldman.

Itwasasadscenewhenthechopperscametotakeusaway.JimmyCrossgavethe oldpoppa-sanahug.MitchellSandersandLeeStrunkloadedhimupwithboxesofC rations.

sometimesstopbytowatch.Accordingto“Spin,”howwas theVietnamWarNOTlikethisgameofcheckers?

8.Byitsowndefinition,warisnotatimeofpeaceorbeautyor serenity;infact,WaltWhitmanstated,“Therealwarwillnever getinthebooks.”O’Brienidentifiesavarietyofmomentsof light-heartedness,humor,andlevityinthesefewpagesof “Spin.” Recapture 2-3 of these moments utilizing key vocabularyandphrasing,andrelatethemtoWhitman’s quotationinawaywhicheitherendorsesandsupportsor negates and conflicts.

9.Thepurposeofstories,accordingtoO’Brien,is“That’swhat storiesarefor.Storiesareforjoiningthepasttothefuture. Storiesareforthoselatehoursinthenightwhenyoucan’t rememberhowyougotfromwhereyouweretowhereyou are.Storiesareforeternity,whenmemoryiserased,when thereisnothingtorememberexceptthestory.”Whatpartsof “Spin”demonstrateO’Brien’sunderstandingofthepurposeof stories?Bespecificinyouranswer.

Therewereactuallytearsintheoldguy'seyes."Followdink,"hesaidtoeachofus, "yougopink."

If you weren't humping, you were waiting. I remember the monotony. Digging foxholes.Slappingmosquitoes.Thesunandtheheatandtheendlesspaddies.Evenin thedeepbush,whereyoucoulddieinanynumberofways,thewarwasnakedlyand aggressivelyboring.Butitwasastrangeboredom.Itwasboredomwithatwist,the kindofboredomthatcausedstomachdisorders.You'dbesittingatthetopofahighhill, theflatpaddiesstretchingoutbelow,andthedaywouldbecalmandhotandutterly vacant,andyou'dfeeltheboredomdrippinginsideyoulikealeakyfaucet,exceptit wasn'twater,itwasasortofacid,andwitheachlittledropletyou'dfeelthestuffeating away at important organs. You'd try to relax. You'd uncurl your fists and let your thoughtsgo.Well,you'dthink,thisisn'tsobad.Andrightthenyou'dheargunfirebehind youandyournutswouldflyupintoyourthroatandyou'dbesquealingpigsqueals.That kind ofboredom.

Ifeelguiltysometimes.Forty-threeyearsoldandI'mstillwritingwarstories.My daughterKathleentellsmeit'sanobsession,thatIshouldwriteaboutalittlegirlwho findsamilliondollarsandspendsitallonaShetlandpony.Inaway,Iguess,she'sright: Ishouldforgetit.Butthethingaboutrememberingisthatyoudon'tforget.Youtake yourmaterialwhereyoufindit,whichisinyourlife,attheintersectionofpastand present.Thememory-trafficfeedsintoarotaryuponyourhead,whereitgoesincircles forawhile,thenprettysoonimaginationflowsinandthetrafficmergesandshootsoff downathousanddifferentstreets.Asawriter,allyoucandoispickastreetandgofor theride,puttingthingsdownastheycomeatyou.That'stherealobsession.Allthose stories.

Notbloodystories,necessarily.Happystories,too,andevenafewpeacestories. Here'saquickpeacestory:

AguygoesAWOL.ShacksupinDanangwithaRedCrossnurse.It'sagreat time—thenurseloveshimtodeath—theguygetswhateverhewantswheneverhe wantsit.Thewar'sover,hethinks.Justnookieandnewangles.Butthenonedayhe rejoinshisunitinthebush.Can'twaittogetbackintoaction.Finallyoneofhisbuddies askswhathappenedwiththenurse,whysohotforcombat,andtheguysays,"Allthat peace,man,itfeltsogoodithurt.Iwanttohurtitback."

IrememberMitchellSanderssmilingashetoldmethatstory.Mostofithemadeup, I'msure,butevensoitgavemeaquicktruth-goose.Becauseit'sallrelative.You're pinneddowninsomefilthy----holeofapaddy,gettingyourdeliveredtokingdomcome, butthenforafewsecondseverythinggoesquietandyoulookupandseethesunanda

fewpuffywhiteclouds,andtheimmenseserenityflashesagainstyoureyeballs—the wholeworldgetsrearranged—andeventhoughyou'repinneddownbyawaryou neverfeltmoreatpeace.

Whatstickstomemory,often,arethoseoddlittlefragmentsthathavenobeginning and noend:

NormanBowkerlyingonhisbackonenight,watchingthestars,thenwhisperingto me,"I'lltellyousomething,O'Brien.IfIcouldhaveonewish,anything,I'dwishformy dadtowritemealetterandsayit'sokayifIdon'twinanymedals.That'sallmyoldman talksabout,nothingelse.Howhecan'twaittoseemygod----medals."

OrKiowateachingaraindancetoRatKileyandDaveJensen,thethreeofthem whoopingandleapingaroundbarefootwhileabunchofvillagerslookedonwitha mixtureoffascinationandgigglyhorror.Afterward,Ratsaid,"Sowhere'stherain?"and Kiowasaid,"Theearthisslow,butthebuffaloispatient,"andRatthoughtaboutitand said,"Yeah,butwhere'stherain?"

OrTedLavenderadoptinganorphanpuppy—feedingitfromaplasticspoonand carryingitinhisrucksackuntilthedayAzarstrappedittoaClaymoreantipersonnel mineandsqueezedthefiringdevice.

Theaverageageinourplatoon,I'dguess,wasnineteenortwenty,andasa consequencethingsoftentookonacuriouslyplayfulatmosphere,likeasportingevent atsomeexoticreformschool.Thecompetitioncouldbelethal,yettherewasachildlike exuberancetoitall,lotsofpranksandhorseplay.LikewhenAzarblewawayTed Lavender'spuppy."What'severybodysoupsetabout?"Azarsaid."Imean,Christ,I'mjust aboy."

I remember these things, too.

The damp, fungal scent of an empty body bag.

A quarter moon rising over the nighttime paddies.

HenryDobbinssittinginthetwilight,sewingonhisnewbuck-sergeantstripes, quietlysinging,"Atisket,atasket,agreenandyellowbasket."

Afieldofelephantgrassweightedwithwind,bowingunderthestirofahelicopter's blades,thegrassdarkandservile,bendinglow,butthenrisingstraightagainwhenthe chopper wentaway.

AredclaytrailoutsidethevillageofMyKhe. A handgrenade.

Scaffolds and Extensions (Module 5)
UDL Components:
Principle#1-ProvideMultipleMeansof Representation
MyunitmostaccuratelyreflectsPrinciple#1 through its variety of options available for perception/understanding of information (videos, excerpts of PSD, longer text, audio/visual recordings, music, etc.) along with multiple opportunities to process, visualize, and manipulate information (worksheets, graphic organizers, journal/INB writings,vocabularydevelopment,etc.).My outlook on teaching took a dramatic turn aboutfiveyearsagoafterasuccessfulsession ofprofessionaldevelopmentregardingthese principles. Allowing student choice and optiondidn’tnegatemycontrolandfocusin theclassroom-insteaditopenedmyeyesup tothevarietyofwaysinwhichstudentscan learn, providing me with different perspectives on the learning as well. I enjoyedwatchingtheinteractionofstudents withdifferentlearningstylesinmyclassroom. Thetransferoflearningfrom“experts”was enlightening andencouraging. / SupportforstudentswhoareELL,have disabilitiesorreadwellbelowgradelevel textband:
My unit utilizes multiple forms of text, multiplestylesandformsforevaluationand analysis, and options to complete the performance task. I am still researching/developing plans for assessment butatthispointbelievetheywillbetiedinto theperformancetaskinsomeway,ie.DBQ and Essay, or summative assessment with presentation,etc.Iamlookingatdeveloping atypeof“contract”whichtracksstudents fromthebeginningtotheendoftheunit.This wouldprovidemoreofanindividualizedform ofinstructioncateringtothespecificneeds, talents,andabilitiesofeachstudent. / Extensions for advanced students:
Myunitutilizesmultipleformsoftext,multiplestylesand formsforevaluationandanalysis,andoptionstocompletethe performancetask.Iamstillresearching/developingplansfor assessmentbutatthispointbelievetheywillbetiedintothe performance task in some way, ie. DBQ and Essay, or summativeassessmentwithpresentation,etc.Iamlookingat developingatypeof“contract”whichtracksstudentsfromthe beginningtotheendoftheunit.Thiswouldprovidemoreof anindividualizedformofinstructioncateringtothespecific needs,talents,andabilitiesofeachstudent.

Bibliography