Carson Newman College
Student Teacher Work Sample Cover Page
Student Teacher Name: Jason Roach
School/Grade/Subject: Dobyns-Bennett High/ U.S. History (7-12)
Date: April 2, 2010
Teaching Context for the Work Sample
Provide a description of classroom characteristics that include a state of:
Grade Levels
• 7-12 Grade
Daily Schedule Summary
• 1105 Class Begins
• 1200 Lunch
• 1230 Lunch Ends
• 100 Class Ends
Resources Available (equipment and supplies)
• Classroom Computer
• Projector
• Laptop Computer
• Dry Erase Board
• Computer Lab
• Text Books
• Library
Assistance Available (instructional assistants, volunteers, resource teachers, others)
• Special Education Sign Language Interpreter
• Cooperating Teacher
Describe and grouping or scheduling patterns that impact teaching and learning in
the classroom.
This class is made up of a mix of freshman, sophomores, juniors, and seniors.
Throughout the semester, the seniors have been in and out of class for a variety of
different activities that pertain to their graduation ceremony. Also, there is a lunch break
in the middle of the class. Students leave the classroom for 30 minutes to eat lunch at
1200.
Identify the student characteristics:
• Ages
• Number of students enrolled in class
• Number of males/females
• Number of students typically present
• Number of ESL students in class
• Number of students in class with IEPs
• Number of 504 students in class
• Number of students on free or reduced lunch
• Number of students in supplementary programs
14-18
20
14 Males 6 Females
18
0
0
1
3
0
Level of Diversity by Category (use low, medium, or high in the blanks)
• Ages
High
• Languages
Low
• Achievement/Developmental Levels Moderate
• Cultures
Low
Describe any special circumstances that are relevant to this work sample.
I have a student who is deaf and communicates through an interpreter that goes
with her to all of her classes
Describe any adjustments made to accommodate one or more of the diversity
categories of learners identified above for the work sample:
I have spoken to the student that has a hearing disability about how she best learns
in the classroom. We tried PowerPoint presentations and they were not very effective for
her specific case. Therefore, when I did choose to use PowerPoint presentations, I would
also write the notes on the board because she is more comfortable with that technique.
Also, my lecture style at the beginning was fast paced so I made an effort to slow down
so that the interpreter would have plenty of time to translate.
Describe any adjustments made due to other class/student conditions:
The adjustments that were made were mostly made for the special needs student.
Some of the other adjustments that were made included finding videos with closed
captioning and I also communicated with her through written notes from time to time. I
communicated to her through notes because I wanted to have direct communication with
her from time to time. Most of what we talked about was informal, it was just a way for
me to build my rapport with her.
Unit Overview
DescriptionCARSON-NEWMAN COLLEGE
Student Teaching
WORK SAMPLE UNIT AND LESSON PLANS
Student Teacher Name__Jason Roach_______________________
School/Grade/Subject _Dobyns-Bennett High School__ Date__4/3/10________
Work Sample Description
1. Topic
Vietnam War
2. Length of Unit/Brief Unit Description (number of days & minutes/day), the work
sample is to be accompanied by the unit and its lesson plans (there must be at
least 5 lesson plans):
This unit is comprised of five separate lesson plans that deal with the Vietnam War.
The students will look at the war from a variety of perspectives including politically,
domestically, and relating to foreign affairs and the counter-culture movement. The
length of the unit is five days and includes various strategies such as debate,
classroom discussion, group work, and audio-visual aids
3. Unit Goals/Objectives and a brief description of their relationship to the TN State
Content Standards
• Students will study the impact of television on the American opinion of the
war in Vietnam
• Students will evaluate the counter culture movement in relation to its position
on the Vietnam War as well as the movement away from traditional American
values.
• 9.spi.9.6 Recognize domestic impact of the Cold War on American society
• Students will learn to identify the geographical locations of countries that are
threatened by communism. In addition, students will learn the people involved
on either side of the conflict.
• 9.spi.9.3 Locate and label countries, using a map, dominated or threatened
by communism.
• Students will study the American policy of containment and will analyze how
that policy will develop from the Truman administration to the Nixon
administration.
• 9.spi.9.5 Identify areas associated with American containment policies
(i.e. Korea, Vietnam, Cuba, East and West Germany).
• Students will compare and contrast the various countries and leaders involved
in the Vietnam War and will analyze the various approaches by the different
individuals in command.
• 9.spi.9.9 Recognize the altered American approach to foreign affairs
Unit Plans
I. OVERVIEW
•
•
•
•
Description –
o This unit will include lecture, class room discussion, debate, and
audio/visual aids to present the material to the class. The students will be
asked to debate issues such as “is there a such thing as a justified war?’
and “should the president have the power to limit the press in times of
war?”
Rationale – Much of the American foreign policy today has been formed as a
result of the “Vietnam Syndrome”. American newscasters have often compared
the wars in Iraq and Afghanistan due to the various similarities between the
combat fronts. Therefore, this unit is worth teaching because today’s student
should understand how American foreign policy is formed and how it changes
over time due to events in history.
Relationship to National Standards –
Resources –
II. UNIT GOALS AND OBJECTIVES
• Students will study the impact of television on the American opinion of the
war in Vietnam
• Students will evaluate the counter culture movement in relation to its position
on the Vietnam war as well as the movement away from traditional American
values.
• 9.spi.9.6 Recognize domestic impact of the Cold War on American society
• Students will learn to identify the geographical locations of countries that are
threatened by communism. In addition, students will learn the people involved
on either side of the conflict.
• 9.spi.9.3 Locate and label countries, using a map, dominated or threatened
by communism.
• Students will study the American policy of containment and will analyze how
that policy will develop from the Truman administration to the Nixon
administration.
• 9.spi.9.5 Identify areas associated with American containment policies
(i.e. Korea, Vietnam, Cuba, East and West Germany).
• Students will compare and contrast the various countries and leaders involved
in the Vietnam War and will analyze the various approaches by the different
individuals in command.
• 9.spi.9.9 Recognize the altered American approach to foreign affairs
III. UNIT ORGANIZER
Lesson
Length
Moving
Toward
Conflict
(26 April)
90
Minutes
U.S.
Involvement
(27 April)
90
Minutes
A Nation
Divided
(28 April)
90
Minutes
1968: A
Tumultuous
Year
(29 April)
90
Minutes
Objectives
9.spi.9.5
Identify
areas
associated
with
American
containment
policies
9.spi.9.5
Identify
areas
associated
with
American
containment
policies
9.spi.9.6
Recognize
domestic
impact of
the Cold
War on
American
Society
Assessment
Quiz
Quiz
Quiz
9.spi.9.3
Locate and
label
countries,
Quiz
using a map,
dominated
or threatened
by
communism
Activity
Special
Description
Features
This lesson will Video
feature a
lecture
concerning the
roots of the
Vietnam
conflict.
This lesson will Video/Class
be focused on
Discussion
the U.S.
involvement in
the Vietnam
war
This lesson will Video
focus on the
disparity
between the
Socioeconomic
classes that
were
overrepresented
in the draft
This lesson will
focus on the
various protest
movements to
include the
counter culture
movement and
the civil rights
movement
The End of
the War
(30 April)
90
Minutes
9.spi.9.9
Recognize
the altered
American
approach to
foreign
policy
Quiz
This lesson will Video and
focus on the
Debate
end of the war
in Vietnam and
its legacy.
Lesson Title: Moving Toward Conflict
Objectives:
• Identify areas associated with American containment policies
• Use a timeline to identify America’s interest and participation in Southeast Asia
since WWII
Procedures:
• Introduction
• Lecture
o America supports France in Vietnam
! To strengthen ties with France and to contain communism
! French Rule in Vietnam
• French Indochina
o French colonies that supplied France with rice and
rubber for profit. Included Vietnam, Laos, and
Cambodia
• Many revolutionaries fled to China and organized under Ho
Chi Minh in 1924
• Ho Chi Minh worked to establish the Indochinese
Communist party
• 1940, the Japanese took control of Vietnam. In 1941, Ho
Chi Minh returned to form the Vietminh whose goal was to
win Independence from foreign rule
• When Japan left Vietnam on Sept 2, 1940 Ho Chi Minh
stood in the city of Hanoi and declared Vietnam
independent.
! France Battles the Vietminh
• France was not ready to relinquish control of its colonies
• France regained control of the cities and the southern half
of the country
• Ho Chi Minh worked to take back control of the South and
reunite Vietnam
• The US became involved in 1950
o Truman sent 15 million in economic aid to France
o Over the next four years, The US gave 1 billion to
the French war effort in order to defeat a man that
the US had once supported
o The US had become allies with Ho Chi Minh
because he was fighting against the forces of the
Japanese
! The Vietminh drives out the French
• Eisenhower and the Domino theory
• May 1954, The Vietminh overran the French at Dien Bien
Phu in Northwest Vietnam
• From May to July of 1954, France, GB, the USSR, The US,
China, Laos, and Cambodia met in Geneva, Switzerland
with the Vietminh and the South Vietnamese anti
communist nationalists to hammer our a peace agreement
• The Geneva Accords
o Divided Vietnam at the 17th Parallel
o The communists controlled the North with their
capitol at Hanoi
o The south Vietnemese controlled their area from
Saigon
o An election to unify the country was set for 1956
o The United States Steps In
! After the French retreated from Vietnam, The US will take a more
active role in aiding the south Vietnemese government to fight
against the Vietminh
! Diem Cancels Elections
• Ho Chi Minh redistributed wealth to the peasants of the
North which gained him wide popularity
• Ngo Dinh Diem, the leader of the South Vietnamese
government, refused to take part in the nation wide
elections in 1956 because he was afraid that Ho Chi Minh
would win the election (as was the US)
• Eisenhower promised training and aid to the south
Vietnamese in response for a stable nationalist government
• Diem lost popularity
o Did not redistribute land to peasants
o Restricted Buddhist practices (he was Catholic)
o Suppressed all opposition
• The Vietcong
o A southern Vietnamese communist group
o Began in 1957
o The lodged attacks upon nationalist leaders
throughout the south and assassinated thousands of
them
o Their name became the National Liberation Front,
but the US continued to consider them the Vietcong
o Ho Chi Minh began supplying the Vietcong in 1959
! Ho Chi Minh Trail
! Kennedy and Vietnam
• JFK was elected in 1961
• Initially chose to swim with Diem
• Kennedy wanted to prove to the conservatives that he was
hard on communism so he sent economic help and by 1963,
he had sent 16,000 US troops
• Diem’s popularity fails
o Growing corruption
o Failure to respond to calls for land reform
o The strategic hamlet program
! Moved villagers to protected areas
o Intensified his attack on Buddhism
! Imprisoned monks and nuns and as a result
many Buddhists stepped up demonstrations
! The US begged him to stop his persecution,
but he refused
• Nov 1, 1963 Diem’s regime was toppled by a US supported
military coup
o Against Kennedy’s wishes, Diem was assassinated
o A few weeks later, Kennedy was assassinated
o President Johnson Expands the Conflict
! Diem’s death brought more unrest to the situation
! Johnson did not want to be viewed as being soft on communism
o The Tonkin Gulf Resolution
! August 2, 1964 a North Korean patrol boat fired a torpedo at the
USS Maddox.
! The patrol boat missed, but the USS Maddox fired back and
inflicted heavy damage on the patrol ship\
! The USS Maddox and another patrol ship falsely declared that they
had been fired upon by North Korean ships
! Johnson ordered the bombing of North Vietnam
! The Tonkin Gulf Resolution granted Johnson extensive military
powers in the United States
! Johnson had already been launching secret raids in North Vietnam
and the USS Maddox was gathering Intel. Johnson had the
resolution ready for months, he only needed an opportunity to use
it
! By June 1965 their would be 50,000 American troops in Vietnam
• Activity
o Video
• Summary
Assessment:
• Quiz
Modification:
• The student with hearing impairment will have a sign language interpreter to
communicate with.
• The quiz will be given verbally and in written form
Lesson title: U.S. Involvement and Escalation
Objectives:
• Identify areas associated with American containment policies (i.e. Korea,
Vietnam, Cuba, east and west Germany)
Procedures
• Video
• Lecture
o Johnson increases U.S. Involvement
! Strong Support for Containment
• After the Tonkin Gulf Resolution, Johnson did not want to
send ground troops into Vietnam
• Johnson supported a moderate approach to the war, while
Barry Goldwater pushed for a more frontal assault
• In 1965, on the advice of his Sec of Def Robert McNamara
and his Sec of State Dean Rusk Johnson began sending
troops into Vietnam
• The public seemed to support Johnson’s invasion
• Some staff dissented but most supported escalation
! The Troop Buildup accelerates
• By 1965, Westmoreland was not impressed with the
fighting ablity of the South Vietnamese. Therefore, he sent
word to the president to send him more troops. I
• In 1965 there were 180,000 troops but by 1967, there were
almost 500,000
o Fighting the Jungle
! The US thought that their military equipment would be superior in
the war. However, the jungle terrain and enemy guerrilla tactics
were more than the US had bargained for
! An Elusive Enemy
• The American soldiers could not discern friend from foe
• The Vietcong lived among the South Vietnamese.
Therefore, it was difficult for the soldiers to fight a battle
front because they were surrounded at all times
• The also used tunnels to move through in order to hide
from US bomb raids
• The Vietcong also used un-detonated American bombs as
land mines and also planted booby traps throughout the
jungles
! War of Attrition
• Westmoreland wanted to kill the morale of the Vietcong
through a process of killing as many as possible
• The Vietnamese fought bravely
! The Battle of Hearts and Minds
• Edward Landsdale (founder of the Green Berets) wanted to
win the heart of the South Vietnamese people so that the
guerillas would have no place to hide
This was difficult due to the use of Napalm and Agent
Orange
• The US also instituted Search and Destroy Missions where
they uprooted civilians and killed all their livestock. The
purpose was to root out Vietcong sympathizers
! Sinking Morale
• Guerilla warfare, the jungle, and the lack of headway killed
American troop morale
• Soldiers would turn to drugs and alcohol as a result of low
morale and many fought a war that they did not believe in
• The South Vietnamese leader was also as corrupt as Diem
(Nguyen Cao Ky) and Buddhist priests and nuns started
burning themselves in the streets again
• Many troops fought bravely and were captured and held as
POWs for up to 8 years
o The Early War at Home
! The American people thought the war would end quickly, however
it did not
! The Great Society Suffers
• The Nations economy began to suffer
• Inflation tripled by 1969
• Johnson had to compromise with Republicans in that he
had to do away with some Great Society programs in order
to get tax increases passed
! The Living Room War
• The Nations first war that was broadcast over television
• McNamara and Westmoreland promised a surrender was
imminent by the Vietcong
• The body count was rising however, and the nation started
mistrusting the administration which created a credibility
gap
• J. William Fulbright and his Fulbright Committee
• The youth of America began to protest the war
Assessment
• There will be a five question quiz over the lesson
o Even though congress granted LBJ extensive authority pertaining to
Vietnam, what did he still not want to do?
o Why did General Westmoreland ask for more troops in 1965?
o Why was fighting the Vietnamese so difficult in terms of knowing who the
enemy is?
o What was different about the war in relation to people at home in the
U.S.?
o Which section of the American population protested the war in larger
numbers than any other section of war?
•
Modification
• The student with hearing impairment will have a sign language interpreter to
communicate with.
• The quiz will be given verbally and in written form
Lesson Title: A Nation Divided
Objectives:
• Recognize the impact of the Cold War on American society
Procedures:
• Review/Introduction
• Lecture
o The Working Class goes to war
! A Manipulatable Draft
• Most soldiers were called to duty through the WWI
instituted Selective Service
• How to get around the draft
o Sympathetic doctors
o Changed residence to stand before a lenient draft
board
o Joined the National Guard or Coast Guard
o College deferment
! Most of these were white and well off
! 80% of the soldiers in Vietnam were from
the lower socio economic level
! African Americans in Vietnam
• Blacks accounted for 20% of Combat deaths but
represented only 10% of the fighting force. In order to fix
this problem, the DOD instituted the lottery system
• Martin Luther King spoke out about the “Cruel Irony”
! Women join the ranks
• 10,000 women served in Vietnam, mostly as nurses
• Many others joined the Red Cross or the USO
o The Roots of Opposition
! The New Left
• Did not push for a socialist or communist agenda
necessarily, rather was a focus on social change
• Students for a Democratic Society
• Free Speech Movement
o Gained momentum at Berkley
o Focused on the American Machine
! Campus Activism
• Students protested college policies such as dress codes,
curfews, and mandatory ROTC programs
o The Protest Movement Emerges
! The Movement Grows
• Apr 1965 the SDS helped to organize a march on
Washington D.C.
• FEB 1966, Johnson changed deferments so that students
had to be in good academic standing to be deferred
• The SDS was furious and advised students to flee to
Canada or Sweden
Why oppose the war?
o Belief that Vietnam was a Civil war that the US had
no business fighting
o South Vietnamese was no better that the North
o The US was not the Global Police
o War is unjust
From Protest to Resistance
• 1967 500,000 protestors showed up in Central Park
• The draft was radically opposed by some
• Nixon did away with the draft in the early 1970s
• 10,000 people had fled to Canada. 4,000 men had been
charged with draft offenses
• The March on Lincoln Memorial in October of 1967
The Nation becomes divided
• Doves v hawks
• Most of the Nation still supported the war in 1967, but the
protests had incensed the nation as a whole
Johnson is Determined
• Johnson slowly escalated the war
• By the end of 1967, Secretary of Defense Robert
McNamara would resign from his position to become the
president of World Bank.
• Johnson’s own supporters were turning against him
• 1968 would still be the worst to come
•
!
!
!
Activity
o Video
• Conclusion
Assessment:
• Quiz
Modification:
• The student with hearing impairment will have a sign language interpreter to
communicate with.
• The quiz will be given verbally and in written form
•
Jason Roach
U.S. History
Dobyns-Bennett
Lesson Title: 1968: The Tumultuous Year
Objectives
• Locate and label countries, using a map, dominated or threatened by communism
Procedures:
• Lecture
o The Tet Offensive
! Launched on January 30
! During the Vietnamese New Year celebration
! At the same time of the celebration, many funerals were being
conducted
! Within the coffins, weapons were hidden
! Many of the villagers were Viet-Cong and launched a massive
attack
! The fighting would go on for a month
! 32000 VC would be killed, 3000 U.S. and SRVN
! It was a massive loss for the VC, but it swayed American public
opinion
o Presidential campaign of 1968
! Their was an anti-war coalition forming within the Democratic
party
! Robert Kennedy was asked to run, but didn’t because he didn’t
want to split the party
! Eugene McCarthy decided to run
• Senator from Minnesota
! Johnson won the primary, but only with a 6 percent margin
! Robert Kennedy decided to run after all
! Johnson announced on March 31 that he would not run for
president
o Violence grips the nation
! April 4 MLK Jr. was assassinated
! June, Robert Kennedy was shot
• By a palestininan immigrant who did not like Kennedy’s
support for Israel
o The Race for President
! Eugene McCarthy was pitted against Hubert Humphrey in the
primaries
• McCarthy was anti war and Humphrey was the VP
! Humphreys nomination was secured before the convention
! There was a huge demonstration in Chicago
! Aug 28, the demonstration was in full swing
! There was a protest going on inside the convention hall
! The Democratic party was seen as the party of division
o Nixon triumphs
!
George Wallace entered the race as a third party candidate, further
dividing the Democratic party
! Nixon won the election
o Vietnamization
! Nixon’s (Kissinger) policy of gradual withdrawal of U.S. troops
from combat areas and giving more responsibility to the South
Vietnamese
! 1969-1971, more than 475,000 troops would come home
! Peace with honor
• Nixon bombed Laos and Cambodia
o Trouble on the Homefront
! Nixon appealed to the Silent Majority
! My Lai Massacre
• November 1969 learned of a horrible event that happened
on March 16, 1968
• Platoon under command of William Calley Jr massacred a
group of civilians in the small village of My Lai
! Invasion of Cambodia
• April 30, 1970 Nixon announced that troops had invaded
Cambodia
! Kent State
! The Pentagon Papers
• Dec 31 1970 the Tonkin Gulf Resolution was repealed
• Daniel Elsberg leaked information to the newspaper
• Revealed that Johnson planned all along to invade Vietnam
• Activity (Debate)
o The First amendment of the United States says that “Congress shall make
no law….abridging the freedom of speech, or of the press”
o Students will read the handout and form their own argument based on the
opinions of the Supreme Court in relation to New York Times V. U.S.
o Students will write a paragraph that explains if they believe that the
President of the United States should or should not be allowed to stop a
newspaper from printing government documents.
Assessment
• Quiz
Modification
• The student with hearing impairment will have a sign language interpreter to
communicate with.
• The quiz will be given verbally and in written form
Lesson Title: The End of the War
Objectives:
• 9.spi.9.9 Recognize the altered American approach to foreign policy
Procedures
• Lecture
! The end of the War
• Oct 26 1972, Kissinger announced that peace was at hand
• Christmas Bombings
• January 2, 1973 The peace agreement was signed
• March 29, 1973 The last American combat troops came
home
• The cease fire collapsed and in 1975, Saigon fell to the
North Vietnamese
! The War Legacy
• Government abolished the draft
• War Powers Act
o President has 48 hours to tell congress that he or she
has sent combat troops somewhere
o Troops may remain only for 90 days unless
approved by congress
• Vietnam Syndrome
• Cynicism of the American Government
• Vietnam is a communist country to this day
o Activity (Debate)
• The First amendment of the United States says that
“Congress shall make no law….abridging the freedom of
speech, or of the press”
• Students will read the handout and form their own
argument based on the opinions of the Supreme Court in
relation to New York Times V. U.S.
• Students will write a paragraph that explains if they believe
that the President of the United States should or should not
be allowed to stop a newspaper from printing government
documents.
Assessment
• Quiz
Modification
• The student with hearing impairment will have a sign language interpreter to
communicate with.
• The quiz will be given verbally and in written form
CARSON-NEWMAN COLLEGE
Student Teacher Work Sample
Student Teacher Name _Jason Roach______
School/Grade/Subject _Dobyns-Bennett High/7-12/U.S. History_
Date __4/3/10___
Assessment Plan
CARSON-NEWMAN COLLEGE
Student Teacher Work Sample
Student Teacher Name _______Jason Roach__________________________
School/Grade/Subject _7th Grade Social Studies (Lincoln Middle) Date 03/2/2010
Assessment Plan
1.
Describe your pre-assessment method(s) and be sure a copy of the test, activity, or
assignment is included in the unit when you turn it in.
The pre-assessment that I will give will be a formative assessment and will be
comprised of 20 multiple -choice questions.
2.
How did you use the results of the pre-assessment to modify your unit and lessons
for the whole class or for specific students?
After I graded the pre-assessment, I noticed that the students generally did not
have a good understanding of the Vietnam War. Therefore, I amended my lesson plans so
that I could present the class with the basic concepts of the war and then by scaffolding
that information, I was able to work into some of the more advanced concepts.
3.
Describe your post-assessment method(s) and be sure a copy of the test, activity,
or assignment is included in the unit when you turn it in.
The post assessment is formatted in the same way that the pre assessment is. The
post assessment consists of 20 multiple choice questions. I created a question bank before
I started the lesson that consisted of about 50 questions in total. I placed headings of the
standards that I planned to teach and I put each question under each standard. I changed
the questions around a bit from the pre assessment and some questions I asked that were
not on the pre assessment at all, but still pertained to the Tennessee State Standards.
4.
Describe what else you did informally or formally during the course of the
lesson(s) to assess student understanding.
As I was teaching, I learned that I was getting into a hurry and forgetting to
review for understanding throughout the lesson. I began using review questions at the end
of my lessons in order to go over the materials from the day before. If I was able to teach
this class as a full time teacher, I think I would teach them how to study and how to take
notes. I am concerned that the students didn't see the inter-connectedness of the lessons
that we discussed in class and therefore were unable to fit the lessons together in their
mind.
5.
How do you know that your objectives, pre-assessment, instruction, and post-
assessment were aligned (consistent with each other)?
As we discussed the Vietnam War as a whole, each standard could be pulled in to
every discussion in some way. The lesson that we were talking about may not have
focused on any of a variety of the standards but with this topic it was easy to present
other standards from previous lessons. Students may not have been aware, but the way
this unit is structured, it is easy to review throughout the lessons in increments throughout
the entire week. Due to the interconnectedness of the standards that I have been talking
about for this unit, it is easy to pull them all together and align them with the assessments
and any of the activities.
Name
Pre-Test
Standards:
• 9.spi.9.6 Recognize domestic impact of the Cold War on American society
• 9.spi.9.3 Locate and label countries, using a map, dominated or threatened by
communism
• 9.spi.9.5 Identify areas associated with American containment policies (i.e.
Korea, Vietnam, Cuba, east and west Germany)
• 9.spi.9.9 Recognize the altered American approach to foreign
Multiple Choice
Choose the letter of the best answer and write it in the space provided.
1. Which Vietnemese leader did Kennedy initially support when he became the
President of the United States? (9.spi.9.9)
a. Ngo Dinh Diem
b. Ho Chi Minh
c. Mao Tse Dong
d. Kim Jong Il
2. What was the name of the group of Southern Vietnemese communist
sympathizers? (9.spi.9.5)
a. Viet Minh
b. Viet Cong
c. Ngo Dien Diem
d. Ho Chi Minh
3. Which issue brought an end to Diem’s leadership in Vietnam?
a. Ruthless attacks on the Vietcong
b. Government corruption
c. Diem’s persecution of Buddhist monks
d. Diem’s failure to solve the problem diplomatically
4. What was the purpose of the Gulf of Tonkin Resolution? (9.spi.9.9)
a. A declaration of war on North Vietnam
b. A declaration of war on South Vietnam
c. Gave President Johnson broad military powers in Vietnam
d. Limited President Johnson’s military power in Vietnam
5. Which agreement divided Vietnam along the 17th parallel? (9.spi.9.5)
a. The Paris Peace conference
b. The Hanoi agreement
c. The Geneva Accords
d. The Vietnam Peace Settlement
6. Which U.S. ship was shot at by a North Vietnamese naval vessel, which caused
the U.S. Congress to escalate the American role in Vietnam?
a. U.S.S. Arizona
b. U.S.S. Reagan
c. U.S.S. Maddox
d. U.S.S. Greer
7. How was Johnson and Goldwater different in their ideas about the role of the U.S.
in Vietnam? 9.spi.9.9)
a. Johnson wanted to send American Troops and Goldwater did not
b. Goldwater wanted total peace and Johnson wanted limited peace
c. Goldwater leaned toward and active American role in Vietnam and
Johnson wanted limited involvement
d. Goldwater and Johnson had the same ideas about involvement in Vietnam
8. Which of the following members of the Johnson administration were war
dissenters? (9.spi.9.6)
a. Robert McNamara (Secretary of Defense)
b. Dean Rusk (Secretary of State)
c. George Ball (Undersecretary of State)
d. William Westmoreland (General, U.S. Army)
9. Why did the Great Society Program suffer as a result of the Vietnam War?
(9.spi.9.6)
a. Congressional compromise that they would raise taxes if Johnson limited
Great Society programs
b. The American people stopped supporting Great Society programs
c. Johnson lost focus on the Great Society and paid more attention to the
Vietnam war
d. The Great Society programs did not suffer, the actually flourished
10. Which popular news medium caused the American public to stop trusting the
Johnson Administration? (9.spi.9.6)
a. Newspaper
b. Radio Broadcast
c. Television
d. Movie Theatre
11. Which section of American society will play the biggest role in protesting the
war? (9.spi.9.6)
a. Retired Americans
b. Middle Aged Adults
c. Young College Students
d. Upper Middle Class
12. When comparing the American social classes that served in the Vietnam War,
which class bore the heaviest burden? (9.spi.9.6)
a. Upper Class
b. Upper Middle Class
c. Lower-Middle Class
d. No one class served more than any other
13. What was the name given to the growing opposition movement in America?
(9.spi.9.6)
a. The New Right
b. The New Left
c. The Hippie Movement
d. The Progressive Movement
14. What was most prevalent reason that protestors of the war gave for their feelings
about the U.S. involvement in Vietnam? (9.spi.9.6)
a. It was a Vietnamese civil war and the U.S. had no business there
b. The South Vietnamese were more oppressive than the North
c. The U.S. was not the World’s police force
d. The war was costing the U.S. too much in money and lives
15. What was the term given to Americans who believed that the U.S. should
withdraw from the war? (9.spi.9.6)
a. Hawks
b. Doves
c. Turtles
d. Hippies
16. What policy did Johnson adopt, which most Americans were critical of?
(9.spi.9.9)
a. Brinkmanship
b. Slow Escalation
c. Limited Withdrawal
d. Total Withdrawal
17. Which event in Vietnam caused a majority of the American people to end support
for the Vietnam war? (9.spi.9.6)
a. The fall of Saigon
b. The Defeat of Ho Chi Minh
c. The Tet Offensive
d. The U.S. entrance into Cambodia
18. What was Nixon’s campaign promise that he made in 1968? (9.spi.9.9)
a. That he would restore law and order
b. The he would continue the Vietnam War
c. That he would invade the USSR
d. That he would continue Johnson’s Great Society program
19. What was Nixon’s policy for withdrawing from Vietnam? (9.spi.9.9)
a. Total Victory
b. Quiet Withdrawal
c. Peace With Honor
d. Total Defeat
20. What even caused American College Students to go on a general strike
throughout the country? (9.spi.9.6)
a. The My Lai Massacre
b. The invasion of Cambodia
c. The Kent State Shooting
d. The Pentagon Paper
Name
Chapter 22 Exam (post test)
Multiple Choice
Choose the letter of the best answer and write it in the space provided.
1. In which decade did France begin ruling Vietnam? (9.spi.9.3)
a. 1600s
b. 1770s
c. 1880s
d. 1950s
2. What was the name given to the North Vietnamese communists? (9.spi.9.5)
a. Viet Cong
b. Viet Minh
c. SRVN
d. Bolsheviks
3. What did the United States do in relation to Diem on November 1, 1963?
(9.spi.9.9)
a. The U.S. had a peace conference with him
b. The U.S. gave him control over Cambodia
c. The U.S. overthrew his government and assassinated him
d. The U.S. turned him over to the Viet Cong rebels
4. What is the Domino theory? (9.spi.9.9)
a. If Communists cooperate with Democracies, there can be peaceful
coexistence.
b. If one country falls to communism, then the countries around it will fall to
communism
c. If the U.S. sends childrens’ games to the communists, they will be to busy
to go to war with the U.S.
d. If free elections are held, it is absolute that a democratic government will
be elected
5. What was the purpose of the Tonkin Gulf Resolution? (9.spi.9.9)
a. The U.S. declared war on South Vietnam
b. The U.S. congress gave the president broad authority over the military
c. Gave authorization to invade Cambodia
d. Created the Tonka Trucks toy company
6. What news medium is most responsible for creating a “Credibility Gap” between
the government and the American citizens? (9.spi.9.6)
a. Radio
b. Newspaper
c. Television
d. Magazines
7. Which section of American society was more responsible for the counter culture
(hippie) movement? (9.spi.9.6)
a. Middle Aged people
b. Elderly People
c. Young People
d. Pre-school children
8. What was the most common protest that the counter culture movement used when
protesting the Vietnam war? (9.spi.9.6)
a. Vietnam is a civil war that the U.S. has no business fighting
b. The U.S. cannot police the world
c. The U.S. cannot afford to fight in the war
d. The U.S. is supporting a government that is as bad as the North
Communists
9. What policy did Richard Nixon adopt concerning the Vietnam war after he
became the President of the Unites States? (9.spi.9.9)
a. Americanzation
b. Vietnamization
c. Slow Escalation
d. Immediate withdrawal
10. Which event caused the nation’s first general strike by college students in 1971?
(9.spi.9.6)
a. My Lai Massacre
b. Invasion of Cambodia
c. Invasion of Laos
d. The Christmas Bombings
Short Answer
Read the question carefully. Then, choose the best answer from the word bank
provided. You will not use all of the words listed.
Lyndon B. Johnson
Richard Nixon
Adlai Stevenson
Barry Goldwater
Bill Ayers
John F. Kennedy
Lee Harvey Oswald
Ho Chi Minh
Jack Ruby
Mao Tse Dong
11. Which U.S. president was assassinated on Nov. 22, 1963? (9.spi.9.6)
12. Which president announced on March 31, 1968 that he would not run for reelection? (9.spi.9.9)
13. What is the name of the Republican candidate for president in 1964 who the
Democrats portrayed as a “trigger happy war hawk”? (9.spi.9.9)
14. Who was elected to be the president of the United States in 1968 on the platform
that he would end the Vietnam War and that he would restore law and order in the
U.S.? (9.spi.9.9)
15. What was the name of the North Vietnamese Communist leader? (9.spi.9.5)
Bonus: Map Question (9.spi.9.3)
For a possibility of 2 Points, look at the map on the board and put the corresponding letter
of the correct communist threatened country next to the country name below.
Iran
Vietnam
North/South Korea
Guatemala
CARSON-NEWMAN COLLEGE
Student Teacher Work Sample Data Sheet
Student Teacher Name __Jason Roach_______
School/Grade/Subject __Dobyns-Bennett/7-12/U.S. History_ Date _4/3/2010_
Analysis of Assessment
In a table similar to the one below (it was created in Excel), list all students, selected
demographic information and scores/grades from pre- and post-assessments, and student
mastery of a sample of no less than 5 daily instructional objectives. If students did not
master the objectives, indicate if they demonstrated substantial gains, very little gains, or
negative gain from pre-assessment to post-assessment.
Test
Student
Akers
Ash
Beverly
Brown
Bustetter
Cassell
Estes
Hickman
Holland
Hood
Hoskins
Luce
Newman
Porter
Ramsey
Steffey
Suddeath
Teague
Upchurch
Yeager
AVERAGES
Gender
F
F
M
M
F
M
F
F
F
F
F
M
F
F
F
F
F
F
M
M
Ethnicity
W
W
W
B
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
Pre-Test
40
20
30
35
50
60
20
15
40
30
40
30
40
55
15
40
30
40
55
40
Post-Test
100
100
100
70
95
100
84
46
96
77
100
100
64
64
84
96
100
100
96
96
Gains
60
80
70
35
45
40
64
31
56
47
60
70
24
9
69
56
70
60
41
56
% increase
150
400
233
100
90
67
320
207
140
157
150
233
60
16
460
140
233
150
75
140
36.25
88
52
176
Mastery
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
Objectives:
9.spi.9.6 Recognize domestic impact of the Cold War on American society
9.spi.9.3 Locate and label countries, using a map, dominated or threatened by communism
Key:
9.spi.9.5 Identify areas associated with American containment policies (i.e. Korea, Vietnam, Cuba, east
Positive>20%
and west Germany)
Gain
9.spi.9.9 Recognize the altered American approach to foreign policy
Negative<20% Gain
Maintains -19%-+19% Loss/Gain
Mastery>70% Gain
Non-Mastery<70% Gain
Page 1
Objective 1
• 9.spi.9.6 Recognize domestic impact of the Cold War on American society
Student
Akers
Ash
Beverly
Brown
Bustetter
Cassell
Estes
Hickman
Holland
Hood
Hoskins
Luce
Newman
Porter
Ramsey
Steffey
Suddeath
Teague
Upchurch
Yeager
Gender
F
F
M
M
F
M
F
F
F
F
F
M
F
F
F
F
F
F
M
M
Ethnicity
W
W
W
B
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
Pre-Test
30
10
30
30
70
50
20
20
20
20
20
50
40
50
0
50
30
30
50
50
Post-Test
100
100
100
80
100
100
80
40
80
100
100
100
40
60
100
100
100
100
80
80
Page 2
Gains
70
90
70
50
30
50
60
20
60
80
80
50
0
10
100
50
70
70
30
30
% increase
233
900
233
167
43
100
300
100
300
400
400
100
0
20
1000
100
233
233
60
60
Mastery
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
TRUE
Objective 2
9.spi.9.3 Locate and label countries, using a map, dominated or threatened by communism
Student
Akers
Ash
Beverly
Brown
Bustetter
Cassell
Estes
Hickman
Holland
Hood
Hoskins
Luce
Newman
Porter
Ramsey
Steffey
Suddeath
Teague
Upchurch
Yeager
Gender
F
F
M
M
F
M
F
F
F
F
F
M
F
F
F
F
F
F
M
M
Ethnicity
W
W
W
B
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
Pre-Test
50
50
0
0
0
50
0
0
50
50
50
0
50
50
50
0
0
50
50
50
Post-Test
100
Page 3
100
50
50
100
50
50
100
50
100
100
50
50
100
100
100
100
100
Gains
50
-50
100
50
50
50
50
50
50
0
50
100
0
0
50
100
100
-50
50
50
% increase
100
-100
1000
500
500
100
500
500
100
0
100
1000
0
0
100
1000
1000
-100
100
100
Mastery
TRUE
FALSE
TRUE
FALSE
FALSE
TRUE
FALSE
FALSE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
Objective 3
9.spi.9.5 Identify areas associated with American containment policies (i.e. Korea, Vietnam, Cuba, east and west Germany)
Akers
Ash
Beverly
Brown
Bustetter
Cassell
Estes
Hickman
Holland
Hood
Hoskins
Luce
Newman
Porter
Ramsey
Steffey
Suddeath
Teague
Upchurch
Yeager
Gender
F
F
M
M
F
M
F
F
F
F
F
M
F
F
F
F
F
F
M
M
Ethnicity
W
W
W
B
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
Pre-Test
66
0
66
66
0
33
0
0
33
66
66
33
33
33
33
66
0
66
33
33
Post-Test
100
100
100
50
100
100
50
50
100
100
100
100
100
50
100
50
100
100
100
100
Page 4
Gains
34
100
34
-16
100
67
50
50
67
34
34
67
67
17
67
-16
100
34
67
67
% increase
152
1000
152
76
1000
303
500
500
303
152
152
303
303
152
303
76
1000
152
303
303
Mastery
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
FALSE
TRUE
FALSE
TRUE
TRUE
TRUE
TRUE
Objective 4
9.spi.9.9 Recognize the altered American approach to foreign policy
Student
Akers
Ash
Beverly
Brown
Bustetter
Cassell
Estes
Hickman
Holland
Hood
Hoskins
Luce
Newman
Porter
Ramsey
Steffey
Suddeath
Teague
Upchurch
Yeager
Gender
F
F
M
M
F
M
F
F
F
F
F
M
F
F
F
F
F
F
M
M
Ethnicity
W
W
W
B
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
Pre-Test
40
40
20
40
60
100
40
20
40
20
40
20
40
40
20
40
60
40
40
20
Post-Test
100
100
100
44
100
100
100
58
100
44
100
100
58
44
58
100
100
100
100
100
Page 5
Gains
60
60
80
4
40
0
60
38
60
24
60
80
18
4
38
60
40
60
60
80
% increase
150
150
400
10
67
0
150
190
150
120
150
400
45
10
190
150
67
150
150
400
Mastery
TRUE
TRUE
TRUE
FALSE
TRUE
TRUE
TRUE
FALSE
TRUE
FALSE
TRUE
TRUE
FALSE
FALSE
FALSE
TRUE
TRUE
TRUE
TRUE
TRUE
CARSON-NEWMAN COLLEGE
Student Teacher Work Sample Reflection
Student Teacher Name ___Jason Roach___________
School/Grade/Subject _Dobyns-Bennett/7-12/U.S. History_ Date 4/3/2010_
1. How many students accomplished objective 1? Objective 2? etc.? Please disaggregate
data by objectives and by student characteristics, including gender, race and ethnicity,
English Language Learners, or any other special needs/characteristics that were identified
on the cover page or context form. Provide an explanation for the process you used to
analyze the data, and provide a statement of the conclusions you have reached about the
effectiveness of your instruction, based on these data. (You may also discuss
implications for future instruction and comment on questions that have emerged as a
result of the data analysis.)
• Student Mastery of Objectives
o Objective 1
! 15 Students
o Objective 2
! 11 Students
o Objective 3
! 13 Students
o Objective 4
! 14 Students
• Description
The pre-test that I issued to the students was comprised of 20 multiple-choice
questions. Typically, I include short answer questions or an essay but I didn’t feel that it
would be appropriate to assess student achievement with those types of questions. The
students took the pre-test within a thirty-minute time period and the class as a whole said
that there was a lot of information on the pre-test that they had never heard of. From this
observation I learned that I would need to teach some of the basic concepts about our
topic so that I could move on to some of the more advanced material concerning the
Vietnam War.
While grading the exams, my first impression was verified in that the students
genuinely did not have a working knowledge of the material. I felt pretty confident in the
methods that I had already planned to teach them with the exception of debate. I feel that
in order to have a good debate, students need to understand the topic thoroughly and be
able to argue from different angles. However, as we moved through the material, I found
that the students were able to understand the information that was being presented to
them. As a result, I felt more comfortable about implementing debate into the class.
Once I taught the material and gave the post-test, I found that they students had
improved impressively over the course of the instructional period. I collected the data
from the pre-test and broke it down by individual objectives. I then compared the posttest data with the pre-test data in order to evaluate the amount of material that the
students were able to learn. More than half of the class achieved mastery in all of the
objectives based on the exams that I gave to them. Also, the class average on the post-test
was 86, which is 16 points higher than the mastery goal that I set for this work-sample.
Therefore, I feel that my instructional methods were acceptable.
In looking at the data that I collected, I have made some conclusions about
different strategies that I would like to use in the future. First, when I do performance
based assessments on myself, I will be certain to make the pre-test and post-test more
comprehensive in relation to the material that is taught. I feel that a twenty-question
assessment is not a good indicator of student knowledge on any given topic. For example,
in the pre-assessment there were a couple of objectives that I did not feel that I covered
well enough to actually gauge student knowledge. Also, I would like to include quizzes
throughout the lesson in the work-sample so that I can evaluate my ability to change my
instructional method based on the needs of the class during the instruction.
2. Describe any circumstances that should be considered when noting the achievement of
those not accomplishing both objectives.
The class that I chose to do the work-sample is a general education class. The
students in this class have a significant range in achievement across the high school
curriculum. I have one student who has a 504 plan because she is hearing impaired.
However, she is the highest performing student in that class. Also, I have had two
students who have had deaths in their families during the instructional time for this worksample, but they also did well on the assessments.
3. Describe what you have done since the post-assessment to help students that did not
accomplish both objectives?
This work-sample was done as the last unit that I taught for this placement.
However, I will discuss some of the things that I would do if I had more time. First, an
area that I feel that I did not teach adequately was map reading for this unit. One of the
standards was that students could identify countries that were threatened by communism
throughout the Cold War era from a map. If I were to re-teach this unit, I would create a
map reading activity where the students would have to label the countries and color them.
I would then give them a quiz to assess their ability to choose those countries from a map.
Another strategy that I would use is that I would incorporate more primary source
documents into the curriculum. I was not able to use many of them, although I did have
access to them in the classroom and on the Internet. An effective strategy that I used
throughout this unit and previous units is that I gave the students a study guide and I gave
them some time in class to work on it. I also went over the study guide with the students
in class so that they would be certain to study the correct information.
4. Based on these results and your experience with this body of instruction, what will
you do differently in planning, teaching, and/or assessment next time you teach this
content?
For my teaching strategy, I want to change my approach to instruction in the
classroom. I want to learn more strategies to implement guided discovery activities into
the class. I also would like to sharpen my debate administration skills because I feel that
it is difficult to keep students on task when the class is debating a heated topic. For
assessment, I will implement more extensive assessments so that I can adequately
evaluate the students’ knowledge of any of the appropriate objectives. I feel that in this
work-sample I gave more time to some objectives that I did for others. I do understand
that some objectives will have to be given more attention but at the same time I do not
want to take for granted that the students already understand an objective simply because
it is not a complex objective.