Today’s Lesson: Day # 2/3 of 4
Your Name: Madison Simons/Warren Beeckman
Date: Sat. Nov 7, 2015
th
Subject/ Course: 10 Grade American History
# of Students: 26
Unit Topic or Theme: Am. History/Vietnam War
Grade Level: 10
# of Minutes: 103
Gooru Link : Vietnam War Gooru - Beeckman/Simons
Lesson Rationale & Summary
•
I am teaching this lesson because it not only exposes the students to different viewpoints of the Vietnam
war, but it also allows them to see that it is “normal” for there to be differing opinions when it comes to a
political issue such as war. This lesson also allows the students to enrich their skills by giving them an
opportunity to analyze multiple pieces of work, collaborate with their group, and form an argument. The
importance in terms of this lesson’s importance in history is that the Vietnam war was the first war that the
American public could really witness on television, and with things like televised congressional hearings
(such as the one from John Kerry that they will be examining) the public was much more informed than
generations before them.
•
I taught this lesson in this particular way because it mixed many sources. Video footage of President
Nixon’s speech, video footage of John Kerry’s testimony, and primary documents (transcripts) that would
help the students visualize and break down the material. This is best for my students in particular because
it allows for the students to view the material in multiple formats. They are able to watch the videos and
hear the material, and then they are also able to look at the transcripts and see a written visual of what the
videos were portraying. Each student receives their own copy of the speech transcripts so they have the
freedom to mark up and notate their thoughts in whatever way works best for the individual. The graphic
organizers also help the students to keep track of their information and pick out information necessary to
complete the “assignment”.
•
The point of the lesson is to have students analyze different historical documents and compare arguments in
order to formulate an argument of their own. After listening to and viewing a speech and testimony,
students will examine the transcripts within their group and begin to form an argument addressing the
question “Do you believe the United States should have been involved in the Vietnam War?” as there is no
right or wrong answer to this, students will be expected to support their argument using things they have
done previously in this unit, and by using examples from the sources. After each group has had a chance to
build their argument and write their speech, we will have a mock debate in class between each of the
groups. (This lesson was designed for a class that runs on block scheduling, so there is much more time to
devote to this lesson - however this part could be cut out and each group could just turn in their speech to
be graded depending on time allotment).
Essential Question
When developing your essential question consider, these defining characteristics:
• After reviewing and examining the documents do you believe the United States should have gotten
involved in the War in Vietnam?”
Primary Sources
Title of Primary Source Document
The Great Silent Majority (Video)
John Kerry Winter Soldier Investigation (Video)
How will you use this with your students?
Students will view the video of President Nixon’s
speech regarding the Vietnam War and the “Silent
Majority”. They will use this video as an example of
how to create their own persuasive speech.
Students will view the video of President Nixon’s
speech regarding the Vietnam War and the “Silent
Majority”. They will use this video as an example of
how to create their own persuasive speech.
In groups of four (or how ever many of your
choosing) students will analyze this document. They
will discuss with their group the significance of this
document in relation to its historical context. They
will also use this document as a base to write their
speech.
In groups of four (or how ever many of your
choosing) students will analyze this document. They
will discuss with their group the significance of this
document in relation to its historical context. They
will also use this document as a base to write their
speech.
The Silent Majority (Transcript)
John Kerry Winter Soldier Investigation
(Transcript)
Common Core Standards for English Language Arts (CCSS for ELA) and History/Social Studies
(CCSS for RHSS) and Ohio New Learning Standards for Social Studies
•
•
•
ONLS.SS.Content Statement 2.
NCSS Themes: Time, Continuity, and Change
Ohio Standards For the Teaching Profession Standards: 1 (Students), 3 (Assessment), 4
(Instruction)
Assessments: Formative & Summative
Formative:
• Graphic organizers and daily writing prompts
Summative:
• Presentation by each group
Academic Language & Vocabulary
Vocabulary:
Communism, Ho Chi Minh, Ngo Dinh Diem, Vietcong, Guerrilla Warfare, 17th parallel, Proxy War,
Richard M. Nixon, Vietminh, Vietnamization, Vehemently, Precipitate Withdraw
Academic Language:
Argument, Analyze, Examine, Stance
Interdisciplinary Connections: Briefly explain how this lesson making connections between and
among the disciplines.
Reading:
Students will be reading and
analyzing the transcript and
manuscript of both President Nixon’s
speech and John Kerry’s
congressional testimony.
Writing:
Students are responsible for
writing a persuasive speech
addressing the question of if
they believe we should have
been involved in the war in
Vietnam. Students will also be
asked to submit a brief write up
at the end of the lesson that
explains whether or not they
Speaking & Listening:
After writing their speeches,
each group will be expected
to present their speech to the
rest of the class. After
hearing all groups, they will
have to submit a brief write
up describing if they still
agree with their original
stance.
still agree with their original
stance.
Differentiated Instructional Strategies - DI
(Go beyond IEP and 504 students.) DI means helping them access content & demonstrate learning
through processes best suited to their academic needs such as extra teacher modeling, graphic organizers
for some, differentiated reading materials, tiered assignments, translation websites, etc. How can you
differentiate process, product and/or content? Also consider Howard Gardner’s Multiple Intelligences.
DIFFERENTIATION:
FOR WHOM?
Graphic Organizers for both speeches
All students, to organize their thoughts, and
help lead them into the speech building activity
Editing the speech and hearing transcripts to cut out
This can be done at the teacher’s discretion
some information to match students’ skills/time
depending on the reading/writing abilities of
allotted for each class – both websites allow for this.
their students or the time allotted for this lesson.
Pre-assigning stances vs. allowing students to choose This can be done at the teacher’s discretion
depending on the reading/writing abilities of
their students or the time allotted for this lesson.
iTranslate – application on computers/iPads that has
Students who speak English as a second
over 90 languages and is more accurate than most
language, or who are English language learners
online sources
THE LESSON PROCEDURES
Lesson
Co-teaching
Allotted
Element
Approach
Time
Readiness
X One teach,
one support
Parallel
Alternative
Station
Team
Central
One teach, one
Activity
support
Parallel
Alternative
Station
X Team
Teacher A
Teacher B
Students will answer the
Supports, helps keep
following question in their
students on task,
journals: “What is the
answers Q’s, asks for
definition of a Proxy War and share outs at the end
how does it relate to
Vietnam?”
Students will review their documents and as a group fill
out their graphic organizers. These help the students
put what they are reading into context by taking into
consideration who is saying what, when the document
was produced, under what circumstances, and will help
to lead them in the right direction when answering
questions and developing their own argument.
Once it appears that all groups are finishing up with
their documents and graphic organizers, they will be
handed their next set of directions.
In their groups students will assume the role of a
candidate running for office of Senator of California in
the year 1973. Right near the end of American
involvement in the war. They have given a good deal
Closing
X One teach,
one support
Parallel
Alternative
Station
Team
of thought to how the Vietnam situation should be
handled and in a debate have been asked the question:
“Do you believe the United States should have gotten
involved in the War in Vietnam?”. They will have to
support their argument using historical facts and
testimony from President Nixon’s speech and John
Kerry’s testimony.
After each group has presented the teachers will ask
them the closing question to turn in before leaving the
classroom – “after hearing the debate, how have your
viewpoints changed (if at all)? Do you support or reject
the idea that the United States was justified in entering
the War in Vietnam? Why?”
Enrichment/Extension (This can’t be just tacked on; it has to be woven throughout your design.)