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The Vietnam War Storyboard (1)

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The Vietnam War Storyboard (1) WELCOME Hours of Instruction: Flexible, up to 45 Days Grades: 7–11 Overview: This comprehensive teaching unit covers American involvement in Vietnam beginning in 1961, and hostilities from 1964–1975. Use all of the lessons or select activities to enhance student understanding of America’s involvement in the quagmire of undeclared war. Your students will: s %XPLORETHEMILITARYANDPOLITICALDECISIONSTHATLEDTO!MERICANINVOLVEMENT s %XPERIENCETHE6IETNAM7ARASCIVILIANS SOLDIERSONBOTHSIDES 0/7S ANDPOLITICIANS s %XPRESSHISTORICALUNDERSTANDINGCREATIVELYTHROUGHDRAWING POETRY WRITINGHINDSIGHTREVISIONISTHISTORIES designing a war memorial, etc.) s 2EENACTBATTLES STUDYHISTORICPERSONALITIES LEARNABOUT6IETNAMESECULTUREANDLANGUAGE ANDEXPERIENCETHE turbulent war years from the perspective of “Hawks” and “Doves” s )NTERVIEW6IETNAM7ARVETERANS CIVILIANS ORPOST WARIMMIGRANTSFROM3OUTHEAST!SIA www.teachinteract.com Visit our website @ www.teachinteract.com for FREE Sample Activities and to see a complete list of our titles! ICONS KEY When you see these icons… read or tell Answer Key Learning Tip Teaching Tip Read or Tell Grouping Timing For student Found in the In the margins This is important This shows if your Many activities activities with Student Guide. of your Teacher information your students work vary in length. specific objective This directs Guide, these tips students need independently, Use this icon to responses, this your students clarify materials for the activity. in partners or help plan your icon directs you to important or procedures. Be sure to read in cooperative teaching time. to the answer procedures or the passage or groups for each key. directions. clearly instruct activity. your students as stated in your Teacher Guide. VIETNAM A Resource-rich Teaching Unit on the Vietnam War 1964–1975 "),,,!#%9 AUTHOROF6)%4.!- HASBEENAWRITERAND Copyright ©2003 Interact EDITORFOR).4%2!#4SINCE WHENHISFIRSTWORK 10200 Jefferson Boulevard %30)/.!'%WASPUBLISHED3INCETHEN"ILLHASWRITTEN P.O. Box 802 OVERITEMSFORTHECOMPANY INCLUDING0!42)/43 Culver City, CA 90232 #)6),7!2 "/.%334/.%3WITHCO AUTHORS ALL sWWWTEACHINTERACTCOM of the AMERICAN HISTORY ACTIVATORS, GREEKS, ISBN# 978-1-57336-384-6 6)+).'3 AND3+).3AMONGOTHERS3INCERETIRINGFROM FULL TIMETEACHINGAFTERYEARSINTHEHISTORYCLASSROOM Project Editor: Sharon Keenan "ILLSPENDSHISTIMEWORKINGASASTUDENTTEACHINGSUPERVISOR Graphics Editor: Steve Roberts FORTHE#ALIFORNIA3TATE5NIVERSITYSYSTEM CONSULTINGAND Managing Editor: Stacy Yount PRESENTINGWORKSHOPS RUNNING ANDPLAYINGGOLF !LLRIGHTSRESERVED/NLYTHOSEPAGESOFTHISSIMULATION INTENDEDFORSTUDENTUSEASHANDOUTSMAYBEREPRODUCED BYTHETEACHERWHOHASPURCHASEDTHISTEACHINGUNITFROM )NTERACT.OPARTOFTHISPUBLICATIONMAYBEREPRODUCED STORED INARETRIEVALSYSTEM ORTRANSMITTED INANYFORMORBYANY MEANSELECTRONIC MECHANICAL PHOTOCOPYING RECORDING WITHOUTPRIORWRITTENPERMISSIONFROMTHEPUBLISHER read Teaching Tip Text: Times, Italic, or Left-Aligned, 10-pt tell X–X hours Independently or Cooperative Teaching Tip Text: Times, Italic, Groups Left-Aligned, 10-pt read or Teaching Tip Text: Times, Italic, tell Left-Aligned, 10-pt X–X hours Cooperative Groups X–X hours Teaching Tip Text: Times, Italic, Left-Aligned, 10-pt Select a few appropriate Glossary words for your students that relate Partners to this activity. Independently Select a few appropriate Glossary words for your students that relate to this activity. Use this Master Page to make a new Template Image Library for every new title. Just make sure the links refer to the images in the current art folder: “Brand New Title”/Art Folder/EPS/Template Graphics Then just drag each group to the open image library to make a library full of links to the current often used graphics conventions. STANDARDS 4HENATIONWIDEMOVEMENTFORHIGHSTANDARDSHASNOTONLYDETERMINEDWHAT STUDENTSSHOULDLEARN BUTALSOHASMANDATEDTHATSTUDENTSdemonstrateWHATTHEY KNOW6)%4.!-ISASTANDARDS BASEDPROGRAMADDRESSING.ATIONAL(ISTORY 4HINKING (ISTORY#ONTENT %NGLISH,ANGUAGE!RTSAND4HEATER3TANDARDS 4HISCOMPREHENSIVEUNITABOUTTHE6IETNAM7AROFFERSMANYOPPORTUNITIESFOR PERFORMANCEASSESSMENTS3TUDENTSWILLEXERCISEESSENTIALSOCIALSTUDIESAND S LANGUAGEARTSSKILLS7ORKINGINDIVIDUALLY INPAIRS ORINTEAMSSTUDENTSCOMPLETE MANYACTIVITIESINCLUDINGROLE PLAYING RESEARCH ANALYSIS ANDCREATIVEWRITING 4HEYGAINANUNDERSTANDINGOF!MERICASINVOLVEMENTINTHEQUAGMIREOF UNDECLAREDWAR4HECOOPERATIONNEEDEDTOSUCCESSFULLYCOMPLETEGROUPACTIVITIES ADDRESSMANY!PPLIED,EARNING3TANDARDS D National Standards for History Standards in Historical Thinking Standard 1: Chronological Thinking The student is able to: s )DENTIFYTHETEMPORALSTRUCTUREOFAHISTORICALNARRATIVEORSTORY. R s %STABLISHTEMPORALORDERINCONSTRUCTINGHISTORICALNARRATIVESOFTHEIR own: WORKINGFORWARDFROMSOMEBEGINNINGTHROUGHITSDEVELOPMENT TO SOMEENDOROUTCOMEWORKINGBACKWARDFROMSOMEISSUE PROBLEM OR EVENTTOEXPLAINITSORIGINSANDITSDEVELOPMENTOVERTIME A Standard 2: Historical Comprehension The student is able to: s 2ECONSTRUCTTHELITERALMEANINGOFAHISTORICALPASSAGE by identifying WHOWASINVOLVED WHATHAPPENED WHEREITHAPPENED WHATEVENTSLED TOTHESEDEVELOPMENTS ANDWHATCONSEQUENCESOROUTCOMESFOLLOWED D s $IFFERENTIALBETWEENHISTORICALFACTSANDHISTORICALINTERPRETATIONS BUTACKNOWLEDGETHATTHETWOARERELATEDTHATTHEFACTSTHEHISTORIAN REPORTSARESELECTEDANDREFLECTTHEREFORETHEHISTORIANSJUDGMENTOF WHATISMOSTSIGNIFICANTABOUTTHEPAST s 2EADHISTORICALNARRATIVESIMAGINATIVELY TAKINGINTOACCOUNTWHAT N THENARRATIVEREVEALSOFTHEHUMANITYOFTHEINDIVIDUALSANDGROUPS INVOLVEDTHEIRPROBABLEVALUES OUTLOOK MOTIVES HOPES FEARS STRENGTHS ANDWEAKNESSES s !PPRECIATEHISTORICALPERSPECTIVES A $ESCRIBETHEPASTONITSOWNTERMS THROUGHTHEEYESANDEXPERIENCES A OFTHOSEWHOWERETHERE ASREVEALEDTHROUGHTHEIRLITERATURE DIARIES LETTERS DEBATES ARTS ARTIFACTS ANDTHELIKE B #ONSIDERTHEHISTORICALCONTEXTINWHICHTHEEVENTUNFOLDEDTHE VALUES OUTLOOK OPTIONS ANDCONTINGENCIESOFTHATTIMEANDPLACE T C !VOIDhPRESENT MINDEDNESS vJUDGINGTHEPASTSOLELYINTERMSOF PRESENT DAYNORMSANDVALUES S INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide STANDARDS s $RAWUPONDATAINHISTORICALMAPSin order to obtain or clarify INFORMATIONONTHEGEOGRAPHICSETTINGINWHICHTHEHISTORICALEVENT occurred, its relative and absolute location, the distances and directions INVOLVED THENATURALANDMANMADEFEATURESOFTHEPLACEANDCRITICAL relationships in the spatial distributions of those features and historical S event occurring there. Standard 3: Historical Analysis and Interpretation The student engages in historical analysis and interpretation. The student is able to: s #OMPAREANDCONTRASTDIFFERINGSETSOFIDEAS, values, personalities, D behaviors, and institutions. s #ONSIDERMULTIPLEPERSPECTIVES of various people in the past by DEMONSTRATINGTHEIRDIFFERINGMOTIVES BELIEFS INTERESTS HOPES ANDFEARS s !NALYZECAUSE AND EFFECTRELATIONSHIPSBEARINGINMINDMULTIPLE CAUSATION, including R A 4HEIMPORTANCEOFTHEINDIVIDUALINHISTORY B 4HEINFLUENCEOFIDEAS HUMANINTERESTS ANDBELIEFS c. The role of chance, the accidental and the irrational. s #OMPARECOMPETINGHISTORICALNARRATIVES. s (OLDINTERPRETATIONSOFHISTORYASTENTATIVE, subject to changes A ASNEWINFORMATIONISUNCOVERED NEWVOICESHEARD ANDNEW interpretations broached. s %VALUATEMAJORDEBATESAMONGHISTORIANS concerning alternative interpretations of the past. D Standard 4: Historical Research Capabilities The student conducts historical research. The student is able to: s /BTAINHISTORICALDATAFROMAVARIETYOFSOURCESincluding library and MUSEUMCOLLECTIONS HISTORICSITES HISTORICALPHOTOS JOURNALS DIARIESx N ORALTESTIMONYFROMLIVINGWITNESSESxCENSUSES TAXRECORDS ETC s 3UPPORTINTERPRETATIONSWITHHISTORICALEVIDENCe in order to construct CLOSELYREASONEDARGUMENTSRATHERTHANFACILEOPINIONS Standard 5: Historical issues-analysis and decision-making A 4HESTUDENTENGAGESINHISTORICALISSUES ANALYSISANDDECISION MAKING The student is able to: s )DENTIFYISSUESANDPROBLEMSINTHEPAST and analyze the interests, VALUES PERSPECTIVES ANDPOINTSOFVIEWOFTHOSEINVOLVEDINTHESITUATION T s &ORMULATEAPOSITIONORCOURSEOFACTIONONANISSUE by identifying THENATUREOFTHEPROBLEM ANALYZINGTHEUNDERLYINGFACTORSCONTRIBUTING TOTHEPROBLEM ANDCHOOSINGAPLAUSIBLESOLUTIONFROMACHOICEOF carefully evaluated options. S VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT STANDARDS .ATIONAL3TANDARDSFOR53(ISTORY#ONTENT %RA0OSTWAR5NITED3TATESTOEARLYS 3TANDARD#: 4HESTUDENTUNDERSTANDSTHEFOREIGNANDDOMESTIC CONSEQUENCESOFTHE53INVOLVEMENTIN6IETNAM The student is able to: s !SSESSTHE6IETNAMPOLICYOFTHE+ENNEDY *OHNSON AND.IXON S ADMINISTRATIONSANDTHESHIFTSOFPUBLICOPINIONABOUTTHEWAR s %VALUATEHOW6IETNAMESEAND!MERICANFORCESEXPERIENCEDTHEWARAND HOWTHEWARCONTINUEDTOAFFECTPOSTWARPOLITICSANDCULTURE s !NALYZECONSTITUTIONALISSUESINVOLVEDINTHEWARANDEXPLORETHELEGACY OFTHE6IETNAM7AR D .#4%3TANDARDSFORTHE%NGLISH,ANGUAGE!RTS Standard 33TUDENTSAPPLYAWIDERANGEOFSTRATEGIESTOCOMPREHEND INTERPRET EVALUATE ANDAPPRECIATETEXTS4HEYDRAWONTHEIRPRIOREXPERIENCE THEIR INTERACTIONSWITHOTHERREADERSANDWRITERS THEIRKNOWLEDGEOFWORD R MEANINGANDOFOTHERTEXTS THEIRWORDIDENTIFICATIONSTRATEGIES ANDTHEIR understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). Standard 4: 3TUDENTSADJUSTTHEIRUSEOFSPOKEN WRITTEN ANDVISUALLANGUAGE A EG CONVENTIONS STYLE VOCABULARY TOCOMMUNICATEWITHDIFFERENT audiences for a variety of purposes. Standard 5:3TUDENTSEMPLOYAWIDERANGEOFSTRATEGIESASTHEYWRITEANDUSE DIFFERENTWRITINGPROCESSELEMENTSAPPROPRIATELYTOCOMMUNICATEWITH different audiences for a variety of purposes. D Standard 6:3TUDENTSAPPLYKNOWLEDGEOFLANGUAGESTRUCTURE LANGUAGE CONVENTIONSEG SPELLINGANDPUNCTUATION MEDIATECHNIQUES
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