Teacher Name: Dena Soled School: Hayfield Secondary School Subject Area: United States History Grade/level: Advanced Placement 11th grade Adventure of the American Mind Northern Virginia FCPS – Virginia and U. S. History Lesson Plan Era Era 6: Cold War Topic The Vietnam War Lesson Title The Impact of the Vietnam War on Popular Culture Instructional Time 2 class blocks (180 minutes) Essential Learning As a result of this lesson, students will be able to: What is the concept to be learned? What is the Demonstrate the power of American public opinion in reversing big picture? foreign policy during the Vietnam War Evaluate how music, poetry, short stories, movies, or television reflect historical events through a written research paper and oral presentation. Formulate historical questions and defend findings based on inquiry and interpretation Evaluate the authenticity, authority, and credibility of sources Identify, analyze, and interpret primary and secondary sources SBI Objectives POS/SOL by number and VUS.12b The student will demonstrate knowledge of United descriptor. States foreign policy since World War II by explaining the American role of wars in Korea and Vietnam VUS.12c The student will demonstrate knowledge of United States foreign policy since World War II by explaining the role of America’s military and veterans in defending freedom during the Cold War 1 Advanced Placement College Board Outline: 31.C.3. Foreign Policy: Vietnam quagmire 32.B.1. Vietnam: escalation and pullout Assessment How will you know that • Brainstorming Categorizing Chart (political, social, and the lesson was economic) successful? Describe what type of student • Class discussion based on document analysis using either assessments you will use Yes…But Questioning Techniques or AP PARTS to evaluate • Research paper and oral presentation understanding. Attach a copy of student instructions or assessment instrument. Procedure 1. Brainstorm with the students any preexisting knowledge Describe step by step they may have about the Vietnam War. Have them list at procedure. Include least 15-20 facts in a chart and divided into the following opener, teacher categories: political, social, and economic (10 minutes). presentation and student activities. 2. On the board or on an overhead, compile a summation of student’s prior knowledge (5 minutes). 3. Have students individually compare/contrast the three primary sources: President Nixon’s Speech on Cambodia, Nixon Sends GIs Into Cambodia, and Dr. Mark Sacharoff’s Letter by using either the Yes…But Questioning Technique or AP PARTS (30 minutes). 4. In groups of three to four students, have each student present their findings and draw conclusions about the Vietnam conflict. The focus of this discussion should be: “How did different groups of people respond to the Vietnam War?” One member of each group will present their findings to the class (15-30 minutes). 5. Pass out The Vietnam War: history through popular culture. Students will have the rest of today’s class period and tomorrow’s class period to research and select a work to analyze. (105-120 minutes). Materials/Resources Primary Sources Textbook 2 Handouts Student access to the internet including access the Library of Congress website. Primary Sources: President Nixon's Speech on Cambodia, April 30, 1970. http://vietnam.vassar.edu/doc15.html Nixon Sends GIs Into Cambodia http://hdl.loc.gov/loc.rbc/rbpe.20808700 Dr. Mark Sacharoff’s Letter (Part of the Hannah Arendt Papers at the Library of Congress) http://memory.loc.gov Differentiation For both regular students and students with special needs, the Include strategies for re- primary source analysis can be done initially in groups. teaching and special Additionally, a list of songs and movies will be provided. populations such as GT, Checkpoints should be included for the research paper and ESOL and special education. perhaps more time in the library. 3 DEVELOPING CRITICAL THINKING AND READING SKILLS I. YES…BUT QUESTIONING TECHNIQUES (from the College Board “Building Success” Program) Designed to focus student attention on both sides of an issue. YES BUT 1. _____________________________ 1. ___________________________ 2. _____________________________ 2. ___________________________ 3. ______________________________ 3. ___________________________ 4. ______________________________ 4. ___________________________ 5. ______________________________ 5. ___________________________ OR II. AP PARTS (from the College Board “Vertical Teams Guide”) Author: Who created the source? What do you know about the author? What is the author’s point of view? Place and Time: Where and when was the source produced? How might this affect the meaning of the source? Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent? Audience: For whom was the source created and how might this affect the reliability of the source? Reason: Why was this source produced and how might this affect the reliability of the source? The Main Idea: What point is the source trying to convey? Significance: Why is this source important? Ask yourself, “So what?” in relation to the question asked. The Vietnam War: history through popular culture Objective: You will be able to evaluate how contemporary music, poetry, short stories, movies, or television reflect historical events through a written research paper and oral presentation. Assignment: 1. Select a song, poem, short story, movie, or television show about the Vietnam War. I must approve this before you proceed with your project. Criteria for approval of written proposal: a. You must bring in the lyrics, poem, short story, movie, or written transcript of the film or television show. You must include the year your selection was produced. Your selection must be a reflection of its time and make a social commentary that is open to interpretation, not a re-telling of historical events. b. You must list the specific historical events surrounding the output of your selection. The evidence you research must occur prior to the production of your selection. Please remember you are writing a history paper! You are simply using your selection as evidence (similar to a DBQ). Your selection must reflect how popular culture interprets history. c. Your proposal will include a thesis statement and categories for analysis. d. I must approve your written proposal before you proceed with your project. Please remember only one student may work on any given selection. Please be prepared with second and third choices. ALL WRITTEN PROPOSALS ARE DUE NO LATER THAN THE BEGINNING OF NEXT CLASS! 2. Write a research paper evaluating the specific historical events effecting the production of your selection. Your selection needs to reflect the society at the time in which it was written or produced. The essential question is how does popular culture reflect the Vietnam War. Questions to consider: a. What are the specific historical events of the time? Relate this to the mood of your selection. b. How does your selection reflect, interpret, and shape public perception of the Vietnam War? Research paper: All students will have two class periods to work in the media center. Absolutely no late work will be accepted. Your research paper will be worth 100 points. Criteria for evaluating research paper: a. You must submit a written proposal first. Without this, I will not accept your paper. Please remember only one student may work on any given selection. Please be prepared with second and third choices. ALL WRITTEN PROPOSALS ARE DUE NO LATER THAN THE BEGINNING OF NEXT CLASS! b. Your paper must include a clearly defined thesis with specific facts and selection analysis. Your selection needs to be included in your thesis statement. Your selection must be viewed as an interpretation of history. You must weave your selection throughout your paper. The specific historical events you research will provide the evidence to support your selection as a reflection of its time. You must make an argument about how the Vietnam War shaped popular culture. c. Your paper must be double-spaced typed. d. Your paper must be a minimum of 3-typed pages. No margin must exceed 1-inch and the paper must be typed in font size 10 or 12. e. You cannot write a research paper without citations. You must include a works cited page in standard MLA format with at least four sources. Please only cite the sources that you actually used (i.e. parenthetical citations). Please remember your selection is a source. You may not use your textbook, review books, or more than one encyclopedia as a source. f. Your paper must be well-researched, well-written, and well-thought out. I am looking for insightful, creative, and original thought. g. Your paper must be written in third person. This is a formal research paper. Contractions are unacceptable. h. All quotations must be introduced and cited with page number. Punctuation goes inside all quotation marks. Transitional words (however, moreover, etc.) never begin a sentence. i. Your paper must be free of spelling and grammatical errors. Oral Presentation: All students must be ready to present their research at the beginning of the class in which the paper is due. Absolutely no late work will be accepted. Your oral presentation will be worth 100 points. Criteria for evaluating oral presentation: a. Accuracy to which you relate your selection as a reflection of the Vietnam War. b. Organization of presentation, including reproduction of your selection. c. Seriously presented and thoroughly explained. d. Creative and interesting presentation with relevant details. e. Inclusion of a high quantity of facts. f. Inclusion of a visual (poster, powerpoint presentation, etc.) Ten points will be deducted for being disrespectful during other presentations. This includes talking, not paying attention, getting out of your seat, etc. You must bring the attached rubric with you the day the projects are due.