​rethink.

Lesson Overview:

Summary:

            This lesson is intended to introduce the students to the controversies and multiple perspectives of the Vietnam War. Through this lesson, students examine the viewpoints of an American civilian and a Vietnamese civilian during the 1960’s Vietnam War. Students will use a Venn Diagram in order to compare and contrast the different viewpoints. Finally, the students hold a debate representing either the American vs. Vietnam perspective of the war.

 

Lesson Objectives:

    SWBAT

• Recognize the importance of the Vietnam War in American history by participating in discussion prompted by the teacher.

•  List traits of each viewpoint while reading by filling out a Venn Diagram.

• Collect information of a selected viewpoint by filling out a research worksheet.

• Defend a selected viewpoint of the Vietnam War by writing a paragraph on a selected viewpoint.

 

Assessment: Performance Assessment

 

Preparation:

Materials:

• Little Cricket by Jackie Brown

• Where Have All the Flowers Gone? By Molly MacKenzie Flaherty

• Posters

• Markers

• Resource Research Worksheet

•  Print copies of Primary Source http://www.nytimes.com/library/world/asia/041900vietnam-photos.html

• Print copies of Involvement in Vietnam http://www.11thcavnam.com/education/containment&doctrine.htm

• History Journal

 

Prior Knowledge:

• Awareness of the Vietnam War in the 1960’s

• Know how to read and create a Venn Diagram

• Know how to read and gather information through multiple resources

 

Instruction:

Engage

1. Introduce the Vietnam War through a discussion. The teacher leads the discussion.

   1.  Ask the students:

      1. What do you know about the Vietnam War?

      2. Where was it? (Show on map)

      3. Who was involved?

      4. Why were we in war?

2. Pass out to the students a Venn Diagram. Explain to the students that this graphic organizer is meant to help them learn more about the different viewpoints of the war.

3. Introduce the book Where Have All The Flowers Gone? by Molly MacKenzie Flaherty. Ask the students to list key ideas under the American side while reading.

4. The teacher reads the book Where Have All The Flowers Gone? by Molly MacKenzie Flaherty.

   1. While reading stop and ask the students:

      1. Who was sent to fight in the war?

      2. Did people like that they were in war?

      3. Why did we need to go to war?

5. Think-Pair-Share. After reading, ask the students to write down any last key ideas they learned during the story. Ask the students to share their best idea with a partner. Then ask the class to share their key ideas from the American side. The teacher lists these key ideas on the board.

6. Introduce the book Little Cricket by Jackie Brown. Ask the students to list key ideas under the Vietnamese side while reading.

7. The teacher reads the book Little Cricket by Jackie Brown

   1. While reading stop and ask the students:

              1.  Who was sent to fight in the war?

              2.  Did people like that they were in war?

              3.  Why were they in a war?

1. Think-Pair-Share. After reading, ask the students to write down any last key ideas they learned during the story. Ask the students to share their best idea with a partner. Then ask the class to share their key ideas from the Vietnamese side. The teacher lists these key ideas on the board.

2. Ask the students to look for common ideas from the American and Vietnamese side. They are to list these ideas in the center of the Venn Diagram.

Build Knowledge

1. Divide the class into two sides: Vietnamese side and American side. Pass out the Resource Research Worksheet. Pass out to the Vietnamese side the Vietnamese primary source. Pass out to the American side the American primary source. The students are to incorporate these resources somewhere into their final idea.

2. Explain to the students their research project. Using the Venn Diagram students are to use the primary source copy, internet, and their textbooks to learn more about their selected viewpoint. The students are to create a list of quotes, ideas, events, etc from their selected viewpoint. (They are to record their research on the Resource Research Worksheet). By the end of the day, the students are to be experts of their selected viewpoint.

3. The students begin research on their selected viewpoint. The teacher walks around the classroom helping students. Students are to work independently.

Apply

1. The students on the Vietnamese side make a circle with their desks on their side of the classroom. The students on the American side make a circle with their desks on their side of the classroom.

2. Each side works as a group. One student is the recorder. They are to use markers and a poster to write down the ideas the group came up with during research.

3. After the groups compile a list they are to share with the opposing side. The students are to take turns so each student in the circle has an idea to share.

Reflect

1. The students independently write two paragraphs summarizing the viewpoint of the Vietnamese side and American side. They are to submit this in their history journal. Collect the journals for a completion grade.

 

 

Standards:

R4.A.1.4.1: Identify and/or explain stated or implied main ideas and relevant supporting details from text.

8.1.4.B: Distinguish between fact and opinion from multiple points of view, and primary sources as related to historical events.

8.4.4.D: Distinguish between conflict and cooperation among groups and organizations that impacted development of the history of the world.

1.5.4.B: Develop content: Gather, organize, and select the most effective information appropriate for the topic, task, and audience. Write one or more paragraphs that connect to one central idea.