Four Week Vietnam War Unit
Julia J. Ridgway
Target Audience: The lesson is designed for a (24-person) 12th grade English class.
Placement within Overall Year: This will be a unit on the Vietnam War that will take place in the fall semester.
Unit Objectives:
Students Will Be Able To (at the conclusion of the unit):
(Ideas from the vision statement for the English Language Arts established in the Michigan content standards about a literate individual)
1. communicate skillfully and effectively through printer, visual, auditory, and technological media in the home, school, community, and workplace;
2. think analytically and creatively about important themes, concepts, and ideas;
3. use the English language arts to identify and solve problems
4. use the English language arts to understand and appreciate the commonalities and differences within social, cultural, and linguistic communities;
5. understand and appreciate the aesthetic elements or oral, visual, and written texts;
6. use the English language arts to develop insights about human experiences;
7. use the English language arts to develop the characteristics of lifelong learners and workers, such as curiosity, persistence, flexibility, and reflection; and
8. connect knowledge from all curriculum areas to enhance their understanding of the world.
Genres:
Book: “The Things They Carried” by Tim O’Brien (literature circles)
Songs: Black Eyed Peas/Justin Timberlake “Where is the Love?,” Patriotic Song of Your Choice, Vietnam Protest Song of Your Choice
Movies: “Forrest Gump”, “Platoon”
Poem: “Whispers from the Wall” by Brian J. Muegge
Web Site: http://www.vietnampix.com/intro.htm
Curriculum Connections:
Math: Weights of gear and equipment
Geography: Southeast Asia
Biology: Rainforests
History: Vietnam conflict, Civil Rights Movement
Music: Songs of Protest
Cinema: Films about Vietnam
LESSON ONE 11/03 - INTRODUCTION
Students Will Be Able To:
1. Conduct “culturally significant conversations” - Applebee
2. Apply popular music to the theme of war
3. Apply popular movies to the theme of war
4. Consider others opinions about war as well as their own
5. Understand their responsibilities for the unit
Materials Needed:
1. CD Player/CD of Black Eyed Peas (Words on Handout)
2. Overhead Projector/Overhead Marker
3. TV/VCR/Tape of “Forrest Gump”
4. “The Wall” Picture Book
5. Chalkboard/Chalk
Preparation: I will write the directions for the journal prompt, the genres the class will study throughout the unit, the concepts we will be covering and how they apply to all of their classes, as well as the class breakdown on the board/overhead before class begins.
Journal Prompt:
What are your thoughts on war in general? What are the reasons for going to war? How does it affect the world? The nation? Individuals? When is it necessary to go to war? Is it ever necessary? Any thoughts on the Vietnam War specifically?
Something to Think About:
You will be writing a piece called “The Things I Carry” essay. As you are reading and responding, keep this in mind and jot ideas down in your notebook.
Breakdown:
A. Welcome class, Go over breakdown on board, give journal prompt, and ask for questions
Activity: Journal writing (5 minutes)
B. Introduce song as a text on war, pass out words,
Activity: Play Song (3-4 minutes)
Analyze verse by verse (10 minutes)
C. Introduce movie that paints a picture of the Vietnam War specifically,
Activity: Play “Forrest Gump” Movie Clip (5 minutes)
Discuss Vietnam War in general (10 minutes)
D. Introduce the effects of war, get into circle, introduce picture book
Activity: Read “The Wall” (5 minutes)
Discuss the after-effects of a major war like the Vietnam conflict (10 minutes)
E. Point out the scaffolding from the big picture, the Vietnam War specifically, then the after-effects of war.
Activity: Discuss journal entry responses (6 minutes)
F. Teach Talk Time:
* Go Over Genre List, Go over Curriculum Connections, Major Assignment (2 minutes)
* Read: Tim O’Brien’s The Things They Carried (1990) is composed of 22 interwoven stories that detail the experiences of Alpha Company, an infantry platoon in Vietnam. O’Brien’s fictional work begins by cataloging the weapons and equipment that the soldiers carry: grenade launchers, candy, extra socks, matches, bandages, etc. However, the greatest burdens that Rat Kiley, Ted Lavender, Henry Dobbins, and the other grunts bear are invisible: images of loved ones, the fear of death, the weight of family expectations, the loneliness of sleepless nights, the shame of cowardice, and the hope of eventually returning home. (1 minute)
* End class with quote on Page 198 (1 minute)
* Remind Class to start reading, Chapter 1-5 by Wednesday
G. Collect journal entries at the end of class
Assessment: Turn in journal entries at the end of class.
LESSON TWO 11/04 – HISTORY OF VIETNAM WAR
Students Will Be Able To:
1. Draw on prior knowledge of the Vietnam War
2. Prepare questions that they have about Vietnam
3. Summarize what they have learned
4. Understand where the author is coming from
5. Apply their knowledge to “The Things They Carried”
Materials Needed:
1. History Summary/Tim O’Brien Summary
2. Chalkboard/Chalk
3. Map
Breakdown:
A. Welcome Class, review previous days material, Go Over Breakdown on board, ask for questions (5 minutes)
B. Activity: Know-Want To Know-Learned Journal (K-W-L) (10 minutes)
Introduce Activity; Students divide paper into three columns
1. What I know about the Vietnam War
2. What I want to know about the Vietnam War
3. What I learned about the Vietnam War
Have students take 10-15 minutes to complete columns 1 and 2
C. Class Report on Board (10 minutes)
Each student reads one thing they had in either column 1 or 2, I write them on the board, they record things they didn’t have in their own charts
D. History Sheet (10 minutes)
Read brief history sheet with background information
Have students record any answers that they came up with in column 3
Record answers to questions in column 2 in column 3
Circle questions that still need to be answered –
We will answer them throughout the unit
E. Pull Out Map (5 minutes)
Talk about where the war took place, give visual representation with map
F. Tim O’Brien Context Sheet
Read through the Tim O’Brien Hand Out
G. Introduce Literature Circles (10 minutes)
Divide class of 24 into 4 groups of 6, Have students sit in their groups
Read through the “Overview of the Roles” Sheet
Read through the “Examples and Reminders” Sheet
Have students assign roles for tomorrow’s literature circle session
Pass out role sheets to groups
Ask if anyone has questions
H. Remind Class that the literature circles will be covering Chapters 1-5, Pg 1-68
Assessment: Collection of K-W-L Journals
LESSON THREE 11/05 – LITERATURE CIRCLES Chapter 1-5, Pg. 1-68
Students Will Be Able To:
1. Demonstrate Knowledge of what they read
2. Discuss the meaning of the text
3. Analyze the text from six different lenses of literature circle roles
4. Compare their interpretations
5. Review, retell, or reflect on what they read so far
Materials Needed:
1. The Things They Carried book
2. Chalkboard/Chalk
3. Literature Circles Handouts
4. Desks arranged in groups of six
5. 24 Note cards
Breakdown:
A. Welcome Class, Go over breakdown on board, Direct students to their groups, ask for questions (5 minutes)
B. Literature Circles (40 minutes)
Students will sit in groups and discuss what they have read.
Each student will get a chance to share their discussion questions, quotations, drawing, and words.
As a group they will come up with a paragraph to review, retell, or reflect what they have read so far.
Each group will come up with one or two interesting things they discussed to share with the class.
Each group will reassign different roles to each member for literature circles Monday.
C. Share with the Class (10 minutes)
Each Group will share what they discussed
D. Note Card Exit Slip
Have each student write three questions they have either about the history or the specific text of “The Things They Carried” as an exit slip
Wrap up Class; we will answer these questions in class tomorrow
As well as get started on outline for “The Things I Carry” Paper
E. Collect Literature Circle Sheets/Note Cards, Excuse Class
Assessment: Collection of Literature Circles Sheets/Note Cards
LESSON FOUR 11/06 – ANWSER QUESTIONS/BEGIN PAPER
Students Will Be Able To:
1. Demonstrate knowledge of the first six chapters of the text
2. Analyze answers to their questions from the previous day
3. Use their knowledge to fill out more on their K-W-L sheets
4. Organize an outline for their “Things I Carry” paper
Materials Needed:
1. K-W-L Journals
2. Chalkboard/Chalk
3. Note Cards with questions and ANWSERS
4. “Things I Carry” paper assignment sheet
Breakdown:
A. Welcome Class, Go over breakdown on board, ask for questions, Review what they learned in their literature circles (5 minutes)
B. Answer Questions (20 minutes)
Hand-out the K-W-L journals
Answer questions from the note cards (some will be combined answers)
Have students fill out more in the “What I Learned” Column in a different color
C. Handout/Review “Things I Carry” Paper Assignment Sheet (10 minutes)
Thoroughly go over the expectations for the paper
Ask if anyone has questions
D. Begin outline for paper (20 minutes)
Have students work individually, solidify their topic, and begin an outline
Conference if they have questions need help coming up with ideas
Initial their outlines before they leave
E. Collect K-W-L Journals, Initial Outlines, Excuse Class
Assessment: Collect the K-W-L Journals, Initial their outlines
LESSON FIVE 11/07 – INTERACTIVE WEB SITE DAY
Students Will Be Able To:
1. Examine/Interpret an interactive web site on the Vietnam War
2. Transfer their knowledge into web site summary
3. Associate the knowledge they gain to existing schemas
Materials Needed:
1. Computer Lab (25 computers)
2. Web Site ~ http://www.vietnampix.com/intro.htm
3. Chalk/Chalkboard
Breakdown:
A. Welcome Class, Go Over Breakdown, Ask for questions, move to lab (5 minutes)
B. Web Site Exploration (35 minutes)
Have http://www.vietnampix.com/intro.htm written on the board
Students will individually explore the site and read the text
They will hit the continue bottom and read/look at pictures until they reach the end
Then review the site sections (Background, Machines, Faces, Hippies, under Fire, Life & Sorrow, Time Line, Site Map, Region Map, Acknowledgments, and Links)
C. Complete a one-page typed description of what the site is about (15 minutes)
** If they finish early, they will be asked to look at other Vietnam War sites (extra credit given to those who find very informative sites)
D. Collect descriptions, ask for questions, Hand out Role Sheets, Remind them that Chapters 6-11 are to be read, role sheets filled out by Monday, Excuse Class
Assessment: Collect one-page summaries
LESSON SIX 11/10 – LITERATURE CIRCLES Chapters 6-11, Pg. 69-136
Students Will Be Able To:
1. Demonstrate Knowledge of what they read
2. Discuss the meaning of the text
3. Analyze the text from six different lenses of literature circle roles
4. Compare their interpretations
5. Review, retell, or reflect on what they read so far
Materials Needed:
1. The Things They Carried book
2. Chalkboard/Chalk
3. Literature Circles Handouts
4. Desks arranged in groups of six
Breakdown:
A. Welcome Class, Go over breakdown on board, Direct students to their groups, ask for questions (5 minutes)
B. Literature Circles (40 minutes)
Students will sit in groups and discuss what they have read.
Each student will get a chance to share their discussion questions, quotations, drawing, and words.
As a group they will come up with a paragraph to review, retell, or reflect what they have read so far.
Each group will come up with one or two interesting things they discussed to share with the class.
Each group will reassign different roles to each member for literature circles Monday.
C. Share with the Class (10 minutes)
Each Group will share what they discussed
D. Wrap up Class, We will begin with class discussion tomorrow
As well as get started on the Curriculum Connections Assignment
E. Collect Literature Circle Sheets, Excuse Class
Assessment: Collection of Literature Circles Sheets
LESSON SEVEN 11/11 – DISCUSSION/JOURNAL/INTRODUCE CURRICULIM CONNECTIONS ASSIGNMENT
Students Will Be Able To:
1. Demonstrate knowledge of Chapters 1-11 of the text
2. Analyze answers to teacher/class generated questions
3. Connect to each others comments
4. Select a topic to pursue for their curriculum connections assignment
Materials Needed:
1. Chalkboard/Chalk
2. Baby Chain Connector Pieces (42 total pieces)
3. Journal Prompt
4. Overhead/Overhead marker
5. Curriculum Connections assignment sheet
Breakdown:
A. Welcome Class, Go over breakdown on board, ask for questions, Review what they learned in their literature circles (5 minutes)
B. Class Discussion Using Baby Chain (20 minutes)
Each Student given 2 baby chain connector pieces
Class sits in a circle; one student starts the conversation,
When a student has a connection to make, they get the chain and connect their piece
Then they say their comment and how it connects
Discussion ends when all the pieces are connected
Things to Think About for Discussion:
What are your reactions to “The Things They Carried” so far? What do you like? What do you dislike? What does it make you think about? What are your reactions to the stories?
C. Journal Entry (10 minutes)
Put Journal Prompt on Overhead: Discuss the use of the third-person in the book. Since most of the book is very personal and written in the first-person, what purpose does the third-person serve? Why is the book titled in the third-person plural?
C. Handout/Review Curriculum Connections Assignment Sheet (10 minutes)
Thoroughly go over the expectations for the assignment
Ask if anyone has questions
E. Choose a Topic for Curriculum Connections (10 minutes)
Curriculum Connection Topic Ideas:
Math: Weights of gear and equipment
Geography: Southeast Asia
Biology: Rainforests
History: Vietnam conflict, Civil Rights Movement
Music: Songs of Protest/Patriotic Songs