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NEPTUNE TOWNSHIP SCHOOL DISTRICT

The Vietnam Era: A

Multimedia Perspective Curriculum

Grades 11-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

July 31, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


VIETNAM ERA: A

MULTIMEDIA PERSPECTIVE

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Unit 1 – A History of Vietnam ......................................................................................... 1

Unit 2 – U.S. History during the Cold War and Military Organization............................ 9

Unit 3 – Weapons, Gear, and Military Life .................................................................... 16

Unit 4 – Race, Class, and Gender Issues during the Vietnam Era .................................. 23

Unit 5 – Impact of Music and Media during the Vietnam Era ....................................... 31

Unit 6 – The War in Vietnam ......................................................................................... 38

Unit 7 – 1968: A Turbulent Year .................................................................................... 45

Unit 8 – The War’s End & It’s Impact on Modern War ................................................ 52

Pacing Guide ................................................................................................................... 60


The Vietnam Era: A Multimedia Perspective

Acknowledgements

The Vietnam Era: A Multimedia Perspective Curriculum guide was developed for

Neptune High School through the efforts of Edward Varsalona, Neptune High School

Social Studies teacher, in cooperation with Nicole Sanyigo, Department Chairperson, and

under the guidance of Sally Millaway, Ed.D., Director for Curriculum, Instruction and

Assessment.

Mr. Varsalona is to be commended for his dedication in creating this curriculum for

approval and his expertise in the area of Social Studies. It is our hope that this guide will

serve as a valuable resource for the staff members who teach this course and that they

will feel free to make recommendations for its continued improvement. The curriculum

was written in alignment to the New Jersey State Standards for Social Studies and New

Jersey Student Learning Standards.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare all students

for life in the twenty-first century by encouraging them to recognize that learning is a

continuing process. It is with high expectations that our schools foster:

• A strong foundation in academic areas and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and

will:

Become fluent readers, writers, speakers, listeners, and viewers with

comprehension and critical thinking skills.

Acquire the mathematical skills, understandings, and attitudes that are needed to

be successful in their careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting,

analyzing, and interpreting information.

Become technologically literate.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Develop the ability to understand their world and to have an appreciation for the

heritage of America with a high degree of literacy in civics, history, economics

and geography.

Develop a respect for different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and

multicultural aspects and implications of the arts.

Demonstrate skills in decision-making, goal setting, and effective communication,

with a focus on character development.

Understand and practice the skills of family living, health, wellness and safety for

their physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member

of society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts and feelings.

Develop career awareness and essential technical and workplace readiness skills,

which are significant to many aspects of life and work.

iii

VIETNAM ERA: A MULTIMEDIA PERSPECTIVE

CURRICULUM

COURSE DESCRIPTION

(5 credits)

In this course, students will explore the Vietnam Era through an interdisciplinary and

multimedia approach. The focus of this course is the impact of the war on society from

both a historical and literary perspective. The activities and assessments will include a

study of primary source material, prose, poetry, music and film (including but not limited

to "We Were Soldiers", "Platoon", "Good Morning Vietnam", "Hamburger Hill", and

"Born on the 4th of July”). A trip to the NJ Vietnam Memorial and Education Center will

also be planned. The course then analyzes the lasting impact that the Vietnam Era had on

the way in which the U.S. wages modern wars.

COURSE RATIONALE:

This course explores the Vietnam Era through a multimedia perspective. Students will

discuss the history of Vietnam and the political events that led to the U.S. war in

Vietnam. The class will parallel social and political events occurring in the U.S. during

the era to those happening in Vietnam. The class will also learn about the culture of the

time period and the aftermath the war left behind. During the 4th marking period, the

course compares and contrasts the issues of the Vietnam War to that of current conflicts

in Iraq and Afghanistan. The purpose of historical inquiry is not simply to present facts but to search for an

interpretation of the past. Understanding and analyzing of historical information allows

students to develop their problem solving and critical thinking skills. Students are given

the opportunity to engage in complex activities that engages their exploratory skills and

motivate them to analytically solve complex issues through the promotion of requisite

critical thinking, communication and collaboration skills. Consequently, students are

made aware of future careers that may relate to law/legal studies, communications,

government agencies, education, as well as military and business opportunities. In

essence, students are prepared to be more civic minded in their examination of historical

events; they are prompted and motivated to analyze past figures’ actions and their effects

on an evolving nation. Hence, the theme of civic responsibility is consistently

emphasized and, therefore, urges students to not only consider career options, but to also

be mindful of becoming productive citizens who hold accountability in regards to making

moral and ethical decisions.

iv

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the

diverse needs of our students. Teachers should consider this a resource and understand that

they are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the

grade-level standard. A modification changes WHAT a student learns; the change alters the

grade-level expectation.

Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation,

accept short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary, multiplication tables, calculator

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level

as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi-sensory forms such as with body language, intonation


Repetition and additional practice

Model skills and techniques to be mastered

Native Language translation (peer, assistive technology, bilingual dictionary)

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice

Model skills/techniques to be mastered

Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode that

most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used in

discussion

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to

music. Group discusses topic and responses on paper. Groups rotate twice to see

comments of others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc. to focus on particular

elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to

the other members of the team: http://www.adlit.org/strategies/22371/.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy

http://www.adlit.org/strategies/22371/

1

Unit Plan Title A History of Vietnam

Suggested Time

Frame 2 Weeks

Overview / Rationale

Unit Overview: In this unit students will learn about the history of Vietnam from 1000B.C. until

1975. Students will be able to identify key events, people, and aspects of Vietnam’s culture as

needed for background knowledge of the American War in Vietnam. Students will also analyze

Sun Tzu’s Art of War to understand how wars are planned and fought.

Unit Rationale: Students will explain how Vietnam’s history of imperialism and culture

influenced the American War in Vietnam.

Stage 1 – Desired Results

Established Goals: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to

think analytically about how past and present interactions of people, cultures, and the

environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive

citizens in local, national, and global communities.

6.2 World History/Global Studies All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the

environment affect issues across time and cultures. Such knowledge and skills enable students to

make informed decisions as socially and ethically responsible world citizens in the 21st century.

6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills

needed to be active, informed citizens who value diversity and promote cultural understanding

by working collaboratively to address the challenges that are inherent in living in an

interconnected world.

8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,

evaluate, and synthesize information in order to solve problems individually and collaboratively

and to create and communicate knowledge.

9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will

demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to

function successfully as both global citizens and workers in diverse ethnic and organizational

cultures.

Essential Questions: Who had the greater claim to Vietnam? What previous events and key factors led

to the American War in Vietnam? How did the geography of Vietnam affect

Enduring Understandings: In any war there are numerous and

sometimes conflicting perspectives. War is both a catalyst for change and

reevaluation in both society and the

2

the outcome of the war? How does the culture and history of

Vietnam impact the way in which war

could or should be waged? When is war necessary, if at all? How can

it be prevented, if at all?

individual. The history and cultural beliefs of a society

play key roles in the way war is waged. A nation’s belief in a cause determines

what its people are willing to sacrifice for

that cause.

Nations use political, military or

economic strategies to fulfill international

goals.

Foreign policy forces nations to defend

their previously stated commitments and

beliefs.

Wars are fought because of ideological

differences and/or competition between

nations.

Knowledge: What key events occurred in the early

history of Vietnam

What military strategies are

exemplified in “The Art of War”

How does The Vietnam conflict differ

from other US wars?

What is Communism and how does it

differ from Capitalism?

What are the major cities and key

geographical areas of Vietnam?

Who were the significant players in

the Vietnam conflict

Skills: Create and present a timeline of key

events that occurred around the world

and in Vietnam from 1000 B.C. to 1975.

Analyze and debate the military

strategies of Sun Tzu’s Art of War.

Compare and contrast the American War

in Vietnam to the WWI, WWII, and the

Korean War.

Identify the key beliefs of communism.

Debate the positive and negative aspects

of communism versus capitalism.

Compare and contrast the U.S.

Declaration of Independence to Ho Chi

Minh’s Declaration of Independence for

Vietnam.

Identify key people from the United

States, Vietnam, Soviet Union, China,

and Cambodia during the Vietnam

Conflict.

Label a map of Vietnam and identify key

areas and their significance during the

Vietnam Conflict.

Create and present an original skit that

summarizes the moral of a fairytale from

Vietnam to identify key aspects of

cultural beliefs.

3

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

E – encouraged

T – taught

A – assessed

Career Ready Practices

9.1 Personal Financial Literacy E CRP1. Act as a responsible and

contributing citizen and employee.

X Income and Careers A CRP2. Apply appropriate academic and

technical skills.

X Money Management CRP3. Attend to personal health and

financial well-being.

X Credit and Debt Management T CRP4. Communicate clearly and

effectively and with reason.

X Planning, Saving, and Investing A CRP5. Consider the environmental,

social and economic impacts of

decisions.

X Becoming a Critical Consumer E CRP6. Demonstrate creativity and

innovation.

X Civic Financial Responsibility A CRP7. Employ valid and reliable

research strategies.

X Insuring and Protecting A CRP8. Utilize critical thinking to make

sense of problems and persevere in

solving them.

9.2 Career Awareness, Exploration,

and Preparation

A CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness T CRP10. Plan education and career paths

aligned to personal goals.

X Career Exploration A CRP11. Use technology to enhance

productivity.

X Career Preparation C CRP12. Work productively in teams

while using cultural global competence.

CPI- CPI Statement

6.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold

War and to United States involvement in conflicts intended to contain communism, including

the Korean War, the Cuban Missile Crisis, and the Vietnam War.

6.1.12.A.12.b- Examine constitutional issues involving war powers, as they relate to United

States military intervention in the Korean War, the Vietnam War, and other conflicts.

6.1.12.D.12.a- Analyze the impact of American governmental policies on independence

movements in Africa, Asia, the Caribbean, and the Middle East.

6.1.12.D.12.d - Compare and contrast American public support of the government and military

during the Vietnam War with that of other conflicts.

4

6.1.12.D.12.e- Analyze the role that media played in bringing information to the American

public and shaping public attitudes toward the Vietnam War.

6.2.8.A.4.b - Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order.

Interdisciplinary Connections

RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written

response, etc.), to support analysis of primary and secondary sources, connecting insights gained

from specific details to develop an understanding of the text as a whole

RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a primary

or secondary source; provide an accurate summary of how key events, ideas and/or author’s

perspective(s) develop over the course of the text. RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing

the authors’ claims, reasoning, and evidence. WHST.11-12.1. Write arguments focused on discipline-specific content.

WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in

response to ongoing feedback, including new arguments or information Character Education This unit incorporates core character education values such as cooperation, responsibility,

service, empathy, honesty, respect, and self-control. Students will evaluate the role of military

service and civic responsibility in a democratic society. Students will evaluate the responsibility

that leaders have in keeping peace among nations and protecting the rights of citizens.

Technology This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content

Standards:

Computer and Information Literacy: 8.1.2.A.5-Students will demonstrate the ability to navigate

in developmentally appropriate virtual world.

Computer and Information Literacy: 8.1.2.D.1 – Students will model legal and ethical behaviors

when using print and non-print information by citing resources in accordance with school policy.

Computer and Information Literacy: 8.1 – Students will evaluate sources of information for

accuracy, relevance, and appropriateness.

Career

This unit incorporates the following New Jersey Core Curriculum Career Education and

Consumer, Family and Life Skills Content Standards:

Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will

5

evaluate personal abilities and skills through various measures of self-assessments. In addition,

students will also participate in learning experiences that require teamwork, leadership, and

interpersonal communication skills.

Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students

will demonstrate critical skills in order to be a functional member of society

Technology Integration

8.1 Educational Technology: All students

will use digital tools to access, manage,

evaluate, and synthesize information in order

to solve problems individually and collaborate


Google Classroom

Google Suite

Chromebooks

NJVVMF website

Art of War readings

Art of War video

Vietnam vs. The World Timeline

Ken Burn’s Vietnam

8.2 Technology Integration, Engineering,

Design and Computational Thinking -

Programming

All students will develop an understanding of

the nature and impact of technology,

engineering, technological design,

computational thinking and the designed world

as they relate to the individual, global society,

and the environment.

Collaborative student debates on moral

and ethical issues of war

Map and terrain activities

Primary and secondary source

differentiation

Integrated Social and Emotional Learning Competencies

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

☒ Recognize one’s own feelings and thoughts

☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior

☒ Recognize one’s personal traits, strengths and limitations

☒ Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

6

☒ Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

☒ Recognize the skills needed to establish and achieve personal and educational goals

☐ Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals

Social Awareness

☒ Recognize and identify the thoughts, feelings, and perspectives of others

☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural

backgrounds

☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ

☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making

☒ Develop, implement and model effective problem solving and critical thinking skills

☒ Identify the consequences associated with one’s action in order to make constructive choices

☒ Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

☒ Establish and maintain healthy relationships

☒ Utilize positive communication and social skills to interact effectively with others

☐ Identify ways to resist inappropriate social pressure

☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

☒ Identify who, when, where, or how to seek help for oneself or others when needed

Student Resources

Primary Source

Readings

Excerpts from Art of War by Sun Tzu

The Art of War video

Library databases

U.S. Declaration of Independence

Ho Chi Minh’s Declaration of Independence

7

Secondary Source

Readings

Smurfs: Greedy Goes on Strike episode

Children of the Dragon by Garland

Unit Vocab - total war, imperialism, Hearts and Minds, dynasty, Buddhism, communism,

capitalism, Ho Chi Minh, 17th Parallel, Geneva Convention, Marxism,

Mekong Delta, Fishhook, Danang, Hanoi, Saigon,

Supporting Text

pages

Hue, Chu Lai, Mao, Khmer Rouge, Secretary of State, Secretary of Defense.

Teacher Resources

Power points needed:

The Timeline History of Vietnam

Who’s Who in the Vietnam War

Communism

Geography of Vietnam

Copies Needed:

Venn Diagram

Copies of each fairytale for groups & prop craft materials

11 X 28 Poster board strips for Timeline Project

U.S. & Ho Chi Minh’s Declaration of Independence and worksheet

Who’s Who worksheets & quiz

Bingo sheets for review game

Vietnam Map and quiz

Art of War excerpts and worksheets

Videos Needed:

The Art of War

Smurfs: Greedy Goes on Strike

Other Resources:

Puppets for Dragon & Fairy story

Books:

Art of War by Sun Tzu

Stage 2 – Assessment Evidence

Performance Tasks Formative Assessments-

Quiz on Who’s Who in the Vietnam

War

Map quiz

Quiz on Timeline Presentations

Venn Diagram on war comparison

Summative Assessments-

Timeline Project

Unit 1 Test

Other Evidence: Do Nows

Debates

Kahoot review games

Stage 3 – Learning Plan

Instructional Strategies Descriptions

Suggested Learning Activities Analyze graphs and charts.

8

Debate ethic and moral issues during warfare.

Create timelines and power points.

Label maps.

Analyze political cartoons.

Read and discuss primary and secondary source documents

9

Unit Plan Title U.S. History during the Cold War and Military Organization

Suggested Time

Frame 2 Weeks


Unit Overview: In this unit students will learn key events and foreign policies of U.S. presidents

during the Cold War that lead to the American War in Vietnam. Students will also be able to

identify the branches and ranks of the U.S. military.

Unit Rationale: to explain the cause and effect of foreign policy decisions made by U.S. presidents

during the Cold War that lead to expanding U.S. involvement in the Vietnam Conflict.





















cultures.

Essential Questions:

What impact does deployment have on

the family?

What role do the family and spouse play

during deployment?

How did the use of new technology such

Enduring Understandings:

Literature and film are a channel

through which today’s generation can

travel through time to experience the

past.

Effective leaders possess certain traits

10

as helicopters play a significant role in

the way the war was waged?

How does Hollywood change our

perception of war?

Why did the U.S. feel the need to

contain communism on an international

and domestic level?

What political, military, economic and

social policies did the U.S. implement to

stop the international and domestic

spread of communism?

and characteristics needed to be

successful.

Knowledge:

What issues led to the French

reassuming colonial control over

Vietnam?

How were the U.S. and the north

Vietnamese intertwined during World

War 2.

What happened to the French at Dien

Bien Phu?

How did the United States go from

assisting the South Vietnamese to

actively fighting them?

What was J.F.K.’s role in Vietnam?

Skills: Identify the successes and failures of

Diem’s presidency of South Vietnam.

Identify the successes and failures of

J.F.K.’s presidency during the Cold

War.

Debate if the Vietnam Conflict would

have escalated if J.F.K had not been

assassinated.

Identify the ranks and rates of military

personnel in various branches.

Debate the characteristics of what

makes someone a good or bad leader.

Examine the strategies used by the

U.S. and N.V.A during the Battle of Ia

Drang Valley.

Explain why the Battle of Ia Drang

Valley was significant in the Vietnam

Conflict.

Summarize the effects deployment has

on family and the role family plays in

military life.

Compare and contrast war on the

battlefield versus how it is portrayed in

Hollywood films.



21st Century Themes


E – encouraged

T – taught

A – assessed


Personal Financial Literacy T CRP1. Act as a responsible and


11

X Income and Careers T CRP2. Apply appropriate academic

and technical skills.

Money Management CRP3. Attend to personal health and


Credit and Debt Management T CRP4. Communicate clearly and


Planning, Saving, and Investing A CRP5. Consider the environmental,


decisions.

Becoming a Critical Consumer A CRP6. Demonstrate creativity and

innovation.



X Insuring and Protecting T CRP8. Utilize critical thinking to make


solving them.

Career Awareness, Exploration,

and Preparation

T CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness CRP10. Plan education and career

paths aligned to personal goals.

X Career Exploration CRP11. Use technology to enhance

productivity.

X Career Preparation T CRP12. Work productively in teams


CPI- CPI Statement
















RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a

12

primary or secondary source; provide an accurate summary of how key events, ideas and/or

author’s perspective(s) develop over the course of the text.

RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by

assessing the authors’ claims, reasoning, and evidence.

WHST.11-12.1. Write arguments focused on discipline-specific content.


scientific procedures/ experiments, or technical processes

WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing

products in response to ongoing feedback, including new arguments or information

Character Education

This unit incorporates core character education values such as cooperation, responsibility,




Technology

This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content

Standards:









Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“We Were Soldiers” foreword

We Were Soldiers movie

Rumor of War readings

“NAM’ readings

Ken Burn’s Vietnam

J.F.K. courtroom scene



Programming






www.lzxray.com

U.S. Foreign policy analysis

Conspiracy theories and government

cover ups

Arms race technological advancements

Kahoot.com

http://www.zxray.com/

13




Self-Awareness





Self-Management


behaviors




Social Awareness



backgrounds







14

Relationship Skills



☐ Identify ways to resist inappropriate social pressure



Student Resources

Primary Source

Readings

Rumor of War by Phil Caputo and film

We Were Soldier Once and Young book and film

Virtual J.F.K

Green Berets http://www.lzxray.com/

Secondary Source

Readings

Various Life magazines: J.F.K assassination,

Madame Nhu

Unit Vocab - domino theory, containment, resolution, rank, military rate, chain of

command, various military ranks-captain, sergeant, staff sergeant,

platoon leader, lieutenant, general, enlisted, corporal, Ia Drang, Aircav,

deployment, boots on soil/ground.

Supporting Text

pages

Teacher Resources Power points Needed: The Presidency of J.F.K The Vietnam War Who Out Ranks Who? The Battle of Ia Drang Valley Copies Needed: Military rank and rate handout and power point Reading of introduction in We Were Soldiers Once and Young by Hal Moore and Joseph Galloway Rumor of War homework sheets Films Needed: We Were Soldiers Once and Young Rumor of War

http://www.lzxray.com/

15

Virtual J.F.K Green Berets Other Resources: Various Life magazines: J.F.K assassination, Madame Nhu


Performance Tasks Formative Assessments- Class discussion on film

Rumor of War home work sheets

Vocab tests


Unit 2 test


Debates

Bingo review games


Instructional

Strategies

Descriptions

Suggested Learning

Activities


Notes on PowerPoints

Film analysis

Book analysis and breakdown



Modifications Special Education Students: Printed notes, peer buddy system,

modified or reduced work

English Language Learners: Printed notes, buddy system, work given

in language of origin

Students at Risk of Failure: Peer buddy system, proximity seating, self

monitoring, frequent checks for understanding

Gifted Students: Advanced assignments, student directed lessons,

independant projects.

16

Unit Plan Title Weapons, Gear, and Military Life

Suggested Time

Frame 3 Weeks


Unit Overview: Students will learn about the weapons, gear, and basic military life of the American

G.I., N.V.A, A.R.V.N, and Vietcong. Students will also organize a troop package collection as a service

project for troops serving overseas. Unit Rationale: To critically think about how advancement of weapons and gear, economic

ability to fund a war, and morale affect the outcome of a war. Demonstrate service to the

community through the troop package collection.


Established Goals:

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to



















cultures.


What role does technological

advancement in weaponry play in

successfully waging a war?

What role does slang play in morale?


War creates a culture among comrades.

Technology and economics play a role

in the way warfare is waged.

Knowledge: How did the U.S. and the North

Vietnamese differ in battle tactics?

Skills: Describe various weapons and tactics

used by the V.C.

17

What weapons were used by both

sides?

What kind of War was fought by the

North Vietnamese?

Analyze the use of mines and booby

traps used by the V.C.

Describe the intricate use of the tunnel

system by the V.C.

Create and present powerpoint

presentations of various weapons and

gear used by the U.S. and N.V.A.



21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial Literacy T CRP1. Act as a responsible and




Money Management CRP3. Attend to personal health

and financial well-being.





decisions.


innovation.



Insuring and Protecting T CRP8. Utilize critical thinking to

make sense of problems and

persevere in solving them.


and Preparation

CRP9. Model integrity, ethical

leadership and effective

management.

Career Awareness CRP10. Plan education and career


Career Exploration CRP11. Use technology to enhance

productivity.

Career Preparation T

CRP12. Work productively in teams

while using cultural global

competence.

18

CPI- CPI Statement












6.2.8.A.4.b - Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order.







perspective(s) develop over the course of the text.

RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing

the authors’ claims, reasoning, and evidence.

RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response,

etc.), to support analysis of what the text says explicitly as well as inferentially, including determining

where the text leaves matters uncertain.

RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and how they

interact to provide a complex analysis; provide an objective summary of the text.




WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in

response to ongoing feedback, including new arguments or information

Character Education


service, empathy, honesty, respect, and self-control. Students will engage in respectful

conversations about military culture and successful strategies to wage war. Students will also

organize and participate in a community service project.

Technology


Standards:

19







Career













to solve problems individually and

collaborate and to create and communicate

knowledge.

Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“NAM’ readings

Ken Burn’s Vietnam film

Vietnam War Stories film

Tour of Duty TV episodes

Deadliest Warrior TV episode

Vietnam in HD film



Programming

All students will develop an understanding

of the nature and impact of technology,


computational thinking and the designed

world as they relate to the individual, global

society, and the environment.

Student created Weapons PowerPoint

Student centered discussion of fear and

patriotism and its role in the Vietnam

War

VC Battle and guerilla tactics

https://www.youtube.com/watch?v=Obh

EkmfK1bQ

20



Self-Awareness





Self-Management


behaviors


☒ Identify and apply ways to persevere or overcome barriers through alternative


Social Awareness



backgrounds







Relationship Skills


21


☒ Identify ways to resist inappropriate social pressure



Student Resources

Primary Source

Readings

ABC-CLIO Databases, CQ Press, EbscoHost, Facts on File, Gale

Resource Center, Proquest, and United Streaming.

Vietnam War Stories: The Mine

Secondary Source

Readings

Tour of Duty: Season 1 Episode 2 Notes from the Underground

Vietnam in HD

Deadliest Warrior: Nazi v. Vietcong

The History Channel: The Vietnam War

That Was Nam: The Collection

Unit Vocab - M-16, AK-47, Zippo Raid, Hooch, FNG/Cherry, Humping the Boonies,

Blood/Bro/Dap, Search and Destroy, G.I., V.C/Gook/Victor Charlie/Vietcong,

Huey, M-60, Mama/Papa San, Didi mau, Nuoc mam, Don’t Mean Nothin’,

FUBAR, Cluster, AWOL, Wasted, Train wreck, LZ, Free fire zone, fatigues,

beehive rounds, grenade launcher, RPG, claymore mines, jungle rot, Agent

Orange, chinook, short, DEROS, Tour of Duty, Operation Rolling Thunder,

tunnel rat.

Teacher Resources

Power points Needed:

V.C. Weapons & Tactics

Weapons & Battles

Films Needed:

Vietnam War Stories: The Mine

Tour of Duty: Season 1 Episode 2

Vietnam in HD

Deadliest Warrior: Nazi v. Vietcong

Copies Needed:

Weapons & Gear Survival Project

Troop Package Collection handout

22

Supplies:

Boxes, graphics, poster board, markers for advertisements for troop package collection

Packaging tape, boxes for shipment

Other Resources:

Boonie Hat

Helmet with Death card & Mosquito Repellent

Pictures of various weapons and aircraft from Vietnam Museum

Toilet Paper ration, C-ration, chicklets

Utility belt with canteen and accessories



• Quiz


• Unit 3 Test

Weapons & Gear Survival Powerpoint Project


Debates

Kahoot review games


Instructional

Strategies

Descriptions

Suggested

Learning

Activities

Analyze tactics

Analyze supplies and resources

Create power points.

Community Service Project

Modifications Special Education Students: Printed notes, peer buddy system, modified or

reduced work

English Language Learners: Printed notes, buddy system, work given in

language of origin

Students at Risk of Failure: Peer buddy system, proximity seating, self

monitoring, frequent checks for understanding

Gifted Students: Advanced assignments, student directed lessons,

independant projects.

23

Unit Plan Title Race, Class, and Gender Issues during the Vietnam Era

Suggested Time

Frame 2 Weeks


Unit Overview: : Students will explore issues of race, class and gender during the Vietnam Era

both during the war and on the home front.

Unit Rationale: To understand the changing rights of African Americans, women, and other

minority groups during the 1960’s and the impact it had on the war. To describe family life in the

1960's.


Established Goals:

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to



















cultures.


How has the roles of women,

African Americans and other

minority groups changed in U.S.

society?

Is it ethical or necessary to limit the

role of women and homosexuals in

the military?


Governments attempt to balance the needs of

individuals versus the needs of the community. The relationship between the people and their

democratic government is evolving. Each era has a value system that impacts the

economic, political, and social issues of the

time. Government response to discrimination

24

How did the value system and daily

life of Americans during the

Vietnam Era affect the rights of

minority groups and the view of the

war?

can increase or decrease unjust treatment

of minority group.

Changes in society can be reflected in the

way various groups react toward one

another.

Knowledge: What were the divisions in Race in

the 1960’s?

How did the views of Malcolm X

and Martin Luther King differ?

What tactics were used by each of

those men to achieve their goal?

Should women be allowed to serve

in combat roles?

What is “ Don’t Ask Don’t Tell”?

How did the role of women change

in the 1960’s?

What roles did women play in the

Vietnam War?

How were homosexuals treated

during the Vietnam War? And in the

1960’s in general?

Skills: Compare and contrast race issues during

the Vietnam War versus in the U.S. in the

1960’s.

Read interviews from various Vietnam

veterans of different racial and gender

backgrounds to determine race, class, and

gender issues during the war.

Analyze Martin Luther King Jr.’s speech

about the Vietnam war.

Identify major events and people in the

Civil Rights movement.

Compare and contrast the view for

obtaining civil rights of Martin Luther

King to Malcolm X.

Debate the tactics used by Malcolm X to

gain civil rights.

Identify the reasons for the race riots of the

1960’s.

Describe the lasting effect the race riots

had had on major cities in the U.S.

Debate whether women should have the

right to fight in combat, be drafted or be

able to join the Special Forces.

Describe the various roles of civilian

women in the Vietnam War.

Describe the various roles of nurses and

other military women during the Vietnam

War.

Debate the ethics of Don’t Ask, Don’t Tell

and its repeal.

Summarize the social stigmas and

discrimination homosexuals faced during

the 1960’s.

Analyze data of economic, racial, and

other social statistics of soldiers fighting in

the Vietnam War to identify disparities.

Evaluate the impact changing birth control

rights during the 1960’s had on the lives of

women.

25

Summarize the changing roles and rights

of women during the 1960’s.

Describe daily life of the family in the

1960's.



21st Century Themes


E – encouraged

T – taught

A – assessed




X Income and Careers T CRP2. Apply appropriate academic and

technical skills.






social

and economic impacts of decisions.


innovation.


research

strategies.

X Insuring and Protecting A CRP8. Utilize critical thinking to make


solving them.


and Preparation


leadership

and effective management.

X Career Awareness E CRP10. Plan education and career paths


X Career Exploration E CRP11. Use technology to enhance

productivity.

X Career Preparation T CRP12. Work productively in teams


26

CPI- CPI Statement

6.1.10.14.A Civics, Government & Human Rights

6.1.12.A.13.a - Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey

Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and

New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation

and discrimination

6.1.12.A.13.b - Analyze the effectiveness of national legislation, policies, and Supreme Court

decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment,

Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in

promoting civil liberties and equal opportunities.

6.1.12.C.13.a- Explain how individuals and organizations used economic measures (e.g., the

Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human

rights.

6.1.12.D.13.b- Compare and contrast the leadership and ideology of Martin Luther King, Jr., and

Malcolm X during the Civil Rights Movement, and evaluate their legacies.

6.1.12.D.13.c- Analyze the successes and failures of women’s rights organizations, the American

31 Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities

6.2.12.D.5.d - Analyze how feminist movements and social conditions have affected the lives of

women in different parts of the world, and evaluate women’s progress toward social equality,

economic equality, and political equality in various countries.







perspective(s) develop over the course of the text.

RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing

the authors’ claims, reasoning, and evidence.

RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written

response, etc.), to support analysis of what the text says explicitly as well as inferentially,

including determining where the text leaves matters uncertain.






8.1.2.D.1 – Students will model legal and ethical behaviors when using print and non-print

information by citing resources in accordance with school policy.

8.1 – Students will evaluate sources of information for accuracy, relevance, and appropriateness.

Career

27















Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“NAM’ readings


G.I. Diary readings

Vietnam in HD film

Race issues in the Vietnam War

research

MLK vs Malcolm X reading

American Dreams episodes

A Time for Justice film



Programming







Malcolm X vs MLK reading and

research

Classroom debate on race relations in

the U.S.

MLK anti war speech and analysis

Kahoot.com

Linkit Assessments

https://www.youtube.com/watch?v

=h4PqLKWuwyU

https://www.youtube.com/watch?v

28



Self-Awareness





Self-Management


behaviors




Social Awareness



backgrounds







Relationship Skills


29





Student Resources

Primary Source

Readings

G.I. Diary by David Park

Bloods: Black Veterans of the Vietnam War and Oral History by

Wallace Terry

A Piece of My Heart: The Story of 26 Women Who Served in

Vietnam by Keith Walker

A Piece of My Heart by Shirley Lauro

Why I am Opposed to the Vietnam War by Martin Luther King, Jr.

Malcom X on Martin Luther King Jr. interview

Race Issues in The Vietnam War interviews

Secondary Source American Dreams Season 1 City on Fire

Malcolm X

Women at War

Vietnam War Stories: The Promise

Tour of Duty Season 1 Episode 6 Burn, Baby, Burn

CNN The Sixties

Anderson Platoon

Vocabulary Unit Terminology: grandfather clause, poll tax, literacy test, birth control,

feminism, glass ceiling, civil rights, Don’t Ask, Don’t Tell, dap,

Boonierat/Blood/Brother, combat, Malcom X, Black Power, Nation of

Islam, Elijah Mohammed.

Teacher Resources


Changing Rights of Minority Groups

Women in the War

Race Relations Interview Participants

The Civil Rights Movement

Copies Needed:

M.L.K speech and worksheet

Race Relations Interviews and worksheets

G.I. Diary homework sheets

Excerpt from Bloods

Excerpt from A Piece of My Heart

Films Needed:

Malcolm X

Vietnam War Stories: The Promise

30

Tour of Duty: Burn Baby Burn

American Dreams: City on Fire

Women at War documentary

CNN The Sixties

Anderson Platoon

Other Resources:

Games from the 1960's: Clue, Twister, Mouse Trap, Operation, What Shall I Be?, Yahtzee, Life,

Etch a Sketch, Slinky, Play-doh, and others

Look Magazine

Various Life Magazines: Riots, M.L.K and Malcolm X assassination

What Shall I Be? 1960's Game for girls

Guest Speakers:

Women in the Military



G.I. Diary reading worksheets

Race Relations Interview Activity and

worksheet


Unit 4 Test

Midterm exam


Debates

Diagrams

Speech Analysis

Kahoot review games



Suggested Learning Activities Analyze speeches and viewpoints.

Debate ethic and moral issues during warfare


31

Unit Plan Title Impact of Music and Media during the Vietnam Era

Suggested Time

Frame 2 Weeks


Unit Overview: This unit will show the impact that the media had on the opinions and outcome of the

Vietnam War. Through various forms of news broadcasts, poems, literature, music, photographs and other

forms of media students will be able to evaluate what role media should play in wartime.

Unit Rationale: To think critically about the positive and negative impact various forms of media can

have on political and social movements including war.





















cultures.

Essential Questions: What war news should be published or

broadcasted? What should be

censored?

Should civilian reporters be placed in

the front lines with troops?

What impact do the media have on the

support of a war effort?

Enduring Understandings: Media sources have both a negative and

positive impact on societal support

during wartime.

Media can shift support during wartime.

There needs to be a balance between

protecting rights of expression and

speech and censorship.

Knowledge: Skills:

32

What is the role of media in War?

What role do musical artists and pop

culture figures play in the War?

Debate the ethical role of the media in

warfare.

Discuss the role music and

entertainment played in boosting morale

for the troops.

Discuss the role music and

entertainment played in shifting social

and political views in the 1960's.

Analyze visual photographs from the

U.S. and Vietnamese sides of the

Vietnam War.

Debate the positive perspective as well

as the misleading effect still

photographs can have on war.



21st Century Themes


E – encouraged

T – taught

A – assessed




X Income and Careers T CRP2. Apply appropriate academic and

technical skills.



Credit and Debt Management CRP4. Communicate clearly and




decisions.


innovation.

X Civic Financial Responsibility CRP7. Employ valid and reliable


Insuring and Protecting T CRP8. Utilize critical thinking to make


solving them.


and Preparation


leadership

and effective management.

X Career Awareness E CRP10. Plan education and career paths



33

productivity.

X Career Preparation CRP12. Work productively in teams


CPI- CPI Statement

6.1.12.D.13.d - Determine the extent to which suburban living and television supported

conformity and stereotyping during this time period, while new music, art, and literature

acted as catalysts for the counterculture movement













RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and

how they interact to provide a complex analysis; provide an objective summary of the text.




products in response to ongoing feedback, including new arguments or information Visual and Performing Arts: 1.2 – Students will use unit understandings to analyze media

portrayals of the war. and the role music and entertainment played.

Language Arts Literacy: 3.1 – Students will read a variety of primary and secondary source

materials related to the Vietnam War and social movements of the 1960’s.

Language Arts Literacy: 3.2 – Students will show comprehension of unit enduring

understandings and essential questions by writing in various modalities.

Language Arts Literacy: 3.3 – Students will present alternative assessments.

Language Arts Literacy: 3.4 – Students will actively listen and appropriately engage in debates.

Character Education


service, empathy, honesty, respect, and self-control. Students will analyze the impact the media

has on social and political change. Students will analyze the importance of tolerance and respect

in war and political discourse. Students will respectfully assess and engage in debates and

discussions regarding the function, role, scope, and influence of the media in a democratic

34

society.

Technology


Standards:

Computer and Information Literacy: 8.1 – Students will show legal and ethical behaviors when

using all information and technology in accordance with school policy.



Compute and Information Literacy: 8.1.2.A.5- Students will be able to demonstrate the ability to

navigate in a developmentally appropriate virtual environment.

Career








will demonstrate critical skills in order to be a functional member of society.







Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“NAM’ readings


Ken Burn’s Vietnam Music Analysis

Vietnam in HD film

Good Morning Vietnam film



Programming







Song/music analysis of pro-war and

anti- war music

Student debate on the influence of

music in their lives

Load your IPhone for War Project

35



Self-Awareness





Self-Management


behaviors




Social Awareness



backgrounds







Relationship Skills


36





Student Resources

Primary Source

Readings

From Both Sides Now by Philip Mahony

Eyewitness Books: Vietnam War Vietnam: The Real War: A Photographic History of the Associated Press

by Pete Hamill

http://www.archives.gov/education/lessons/vietnam-photos/ ·Another Vietnam: Pictures of the War From the Other Side by Tim Page

Tour of Duty Season 2

CNN The Sixties

Secondary

Source Readings

Song List Examples: -Eve of Destruction by Barry McGuire

-Fortunate Son by CCR

-For What It’s Worth by Buffalo Springfield

-Born in the U.S.A. by Bruce Springsteen

-War by Edwin Starr

-Orange Crush by REM

-Okie From Muskogee by Merle Haggard

-Draft Dodger Rag by Phil Ochs

Vocabulary Propaganda, Living Room War, Motown, Pop, The Beatles, Ed Sullivan, British

Invasion, visual history, Walter Cronkite, Adrian Cronauer.

Teacher Resources Teacher Notes: Power points Needed: Media & the War Music of the 60’s Copies Needed: Poems and analysis worksheets

http://www.archives.gov/education/lessons/vietnam-photos/

37

Photos and analysis worksheets Music analysis worksheets Video Clips Needed: Walter Cronkite “We cannot win” Batman Laugh In Beatles on Ed Sullivan Tommy the play Films Needed: American Dreams Tour of Duty CNN The Sixties



Music Analysis

From Both Sides Now Poetry Analysis

Photography analysis


Unit 5 Test


Debates

Reflections

Kahoot review games



Suggested Learning Activities Media Analysis

Photo Analysis

Video Analysis

38

Unit Plan Title The War in Vietnam

Suggested Time

Frame 2 Weeks


Unit Overview: This unit will show the progression in the war in Vietnam from its start in 1965

until its height in 1968. Students will discuss the evolving strategies the U.S. used to wage the

war and the effectiveness.

Unit Rationale: To think critically about the conditions soldiers faced in the Vietnam War and

debate the politics and strategies used to wage the war.


Unit Essential Questions Is war accurately portrayed in

Hollywood films? How does

Hollywood change our perception of

war?

How do social and political issues on

the homefront effect how war is

waged?

Can aspects of war be moral or

ethical?

Unit Enduring Understandings In war time, a distinct culture develops

among troops.

Service is a civic responsibility.

The ideologies of various presidents and

political leaders greatly impacted the

progression of the Vietnam conflict.

Knowledge: How were POW’s treated during the

Vietnam War

How did the Draft system work?

What influences did drugs have on

American soldiers?

What forms of protest took place in

South Vietnam against the

government?

Skills: Debate the ethics of fragging. Create short calendars. Discuss the feelings a soldier might have

about being short. Explain the Geneva Convention protocols for

dealing with prisoners of war. Describe the treatment of U.S POWs during

the Vietnam War. Debate the role Robert McNamara played in

the escalation of the Vietnam War. Debate the symbolism of self-immolation in

rebellion. Explain how the 1969 draft lottery worked. Debate the fairness of the draft system. Describe fighting on a PT boat in the Mekong

Delta compared to being a foot soldier on the

ground. Describe the drug culture of the Vietnam War.

39



21st Century Themes


E – encouraged

T – taught

A – assessed












decisions.

Becoming a Critical Consumer CRP6. Demonstrate creativity and

innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable


X Insuring and Protecting T CRP8. Utilize critical thinking to




and Preparation



management.

X Career Awareness E CRP10. Plan education and career



productivity.

X Career Preparation T

CRP12. Work productively in teams


competence.

CPI- CPI Statement










40





















materials related to the Vietnam War.





Mathematics: 4.4 – Students will analyze statistical information and data from graphs and charts

to solve problems and draw appropriate inferences.

Character Education


service, empathy, honesty, respect, and self-control. Students will evaluate the morality of war.

Technology


Standards:

Computer and Information Literacy: 8.1 – Students will research and analyze a song list using

word processing software with other tools highlighting his/her ability to format, edit and print.

Computer and Information Literacy: 8.1 – Students will research through a web quest and or

other multimedia sites to discover information about these groups.


41




Career















Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“NAM’ readings


Platoon film

Hamburger Hill film

Full Metal Jacket film

Tour of Duty TV episodes

Siege of Firebase Gloria film



Programming







Student Draft Activity

Draft lottery analysis

Student centered activity on draft

options

Student debate on the challenges faced

by troops during the Vietnam War

Ethical Dilemma question and analysis

Student debate on ‘fragging’

42



Self-Awareness





Self-Management


behaviors




Social Awareness



backgrounds







Relationship Skills


43





Student Resources

Primary Source Readings Books:

The Things They Carried by Tim O'Brien

Vietnam by Chris Lynch (four book series)

Eyewitness Vietnam by Gilmore

Secondary Source Readings Films:

-Platoon

-Vietnam in HD

-Dear America: Letters Home from Vietnam

-Tour of Duty: Season 1 Episode: Short Timer

-Brothers in Arms (Amazon prime)

Supporting Text pages

Teacher Resources


Fog of War

Short

P.O.W.s

Lincoln's Pockets

Films Needed:

Fog of War

Platoon

Vietnam in HD

44

Tour of Duty: Season 1 Episode: Short Timer

Brothers in Arms

Return With Honor

Hanoi Hilton

Dear America: Letters Home from Vietnam

Vietnam War Stories: Fragging

Film Clips Needed:

CBS Draft Lottery: https://www.youtube.com/watch?v=-p5X1FjyD_g

Copies Needed:

Geneva Convention Protocols and worksheets

The Things They Carried homework worksheets

Backpack activity worksheet

Return with Honor film worksheets

The Things I Would Carry project requirements

Other Resources:

P.O.W bracelet

Draft: http://www.landscaper.net/draft.htm

Guest Speakers (at least two):

Vietnam War



Geneva Convention scavenger hunt

The Things They Carried reading quest

Return With Honor film questions


Unit 6 Test

What I Would Carry project


Debates

Scavenger Hunts

Kahoot review games







https://www.youtube.com/watch?v=-p5X1FjyD_g

45

Unit Plan Title 1968: A Turbulent Year

Suggested Time

Frame 2 Weeks


Unit Overview: In this unit students will learn about the key events that made 1968 the most turbulent

year in American history. Unit Rationale: Students will critically think about various political, social, and military events that

occurred in 1968 and why it became known as the most turbulent year in U.S. history





















cultures.


What were the fundamental differences

between the U.S. and Vietnamese

strategy in waging the war?

Can war be moral and ethical?

What effect does war have on civilians?

Is all fair in war?

How does home front support or lack

thereof affect the outcome of war?


There are international rules to

warfare.

How War affects civilians.

Moral and ethical beliefs of a society

are often challenged during war.

Military service is a civic

responsibility

Knowledge: Skills:

46

What was the TET offensive?

What events occurred during 1968 that

changed the War for Americans?

Should moral and ethical rules be

followed during War?

What was the My Lai massacre?

Describe conditions for U.S. troops

during the Tet Offensive.

Explain the N.V.A strategy of the Tet

Offensive.

Discuss why 1968 was such a

turbulent year by identifying key

events.

Describe the events that occurred

during the My Lai massacre.

Debate the ethics of rape and murder

during war.

Debate the beliefs of the anti-war

movement.

Describe characteristics of the

counterculture of the 1960’s.

Analyze the lyrics to Alice’s

Restaurant.

Describe the Battle of Hamburger

Hill and the impact it had on the view

of the war.



21st Century Themes


E – encouraged

T – taught

A – assessed


9.1 Personal Financial Literacy A CRP1. Act as a responsible and










decisions.


innovation.



Insuring and Protecting T CRP8. Utilize critical thinking to



47


and Preparation

A CRP9. Model integrity, ethical


management.

Career Awareness CRP10. Plan education and career


Career Exploration CRP11. Use technology to enhance

productivity.

Career Preparation T

T CRP12. Work productively in teams


competence.

CPI- CPI Statement




public and shaping public attitudes toward the Vietnam War



6.1.12.D.13.d- Determine the extent to which suburban living and television supported

conformity and stereotyping during this time period, while new music, art, and literature

acted as catalysts for the counterculture movement












Character Education





Technology


Standards:

48







Career















Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“NAM” readings


TET Offensive film

My Lai Massacre film

Dear America: Letters Home from

Vietnam film



Programming







Media and War

https://www.youtube.com/

watch?v=iaECqmMYtxM

My Lai Station Project analysis

My Lai personal accounts

https://www.youtube.com/

watch?v=QcDa5IIFSMQ&t=163s

Student debate on the My Lai Massacre

and its impact

https://www.youtube.com/watch?v=iaECqmMYtxM

https://www.youtube.com/watch?v=iaECqmMYtxM

https://www.youtube.com/watch?v=QcDa5IIFSMQ&t=163s

https://www.youtube.com/watch?v=QcDa5IIFSMQ&t=163s

49



Self-Awareness





Self-Management


behaviors




Social Awareness



backgrounds







Relationship Skills


50





Student Resources

Primary Source

Readings

Four Hours in My Lai by Michael Bilton and Kevin Sim

Secondary Source

Readings

Films

1968

My Lai: American Experience

Wonder Years Episode Angel

Hair

Vietnam in HD

Hamburger Hill

The 60's

A Volunteer Military or a Draft?

Unit Terminology anti-war movement, Democratic National Convention, silent majority,

R.F.K, George Wallace, Nixon, Eugene McCarthy, Sirhan Sirhan, hippie,

flower child, commune, sit-in, love-in, LSD, Woodstock, My Lai

massacre, Tet Offensive.

Teacher Resources

Films Needed:

-1968

-My Lai: American Experience

-Hair

-Hamburger Hill

-Wonder Years Episode Angel

-Vietnam in HD

Film Clips Needed:

Alice's Restaurant video

Copies Needed:

My Lai film worksheets

Excerpts from Four Hours in My Lai

Alice's Restaurant lyrics

Other Supplies:

Paper slips for Draft activity

Other Resources:

Various Life magazines: Draft

51



My Lai film worksheets


Unit 7 Test


Debates

Book and film analysis



Suggested Learning Activities Debate ethic and moral issues during warfare.

Create timelines and power points.


Movie and song analysis


52

Unit Plan Title The War’s End & It’s Impact on Modern War

Suggested Time

Frame 2 Weeks


Unit Overview: Students will analyze the impact the Vietnam War had on waging modern wars.

Students will explain the social, political, and psychological impact the war had on society and

returning soldiers.

Unit Rationale: To understand that war leaves a lasting social, political, and economic impact on

the societies of the countries who participated.





















cultures.


What societal, political and economic

impacts are endured by each country

involved?

What responsibility does society have

to returning veterans?

What impact does war have on

returning soldiers?

Enduring Understandings: War has a societal, political, and

economic impact on the participating

countries.

War has a psychological impact on

returning veterans.

The outcome of the Vietnam War left a

lasting impact on the United States'

societal, political, and economic policies

53

Did the U.S. win or lose the Vietnam

War?

How did the outcome of the Vietnam

War impact the way in which the U.S.

wages modern wars?

What are similarities and differences

between the Vietnam War and current

conflicts?

What are the costs of war?

in waging war.

War has various costs.

Knowledge: What obligations do soldiers have

during war time?

What happened to South Vietnam after

the U.S. left?

What lasting effects did the War have

on U.S. soldiers who fought in it?

How were returning servicemen

treated upon arriving home?

Skills: Explain Operation Babylift and debate

the moral responsible the U.S. had to

Vietnamese American babies.

Describe the Fall of Saigon.

Explain Nixon’s policy of

vietnamization.

Compare and contrast the homecoming

Vietnam Veterans received versus

previous wars.

Analyze statistics about the impact the

Vietnam War had on both Vietnam and

the U.S.

Describe symptoms of PTSD.

Explain the escalation of U.S.

involvement in Laos and Cambodia.

Compare and contrast the military

strategy of fighting in Vietnam to

modern wars.



21st Century Themes


E – encouraged

T – taught

A – assessed












54

decisions.

Becoming a Critical Consumer CRP6. Demonstrate creativity and

innovation.



X Insuring and Protecting CRP8. Utilize critical thinking to




and Preparation



management.

X Career Awareness E CRP10. Plan education and career


X Career Exploration E CRP11. Use technology to enhance

productivity.

X Career Preparation T

T CRP12. Work productively in teams


competence.

CPI- CPI Statement

.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold War

and to United States involvement in conflicts intended to contain communism, including the

Korean War, the Cuban Missile Crisis, and the Vietnam War.







6.1.12.A.15.f- Evaluate the effectiveness of United States policies and actions in supporting the

economic and democratic growth of developing nations.

6.1.12.D.15.b- Compare the perspectives of other nations and the United States regarding United

States foreign policy.








55










materials related to the ideology of various political parties, the role of media, and social change

in American democracy.





Mathematics: 4.4 – Students will analyze statistical information and data from graphs and charts

to solve problems and draw appropriate inferences.

Character Education


service, empathy, honesty, respect, and self-control. Students will evaluate the social, political,

and economic impact war has on participating countries and the soldiers returning home.

Technology


Standards:

Computer and Information Literacy: 8.1 – Students will research current economic issues and

complete charts that depict this data.





Career


Consumer, Family and Life Skills Content Standards






56








Use Google Suites-Google Docs,

Forms, Slides, Sheets

Google Classroom

Google Classroom

Google Suite

Chromebooks

NJVVMF Website

“NAM’ readings


Return with Honor film

Born on the 4th of July film

Eaves of Heaven readings

Blood Road movie

Last Days in Vietnam film



Programming







POW Project

Student debate on vietnamization and

madman theory

Student discussion on “Homecoming”

section of NAM and the issues faced by

returning veterans including PTSD

Discussion on the withdrawal of U.S.

troops and the fate of the remailing

Vietnamese in Eaves of Heaven

readings



Self-Awareness




57


Self-Management


behaviors




Social Awareness



backgrounds







Relationship Skills






58

Student Resources

Primary Source

Readings

Books:

Eaves of Heaven by Andrew Pham

Sorrows of War: A Novel of North Vietnam by Bao Ninh

A Bright Shining Lie: John Paul Vann and America in Vietnam by

Neil Sheehan

Catfish and Mandala: A Two-Wheeled Voyage Through the

Landscape and Memory of Vietnam by Andrew Pham

When Heaven and Earth Change Places: A Vietnamese Woman's

Journey From War to Peace by Le Ly Hayslip

Secondary Source

Readings

Films:

Restrepo

Brothers at War

American Experience: Daughter From Danang

Vietnam War Stories

Alive Day

My Vietnam, Your Iraq

Born on the Fourth of July

Heaven & Earth

Forest Gump

The Killing Fields

Vietnam's Unseen War

Unit terminology Vietnamization, Kissinger, Le Duc Tho, Freedom Bird, PTSD, IED, hesco

barrier, sharia law, humvee, boots on soil/ground, shuras, Veterans Affairs

Department, Operation Enduring Freedom, Operation Iraq Freedom.

Teacher Resources


The War in Iraq

The War in Afghanistan

Operation Babylift

The Fall of Saigon & the End of the War

Copies Needed:

Article on PTSD

Eaves of Heaven reading worksheet

Sorrow of War reading worksheet

Films Needed:

-Hurt Locker

-Restrepo

-Brothers at War

-American Experience: Daughter From Danang

-Vietnam War Stories

-Born on the Fourth of July

-My Vietnam, Your Iraq

59

-Alive Day (HBO)

-Heaven & Earth

-Forest Gump

Film Clips Needed:

TED Talk Wes Moore

Guest Speakers (at least three to five):

Operation Desert Storm

Iraq/Afghanistan

Iraq

Other Resources:

MRE’s

Artifacts from War in Iraq

Flag from Afghanistan

Jessica Lynch Time magazine


Performance Tasks

Formative Assessments

Eaves of Heaven reading worksheet

Sorrow of War reading worksheet

Vietnam Memorial field trip reflection


Final exam


Debates

worksheets

Film analysis







60

Pacing Guide

Unit Title Standards Anticipated

Duration

1. A History of Vietnam 6.1.12.A.12.a ,6.1.12.A.12.b,

6.1.12.D.12.a, 6.1.12.D.12.d,

6.1.12.D.12.e,6.2.8.A.4.b,

10 Days

2. U.S. History during

The Cold War and

Military Organization

6.1.12.A.12.a, 6.1.12.A.12.b,

6.1.12.D.12.a, 6.1.12.D.12.d,

6.1.12.D.12.e

10 Days

3. Weapons, Gear, and

Military Life

6.1.12.A.12.a, 6.1.12.A.12.b,

6.1.12.D.12.a, 6.1.12.D.12.d,

6.1.12.D.12.e, 6.2.8.A.4.b

15 Days

4. Race, Class, and

Gender Issues during

the Vietnam Era

6.1.10.14.A, 6.1.12.A.13.a,

6.1.12.A.13.b, 6.1.12.C.13.a,

6.1.12.D.13.b, 6.1.12.D.13.c,

6.2.12.D.5.d,

10 days

5. Impact of Music and

Media during the

Vietnam Era

6.1.12.D.13.d 10 Days

6. The War in Vietnam

6.1.12.A.12.a, 6.1.12.A.12.b,

6.1.12.D.12.d, 6.1.12.D.12.e,

10 Days

7. 1968: A Turbulent Year 6.1.12.D.12.d, 6.1.12.D.12.e,

6.1.12.D.12.e, 6.1.12.D.13.d,

10 days

8. The War’s End & It’s

Impact on Modern War

6.1.12.A.12.a, 6.1.12.D.12.a,

6.1.12.D.12.d, 6.1.12.D.12.e,

6.1.12.A.15.f, 6.1.12.D.15.b,

15 Days


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753

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2019

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