Week 1

Monday

88 minutes

Tuesday

104 minutes

Wednesday

104 minutes

Thursday

104 minutes

Friday

104 minutes

Standard

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.W.12.1.B 

ELD Standards for Grades 11-12 - I.C.11.a

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.C.11.a

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.C.11.a

Objective

English - SWBAT use their SOAPSTone sheet to analyze which speech utilizes a stronger rhetorical argument by writing a paragraph.

History - SWBAT identify 3 reasons why the Korean War led to the Vietnam War by writing complete sentences for each reason.

English - SWBAT see the beginnings of themes being traced throughout TTTC.

History - SWBAT discuss the foreseeable controversies of the Vietnam war by using “I believe” statements in a class discussion.

English - SWBAT use the themes they have started tracing and their knowledge of rhetorical strategies to craft a letter home.

History - SWBAT to use rhetorical strategies  to persuade others with their verbal argument about the SSA in a fishbowl activity.

English - SWBAT begin tracing the development of theme throughout the novel by filling out the G.O. and presenting their ideas.

History - SWBAT identify 3 different type of warfare used in the Vietnam War by writing complete sentences for each type, including a definition and significance.

English - SWBAT reflect on the theme of courage in the face of society via a quickwrite.

History - SWBAT discuss the cost of war by using persuasive language statements that state how the use of technology in the Vietnam War affected the lives of civilians.

Assessment

-SOAPSTone worksheet filled out and a paragraph explaining which speech was more rhetorically strong

- Reflection on discussion activity turned in as an exit ticket.

- R.A.F.T: A letter written home from the perspective of a soldier to their family.

-Graphic Organizer filled out for chapter 1-3

- Identification sentences on types of warfare.

-Quickwrite turned in as exit ticket.

- Reflection on use of technology in warfare turned in as exit ticket.

Student Activity

-Intro to the Unit - Rooster by Alice in Chains

-Introduce Service Learning Project

Korean war...Entering the Vietnam War

-Analyze/SOAPSTone speeches by Nixon and LBJ.

- Vietnam war - brief overview for context for book (what controversies are to come)

- Read Ch. 1 of The Things They Carried (TTTC).

 - Draft

Selective Service Act (Fishbowl...should there be a draft? Should women be drafted?)

- Examine Letters from Vietnam ch. “Humping the Boonies”

Types of warfare

- War of attrition

- Guerrilla warfare

- Vietnam Terrain

- Booby Traps

-Group Activity for

Ch. 2-3 of TTTC

 - Types of warfare

     - Technology

     - Granades

     - Munition

     - Agent Orange

     - Napalm

- Read Ch. 4 “On Rainy River”

(44 min)

- Quickwrite

Week 2

Monday

88 minutes

Tuesday

104 minutes

Wednesday

104 minutes

Thursday

104 minutes

Friday

104 minutes

Standard

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.W.12.1.B 

ELD Standards for Grades 11-12 - I.C.11.a

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.RL.12.2

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

Objective

English - SWBAT discuss and present to their peers the ways they have traced the theme of courage in the face of society though chapter 4 of TTTC.

History - SWBAT analyze the meanings of songs of protest through active listening skills.

English - SWBAT work in groups to read, analyze, and interpret the different actions taken by each president during the Vietnam War.

History - SWBAT to identify 3 similarities and 3 differences of the 5 presidential actions towards the Vietnam War by completing a DBQ worksheet.

English - Students will be able to analyze the rhetorical devices used with the letters home from soldiers in the war using the SOAPSTone format.

History - SWBAT discuss the reasons behind student Anti-War efforts in a class discussion.

English - SWBAT see the themes develop in the story by reading Ch. 9 of TTTC.

History - SWBAT discuss the significance of veteran Anti-War efforts in a class discussion.

English - SWBAT take notes tracing the development of theme throughout ch. 9 and display their thoughts writing a paragraph response using evidence from the text.

History - SWBAT identify 3 similarities and 3 differences between the various types of Anti-War efforts in a short writing activity.

 

Assessment

-Graphic Organizer filled out for Ch. 4 of TTTC

- Quickwrite on which song they thought was most powerful and why.

- Completed DBQ on Truman, Eisenhower, Kennedy, Johnson, and Nixon

- SOAPSTone filled out

- Written single statement on why students protested.

- Reflection on discussion from class turned in as exit ticket

- Written single statement on why veterans protested.  

-Writing activity turned in as exit ticket.

- Written single statement on why women, African Americans, and Clergy protested.

Student Activity

- Mini Lecture of Ch. 4

- Group Activity Ch 4

- Songs of Protest

-DBQ on Truman, Eisenhower, Kennedy, Johnson, Nixon

- 5 separate groups, each group will have one of the presidents and will present their finding to the class

- Anti War Efforts from Students

- Students react to Soldiers letters defending the war.

S.O.A.P. S. Tone

- Anti War efforts from Veterans

- Read Ch. 9

 - Anti War efforts from women, African Americans, Clergy

-Ch. 9 activity and writing.

Week 3

Monday

88 minutes

Tuesday

104 minutes

Wednesday

104 minutes

Thursday

104 minutes

Friday

104 minutes

Standard

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.W.12.1.B 

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.W.12.1.B 

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.W.12.1.B 

Objective

English - SWBAT submit a concise and thoughtful proposal for their Cooperative Learning Project (Geopolitical Children’s Book).

History - SWBAT use research skills to identify the relationship between the US and other foreign countries.

English - SW begin work on their Geopolitical Children’s Book.

History - SWBAT to use research skills to identify the relationship between the US and other foreign countries by working with others to come up with one conclusive argument.

English- SWBAT complete the Group Reading Activity G.O. for ch. 15 & 16 after group discussion.

History - SWBAT work within their group to create a children’s book on foreign relations.

English- SW complete work on the Geopolitical children’s books.

History - SWBAT work within their group to complete a children’s book on foreign relations.

English- SW begin writing an essay on the cost of war for the characters of TTTC

History - SWBAT reflect on critiques from their service learning proposal and will submit final proposals.

Assessment

-Cooperative Learning project proposal

-Informal progress check on Children’s Book project

-Changes made to service learning proposal.

-Graphic Organizer started for ch. 15 & 16

-G.O. completed for ch. 15 & 16

-Progress check on Children’s book project

-Children’s Book reflection turned in

-In progress essay turned in as exit ticket

Student Activity

- Submit google form proposal for Service Learning  Project

- Introduce Cooperative Learning Project

   - Groups of 4

   - Receive your country

- Work on proposal for Cooperative learning project

- Submit google form proposal for Cooperative Learning

-Meet with groups and discuss individual proposals and come up with group opinion for children’s book

- Hand out children’s book materials and begin working on children’s book

- Hand out approvals or changes for Service Learning project

- Work on children’s book

- Read ch 15 and 16

-Begin Group discussion Activity

- Work on Children’s book

-Finish Group Discussion activity

-Work on Children's Books

- Re-submit service learning proposal if necessary

- Turn in Children’s books

- In class reflection

- On Demand Essay about TTTC/DA

Week 4

Monday

88 minutes

Tuesday

104 minutes

Wednesday

104 minutes

Thursday

104 minutes

Friday

104 minutes

Standard

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.W.12.1.B 

ELD Standards for Grades 11-12 - I.C.11.a

California Content Standards for History and Social Science 11.9.3

ELD Standards for Grades 11-12 - I.C.11.a

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

ELD Standards for Grades 11-12 - I.C.11.a

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.3

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

Objective

English - SW finish an essay on the  cost of war for the characters in TTTC.

History - SWBAT write a thesis statement on is war ever justified focusing on just Operation Rolling Thunder.

English - SW trace the themes developing within ch. 20 of TTTC using Group Reading Activity G.O.

History - SWBAT write a thesis statement on is war ever justified focusing on just the Tet Offensive.

English - SW begin organizing their thoughts in the pre-writing activity.

History - SWBAT write an all inclusive thesis statement on is war ever justified using all three events discussed this week.

English - SW trace the theme development in ch. 22 of TTTC using the Group Activity G.O.

History - SWBAT analyze various photos from the Vietnam War and will write observations and inferences on the Photo Analysis worksheet.

English - SW begin drafting an essay on theme analysis focused on TTTC.

History - SWBAT analyze various photos from the Vietnam War and will write observations and inferences on the Photo Analysis worksheet.

Assessment

- Essay turned in at the end of class

- Students will write their thesis statement on their is war ever justified worksheet.

- Ch. 22 filled out in G.O.

- Students will write their thesis statement on their is war ever justified worksheet.

- Arch technique write up turned in following day.

- Students will write their thesis statement on their is war ever justified worksheet.

- G.O. filled out for Ch. 22 of TTTC

- Students will begin writing their photo analyses.

- In Progress essay turned in at the end of class.

- Students finish writing their photo analyses and will turn them in as an exit ticket.

Student Activity

Geopolitical Bookshelf - Read books of other countries in your groups

- Operation Rolling Thunder

- Is war justified? Worksheet

-Finish On Demand Writing

Geopolitical Bookshelf - Read books of other countries in your groups

- Tet Offensive

- Is war justified? Worksheet

-Read Ch. 20

-Begin Group discussion activity

Geopolitical Bookshelf - Read books of other countries in your groups

- My Lai Massacre

- Is war justified? Worksheet

-Finish Group Discussion Activity

-Start Pre-writing activity

Geopolitical Bookshelf - Read books of other countries in your groups

 - Photo Analysis

-Read Ch. 22 in class

-Begin Group discussion

Geopolitical Bookshelf - Read books of other countries in your groups

- Photo Analysis

-Finish Group discussion

-Writing prompt.

Week 5

Monday

88 minutes

Tuesday

104 minutes

Wednesday

104 minutes

Thursday

104 minutes

Friday

104 minutes

Standard

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.W.12.1.B 

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.RL.12.2

ELD Standards for Grades 11-12 - I.B.6.b

California Content Standards for History and Social Science 11.9.4

CCSS. English Language Arts-Literacy.W.12.1.B

ELD Standards for Grades 11-12 - I.B.6.b 

ELD Standards for Grades 11-12 - I.C.9 (Presenting)

ELD Standards for Grades 11-12 - I.C.9 (Presenting)

Objective

English - SW finish responding to the essay prompt asking for an analysis of the themes within TTTC.

History - SWBAT reflect on the cost of the Vietnam War through a written reflection.

English - Students will respond to an excerpt from the novel “Never Fall Down” and analyze whether it shares themes with TTTC in a paragraph.

History - SWBAT reflect on the cost of the Vietnam War through a written reflection.

English - SW finish work on their service learning presentations.

History - SWBAT reflect on the cost of the Vietnam War through a written reflection.

English and History - SWBAT either present their findings and reflection from their service learning project or listen actively as their peers give their presentations.

English and History - SWBAT either present their findings and reflection from their service learning project or listen actively as their peers give their presentations.

Assessment

- Completed Theme analysis essay turned in.

- Written reflection on the cost of war focusing on the bombing of Laos turned in as exit ticket.

-Paragraph discussing the connections between TTTC and NFD.

- Written reflection on the cost of war focusing on the Khmer Rouge and Pol Pot’s regime turned in as exit ticket.

-Finished presentation and reflection for service learning project

- Written reflection on the cost of war focusing on death counts  and psychological aftermath of veterans turned in as an exit ticket.

-Students presenting will hand in reflections and will share a copy of the presentation with Instructors

-Students in the audience will write the name, the subject of the presentation, and one interesting observation for each presentation.

-Students presenting will hand in reflections and will share a copy of the presentation with Instructors

-Students in the audience will write the name, the subject of the presentation, and one interesting observation for each presentation.

Student Activity

- Cost of War - Land of a million bombs - Laos

-Finish Writing Prompt

- Cost of War - The Khmer Rouge and Pol Pot’s regime - Cambodia

-Excerpt from Never Fall Down

-Work on presentations

- Cost of War - Death Counts & Psychological

- Return of the Vets

-Finish SL presentation work.

Presentations

Presentations