Lesson 2: The Vietnam War: Chaos and Confusion in AmericaThis lesson covers the following Georgia Performance Learning Standards:
SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States d. Describe the Vietnam War, the Tet Offensive, and growing opposition to the war SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960s. c. Analyze the anti-Vietnam War movement SSUSH25 The student will describe changes in national politics since 1968 g. Analyze the response of President George W. Bush to the attacks of September 11, 2001, on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq. Reading Standards for Literacy in History/Social Studies (RH) Grade 9-10 Key Ideas and Details ELACC9-10RH2: Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. ELACC9-10RH3: Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure ELACC9-10RH6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas ELACC9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity ELACC9-10RH10: By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 9-10 (WHST) Text Types and Purposes ELACC9-10WHST1: Write arguments focused on discipline-specific content. ELACC9-10WHST2: Write informative/explanatory texts, including the narration of historical events scientific procedures/experiments, or technical processes. Production and Distribution of Writing ELACC9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience ELACC9-10WHST6: Use technology, including the Internet, to produce, publish, and update individuals or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge ELACC9-10WHST7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELACC9-10WHST8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELACC9-10WHST9: Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing ELACC9-10WHST10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |
AASL Standards |
1. Inquire, think critically, and gain knowledge
1.1. Skills 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2. Use prior and background knowledge as context for new learning. 1.1.5. Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance and social and cultural context. 1.1.6. Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. 1.1.7. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9. Collaborate with others to broaden and deepen understanding. 1.2. Dispositions in Action 1.2.1. Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. 1.2.3. Demonstrate creativity by using multiple resources and formats. 1.2.4. Maintain a critical stance by questioning the validity and accuracy of all information. 1.2.6. Display emotional resilience by persisting in information searching despite challenges. 1.2.7. Display persistence by continuing to pursue information to gain a broad perspective. 1.3. Responsibilities 1.3.2. Seek divergent perspectives during information gathering and assessment. 1.3.3. Follow ethical and legal guidelines in gathering and using information. 1.3.5. Use information technology responsibly. 1.4. Self-Assessment Strategies 1.4.1. Monitor own information-seeking process for effectiveness and progress, and adapt as necessary. 1.4.2. Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.3. Monitor gathered information, and assess for gaps or weaknesses. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 2.1. Skills 2.1.1. Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3. Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4. Use technology and other information tools to analyze and organize information. 2.1.5. Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6. Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 2.2. Dispositions in Action 2.2.1. Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. 2.2.2. Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence. 2.2.3. Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decisions or conclusion. 2.2.4. Demonstrate personal productivity by completing products to express learning. 2.3. Responsibilities 2.3.1. Connect understanding to the real world. 2.3.2. Consider diverse and global perspectives in drawing conclusions. 2.3.3. Use valid information and reasoned conclusions to make ethical decisions. 2.4. Self-Assessment Strategies 2.4.2. Reflect on systematic process, and assess for completeness of investigation. 2.4.3. Recognize new knowledge and understanding. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1. Skills 3.1.1. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.2. Participate and collaborate as members of a social and intellectual network of learners. 3.1.5. Connect learning to community issues. 3.2. Dispositions in Action 3.2.1. Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.2. Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. 3.2.3. Demonstrate teamwork by working productively with others. 3.3. Responsibilities 3.3.1. Solicit and respect diverse perspectives while searching for information, collaborating with others,, and participating as a member of the community. 3.3.2. Respect the differing interests and experiences of others and seek a variety of viewpoints. 3.3.3. Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern. 3.3.5. Contribute to the exchange of ideas within and beyond the learning community. 3.4. Self-Assessment Strategies 3.4.1. Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.3. Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. 4. Pursue personal and aesthetic growth. 4.1. Skills 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.5. Connect ideas to own interests and previous knowledge and experience. 4.1.7. Use social networks and information tools to gather and share information. 4.1.8. Use creative and artistic formats to express personal learning. 4.2. Dispositions in Action 4.2.1. Display curiosity by pursuing interests through multiple resources. 4.2.3. Maintain openness to new ideas by considering divergent opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences. 4.3. Responsibilities 4.3.1. Participate in the social exchange of ideas, both electronically and in person. 4.3.3. Seek opportunities for pursuing personal and aesthetic growth. 4.3.4. Practice safe and ethical behaviors in personal electronic communication and interaction. 4.4. Self-Assessment Strategies 4.4.1. Identify own areas of interest. 4.4.2. Recognize the limits of own personal knowledge. 4.4.4. Interpret new information based on cultural and social context. 4.4.5. Develop personal criteria for gauging how effectively own ideas are expressed. |
Mini-Lesson Assessment Measures |
Student learning will be assessed in a variety of ways, each governed by a rubric.
Students will be assessed based upon the following criteria:
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