Unit+of+Instruction


 * Secondary Scope and Sequence **

Unit Design

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A Nation in Turmoil: Vietnam War and the Civil Rights Movement

Teacher: Ashley Nelson

Unit Overview

**As a class, we will explore the historical figures and key events involving the Vietnam War and the Civil Rights Movement that have shaped the United States of America. Students will use their background knowledge of these events as a foundation in which they continue to build their repertoire of real world concepts and skills.**

Students will be able to:
 * identify key figures and events surrounding the Vietnam War and the Civil Rights Movement
 * evaluate the similarities and differences of the Vietnam War with the current Iraqi War
 * examine the consequences of the Vietnam War including escalated tensions within the US, anti-war sentiment, and number of US casualties
 * recognize author’s bias through the use of primary and secondary sources
 * evaluate the discrimination and prejudice experienced by African Americans during the Civil Rights Movement.

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** Unit Standards ** History Standard 1- Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships History Standard 2: Students know how to use the processes and resources of historical inquiry. History Standard 5: Students understand the political institutions and theories that have developed and changed over time.

Mathematics Standard 3: Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning used in solving these problems.

Reading/Writing Standard 1: Students read and understand a variety of materials. Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing. Standard 6: 6.Students read and recognize literature as a record of human experience.

Geography: Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.

Variations or Adaptions It is important for adaptations to be made since no two students learn the same. For Gifted and Talented students, I will challenge them to higher level thinking with more application of critical analysis and problem solving skills. I will also provide more advanced readings in hopes of provoking cu riosity and intrigue in learning.

//**SAMPLE LESSONS** //

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * Reflect on events, thoughts, or ideas about the Vietnam War and the Civil Rights Movement
 * Build upon the knowledge that they already have

**Time Required to complete this lesson: One 50 minute class period**


 * Title of lesson ** : Pre-Assessment/ Introduction to the Vietnam War and the Civil Rights Movement


 * Description of lesson ** :

At the start of class, students will be encouraged to think about everything they have ever read, heard, or seen about the Vietnam War and the Civil Rights Movement and write down as much as possible. Then, students should pick three things that they believe to be the most factual or accurate pieces of information they know about these events. Finally, the students will be asked to volunteer their "facts" for class discussion. Students’ comments will be written on the board. By doing this, I can see where the students are, as far as their knowledge of the war and the movement which renders a good pre-assessment to the unit

In a short reflective journal entry, students should write what they believe the answers are to the essential questions which are located in the learning aid without looking through the unit in the text. A handout with written instructions will be handed out. This is worth 10 points of their participation grade.
 * Assignment: **


 * Resources/materials needed: **

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//** Web 2.0: **//

// ﻿ // [|Weekly Blogs] After introduction lesson, discuss Weekly Blog assignment with students.

Teaching aid to accompany introduction of the unit and weekly blogs for students to share what they have learned and interact with their classmates responses
 * Technology used: **

The learning aid will help to establish interest in the lesson by providing a visually captivating topic. This will provide the foundation for the entire unit so it is extremely beneficial that it will be printed and handed out for the students to have.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * identify key events and figures during the Vietnam War and the Civil Rights Movement
 * create a timeline which reflects events or figures they find most influential on America
 * explain the reasons or significance of each event or key figure
 * use technology in the creation of their timelines

**Time Required to complete this lesson: Two 50 minute class periods**


 * Title of lesson ** :Culmination Lesson: Looking Back At a Time of Turmoil

Begin this lesson with a PBS documentary which illustrates some of the most important and influential people and events during the Vietnam War and the Civil Rights Movement. The documentary will briefly touch upon many aspects we have covered in class throughout the unit. This documentary is composed of real footage and interviews which were taken during this unforgettable era in time. This will allow students to connect the visual images they see in the video footage with the key ideas, figures, and events of the Vietnam War and the Civil Rights Movement. Once the students finish with the documentary, they will need to create a time line.
 * Description of lesson ** :

Using the recommended website, students will need to create a time line consisting of a minimum of eight events which occurred during this time period. Students are encouraged to pick events or figures they feel were the most important and influential on America. By clicking on the the time line link, students will be able to access a time line creator. Students must include a title, date, picture, and description for each. It is also required for students to explain why they think each event was important with their descriptions.
 * Assignment: **

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 * Resources/materials needed: **
 * [|Timeline] **
 * Example: **

Alternative Timeline Option: media type="custom" key="9185642" width="80" height="80"

Web 2.0 tools: Timeline creator named Time Toast to organize a minimum of eight events and the alternative timeline option to create a digital poster
 * Technology used: **

This type of time line will allow students to be more interactive with their learning and allow them the opportunity to create a different type of time line. With this assignment, students will use the internet, find pictures, and efficiently create a chronological organization of the events they believe were most influential. In addition, other students will also have easy access to view their peer's work. 21st century students are more engaged to perform academic tasks if it involves creativity and the use of the internet. oom and evaluate student response.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * identify geographical locations of major battles in Vietnam
 * evaluate numerous geographical features in Vietnam including terrain
 * understand the physical similarities and differences in Vietnam's past and present
 * access geographical features using Google Maps

**Time Required to complete this lesson: One 50 minute class period**


 * Title of lesson ** : Vietnam Battles

Students will use Google maps to identify the geographical locations of major battles fought during Vietnam. They will view the terrain, photos, and video clips that Google has provided in order to get a sense of both the past and the present.
 * Description of lesson ** :

This is an in class assignment. Students are responsible for locating a minimum of five key places that are associated with U.S. involvement in Vietnam. They can choose which places they would like as long as they note which five they have chosen along with information detailing geographical features and photos for each. Students will have the entire class period to work on this. Their exit slip for the day consist of their details on the places they have visited via Google maps.
 * Assignment: **

Access google maps
 * Resources/materials needed: **
 * Google Maps: Vietnam **

Google maps will be utilized to locate and view Vietnam's geographical features and locations of major battles
 * Technology used: **

Google Maps will allow students to view multiple aspects of geographical features that traditional maps cannot provide. By one click, students can go from satellite views of the terrain to local map views of the streets. This provides students an opportunity to see numerous characteristics of geography which traditionally would take numerous class sessions and maps to accomplish.Google tools are a great resource for student interest and engagement. Google maps allow students to take control of their own learning which is what we, as teachers, want our students to do.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * analyze the roles and contributions of women during the Civil Rights Movement
 * work in collaborative learning groups
 * access and use the internet for research
 * create a PowerPoint/multimedia presentation of influential women during the Movement

**Time Required to complete this lesson: One week**


 * Title of lesson ** : Women of the Civil Rights Movement

The learner will be able to analyze the roles and contributions of women during the Civil Rights Movement. In collaborative learning groups, students will use a variety of internet sources to prepare presentations about the different roles that women played in the Civil Rights Movement. Students are encouraged to use the recommended websites for their research. Each group is assigned to one influential woman who contributed to the Civil Rights Movement, including Ella Baker, Septima Clark, Fannie Lou Hamer, Dorothy Height, Rosa Parks and Coretta Scott King.
 * Description of lesson ** :

Students will create a PowerPoint/multimedia presentation consisting of a minimum of 10 slides using sources which include the given websites, other internet sources they choose to use and their textbooks. All sources must be cited.Once PowerPoint slides are completed, they must be uploaded into Slide Bloom for peer reviews which is the following assignment.
 * Assignment: **

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 * Resources/materials needed: **

Upload Presentations Here

[] [|www.acluohio.org/webcast/podcasts/Heroines.pps] []
 * Recommended Websites for Research :**

Students will use an array of technology to research and present their finding on the women of the Civil Rights Movement including the internet, PowerPoint, and Web 2.0 tool Slide Bloom so students can upload and share their presentations with classmates.
 * Technology used: **

The ability to upload a PowerPoint presentation and share it with both teachers and students is a great way to be involved in collaborative learning. Students are able to view other classmates work without having to use a weeks worth of class time to view each presentation. Such tools will provide students the chance to learn from other students and develop their own skills and abilities.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * Pretend he/she is a journalist aboard the bus of the Freedom Riders
 * Write an article about what he/she has witnessed
 * Communicate to audience the sentiment and struggles experienced by the Freedom Riders

**Time Required to complete this lesson: Two 50 minute class periods**


 * Title of lesson ** : The Freedom Rider Experience

Students will gain background knowledge of key figures and events surrounding the Freedom Riders by taking a field trip through time. Students will access websites on accompanying document and answer associated questions.
 * Description of lesson ** :

Students will take on the role of a New York City journalist who has been asked by his editor to document the freedom riders as someone aboard the bus. As a journalist the student will need to note the experiences that are encountered throughout their assignment aboard the bus. The student’s goal is to communicate to their audience a visual picture of what life is like as a freedom rider and how this group is affecting the civil rights movement. Student’s articles must clearly be told from the perspective of a rider on the bus. The article must contain a minimum of four different events, attitudes, or conditions experienced by the journalist.
 * Assignment: **


 * Resources/materials needed: **



Word document with links to important web sites to help students answer critical thinking questions
 * Technology used: **

Students are able to use this technology to research the answers to the questions and apply higher level thinking instead of merely being presented with the information. Students are given the opportunity to be interactive in their thinking and learning rather than simply hearing a teacher lecture about the Freedom Riders. Also, I think providing a visual and the concept of a field trip is a lot more engaging and encourages student participation.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * understand the reasons for U.S. involvement in Vietnam
 * evaluate the standpoint of supporters and opponents of the war
 * make a stance on their position on the war
 * post responses to classmates position

**Time Required to complete this lesson: Two 50 minute class period**


 * Title of lesson ** : Research Project: Supporter or Opponent of the Vietnam War

The class will venture to the computer lab where they will research the motives behind support and opposition to U.S. involvement in Vietnam. Their research will be the foundation for their research paper and visual aid which should demonstrate a clear evidence of knowledge through their position/stance on the war.
 * Description of lesson ** :

Students will view my posts and follow it for details on their assignment explaining the requirements for both their paper and visual aid. The learner will be able to firmly explain the reasons he/she would have been a supporter or opponent of the Vietnam War. All work will not be completed in class. Therefore, students must work on this project outside of class in order to finish. Task: You are a freshman college student attending school in Chicago in 1970. You have been staying informed on the recent events surrounding Vietnam especially since some of your friends attending Kent State were on campus the day of the massacre. Over the weekend, you are informed that an anti-war rally will be held at the students common area on campus. Your roommate has decided to attend the protest and invites you to join in. At that moment, you have to decide...Are you a supporter or opponent of the war?
 * Assignment: **

Tumblr Post:Supporter or Opponent? media type="custom" key="8677724"
 * Resources/ materials needed: **

Students will use the internet to research arguments for and against U.S involvement in Vietnam. Students will access the assignment through the technology tool of Tumblr.
 * Technology used: **

Using the post as a basis for a research project is extremely more engaging than giving out a hand out with project instructions. This type of technology allows students to journey through a topic and explore different ideas, concepts, and people. The entire post provides information for their research and allows them to further investigate recommended books and websites immediately. This technology provides students with the opportunity to truly have fun with their learning.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to: *Recognize and evaluate the motivation behind the Civil Rights Movement *Identify key components of Jim Crow Laws *E valuate the violence and brutality African Americans experienced in the years following Reconstruction
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * Apply critical analysis in writing prompt

**Time Required to complete this lesson: Two 50 minute class period**


 * Title of lesson ** : Journey to the Civil Rights Movement/Jim Crow Era

Students will listen to direct instruction using a Power Point presentation which focuses on the discrimination, prejudice, and brutality African Americans faced during the Jim Crow Era.
 * Description of lesson ** :

After the Power Point Presentation, students should answer a writing prompt for homework. Their response must be at least one page double spaced. Prompt: What bothered you the most about Jim Crow Laws? Explain your answer.
 * Assignment: **

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 * Resources/ materials needed: **
 * Slide Share: **
 * Power Point: **



A PowerPoint presentation used for direct instruction
 * Technology used: **

A Power Point presentation or a similar multi-media presentation is the best strategy to use when teaching this lesson because it allows students to see a time line of events through both words and very detailed graphics. The pictures utilized in this power point has the ability to immediately capture a students attention.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to: *Use the processes of historical inquiry by looking at primary sources of the Vietnam War *Evaluate three articles to recognize author bias *Write a reflection on their findings
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **

**Time Required to complete this lesson: Three Days**


 * Title of lesson ** : Looking at Primary Sources: Vietnam

Each student will be provided with a computer and head phone set to listen to the accompanying podcast. Background information is provided through the podcast as well as instructions for the assignment. Before listening to the podcast, students should be introduced into what primary sources are and the difference between them and secondary sources.
 * Description of lesson ** :

Students will evaluate three articles they have chosen from a collection of articles provided to the class. They will search for signs of author bias and write a one page reflection of their findings.
 * Assignment: **

Podcast:Examining primary sources of the Vietnam War. In class assignment unless not finished.
 * Resources/ materials needed: **
 * media type="file" key="Vietnam Lesson.mp3" width="240" height="20"﻿ **

Podcast is used to give students instructions for their assignment
 * Technology used: **

The podcast allows students to listen carefully to the explanation of the lesson. Many times, a student is embarrassed to ask the teacher questions in front of their peers. The podcast allows students to listen to instructions at their own pace and as many times as needed.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to:
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * Evaluate similarities and differences between the Vietnam War and the Iraqi war


 * Understand the political institutions and theories that have developed and changed over time
 * Organize events and people into major eras to identify and explain historical relationships.

**Time Required to complete this lesson: Two 50 minute class periods**


 * Title of lesson ** : Is there a correlation between the Vietnam War and the Iraqi War?

Students will examine proposed similarities and differences between the two wars through their text books as well as internet research. A Venn Diagram will be provided to help begin the brainstorming process. Students will work independently on the lap top computers from the library to gather information and data. Their objective is to recognize whether or not there is indeed a correlation between Vietnam and Iraq. Students have the option of using the following Web 2.0 tool to create an outline in which their classmates can make suggestions or comments.
 * Description of lesson ** :

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Students will discuss their findings with their parents and see if their parents agree or disagree Listen to the podcast for instructions.
 * Assignment: **

media type="file" key="podcast 2.mp3" width="240" height="20" Homework assignment instructions:Students must discuss similarities and differences between Vietnam and Iraq in short essay
 * Resources/ materials needed: **

Technology tool to create interactive outline and podcasts for instructions on the assignment
 * Technology used: **

In regards to this assignment, students have the ability to replay the podcast which renders a better understanding of my expectations. Also, the assignment requires parent participation so a podcast allows the parent to understand the teacher's expectations as well.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

The student will be able to: *Evaluate soldiers morale and the conditions experienced during the Vietnam War
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * Examine articles,poetry, and video clips
 * Create a mini-radio show using Vocaroo

**Time Required to complete this lesson: One 50 minute class period**


 * Title of lesson ** : Troops: Morale and conditions in Vietnam

The learner will be able to evaluate soldiers morale and the conditions they experienced during the Vietnam War. As a class, we will examine articles, poetry, and video clips that bring light to the lives of the soldiers on the grounds of Vietnam's jungles.
 * Description of lesson ** :

Students will create a mini-radio show reporting on the conditions of American soldiers in Vietnam. In groups of three, students will prepare a script and create a final product using Vocaroo.com. Instructions will be provided in a podcast as well as an example on Vocaroo.
 * Assignment: **

media type="file" key="pod cast 3.mp3" width="240" height="20" Homework assignment and explanation of how to use Vocaroo
 * Resources/ materials needed: **

Sample Vocaroo media type="custom" key="8948662" Students will listen to a podcast for their homework assignment. They will also access Vocaroo to create their talk show segments
 * Technology used: **

Vocaroo allows the students to be interactive in their learning. It provides an opportunity to review a lesson from class in a fun and entertaining way. Students are able to demonstrate their understanding of the unit by creating a very brief segment on Vocaroo t illustrate their understanding of the conditions experienced by soldiers in Vietnam
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **

I definitely plan to use Vocaroo for a few lessons throughout the year. As with any other project, I would want feedback from the students in order to review its actual benefits.
 * Evaluation **

The student will be able to: chosen
 * Grade Level: Tenth Grade **
 * Unit: Vietnam War and Civil Rights Movement **
 * Lesson Objectives **
 * Evaluate different concepts and themes portrayed throughout the unit
 * Recognize which events explored throughout the unit had the biggest impact on their lives
 * Explain how these events have changed their own lives and the legacy of America
 * Create a digital media presentation to reflect their sentiment towards the concepts and events

**Time Required to complete this lesson: Two 50 minute class periods**


 * Title of lesson ** : What events have impacted your lives and the legacy of America?

Students will evaluate concepts and themes illustrated throughout the unit including violence, injustice, freedom, equality, and racism to name a few. As a class, we will discuss these notions as they have pertained to key figures and events. Students will also be encouraged to start thinking how these concepts have impacted their lives today.
 * Description of lesson ** :

Students will create Digital Media which reflects a minimum of four events from the unit that they have been affected by in some way, shape, or form. However, all four events must fall under the same category or concept. Students may pick which concept they wish to use. Graphics and audio are mandatory. Brief descriptions of the figure or event must be given;however, I am mainly interested in how these events have impacted the lives of the students and the course of the United States.
 * Assignment: **

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 * Resources/ materials needed: **

A Digital Media presentation is used as an example for students to use in the creation of their own
 * Technology used: **

Students are able to be interactive with their learning through Digital Media. This type of technology provides students an opportunity to express their knowledge and opinions in their own way. Students are able to to pick audio and graphics which suits their own interests while also fulfilling the requirements of the assignment.
 * The technology used in this lesson changes the teaching / learning in this way: ﻿ **