Media and Vietnam

Starter 15:
Listen to each of the songs linked below.  Follow along on the lyrics sheet for the song.  At the end of each song, answer the following question:

1. Who was the audience for this song?  What clues does the song give you that help to answer this question?
2. What message is the artist trying to convey about the Vietnam War?  Refer to specific lyrics to support your answer.
3. Does this song reflect the culture, or is it trying to change the culture?

Song 1: Feel Like I'm Fixin' to Die Lyrics

Song 2: Fortunate Son Lyrics

Media and Vietnam

Watch the Tet Offensive Video.  As you watch, complete the note-taking guide linked here.

After you watch, answer the following questions in groups:

1. How do you think media coverage of the war affected public opinion?
2. What did you learn about the Tet Offensive?
3. What perspective did the media take on the war?

Lit Circles

Discuss for at least 15-20 minutes, using the questions and roles we developed yesterday.

At the end of the discussion, everyone needs to write down and turn in:

1. One new idea, perspective, or insight they gained through the discussion
2. Feedback for us on the small group discussions:
• Is this something you would be interested in doing again?
• What worked about this structure?
• What improvements could we make to this structure?

VHP Project Work Time

See handout linked above for specific instructions.

Remember, EVERYTHING for this project is due by the end of class on Friday!

HOMEWORK:

Study for Quiz.  Quiz study guide is linked in yesterday's post.  Quiz: Tuesday, December 6th

Lit Circle Set Up and Work Time

Starter 14: Vietnam Public Opinion Graph
See the document linked above for the starter and questions.

Lit Circle Set Up

1. Get in groups of 4
2. Choose roles (facilitator, prodder, note-taker, questioner)
3. Choose two of the stories we read from TTTC to focus on
4. Each person writes 5 discussion questions

Thank You Letter Critiques

Critique thank you letters for content and proofreading.  Then finalize thank you letters, and email them to your communicator.

Project Work Time: Priorities and Instructions

See the handout linked above for project work time instructions.

Vietnam War QUIZ Study Guide

See the handout linked above for what you need to know and do for the quiz.  

Quiz will be Tuesday, December 6th.

HOMEWORK:

Study for QUIZ (Tuesday, December 6th)

Veteran Thank You Letters

Starter 13:

1. What is the message this cartoon is sending about the Vietnam War?

2. Using your close reading skills, analyze the caption and words used in this image.

3. Who are these men?  What are you basing your inference on?

Veteran Thank You Letters

1. Class Brainstorm:  What are the qualities of a good thank you letter?  What should be included?
2. Letter Template linked here.  Discuss: what should go in each paragraph?
3. Time to write RD letters

Letter Criteria:

1. Typed
2. Proofread
3. Uses professional format
4. Shared with group
5. Emailed to communication person and Lori (AM class) or Sara (PM class)

Project Work Time:

1. Logistics: Go over paperwork checklist, make sure all forms and paperwork are completed and in folder.
2. Tech: Video is ready to go and formatted correctly.  Add title slides if needed.  DVDs are burned (3 copies).  Lori and Sara have digital copies of final video.
3. All: Video/Audio recording logs.  For an example, see here: Sample V/A Recording Log

HOMEWORK

Have a TYPED and PRINTED copy of your thank you letter for in-class proofreading tomorrow (DUE: start of class Tuesday)

Tonkin In Class Writing

In Class Writing:

• Email or bring it to Lori on a flash drive when you are finished.
• Single spaced, 12 pt font

HOMEWORK: None!  Enjoy your break.  :)

Tonkin Documents and Corroboration

Starter 11
Complete handout that is linked above.

Challenge Documents
The documents linked above are not required, but are documents that may help to shed light on what actually happened during the Gulf of Tonkin incident.

Corroboration
The document linked above is the final piece of your document analysis notes.

HOMEWORK:

• Finish ALL document analysis notes (including corroboration- 8 pages total).
• Have at least two of the assigned stories read in the TTTC (see previous posts from this week for links to the weekly activities).

Document Analysis and TTTC

Starter 10:

Cartoon created in August, 1964.

1. What is the message of this cartoon?  How can you tell?
2. List 3 questions inspired by this cartoon.
3. Does this cartoon corroborate (support or contradict) any of the documents you have read so far?  Which one?  How?

Announcements

1. Friday Assembly!  We will be assembling outside, so dress warm and bring your coat to your afternoon classes.
2. Corroboration- To get the corroboration activity, show Lori your completed document analysis notes (you should have 7, one for each document).
3. Document Analysis Notes Grades: You will be assessed on three things.  Completeness, careful thinking, and your application of the historical thinking skills.

Work Time: Week Activity List Here

Work on veteran interviews, Tonkin documents, and The Things They Carried.  For detailed instructions, see the handout linked above.

HOMEWORK:

Work for 20-30 minutes on Tonkin Document Notes or TTTC.

Tonkin Documents and Interviews

Starter 9:

1. Why did the US go to war with Vietnam?  List all the possible reasons (hint: think from multiple perspectives!)
2. Which 2 reasons from your list do you find most convincing?  Why?

Week Activities

See the handout linked above for the work you must complete during this week.  Additional handouts are linked below:

1. Week Activities (gives instructions for all activities this week)
2. Tonkin Documents #1-6
3. Tonkin Document #7
4. Document Note Handout (you will need one of these completed for each document)

Homework

Work for 30 minutes on Tonkin Document Notes OR The Things They Carried

Veteran Project Work

Starter 8:

1. Use three of the historical thinking skills from the handout I gave you yesterday.  For each historical thinking skill you choose, write down how you used it, and what it helped you figure out.

2. What truths can we learn about the history of Vietnam from this document?  List them, then number them in order of certainty (1 = most certain).

Turn in Starters 1-8

Staple together, make sure your name is on the front page.

Veteran Project Work

See handout linked above for specific instructions on what needs to be accomplished today.

HOMEWORK:

For character portrait instructions, see yesterday's DP post.  For Spin + Written Response instructions, see the Veteran Project Work handout.

1. Finish Character portraits (if you didn't finish in class today).  DUE: Start of class, Monday
2. Spin + Written Response.  DUE: Start of class, Monday

REMINDER:  If you did not email me your final draft interview questions by the end of class, they are LATE.  Email them to me ASAP for partial credit.  If you are in the PM class, same thing applies, but email them to Sara at sara.price@animashighschool.com.  

Historical Thinking and TTTC

Starter 7:

Paul Revere, 1770

Chappel, 1815

1. List 3 similarities between these images of the Boston Massacre and 3 differences.
2. Which do you think is the truer history, and why?
3. What other information would you need to better make up your mind about the previous question?

Historical Thinking Skills

1. Review handout that is linked above
2. Pair/Share: Which of these were used in our starter discussion today?
3. Students will be using these skills to sort through conflicting historical sources, and to come to a conclusion about the Gulf of Tonkin incident.

Document 1: NY Times Tonkin Resolution Article

Lori does a think-aloud to demonstrate the process of using these historical thinking skills.  Students follow along on their copy of the document linked above, and annotate as we go.

The Things They Carried

Read the first story in the book (pages 1-25)

Do a character sketch for one of the following characters:

1. Jimmy Cross
2. Henry Dobbins
3. Dave Jensen
4. Ted Lavender
5. Norman Bowker
6. Kiowa
7. Rat Kiley
8. Henry Dobbins
9. Mitchell Sanders
10. Lee Strunk

Your character sketch must include the following:

1. Image of the character as you imagine them.  Look closely at the descriptions the author provides.
2. Drawing of at least three of the things that soldier carries, with a written explanation for each object of why that soldier carries it, and what that object represents to them (think symbolically!)
3. Line from the book that represents that character with a page number

HOMEWORK

Finish reading if you didn't finish in class, get started on your character sketch.  You will have some time to finish it tomorrow in class.

Self Determination and Democide

Starter 6:

1. Should individual countries be left alone to govern themselves as they see fit?
2. In what situations (if any) should other countries step in?  Explain your answer!

Clarifications (add to your notes)

1. Vietminh: Coalition of Vietnamese soldiers who fought against the Japanese in WWII, and against the French (for liberation) during the First Indochina War.
2. Vietcong/National Liberation Front: Political organization, mostly in South Vietnam, who fought against the US during the Vietnam War.  They were allied with the People's Army of Vietnam.
3. People's Army of Vietnam: Official army of North Vietnam.

Vietnamese Declaration of Independence

See linked handout for instructions.

Communist Democide

See linked handout for instructions.

Work Time:

1. Type and sequence questions.  Get feedback from group, then email them to Lori (or Sara if you are in the afternoon class) for feedback.
2. Schedule interviews and camera needs
3. Bio Data Forms
4. Release Forms

HOMEWORK:

Get interview questions emailed to Lori or Sara tonight.

Vietnam Overview and Interview Critique

Starter 5:

What do you see here?

List 3 questions that are inspired by this image.

What do you think this cartoon is trying to say?  Use your background knowledge and what you see to make an inference!















Vietnam Overview Lecture and Notes
Vietnam Lecture PowerPoint is linked here.  If you were absent, you'll need to get additional lecture notes from a classmate.

Group Check Ins
Check in with your group, give Lori or Sara an update on your progress.  We especially need to know if you are having trouble getting in touch with your veteran.

Interview Question Critiques
Get two critiques on your interview question, one from a group member, one from a person who did the same section as you did.

HOMEWORK

• Revise and type interview questions.  You will have 1 hour of work time tomorrow, but I suggest you at least get your existing questions typed tonight.  DUE: End of class, Wednesday (to Lori or Sara for feedback)
• Fill out and print Biographical Data Forms.  DUE: End of class, Wednesday
• Schedule your interview.  Decide on date, time, and location.  DUE: End of class, Wednesday

Interview Questions and Containment

Starter #4
What does a good interview look and sound like?  Think about sound quality, visual appeal, background, voice tone, flow, pacing, questions, etc.

Group Check-Ins
Review the calendar, check deadlines, discuss veteran contact, plans for this week.

Interview Question Brainstorm

• Review the VHP Interview Guidelines
• Decide who is responsible for which section
• Brainstorm questions
• Have at least 10 questions for your section ready (and written in legible handwriting!) for class tomorrow

Containment and Context Notes

Take notes on the concept of containment, and the skill of using context to analyze historical documents

Truman Doctrine and Wallace's Letter to Truman

Read and annotate both documents (see below for required sections).  Need at least 3 annotations per page.

Truman Doctrine:

• Why would Truman advocate for this type of containment?  Draw upon your knowledge of the Cold War, and make sure you explain how the CONTEXT might affect his position.
• Bullet the main points of his argument

Henry Wallace:

• How does Wallace view the Truman Doctrine? 
• Why do you think Wallace has such a different view of the situation?  Again, use CONTEXT to help you figure it out!
• Bullet the main points of his argument

Truman Doctrine Cartoon

Choose one of these documents, and create a simple political cartoon that expresses the main idea of the document.  Make sure to title it so that it is obvious which document it is representing.

HOMEWORK

Finish Truman Doctrine Questions and Cartoon.  DUE: Start of Class Tuesday.

Atomic Cafe and Veteran Contacts

Starter 3

What is this cartoon trying to say about the Cold War?  Make sure you explain how you reached that conclusion.











Atomic Cafe:
As you watch, jot down ideas, images, phrases that stand out to you.

Atomic Cafe Debrief:
In small groups, discuss the following.  You only need to write stuff down for the second question.

1. Share your general impressions and reactions to the movie.
2. What values were US citizens taught during the Cold War, as shown by this movie?  List these in your notes.
3. How did the fear of atomic bombs affect people's lives?

Veteran Contact Script

Brainstorm things that you need to include in your initial contact with your veteran.  You must make sure to include:

• Your name and contact information
• Overview of the project
• Check to see how they would prefer to give you initial biographical data.  Do they prefer to do it over the phone, or to fill out the form and email it back?
• Make sure you confirm their availability for an interview sometime between Friday, 11/11 and Tuesday, 11/29.

HOMEWORK

If you are the communications person for your group, you need to make the initial contact with your veteran.

Everyone else, enjoy a homework free weekend!

Veteran Project Overview

Starter 2:

1. What do you see here?  Pay close attention to detail!

2. What is this cartoon trying to say about the Cold War?



















Cold War Notes

Looking at this map, write down:

• What patterns do you see here about how these countries are grouped?
• What are some commonalities between the countries in the different groups?
• What are some possible explanations for these groups?  Come up with at least 2.

Notes on 1st/2nd/3rd World and Proxy Wars (if absent get these from me or another classmate).

Project Overview

• Project Overview Handout
• Project Checklist (with due dates, roles, and major benchmarks)
• Groups and veteran assignments given

Sample Veteran Interview

This interview linked above is from a group following the same guidelines you will be following.  As you watch the video, please jot down the following things:

• Good interview questions
• The most interesting thing you learned from the video, or the most interesting thing the veteran said

HOMEWORK:

Finish Cold War Timeline.  DUE: Start of class, Friday.

Cold War Intro and Timeline

Binder Clean Out

1. Everything in REFERENCES section stays in your binder.
2. Daily activity lists can be thrown away
3. Everything else should be stored in your hanging file in the file cabinet in Lori's classroom

Starter 1: Communism vs. Capitalism

1. Review the handout that's linked above, then answer the questions below.
2. What questions do you still have about capitalism or communism?
3. Why do you think theoretical communism never took hold?
4.  Why is communism considered such a threat to capitalism?

What is a Cold War?

CClass brainstorm of reasons that a war would be called "cold"

Cold War Timeline Activity

See handout linked above for instructions.  You will need the textbook handout (not available online) to complete this activity.

HOMEWORK:

Finish Cold War Timeline.  DUE: Start of class, Friday.