The following bolded Large Processes and Concepts are covered in this assessment task.
question
feasibility
data collection
data organization
data display
conclusions
By Ann Kryjeski
Prefatory Statement:
This unit will be covering events that happened in the United States during the Vietnam War as well as literature that came about because of the Vietnam War. Students will be reading In the Lake of the Woods by Tim O'Brien as well as poetry from that time era. Besides exploring literature from the Vietnam War students will also be learning about the history of the United States during that time. They will research the politics, the protests, and the different forms of media. As a form of assessment each student will write a multi genre paper that will help fulfill one of his or her graduation standards.
The reason behind creating this unit is to educate the students on how the Vietnam War changed the United States . It introduced an entire new generation to war and to turmoil in the homeland. The Vietnam War was something that separated families and friends. It forever changed the nation's perception of war. As a result there was new literature, music, artwork, and lifestyles. It was something that molded many authors of today. It has been the inspiration of many movies, books, and poetry. This unit is meant to open up student's eyes to the changes that occurred. This unit is also meant to allow students to mold their own opinions of the war. Even today, thirty years after the war ended, there is still much controversy over whether or not the U.S. should have been fighting in Vietnam . This is a hot topic that is brought up in conversation outside of school, and in many situations people hold very strong opinions on the war. It is my belief that students should be educated enough to form an opinion so that they do not have to remain silent in situations where topics such as the Vietnam War are presented.
With the ever- present threat of war, this is a topic with which many students can relate. They are torn between resolving the situation peacefully and going over with tanks and bombs and solving the situation in a much less civil manner. Learning about how the students of the 60's reacted with the situation might give them comfort. They will know that they are not the only ones to deal with a country at war. By participating in this unit students will develop a greater understanding of war in our country. They will each be given the opportunity to show what they have learned through their multi genre papers.
Multi genre papers allow for students to research a topic, and present information they have found in creative ways. They allow for students to use a creative outlet when presenting information, instead of presenting it in the essay format.
The Minnesota Graduation Standard that is connected to this unit is the Inquiry and Research learning area and the content standard is History through Culture. The standard specifications are: A student shall demonstrate understanding of historical periods, including major events, conflicts, leaders of a historical period, through investigating the cultural expressions of the period by:
• interpreting ideas from artistic expressions to compare representations of a historical period to selected philosophies, events or conflicts, and people and their contributions; and
• gathering information and analyzing selected cultural expressions of a period, including major writings, publications, or both; artistic works; architecture; technology; and daily life and social customs.
Class Specifications:
This unit is appropriate for students in 11 th grade Honors American Literature and up. It can be changed and used in a 9 th grade classroom by switching the books. A suggestion for a change in book would be substituting Fallen Angels by Walter Dean Myers for In the Lake of the Woods by Tim O'Brien. In the beginning of the unit there will be a historical background of what was happening in the country during the time of the Vietnam War. This will include who was president, coverage of pro and anti war opinions, protests, propaganda, as well as controversies amongst race and class. The unit would be inappropriate for students that cannot handle a heavy war theme. This unit relies heavily on war issues that may be graphic and controversial.
Significant Assumptions:
I believe that students learn in an environment that is hands on. By this I mean that students learn by doing. They will have the opportunity to explore many different types of literature that is both fictional and non fictional. I am assuming, that by learning from many different types of literature and media, they will be able to create a multi genre paper. I assume that they will look beyond the surface of the literature that is presented and that they will see the symbolism behind what is being taught. I am assuming that this unit will help them with the current war situation in the nation. When creating this unit I am assuming that students have already written some poetry, and they have already worked with word processing in order to complete this unit. I am also assuming that students have written a multi-genre paper and have some background knowledge on the Vietnam War. With this knowledge they will be able to write their multi genre paper, which will help them complete part of their Inquiry and Research graduation standard.
Desired Outcomes/Standards/Objectives to be met:
By then end of this Unit I want the students to have learned:
• How the Vietnam War changed our country.
• How to present information in a creative way.
• How to read analytically
• How to separate fact from fiction
When students have completed this unit students will have met the ability to:
• question
• collect data
• organize data
• display data
• come to conclusions
• feasibility
Possible Whole-Class Activities:
# Go to an author presentation
# Create a newspaper that may have been published during the Vietnam War
# Visit a local Vietnam War Memorial and leave something in memoriam for those that lost their life fighting for the country
# View a movie that takes place during the Vietnam War. Some Examples are Born On the 4 th of July , Platoon , Full Metal Jacket , and Good Morning Vietnam .
Possible Small Group Activities:
# Have small groups view any of the movies listed above and write a review on the movie.
# Have groups write short stories about what it would be like to grow up during the Vietnam War.
# Have groups present different historical events that took place during the war.
# Have small groups visit a local Veteran Hospital to do community service there and interact with the residents
Possible Individual Activities:
# Each student keeps a journal about what it would be like to be a student at the time of the Vietnam War.
# Each student writes a letter to the author of the book.
# Each student will create his or her own ending to the book.
# Have each student create a piece of artwork that they feel is a symbol in the book.
Ongoing Activities:
Students will spend time each day journaling about the reading and what they have learned in their learning logs. They will also spend one day each week researching for their multi genre paper. Students will spend time working with their writing groups going over their multi genre papers. There will be in class reading time to go over what is happening in the book. There will be group-meeting times so that students can work on their history presentations.
Student Resources:
Students will need:
• pen
• paper
• a copy of the book In the Lake of the Woods by Tim O'Brien
• film
• a camera for artwork
• a floppy disk for their multi genre project
• computer access
• printer access.
Teacher resources needed in order to teach this unit:
• In The Lake of the Woods by Tim O'Brien
• VCR
• Television
• Access to the movie Born On The 4 th of July
• CD Player
• Music from the time era, examples are : “Alice's Restaurant” by Arlo Guthrie (1969, Reprise Records) , “American Pie” by Don McLean (1971, United Artists), “The Sound Of Silence” by Simon and Garfunkel (1972, Columbia Records), “ Rainy Day Women #12 & 35” by Bob Dylan (1966, Sony), “Volunteers” by Jefferson Airplane (1969, RCA), “Let's Get Together” by The Youngbloods (1967,Edsel), “ Turn! Turn! Turn!( To Everything There Is A Season)” by The Byrds (1966, Legacy Records)
• Pictures from the time era
• Journal entries from Vietnam Vets,
• “Fostering Response to Vietnam War Literature through the Arts” by Larry R. Johannessen . From English Journal. September 1997. Volume 86. Number 5.
Book launch
Objective/Standard: By the end of this lesson, the students will have learned:
# How to run a campaign
# How to use persuasive writing
# How the character in the story felt at the beginning of the book
Rationale: This is a way to get students into the mindset of In The Lake of the Woods . This will help them fully understand where the main character is coming from at the beginning of the story. When they are put in a situation they can feel what the character is feeling. The students will come away from this activity with an understanding of how powerful politics are in the world and how they form lasting impressions on people.
Method:
# On Day One explain to students that you are having an election to have a student representative from their class be on the English Department representative board. By participating on this committee the student will have the opportunity to give input on the curriculum and they will communicate between the students and the teachers.
# Have students nominate 3 candidates from their class.
# Explain to the candidates that this is a mock election and that you are using this to help explain the beginning of the book. This will take about 10 minutes.
# On Day Two have each candidate prepare a speech for class.
# Have each candidate give a promotional speech to the class.
# Then meet with the candidates and inform them that a rumor is going to come out about one of them. In order to make the students feel comfortable they can choose which one of them the rumor is going to be about and what the rumor is going to be. In order for the rumor to be safe it should be something that relates close to the subject that is being voted upon. This way the rumor should only be damaging to the election results not to the student psychologically. This will take about 20 minutes.
# On Day Three once again have students give speeches but let the rumor slip out when person one is speaking. This will take about 10 minutes.
# On Day Four have a debate between the candidates in which the students come up with questions to ask each candidate. See if the rumor comes up. If not plant it once again and check for a reaction. This activity should take about 15 minutes.
# On Day Five hold the election. See if the rumor played into the results.
# If it did then explain to the students that this is what happened to John Wade in the book In the Lake of the Woods by Tim O'Brien.
# Then give a brief introduction to the book.
# Pass out the books
# Begin to read Chapter One.
Homework:
# Read chapters 1-6 over the weekend (31 pages).
# Write a reaction to the election.
# Write down questions about the reading.
Assessment: I know the students will have met the objectives/standards if:
# Write a thoughtful reaction to the election
# Respond in a class discussion about elections and how influential they are.
# Ask questions about the reading
Lesson plan # 2
Title: Music to their ears
Objective/Standard:
By the end of this lesson, the students will have learned:
#. What music was influential during the 60's
#. What some of the deeper meanings of the songs were
#. Who was influential in pop culture during the 60's and early 70's
#. Why these songs were so influential
Rationale: The world will benefit from students learning about the music of the 60's and 70's because much of it had political meaning behind it. They will have a greater understanding of the music, and will learn to look for symbolism behind music. Students will also develop a greater understanding for what a majority of the country was feeling through the music.
Method:
#. Ask students to name music from the late 60's and early 70's and compose a list. (3 minutes)
#. Present to students the music that they will be listening to in class. Explain who each band is and when each song was written. Give some history behind each song. (7 minutes)
#. Pass out lyrics to the songs. Have students examine them. (3 minutes)
#. Play music. Have students take notes while listening to the music. Have them write down any symbols that they see or thoughts that come to mind when listening to the music. (20 minutes)
#. Ask students if they will share some of their thoughts about the music. (3 minutes)
#. Present questions for discussion:
What are some of the symbols within the music?
This music is definitely political music. What, if any, music today is like the music that was played during the 60's and 70's?
When you are listening to the music of today what are some of the messages that you receive from the music?
Why do you think this music was so controversial at the time?
If war is being mentioned in music today do you think it is a political war or do you think it is now a war of vanity that does not really concern you?
Why is it the type of war that is mentioned in the previous question? (14 minutes)
Homework:
#. Read Chapters 9-10
Assessment: I know that students have met objectives/standards if:
#. They find symbolism in the music
#. They can explain why the music is influential
#. They can relate the two cultures
Lesson Plan # 3
Title: A Kent State Of Mind
Objective/Standard:
By the end of this lesson students will have learned:
#. Why the country was so torn over protests
#. The different types of protests that occurred
#. Why protest can backfire
Rationale: This lesson will be beneficial for students because they will learn about how the U.S. was fighting a war on its own soil. The students will be able to look at protests from a pro and con point of view and will be able to make decisions about whether protests are an effective attention- getting tool.
Method:
#. Have students list famous protests that they know of from the Vietnam War. (3 Minutes)
#. Lecture on different protests that took place during the war. Show footage if it is available. As well as different pictures .( 25 minutes)
#. Have students list reason why they would have protests (5 minutes)
#. Ask students whether or not they think that protests are an effective way to get their point across? (4 minutes)
Assessment:
I will know if students have met the objectives/ standards if:
#. They respond in class to questions presented on protests
#. They were attentive during the lecture
#. They ask questions about the protests
Organization of the Unit
Week One:
Monday - present the mock election.
Start giving some history on the Vietnam War.
Tuesday - Have first Presentation of candidates
Present information on Hawks Vs Doves
Wednesday - Have second presentation of candidates
Talk about famous protests
Thursday - Have debate
Present the multi genre paper
Friday - Have election
Introduce the book
Start reading book aloud. Read Ch's 1-6 over weekend
Monday - Assign small groups for the unit
Have small discussion amongst the group about the book
Read chapter 7 in class. Read Ch. 8 for homework
Tuesday - Journal entry about chapter 8
Present music from the Vietnam War
Multi genre paper proposal due
Wednesday - Journal about 9- 10
Present artwork and photographs from the Vietnam War
Present photograph assignment
Thursday - Read chapter 11 in class
Friday - Spend time in the library working on information for multi genre paper
Read Ch's 12-14 over the weekend
Monday - Short discussion about Ch's. 12-14. Journal reaction entries
Tuesday - Teach about My Lai Massacre Read Ch. 15 for homework
Wednesday - Continue My Lai Massacre lesson
Thursday- Read Ch. 16 in class aloud
Friday - Work on Multi-genre paper in library. Read Ch 17 for homework.
Monday - Go to computer lab to work on Multi genre paper. Read Ch 18 for homework
Tuesday - Go to computer lab to work on Multi genre paper. Reach Ch 19 for homework
Wednesday - Meet with writing groups to work on Multi genre paper. Read Ch. 20 for homework.
Thursday - Read Ch 21 in class.
Friday - Rough Draft due. Work in Writing groups to revise and then hand in. Read Ch. 22 for homework.
Monday - Class presentations on Photograph assignment. Read pages 230-238 for homework.
Tuesday - Hand back multi-genre rough drafts, conference with students. Read pages 239- 248 for homework.
Wednesday - Finish conferencing. Read journal entries from Vietnam Vets and talk about PTSD.
Thursday - Second draft of paper due. Read Ch.24 in class. Read Ch. 25 for homework.
Friday - Discuss mystery theme. Read Ch. 26 in class. Read Ch. 27-28 for homework.
Monday - Hand back second draft. Discuss Ch. 27-28.
Tuesday - Finish book in Class. Discuss ending of the book with the students. Have Students write their own ending in class.
Wednesday - Final paper due. Watch Born On The Fourth of July.
Thursday - Movie
Friday - Movie
Name of Item: Recording History |
|||
Learning Area: Inquiry and Research |
Content Standard: Recorders of History |
Educational Level: High School |
Submission Type: Assessment Task |
Standard Specification: Those parts of the standard that are assessed in this task are bolded.
A student shall demonstrate understanding that historical knowledge is the result of decisions made by recorders of history, including an understanding of events in a chronological framework, the factors influencing decisions made by recorders of history and the types of information sources by: • analyzing two or more accounts of the same historical event recorded in different time periods, comparing and contrasting the accounts, and explaining the differences in terms of availability and use of sources, societal influences on the recorder, and purpose of the account, if known; and • recording the history of an event using several primary sources, including identifying factors that influence the recorder of the event and using appropriate validation procedures. |
Large Processes and Concepts: The items from the Large Processes and Concepts for this learning area that are addressed in this assessment task are bolded in the right hand column.
|
The following bolded Large Processes and Concepts are covered in this assessment task.
question feasibility data collection data organization data display conclusions |
Evidence of Learning: The following product(s) supply evidence of student learning.
Multi genre paper Credible list of sources Journal Entries Variety of sources |
Task Summary: The following is a brief summary of this assessment task.
Students document facts of an event, validate the facts using primary sources and secondary sources, analyze accounts of the event during different time periods and write their own historical account of the event. |
Feedback Checklist : Items in the checklist are aligned with the standard and describe the quality criteria for each piece of evidence. Items indicate what is being assessed and how well it needs to be demonstrated.
Checklist for Multi genre paper
_________ Student turns in first draft on time __________
and have five credible sources and
three genre types
___________ Student turns in second draft on time __________
and have the ten sources that you need and
two other genres, coming to a total of five genres.
This is to be a polished draft.
__________ Student turns in final draft on time __________
Very well thought out paper. Very polished.
Effective. Publishable.
__________ Works cited page __________
Limited mistakes. Credible sources.
Variety of sources.
__________ At least five different genres. __________
Self Explanatory
__________ Cover page __________
Includes your name, title of your paper,
class , class period, date
Checklist for paper proposal
_________ Student turns in proposal on time __________
___________ Student states the goal of their paper __________
__________ Student has three sources __________
__________ Proposal was typed __________
__________ Student has two different genres picked out __________
_________ Student turns guided tour on time __________
___________ Student has guided tour typed __________
__________ Student successfully leads guided tour __________
Task Description: Includes clear, step-by-step, instructions.
Multi- Genre Paper Requirements
Each student needs to complete this project in order to meet the graduation standard, as well as to pass this semester. This is a paper that will allow you to use creativity while presenting facts. The purpose of this assignment is to find a topic from the Vietnam War era and to explore it in many different ways. It is expected that students use at least 5 different genres. You can use poetry, prose, diary entries, and many genres to show what you have learned throughout your research. There will be a series of drafts that are going to be due throughout this project.
Students are expected to pick out a topic that they can research. Some examples are politics on college campuses across the nation, was the media an influence or a cover up, how did the music of the 60's influence people's opinions, positive reasons to go to war, presidents during the war etc. You will be given time throughout this unit to work on you paper and to find support for you evidence. It is recommended that you use it wisely.
Students are expected to turn in a draft each time. In the first draft it is expected that you have five credible sources and three genre types. It should be typed. For the second draft it is expected that you will have the ten sources that you need and two other genres, coming to a total of five genres. This is to be a polished draft.
Students are also expected to turn in a works cited page in the MLA format. This paper should be heavily cited and should have at least 10 sources. There should be a variety of sources. Not all one type. You cannot have more than three Internet sources. These should be credible sources not just something that was found in Joe's Basement of Vietnam Goodies. I should be able to have access to the sources if needed.
When students turn in their final draft they should have cover for their paper as well as a guided tour of the paper itself. The guided tour should take the reader through the paper with ease and precision. It should be typed and found in the front of the final paper.
A paper proposal is due on Tuesday of week two. It should include each of the following; a goal or subject for the paper, three different sources, two different genres that you would like to explore, and it should be typed.
Hand Outs
Photography Assignment
For this assignment you will take a picture of something that they think symbolizes something from the book or something from the Vietnam War era. The picture should be in black and white. However, if it is not possible to turn in a black and white print color will be accepted. It need not be matted however you must turn it in, in order to receive credit for the assignment. You can put this in you Multi genre paper and write something about it in the paper. Please see me if cost is an issue and we can work something out in order for you to receive credit for the assignment. This assignment is worth 25 points. It is due Monday of week five.
Create Your Own Ending
For this assignment, each student is being asked to write his or her own ending to the book. The ending is left very open and one is left pondering what happened to the characters. This assignment gives students the chance to bring closure to the book. It is to be neatly written at least one page Students will be expected to complete this assignment in class. You will be given 30 minutes in order to come up with an ending. The ending should have a conclusion for each of the main characters. It will be worth 15 points.
Multi- Genre Paper Requirements
Each student needs to complete this project in order to meet the graduation standard, as well as to pass this semester. This is a paper that will allow you to use creativity while presenting facts. The purpose of this assignment is to find a topic from the Vietnam War era and to explore it in many different ways. It is expected that students use at least 5 different genres. You can use poetry, prose, diary entries, and many genres to show what you have learned throughout your research. There will be a series of drafts that are going to be due throughout this project.
Students are expected to turn in a draft each time. In the first draft it is expected that you have five credible sources and three genre types. It should be typed. For the second draft it is expected that you will have the ten sources that you need and two other genres, coming to a total of five genres. This is to be a polished draft.
Students are also expected to turn in a works cited page in the MLA format. This paper should be heavily cited and should have at least 10 sources. There should be a variety of sources. Not all one type. You cannot have more than three Internet sources. These should be credible sources not just something that was found in Joe's Basement of Vietnam Goodies. I should be able to have access to the sources if needed.
When students turn in their final draft they should have cover for their paper as well as a guided tour of the paper itself. The guided tour should take the reader through the paper with ease and precision. It should be typed and found in the front of the final paper.
A paper proposal is due on Tuesday of week two. It should include each of the following; a goal or subject for the paper, three different sources, two different genres that you would like to explore, and it should be typed.
Listed below are the dates that each draft is due:
Paper proposal - Tuesday of week two 10 pts.
First draft- Friday of week four 20 pts.
Second draft- Thursday of week five 20 pts.
Final draft- Wednesday of week six 100 pts.
Each part must be turned in on the day that it is due. There will be no exceptions.
Grading :
This unit will be graded on an A-F level. Students will receive points for the work that they turn in as well as participation points. There will be a higher level of participation points because of the fact that much of this unit is discussion and in-class work. There will be a rubric and check lists to show that the students have completed the work in order to complete a graduation standard.
The grades are broken up into this format:
Multi genre paper
Paper proposal - Tuesday of week two 10 pts.
First draft- Friday of week four 20 pts.
Second draft- Thursday of week five 20 pts.
Final draft- Wednesday of week six 100 pts.
Photography assignment 25 pts.
Create your own ending 15 pts.
Participation 35 pts.
The grades will be broken into the following brackets:
A = 203-225 100-90 %
B = 202-180 89-80 %
C = 179-158 79-70 %
D = 157- 137 69-61 %
Discussion Questions
With a preview that was given in the beginning of the book what can you predict will happen to the characters?
Why would it be important that when something happens that destroys a person, they move out of the limelight?
What are some things that you as future voters would like to know if you were voting for someone that might affect the way that you perceive that person?
Why is the evidence that is found in the book important to you as a reader?
Why will it be important to know the condition of John and Kathy's marriage?
What are some clues that are given throughout the reading that would suggest what happens later on in the book?
From what you know of war what appears as evidence that there is more than one war going on in the story?
How is the disappearance of Kathy Wade in the book like the cover up of the My Lai Massacre?
How do we use magic tricks today to fool ourselves, and others?
What other evidence can we compile to show what happened to John and Kathy?
Why is it important for someone to tell you something that might be bothering them especially after fighting a war?
Why is it important to not let time slip by when you notice that someone is missing?
What did John do that will prevent him from being able to find Kathy?
Why is it important to understand the connection between chemical warfare and its effects on the human mind?
Why was the My Lai Massacre so devastating?
What are examples of the United States having its own massacre?
Why is the suggestion of Kathy drowning a symbol of her life?
How might the size of the lake be a symbol of problems in John's life as well as Kathy's?
Ch 16
When reading Chapter 16 what clues popped out at you when doing your reading?
When presenting this book as a case, how is the evidence that is given in this chapter important in the Kathy Wade disappearance case?
How could John have prevented this predicament for himself? Was he given chances to come clean?
What are some instances that you can think of that have wrecked a career for a politician?
Why is it important for us to know about instances that could be controversial in a campaign?
How is it helpful to have different scenarios of what could have happened to Kathy?
What makes these scenarios realistic?
How is the testimony of Richard Thinbill incriminating for John Wade?
Why do you think it is important for the testimony of other officers to be included in the book?
Why is it important to have Thinbill and the Sorcerer connected?
Why is the description of the boat so important in finding Kathy Wade?
How is the weak motor a symbol for Kathy?
How have the different hypotheses been helpful in trying to figure out what happened to Kathy Wade?
What are the different definitions that we can find about losing someone and having someone feel lost?
Why should John still be the main suspect in his wife's disappearance?
How do the footnotes in the evidence influence the evidence that is being presented?
How did we as a nation convict many of the soldiers that fought in the Vietnam War?
How does the book show that John Wade is guilty of murder even before he was ever convicted?
What is the connection between the darkness of the jungles in Vietnam and the vastness of the lake?
Why is it important that the greatest trick of all is making yourself disappear?
Why is it best to make John disappear?
What is the symbolism of making John disappear and the cover up of the My Lai Massacre?
Why is it in the best interest of the reader to give the book an open ending?
What is the evidence that the whole disappearance of Kathy Wade was made up?
In this day and age why does it seem that there are more disappearances like those of John and Kathy Wade?
How do you think you would end the book?
Inquiry& Research / High School Level Date Completed Final Evaluation 4 3 2 1 P
A student shall demonstrate understanding that historical knowledge is the result of decisions made by recorders of history, including an understanding of events in a chronological framework, the factors influencing decisions made by recorders of history and the types of information sources by:
• analyzing two or more accounts of the same historical event recorded in different time periods, comparing and contrasting the accounts, and explaining the differences in terms of availability and use of sources, societal influences on the recorder, and purpose of the account, if known; and
• recording the history of an event using several primary sources, including identifying factors that influence the recorder of the event and using appropriate validation procedures
Student Name: _____________________________ Grade: ______ _ Content Standard: Recorders of History