Brenda Lilly

Teaching the Language Arts

Unit Title- Vietnam

Unfortunately, many young adult Americans are ignorant about the Vietnam War. This is an important part of our history. The Vietnam War is an extremely controversial subject. Due to its controversy, it is important to study the war from many differing perspectives. War is never clear cut, but the Vietnam War was different from previous wars. This war was extremely complicated. Guerrilla warfare and the inability to recognize an enemy from a friend made this particular war confusing and the question of whether this was a good or bad war added to the complication. It is important for students to know that honor and glory are not always the results of war. Emotional and physical handicaps often result if death does not occur first. Students should know all the possible outcomes and what is actually at stake during war. They may be making decisions themselves about war. Decisions about whether to participate, start, or protest a war.

Throughout the course of this unit, students will primarily be reading In Country by Bobbie Ann Mason. Students will keep a dialogue journal with another student and myself. Short stories, poems, videos and letters from soldiers in Vietnam will be used as supplemental material. For final assessment over the Unit, students will create a project about some aspect of the war from a list of suggested topics or one of their own. This project may be done in groups of two, three, or individually. This unit may be taught along with a Social Studies course covering Vietnam as well.

This unit is designed with ninth graders in mind but can be adapted to fit the needs of most any secondary education English or History class. The Vietnam War should be interesting to all students, but some female students may lack interest. To compensate, their interest may be captured by the female protagonist of In Country. There are so many issues involved with the war everyone should be able to find something within the unit that intrigues them.

Significant Assumptions

Students are interested in the lives of other adolescents.

Students learn well in cooperative group settings

Students are capable of presenting their ideas about the war clearly by presenting their project to the class.

Students will draw their own conclusions about the Vietnam War.

Students will learn how to gather information and present it to the class.

Students will gain an understanding of war and all that it encompasses.

Students will learn that their thoughts and ideas are important and appreciated.

Students will respect their classmates views as well.

Students will gain an understanding of different perspectives.

Student teacher reading and discussion of the text.

Reading literature pertaining to the war.

Listening to cassettes and CD's of music from the time and National Public Radio discussions.

Vietnam Veteran Guest Speaker

View the video Vietnam Requiem

Library research

Small group discussion about issues that arise during the unit.

Small group reviews of poetry and teaching the poem to the class.

Small group assessment projects

Reading of In Country

Primary and Secondary research for project

Quizzes and essay questions on In Country

Journaling

Journaling (Dialogue about the unit and personal)

In-class reading

In Country by Bobbie Ann Mason

Handouts of poems and short stories

"The Man in Black" by Frank A. Cross, Jr.

"APO 96225" by Larry Rottmann

"The Insert" by R. L. Barth

"Corporal Charles Chungtu, U.S.M.C." by Bryan Alec Floyd

These four poems taken from Illumination Rounds by Larry R. Johannessen.

"Vet's Rehabilitation" by Ray Durem (1915-1963)

"Vietnam #4" by Clarence Major (1936- )

These two poems taken from The Poetry of Black America.

"Walking Wounded" A short story by John Bart Gerald. Taken from In the Best American Short Stories.

"Communist" A short story by Richard Ford taken from What If.

For more resources refer to the works cited page included.

Journal/ notebook

Library and Computer Access

Objectives:

1. Students will understand the concept of a dialogue journal.

2. Some students will realize the lack of information they know about the war.

3. Students will formulate their own questions they want answered about Vietnam.

Methods: 50 minute class

1. Students will fill out an opinionaire about patriotism, protest, and war.(3 minutes)

2. Students will discuss their answers in small groups and explain why they agreed or disagreed. (15 minutes)

3. After this questionnaire and discussion students will journal about the Vietnam war and write down anything that comes to their mind about it. (3 minutes)

4. After journaling, we will brainstorm on the board what we know and don't know about Vietnam.

(7 minutes)

5. Then we will brainstorm what we would like to know about Vietnam. Possible project list will be passed out so students can begin deciding what they would like to work on. (This will give the students ownership in their learning) (10 minutes)

6. At the end of class I will explain what dialogue journals are to the class. Students will choose a student to be their dialogue partner. I will also read and respond to their journals. (They must write to me at least once a week) They will spend the remainder of the class writing in their journals about any questions or comments about the unit. Students should underline material they really want me to read and respond to. I will try to read as much as possible, but time only permits so much. (10 minutes)

Evaluation: I will know students have met the objectives by the board work and the questions they would like answered. I will be able to tell if they understand dialogue journals by reading their entries.

Objectives:

1. Students will encounter different perspectives of the war.

2. Students will learn to share their views and ideas about the poems we read and respect the ideas of other students as well.

Methods: 50 Minute Class

1. At the beginning of class students will be divided into four groups. These groups will each read and discuss a different poem about Vietnam.

2. These groups will then read and present their poem to the class.

3. After each group presents their poem, we will have a short class discussion over each one.

4. At the close of the class, I will read a letter from a soldier in Vietnam.

5. Students will journal about the letter and any ideas or emotions that it makes them think about or feel.

Evaluation: I will be able to tell if students met the objectives, by the activity during the small group work and by their presentation to the class.

Objectives:

1. Students will gain an understanding of guerrilla warfare.

2. Students will gain an understanding of what is at stake in war besides honor and glory.

Methods:

1. Students will view the movie Vietnam Requiem.

2. Students may start on this assignment in class, but this is an individual short essay over the video. Students should write a short essay explaining:

Think about the words and images that made the strongest impressions on you. Which statement from the video made the strongest impression on you? Why? What do you feel and think about it? Which image from the video made the strongest impression on you? Why ? What do you feel and think about it?

or

To what extent did the video confirm or contradict your own views on the war? In what ways did it confirm or contradict your own views? What questions or problems did the video raise for you? What more would you like to know?

This essay should be approximately a page and a half to two pages. This is expected to be a rough draft and revision will be necessary.

Evaluation:

I will be able to tell if students met the objectives by their essays.

Vietnam and the media. The class will listen to parts of a cassette of a National Public Radio discussion of the war. They will view and read newspaper and magazine articles about the war. They will also listen to music written about the war. This will add to their perspectives of the war. Students will journal about the information and decide which piece of media was the most effective for them and why. At the end of class I will read them into the novel In Country.

Objectives:

1. For students to get into the reading

Methods:

1. Silent Sustained Reading.

Evaluation:

I will be able to tell if the students are following the reading, because they will be given short quizzes to make sure they keep up on their reading. Discussions over the novel will follow the quizzes. A list of possible questions and discussion topics is included at the end of the unit.

This week, each class period will begin by listening to a letter from a soldier and follow with a short class discussion. Students will choose their project partners and topics for their presentations. Students will have class time to brainstorm ideas about their projects and make plans for research. Students are to share dialogue journals with partners at least two times during the week and with me at least once. This week we will also cover the short stories "Walking Wounded" by John Bart Gerald and Communism by Richard Ford. Students will be expected to read approximately 15 pages a night. By the end of week two students will be expected to have read to chapter 11. Students will be given two quizzes during this week to make sure they keep up with reading. The last day of this week will be silent sustained reading of In Country. Any extra time will be spent on their projects.

Week 3

Students will formulate questions for the guest speaker this week. Students must have at least three questions prepared to ask and turn in. This week we will begin class by listening to case studies on cassette with actual POW's. This will be followed up by journaling. Students will exchange dialogue journals at least two times during the week. These journals can either be about the novel, any other literature or media we have covered or their project. Students must turn their journals into me at least once during the week, so I can respond and give feedback. This week will also consist of one library day for research and one computer lab day for word processing. The last day of the week will be used for silent sustained reading. This week will also contain two check-up quizzes for the reading of In Country. By the end of this week students should have read up to Chapter 23. During this week, I will conference with all students about how their projects are coming along.

This is the final week of the unit. Students will be given another day in the computer lab and one full day to work on their projects. Students will be expected to finish the novel by the end of this week. Two days will be spent on presenting projects to the class. This week will also contain two quizzes over the reading. Journaling is still going on. Two dialogue journals with a partner and one with myself must be completed. One day will be spent on silent sustained reading. A take home essay test will be given out on Friday and is due the following Monday. This essay test is over In Country. Students will be able to choose one essay question from three possible choices.

The movie In Country will be viewed by the class. This will take one and a half class periods. The remainder of the class period will be spent writing. Students will write about what they got out of the unit. They will write about what they learned from the projects (their own and others) and any literature or media that made a big impact on them.

Vietnam Projects

Students will work individually or in groups of up to three. These topics cover a lot of material. It is possible to have more than one group on a particular topic.

You may choose a suggested topic or develop one of your own. Each presentation should last at least five minutes for each person but not over ten. This means if there are three people in your group your presentation should last at least 15 minutes. Your presentation must include some type of visual aid and handout. You must answer all the questions in the suggested topic. Think of a creative and informative way to present your project to the class. Be prepared to answer questions from students and myself. Primary research (yourself, your group members), and Secondary research must both be conducted to have a valid presentation. You will be evaluated on each of these components so make sure they all get covered, especially if you are working in a group.

1. The protest songs of the 1960's reflect events that were taking place. How do these songs reflect the political controversies over the Vietnam War? How is this music reflected in the literature of the Vietnam War? Which songs and/or artists seem to be most important? Why?

2. In the 1960's and early 1970's artists began depicting the war in Vietnam. How do artists like Peter Saul and others portray the Vietnam War? How do these works reflect the political controversies of the time? Which artist and/or works of art seem to be most important? Why?

3. Magazines, newspapers, and television brought images of the war into American homes on a daily basis. Some of these images became touchstones for the growing unrest at home over the war. How did television news cameras and photographers portray the war in Vietnam? Which images were most important in terms of the political controversies of the time?

4. The Vietnam Veterans Memorial in Washington, D.C., has been called everything from the "black ditch: to a powerful work of art. How does this memorial reflect the lingering wounds off the Vietnam War? What is your assessment of this memorial? Is it a "black gash of shame" or a work of art that has the potential to help heal the wounds of the war?

5. Conduct a survey of beliefs on war. This survey should contain non-biased questions and be done on random individuals. Draw a comparison between the views on war now and the views during the Vietnam War. What are the similarities or differences between present day views and previous views. What factors could cause these similarities or differences. Draw some conclusions, but have information to support your theories.

6. I am interested in any ideas you may have about a different topic than I have suggested. Please feel free to suggest topics of interest to yourself and maybe we can develop a new project.

In Country by Bobbie Ann Mason "Reading Check" questions

Make sure and answer each part of the question you choose. Develop a thesis to lead you in your writing. Because you are able to use your book and being given the weekend to write this essay it is to be in its final version when handed in. Approximate length is about two pages. Do not feel limited by this approximation. If you feel in order to develop the answer fully you need more space please use more space!

1. Why does Sam live with her maternal uncle rather than with her mother? What are the cause of the problems between Sam and her mother?

2. What is the nature of the relationship between Sam and Emmett? How do they relate to each other? How does Sam treat Emmett, and vice versa? In what ways is their relationship different or unique for a teenager and an adult?

3. Why is Emmett unsuccessful in getting a job? Why is he unsuccessful in having a relationship with Anita? Why does he seem to have difficulty entering adult life?

4. What are the problems of Vietnam veterans as shown in this novel? In answering, consider these characters: Pete, Tom, Emmett, Buddy Mangrum, Jim, and Earl.

5. Why is Sam infatuated with and drawn to Tom, although he is much older than she?

6. Why has the author included current problems of Sam's peers Dawn and Lonnie in this novel? What do they show about how the world has and has not changed since the days of Sam's father's youth?

7. What is Sam's reaction to reading her father's journal? Is her reaction reasonable? Why or Why not?

8. Why does she go to the woods? Cawoods's pond? What experiences does she have there? What emotional reactions does she have? How does Emmett react to her having one there?

9. What is the significance of Sam's finding her own name on the wall (Vietnam Veterans Memorial)?

10. What is Emmett's reaction to the family visit to the Vietnam Veterans Memorial? What does this reaction suggest about his future?

In Country by Bobbie Ann Mason

Essay test

Students may choose one of the following questions and develop it fully.

1. At one point Sam thinks, "if it were up to women, there wouldn't be any war. No. That was a naive thought. When women got power, they were just like men...What would make people want to kill? How did the Army get boys to do that? Why was there war? (208-209) What does Mason suggest as the reason for war? (Consider the idea of power, the romance of battle, the concept of protecting home and family.) How do these fit into your own views about war?

2. The novel deals with important issues relating to the aftermath of the Vietnam War. According to the author, what are the effects on veterans, on their families, and , in particular, on the children of those who fought in the war? Do you think the author is valid in her choice of effects? Why?

3. Emmett says, "You can't do what we did and then be happy about it. And nobody lets you forget it" (222)! Yet at the end of the novel, we seem to have hope. In what ways do you think this novel is of reconciliation, both for Emmett and for the nation as a whole?

Grades for the unit

Participation in discussion 25 pts

Dialogue Journal with a peer 30 pts

(5 pts. for each dialogue journal

at two a week)

Dialogue Journal with teacher 15 pts

(5 pts each. Three over a three

week period)

Essay on Vietnam Requiem 40pts

Questions for guest speaker 10pts

(three questions)

Quizzes on In Country 30 pts

(6 quizzes at 5 pts a piece)

Essay test on In Country 50 pts

Vietnam project 100pts

---------------------------------------------------------------

300 pts. possible

Divide your total amount of pts. by the total amount possible to determine your grade.

Example--

If you scored 250 pts. out of 300, then divide 250 by 300. Move the decimal point over two places to the right to determine your score. 250 pts. equals an 83.

Patriotism, Protest, and War Opinionare

Directions: In the space provided indicate whether you agree or disagree with each statement. Be prepared to explain your answers.

Agree or

Disagree

____1. "Cowards die many times before their deaths;the valiant taste death but once."

____2. It is never right to kill another person.

____3. People should never compromise their ideals or beliefs.

____4. In time of war, people have to make sacrifices.

____5. Rambo is a good image for Americans to have of the American war veteran; he represents all that America stands for and the American soldier in war.

____6. Women have very little to do with war; they do not fight and suffer very little.

____7. "The men who do well on the average, perhaps with one moment of glory, those men are brave."

____8. Most American soldiers in the Vietnam War participated in acts of brutality against Vietnamese civilians.

____9. No cause, political or otherwise, is worth dying for.

____10. "The soldier, above all other people, prays for peace, for he must suffer and bear the deepest wounds and scars of war."

____11. "My country right or wrong" is not just a slogan-- it is every citizen's patriotic duty.

This opinionaire was taken from Illumination Rounds by Larry R. Johannessen.

Mason, Bobbie Ann. In Country. New York: Harper & Row, 1985.

"Samantha Hughes, a recent high school graduate who wants some answers about the Vietnam War. Her father was killed in the war. Her mother can't really tell her anything about her father since they were married only a month before his death. Her uncle, Emmett, with whom she lives, could be suffering ill effects from Agent Orange exposure in Vietnam, and she is attracted to another Vietnam vet who is emotionally scarred by the war. While not specifically written for adolescents, this book is highly recommended for teenagers." (summary taken from Illumination Rounds by Larry R. Johannessen)

Johannessen, Larry R. Illumination Rounds. Illinois: National Council of Teachers of English, 1992

This book is excellent. It has all kinds of activities and suggested materials for use in the classroom. I recommend this book highly.

Adler, Bill. Letters from Vietnam. New York: E.P. Dutton & Co., inc., 1967.

Actual letters from soldiers in Vietnam. Letters to wives, parents, and children. This is a good way to bring in the personal side of the war.

Vietnam Requiem. Dir. Jonas Meford and Bill Couturie, 1982. (50 minutes.)

This is a 50 minute video. It is spoken in the words of experience combat veterans, between film clips of war footage and interviews of family members and friends, this is a gripping and introspective account of the Vietnam War and the effect of post traumatic stress disorder.

Adoff, Arnold. The Poetry of Black America. New York: HarperCollins, 1973.

Some great heart wrenching poems written by Black Americans who fought in Vietnam.

Bernays, Anne., and Pamela painter. What If. New York: HarperCollins, 1995.

This book contains a short story called Communist by Richard Ford. This story deals with a Vietnam Vet and his reality after war. His views on death are portrayed in a hunting expedition he takes.

Gerald, John Bart. "Walking Wounded." In The Best American Short Stories, 1969. Martha Foley and David Burnett, eds., Boston: Houghton Mifflin, 1969, 37-48; and The Fact of Fiction: Social Relevance in the Short Story, 112-21.

This is the story of a stateside hospital medic who works with wounded soldiers sent home from Vietnam. He does his best to avoid having to deal with the war, but eventually the horror of the war leaves him as wounded as those he cares for in the hospital.

Coffee, Gerald. Beyond Survival.

This is a cassette of POW stories and case studies.

Kitaro. Heaven and Earth (CD)

This CD contains many songs that reflect views of Vietnam.

Vietnam Radio Wars: The After Math., 1988.

A National Public Radio broadcast.

In Country. Dir. Norman Jewison. Warner Brothers, 1988. (116 minutes, color.) Available through Warner Home Video.