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Title: Vietnam War and The Gulf of Tonkin Grade and Subject: AP 11th grade U.S. History 1. LESSON AND ASSESSMENT PLAN CONTEXT FOR edTPA SUBMISSION CUT FROM edTPA LESSON PLANS and USE IN TASK 1: CONTEXT FOR LEARNING INFORMATION This lesson will delve more into international policies of the Kennedy and Johnson administration. It will focus on the Vietnam War and the Gulf of Tonkin. Students will analyze how the Gulf of Tonkin changed the United States relationship with South East Overview Asia. Also, the social implications of the Vietnam War will be discussed. This lesson will act as a build up to the civil rights movement therefore social realities of the late 50’s leading into the early 70’s will be critically analyzed in conjunction with the other content material.

Student Background, Culture, and Context

The context is a densely populated, suburban setting, filled with younger families and people from various backgrounds. The majority of the students are African American, a handful of Latino students and a few Caucasian students live in the community which feeds into this school district. The students come from majority lower income families while a few are from the lowermiddle class. Within the school, there are 74.6 percent African American students, 12.8 percent Latino students and 7.1 percent Caucasian students. 66 percent of the students at the school qualify for free and reduced lunch. Within my classroom, all of the student speak and fully understand English but there are four students that need extra assistance with understanding language and terms because of lower reading levels. There are a few students that truly want to do well but need encouragement from a good teacher to excel. While other students seem to believe they are unable to excel and are destined to continue the poverty cycle of their parents. This lack of confidence in their intelligence is due in large part to misguided praise from previous educators (Dweck, 1999). Lastly, there are nine IB students with no diagnosed special abilities but who are currently assigned to higher-level classes, above normal grade level, because of elevated achievement levels in previous courses. As this school is located in part of the counties older area many of the academic tools, athletic programs and equipment are not as up to date as their neighboring schools. The students are very aware of this and it often comes up in conversation, which I believe affects these students perception of self-worth in their community.

Rationale This lesson was created for these students because it covers the Georgia Standards of Excellence for this unit. Also, this time period covers social reform that bred a whole new generation of citizens who thought completely differently about war and love than their parents. This is important for students to learn about because we can see the same events occurring today in our society. Students will be able to make connections in political

events which in turn lead to social reform during the late 50’s and 60s that are similar toe vents they have seen in their life time. Being able to drawl connections from the past to help predict patterns in the future will be a helpful skill that the students can use in their everyday lives when decision making. This lesson meets the developmental needs of these secondary students because it will keep them entertained and focused as well as call them to think critically about important decision that our government has made. I will also be a part of the lesson in a way which leads them to come to their own conclusion but supports them in any way they may need to stay on track and take away valuable conclusions. This lesson follows behind a lesson which also covered a similar topic but from a different part of the world. It is important for students to learn that this is happening globally and not in isolated parts of the word. Multiple examples of countries and U.S. relations will help students to come to this conclusion. Also, this lesson acts as a set up for the civil rights movement and the important figures that emerged during this that time period. That content will be covered in the following day’s lesson. Students will receive background information and an idea of where society is headed in this lesson before they see it occur in the civil rights movement in the following lesson.

2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

Purpose of the Lesson: Central Focus

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Learning Objective(s)

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How did the Vietnam War transform the political, social, and cultural climate in the United States? What was America's involvement in Vietnam prior to the Gulf of Tonkin incident? How did it change afterwards? Analyze the escalation of the war in Vietnam as a result of the Gulf of Tonkin Resolution. Describe the social shifts that occurred as a result of the Vietnam War

Facilitation & Thus far, I have recognized that this particular class is very well behaved in Safety terms of staying on task and participating in class discussion and activity. However, I have arranged my desks so that they are in separated rows that are spaced out enough to discourage side chatter. I will be fully prepared with my PowerPoint already loaded on the screen before my students arrive as well as have the written essential question up on the board for students to get started on before class officially begins. The white board which has the PowerPoint projected on it will be in the front of the classroom where all of the desks have a clear view of it. Materials needed for the days lessons including handouts, will be organized at the front of the classroom within in my reach for quick delivery. I will handle interruptions as they appear In a calm manner, which directly addresses the student and silences the problem.

If it occurs more than once I will ask the student to remain after class to discuss the issue. This way, my concerns are voiced but additional class time is not wasted. When we are transition from section to section I will hold a couple minutes for review and questions so that students are aware of the summation and given an opportunity to correct any uncertainties they have. Language Demonstrate Function

Academic Language

Students will demonstrate their understanding of the content and vocabulary for this lesson by the answers they write on the movie worksheet. I will support their understanding by pausing and making announcements during the movie to highlight important events/key words. I will also make notes and comments on their movie worksheets to either correct improper use of vocabulary or praise them where a good point and use of vocabulary was used. French Vietnam Ho Chi Minh Vietminh French Indochina War Domino Theory Geneva Accords Vietcong Buddhist monks vs Diem Gulf of Tonkin Resolution General Westmoreland Vocabulary Napalm Agent Orange Search and destroy Tet Offensive My Lai Massacre Vietnamization Kent State Universtiy Carpet Bombing President Nixon Paris Peace Talks Henry Kissinger War Powers Act Fall of Saigon Operation Rolling Thunder Tunnels of Cu Chu

Syntax or Students will use expository sentences to describe their Discourse understanding of the content. GSE - Georgia SSUSH21 Analyze U.S. international and domestic policies

including their influences on technological advancements and Standards of social changes during the Kennedy and Johnson Excellence administrations When students first enter the classroom they will have an essential question to answer, which will allow me to understand and informally access their previous knowledge about the topic before they heard the lesson. It will also help me to informally access how much they have taken away from the reading that was assigned for homework the night before. At the end of the day they will have a ticket out the door which will accomplish a similar objective. I will informally access how well each student received the lesson through a comparison of their essential question response and their ticket out the door response. Also, throughout the PowerPoint I will provide several informal assessments by asking students to explain to me what they know Formal and so far and verbally quizzing on information they have just learned Informal and information from previous lessons that relate to the current Assessment lesson.. When a student’s poses an interesting comment or concern I will ask the class to respond instead of responding myself. This will allow me to assess how well the class, as a whole, comprehends the connection between the previous lesson and todays. I will formally access the student’s ability to analyze how the information they receive from the movie by grading their responses to the movie worksheet. They will be graded for completion but I will leave comments on their answers, which direct students to rethink their answer, add to their answer or change their answer. If students correctly answer the question in its entirety I will place a check mark by the answer number. Students will be given an opportunity to correct the wrong answers and resubmit the assignment before the Unit test. 3. LESSON AND ASSESSMENT PLAN ACTIVITIES

Introductio n (Length of time)

When students start walking in the classroom I will direct their attention to the essential question written on the board. The essential question will be “How has the United States relationship with the rest of the world changed in the 1950’s”. After the students have turned in their essential questions I will explain a brief overview of what they can expect of today’s lesson and will then direct the students to take out their notebooks and look at the PowerPoint.

Body For the first 25 minutes of class students will copy down the notes (Length of on the PowerPoint. The PowerPoint will cover information on the time) Gulf of Tonkin, The decision to enter the Vietnam War, and the societal responses to the politics of the Kennedy administration of the 1950’s-1960’s. After the students have copied down the background information in the PowerPoint I will pass out a movie question worksheet and play the movie below. The movie will cover the topics in the

Instructional Strategies & Learning Tasks that Support Diverse Student Needs

PowerPoint but go into greater detail of the societal shift in opinions to war and towards the role of the government. The movie will lead up to the Kennedy assignation which will act as a perfect Segway into the following day’s lesson. Film citation: Milne, M. (Director). (2010). Millennial: America--The Story of Us [Motion picture on DVD]. A & E Networks. The last 10 minutes of class we will review what we have talked about throughout the lesson. I will ask specific review questions about the information found on the PowerPoint and in the movie. I then will ask students to take out a piece of paper for the “ticket out the door”. They will be instructed to write in three sentences to connect the events of the 1950s and into the early 1960s to the impending civil rights movement.

Closure (Length of time)

Differentiation, Modification(s), and Accommodation( s)

The students in the classroom who are working above grade level, (10th in a 11th grade class) will take their own notes during the movie and PowerPoint. The students who may be struggling due to low vocabulary comprehension I will provide with a follow along, fill in the blank note taking worksheet for the movie. I will also review information to make sure that they hear repeatedly the necessary information to successfully learn the new lesson segment. I will also use down time while students are taking notes to pop around the classroom and ask students who have not mastered the lesson yet a chance to review more so. Students who need more time to complete their movie notes will be given the opportunity to stay after school and view parts of the movie again.

4. LESSON AND ASSESSMENT PLAN RESOURCES Materials

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White board

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Handouts Movie Projector PowerPoint