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NEPTUNE TOWNSHIP SCHOOL DISTRICT
The Vietnam Era: A
Multimedia Perspective Curriculum
Grades 11-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
July 31, 2019 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Dorothea L. Fernandez, President
Laura G. Granelli, Vice President
Brady M. Connaughton Nicole M. Green
Jerome H. Hubbard Jason A. Jones
Mark A. Matson Michelle A. Moss
Donna Puryear Antonio Lopez, Neptune City Rep.
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent of Schools
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Sally A. Millaway, Ed.D.
Director for Curriculum, Instruction & Assessment
Kathleen M. Skelton
Director of Special Services
Lakeda Demery-Alston
Supervisor of Humanities & ESL
Charles Kolinofsky
Supervisor of Data & Information
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Ed.D., Early Childhood Center
Joshua Loveland, Gables
James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Janelle Williams, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Arlene M. Rogo, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Jennifer C. Joseph, Principal
Titania M. Hawkins, Ed.D., Vice Principal
Kevin McCarthy, Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities
DEPARTMENT CHAIRPERSONS
Kelly Baldino
Juan Beltran
Dawn Reinhardt
Nicole Sanyigo
Tara L. Stephenson
Karen Watt
Hillary L. Wilkins
NEPTUNE TOWNSHIP SCHOOL DISTRICT
VIETNAM ERA: A
MULTIMEDIA PERSPECTIVE
CURRICULUM
Table of Contents
Acknowledgements ............................................................................................................i
District Mission Statement ............................................................................................... ii
District Educational Outcome Goals .............................................................................. iii
Course Description........................................................................................................... iv
Curriculum
Unit Title Page
Unit 1 – A History of Vietnam ......................................................................................... 1
Unit 2 – U.S. History during the Cold War and Military Organization............................ 9
Unit 3 – Weapons, Gear, and Military Life .................................................................... 16
Unit 4 – Race, Class, and Gender Issues during the Vietnam Era .................................. 23
Unit 5 – Impact of Music and Media during the Vietnam Era ....................................... 31
Unit 6 – The War in Vietnam ......................................................................................... 38
Unit 7 – 1968: A Turbulent Year .................................................................................... 45
Unit 8 – The War’s End & It’s Impact on Modern War ................................................ 52
Pacing Guide ................................................................................................................... 60
NEPTUNE TOWNSHIP SCHOOL DISTRICT
The Vietnam Era: A Multimedia Perspective
Acknowledgements
The Vietnam Era: A Multimedia Perspective Curriculum guide was developed for
Neptune High School through the efforts of Edward Varsalona, Neptune High School
Social Studies teacher, in cooperation with Nicole Sanyigo, Department Chairperson, and
under the guidance of Sally Millaway, Ed.D., Director for Curriculum, Instruction and
Assessment.
Mr. Varsalona is to be commended for his dedication in creating this curriculum for
approval and his expertise in the area of Social Studies. It is our hope that this guide will
serve as a valuable resource for the staff members who teach this course and that they
will feel free to make recommendations for its continued improvement. The curriculum
was written in alignment to the New Jersey State Standards for Social Studies and New
Jersey Student Learning Standards.
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare all students
for life in the twenty-first century by encouraging them to recognize that learning is a
continuing process. It is with high expectations that our schools foster:
• A strong foundation in academic areas and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
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Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and
will:
Become fluent readers, writers, speakers, listeners, and viewers with
comprehension and critical thinking skills.
Acquire the mathematical skills, understandings, and attitudes that are needed to
be successful in their careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting,
analyzing, and interpreting information.
Become technologically literate.
Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
Develop the ability to understand their world and to have an appreciation for the
heritage of America with a high degree of literacy in civics, history, economics
and geography.
Develop a respect for different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and
multicultural aspects and implications of the arts.
Demonstrate skills in decision-making, goal setting, and effective communication,
with a focus on character development.
Understand and practice the skills of family living, health, wellness and safety for
their physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member
of society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts and feelings.
Develop career awareness and essential technical and workplace readiness skills,
which are significant to many aspects of life and work.
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VIETNAM ERA: A MULTIMEDIA PERSPECTIVE
CURRICULUM
COURSE DESCRIPTION
(5 credits)
In this course, students will explore the Vietnam Era through an interdisciplinary and
multimedia approach. The focus of this course is the impact of the war on society from
both a historical and literary perspective. The activities and assessments will include a
study of primary source material, prose, poetry, music and film (including but not limited
to "We Were Soldiers", "Platoon", "Good Morning Vietnam", "Hamburger Hill", and
"Born on the 4th of July”). A trip to the NJ Vietnam Memorial and Education Center will
also be planned. The course then analyzes the lasting impact that the Vietnam Era had on
the way in which the U.S. wages modern wars.
COURSE RATIONALE:
This course explores the Vietnam Era through a multimedia perspective. Students will
discuss the history of Vietnam and the political events that led to the U.S. war in
Vietnam. The class will parallel social and political events occurring in the U.S. during
the era to those happening in Vietnam. The class will also learn about the culture of the
time period and the aftermath the war left behind. During the 4th marking period, the
course compares and contrasts the issues of the Vietnam War to that of current conflicts
in Iraq and Afghanistan. The purpose of historical inquiry is not simply to present facts but to search for an
interpretation of the past. Understanding and analyzing of historical information allows
students to develop their problem solving and critical thinking skills. Students are given
the opportunity to engage in complex activities that engages their exploratory skills and
motivate them to analytically solve complex issues through the promotion of requisite
critical thinking, communication and collaboration skills. Consequently, students are
made aware of future careers that may relate to law/legal studies, communications,
government agencies, education, as well as military and business opportunities. In
essence, students are prepared to be more civic minded in their examination of historical
events; they are prompted and motivated to analyze past figures’ actions and their effects
on an evolving nation. Hence, the theme of civic responsibility is consistently
emphasized and, therefore, urges students to not only consider career options, but to also
be mindful of becoming productive citizens who hold accountability in regards to making
moral and ethical decisions.
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Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that
they are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the
grade-level standard. A modification changes WHAT a student learns; the change alters the
grade-level expectation.
Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they
receive for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation,
accept short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary, multiplication tables, calculator
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level
as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi-sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to
music. Group discusses topic and responses on paper. Groups rotate twice to see
comments of others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc. to focus on particular
elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to
the other members of the team: http://www.adlit.org/strategies/22371/.
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Unit Plan Title A History of Vietnam
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: In this unit students will learn about the history of Vietnam from 1000B.C. until
1975. Students will be able to identify key events, people, and aspects of Vietnam’s culture as
needed for background knowledge of the American War in Vietnam. Students will also analyze
Sun Tzu’s Art of War to understand how wars are planned and fought.
Unit Rationale: Students will explain how Vietnam’s history of imperialism and culture
influenced the American War in Vietnam.
Stage 1 – Desired Results
Established Goals: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions: Who had the greater claim to Vietnam? What previous events and key factors led
to the American War in Vietnam? How did the geography of Vietnam affect
Enduring Understandings: In any war there are numerous and
sometimes conflicting perspectives. War is both a catalyst for change and
reevaluation in both society and the
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the outcome of the war? How does the culture and history of
Vietnam impact the way in which war
could or should be waged? When is war necessary, if at all? How can
it be prevented, if at all?
individual. The history and cultural beliefs of a society
play key roles in the way war is waged. A nation’s belief in a cause determines
what its people are willing to sacrifice for
that cause.
Nations use political, military or
economic strategies to fulfill international
goals.
Foreign policy forces nations to defend
their previously stated commitments and
beliefs.
Wars are fought because of ideological
differences and/or competition between
nations.
Knowledge: What key events occurred in the early
history of Vietnam
What military strategies are
exemplified in “The Art of War”
How does The Vietnam conflict differ
from other US wars?
What is Communism and how does it
differ from Capitalism?
What are the major cities and key
geographical areas of Vietnam?
Who were the significant players in
the Vietnam conflict
Skills: Create and present a timeline of key
events that occurred around the world
and in Vietnam from 1000 B.C. to 1975.
Analyze and debate the military
strategies of Sun Tzu’s Art of War.
Compare and contrast the American War
in Vietnam to the WWI, WWII, and the
Korean War.
Identify the key beliefs of communism.
Debate the positive and negative aspects
of communism versus capitalism.
Compare and contrast the U.S.
Declaration of Independence to Ho Chi
Minh’s Declaration of Independence for
Vietnam.
Identify key people from the United
States, Vietnam, Soviet Union, China,
and Cambodia during the Vietnam
Conflict.
Label a map of Vietnam and identify key
areas and their significance during the
Vietnam Conflict.
Create and present an original skit that
summarizes the moral of a fairytale from
Vietnam to identify key aspects of
cultural beliefs.
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In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy E CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers A CRP2. Apply appropriate academic and
technical skills.
X Money Management CRP3. Attend to personal health and
financial well-being.
X Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
X Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
decisions.
X Becoming a Critical Consumer E CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility A CRP7. Employ valid and reliable
research strategies.
X Insuring and Protecting A CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration,
and Preparation
A CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness T CRP10. Plan education and career paths
aligned to personal goals.
X Career Exploration A CRP11. Use technology to enhance
productivity.
X Career Preparation C CRP12. Work productively in teams
while using cultural global competence.
CPI- CPI Statement
6.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold
War and to United States involvement in conflicts intended to contain communism, including
the Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.A.12.b- Examine constitutional issues involving war powers, as they relate to United
States military intervention in the Korean War, the Vietnam War, and other conflicts.
6.1.12.D.12.a- Analyze the impact of American governmental policies on independence
movements in Africa, Asia, the Caribbean, and the Middle East.
6.1.12.D.12.d - Compare and contrast American public support of the government and military
during the Vietnam War with that of other conflicts.
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6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War.
6.2.8.A.4.b - Compare and contrast the Japanese and European systems of feudalism and the
effectiveness of each in promoting social, economic, and political order.
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a primary
or secondary source; provide an accurate summary of how key events, ideas and/or author’s
perspective(s) develop over the course of the text. RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence. WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in
response to ongoing feedback, including new arguments or information Character Education This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will evaluate the role of military
service and civic responsibility in a democratic society. Students will evaluate the responsibility
that leaders have in keeping peace among nations and protecting the rights of citizens.
Technology This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
Computer and Information Literacy: 8.1.2.A.5-Students will demonstrate the ability to navigate
in developmentally appropriate virtual world.
Computer and Information Literacy: 8.1.2.D.1 – Students will model legal and ethical behaviors
when using print and non-print information by citing resources in accordance with school policy.
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Career
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards:
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
5
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
will demonstrate critical skills in order to be a functional member of society
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF website
Art of War readings
Art of War video
Vietnam vs. The World Timeline
Ken Burn’s Vietnam
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
and the environment.
Collaborative student debates on moral
and ethical issues of war
Map and terrain activities
Primary and secondary source
differentiation
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
6
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☐ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
☒ Utilize positive communication and social skills to interact effectively with others
☐ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source
Readings
Excerpts from Art of War by Sun Tzu
The Art of War video
Library databases
U.S. Declaration of Independence
Ho Chi Minh’s Declaration of Independence
7
Secondary Source
Readings
Smurfs: Greedy Goes on Strike episode
Children of the Dragon by Garland
Unit Vocab - total war, imperialism, Hearts and Minds, dynasty, Buddhism, communism,
capitalism, Ho Chi Minh, 17th Parallel, Geneva Convention, Marxism,
Mekong Delta, Fishhook, Danang, Hanoi, Saigon,
Supporting Text
pages
Hue, Chu Lai, Mao, Khmer Rouge, Secretary of State, Secretary of Defense.
Teacher Resources
Power points needed:
The Timeline History of Vietnam
Who’s Who in the Vietnam War
Communism
Geography of Vietnam
Copies Needed:
Venn Diagram
Copies of each fairytale for groups & prop craft materials
11 X 28 Poster board strips for Timeline Project
U.S. & Ho Chi Minh’s Declaration of Independence and worksheet
Who’s Who worksheets & quiz
Bingo sheets for review game
Vietnam Map and quiz
Art of War excerpts and worksheets
Videos Needed:
The Art of War
Smurfs: Greedy Goes on Strike
Other Resources:
Puppets for Dragon & Fairy story
Books:
Art of War by Sun Tzu
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments-
Quiz on Who’s Who in the Vietnam
War
Map quiz
Quiz on Timeline Presentations
Venn Diagram on war comparison
Summative Assessments-
Timeline Project
Unit 1 Test
Other Evidence: Do Nows
Debates
Kahoot review games
Stage 3 – Learning Plan
Instructional Strategies Descriptions
Suggested Learning Activities Analyze graphs and charts.
8
Debate ethic and moral issues during warfare.
Create timelines and power points.
Label maps.
Analyze political cartoons.
Read and discuss primary and secondary source documents
9
Unit Plan Title U.S. History during the Cold War and Military Organization
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: In this unit students will learn key events and foreign policies of U.S. presidents
during the Cold War that lead to the American War in Vietnam. Students will also be able to
identify the branches and ranks of the U.S. military.
Unit Rationale: to explain the cause and effect of foreign policy decisions made by U.S. presidents
during the Cold War that lead to expanding U.S. involvement in the Vietnam Conflict.
Stage 1 – Desired Results
Established Goals: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions:
What impact does deployment have on
the family?
What role do the family and spouse play
during deployment?
How did the use of new technology such
Enduring Understandings:
Literature and film are a channel
through which today’s generation can
travel through time to experience the
past.
Effective leaders possess certain traits
10
as helicopters play a significant role in
the way the war was waged?
How does Hollywood change our
perception of war?
Why did the U.S. feel the need to
contain communism on an international
and domestic level?
What political, military, economic and
social policies did the U.S. implement to
stop the international and domestic
spread of communism?
and characteristics needed to be
successful.
Knowledge:
What issues led to the French
reassuming colonial control over
Vietnam?
How were the U.S. and the north
Vietnamese intertwined during World
War 2.
What happened to the French at Dien
Bien Phu?
How did the United States go from
assisting the South Vietnamese to
actively fighting them?
What was J.F.K.’s role in Vietnam?
Skills: Identify the successes and failures of
Diem’s presidency of South Vietnam.
Identify the successes and failures of
J.F.K.’s presidency during the Cold
War.
Debate if the Vietnam Conflict would
have escalated if J.F.K had not been
assassinated.
Identify the ranks and rates of military
personnel in various branches.
Debate the characteristics of what
makes someone a good or bad leader.
Examine the strategies used by the
U.S. and N.V.A during the Battle of Ia
Drang Valley.
Explain why the Battle of Ia Drang
Valley was significant in the Vietnam
Conflict.
Summarize the effects deployment has
on family and the role family plays in
military life.
Compare and contrast war on the
battlefield versus how it is portrayed in
Hollywood films.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
11
X Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer A CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility A CRP7. Employ valid and reliable
research strategies.
X Insuring and Protecting T CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
Career Awareness, Exploration,
and Preparation
T CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration CRP11. Use technology to enhance
productivity.
X Career Preparation T CRP12. Work productively in teams
while using cultural global competence.
CPI- CPI Statement
6.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold
War and to United States involvement in conflicts intended to contain communism, including
the Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.A.12.b- Examine constitutional issues involving war powers, as they relate to United
States military intervention in the Korean War, the Vietnam War, and other conflicts.
6.1.12.D.12.a- Analyze the impact of American governmental policies on independence
movements in Africa, Asia, the Caribbean, and the Middle East.
6.1.12.D.12.d - Compare and contrast American public support of the government and military
during the Vietnam War with that of other conflicts.
6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War.
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a
12
primary or secondary source; provide an accurate summary of how key events, ideas and/or
author’s perspective(s) develop over the course of the text.
RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes
WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing
products in response to ongoing feedback, including new arguments or information
Character Education
This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will evaluate the role of military
service and civic responsibility in a democratic society. Students will evaluate the responsibility
that leaders have in keeping peace among nations and protecting the rights of citizens.
Technology
This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“We Were Soldiers” foreword
We Were Soldiers movie
Rumor of War readings
“NAM’ readings
Ken Burn’s Vietnam
J.F.K. courtroom scene
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
www.lzxray.com
U.S. Foreign policy analysis
Conspiracy theories and government
cover ups
Arms race technological advancements
Kahoot.com
13
and the environment.
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☐ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
14
Relationship Skills
☒ Establish and maintain healthy relationships
☒ Utilize positive communication and social skills to interact effectively with others
☐ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source
Readings
Rumor of War by Phil Caputo and film
We Were Soldier Once and Young book and film
Virtual J.F.K
Green Berets http://www.lzxray.com/
Secondary Source
Readings
Various Life magazines: J.F.K assassination,
Madame Nhu
Unit Vocab - domino theory, containment, resolution, rank, military rate, chain of
command, various military ranks-captain, sergeant, staff sergeant,
platoon leader, lieutenant, general, enlisted, corporal, Ia Drang, Aircav,
deployment, boots on soil/ground.
Supporting Text
pages
Teacher Resources Power points Needed: The Presidency of J.F.K The Vietnam War Who Out Ranks Who? The Battle of Ia Drang Valley Copies Needed: Military rank and rate handout and power point Reading of introduction in We Were Soldiers Once and Young by Hal Moore and Joseph Galloway Rumor of War homework sheets Films Needed: We Were Soldiers Once and Young Rumor of War
15
Virtual J.F.K Green Berets Other Resources: Various Life magazines: J.F.K assassination, Madame Nhu
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments- Class discussion on film
Rumor of War home work sheets
Vocab tests
Summative Assessments-
Unit 2 test
Other Evidence: Do Nows
Debates
Bingo review games
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested Learning
Activities
Debate ethic and moral issues during warfare.
Notes on PowerPoints
Film analysis
Book analysis and breakdown
Analyze political cartoons.
Read and discuss primary and secondary source documents
Modifications Special Education Students: Printed notes, peer buddy system,
modified or reduced work
English Language Learners: Printed notes, buddy system, work given
in language of origin
Students at Risk of Failure: Peer buddy system, proximity seating, self
monitoring, frequent checks for understanding
Gifted Students: Advanced assignments, student directed lessons,
independant projects.
16
Unit Plan Title Weapons, Gear, and Military Life
Suggested Time
Frame 3 Weeks
Overview / Rationale
Unit Overview: Students will learn about the weapons, gear, and basic military life of the American
G.I., N.V.A, A.R.V.N, and Vietcong. Students will also organize a troop package collection as a service
project for troops serving overseas. Unit Rationale: To critically think about how advancement of weapons and gear, economic
ability to fund a war, and morale affect the outcome of a war. Demonstrate service to the
community through the troop package collection.
Stage 1 – Desired Results
Established Goals:
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions:
What role does technological
advancement in weaponry play in
successfully waging a war?
What role does slang play in morale?
Enduring Understandings:
War creates a culture among comrades.
Technology and economics play a role
in the way warfare is waged.
Knowledge: How did the U.S. and the North
Vietnamese differ in battle tactics?
Skills: Describe various weapons and tactics
used by the V.C.
17
What weapons were used by both
sides?
What kind of War was fought by the
North Vietnamese?
Analyze the use of mines and booby
traps used by the V.C.
Describe the intricate use of the tunnel
system by the V.C.
Create and present powerpoint
presentations of various weapons and
gear used by the U.S. and N.V.A.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer A CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility A CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting T CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective
management.
Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration CRP11. Use technology to enhance
productivity.
Career Preparation T
CRP12. Work productively in teams
while using cultural global
competence.
18
CPI- CPI Statement
6.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold
War and to United States involvement in conflicts intended to contain communism, including
the Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.A.12.b- Examine constitutional issues involving war powers, as they relate to United
States military intervention in the Korean War, the Vietnam War, and other conflicts.
6.1.12.D.12.a- Analyze the impact of American governmental policies on independence
movements in Africa, Asia, the Caribbean, and the Middle East.
6.1.12.D.12.d - Compare and contrast American public support of the government and military
during the Vietnam War with that of other conflicts.
6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War.
6.2.8.A.4.b - Compare and contrast the Japanese and European systems of feudalism and the
effectiveness of each in promoting social, economic, and political order.
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a primary
or secondary source; provide an accurate summary of how key events, ideas and/or author’s
perspective(s) develop over the course of the text.
RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response,
etc.), to support analysis of what the text says explicitly as well as inferentially, including determining
where the text leaves matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and how they
interact to provide a complex analysis; provide an objective summary of the text.
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes
WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing products in
response to ongoing feedback, including new arguments or information
Character Education
This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will engage in respectful
conversations about military culture and successful strategies to wage war. Students will also
organize and participate in a community service project.
Technology
This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
19
Computer and Information Literacy: 8.1.2.A.5-Students will demonstrate the ability to navigate
in developmentally appropriate virtual world.
Computer and Information Literacy: 8.1.2.D.1 – Students will model legal and ethical behaviors
when using print and non-print information by citing resources in accordance with school policy.
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Career
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards:
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
will demonstrate critical skills in order to be a functional member of society
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and
collaborate and to create and communicate
knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“NAM’ readings
Ken Burn’s Vietnam film
Vietnam War Stories film
Tour of Duty TV episodes
Deadliest Warrior TV episode
Vietnam in HD film
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding
of the nature and impact of technology,
engineering, technological design,
computational thinking and the designed
world as they relate to the individual, global
society, and the environment.
Student created Weapons PowerPoint
Student centered discussion of fear and
patriotism and its role in the Vietnam
War
VC Battle and guerilla tactics
https://www.youtube.com/watch?v=Obh
EkmfK1bQ
20
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☒ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
21
☒ Utilize positive communication and social skills to interact effectively with others
☒ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source
Readings
ABC-CLIO Databases, CQ Press, EbscoHost, Facts on File, Gale
Resource Center, Proquest, and United Streaming.
Vietnam War Stories: The Mine
Secondary Source
Readings
Tour of Duty: Season 1 Episode 2 Notes from the Underground
Vietnam in HD
Deadliest Warrior: Nazi v. Vietcong
The History Channel: The Vietnam War
That Was Nam: The Collection
Unit Vocab - M-16, AK-47, Zippo Raid, Hooch, FNG/Cherry, Humping the Boonies,
Blood/Bro/Dap, Search and Destroy, G.I., V.C/Gook/Victor Charlie/Vietcong,
Huey, M-60, Mama/Papa San, Didi mau, Nuoc mam, Don’t Mean Nothin’,
FUBAR, Cluster, AWOL, Wasted, Train wreck, LZ, Free fire zone, fatigues,
beehive rounds, grenade launcher, RPG, claymore mines, jungle rot, Agent
Orange, chinook, short, DEROS, Tour of Duty, Operation Rolling Thunder,
tunnel rat.
Teacher Resources
Power points Needed:
V.C. Weapons & Tactics
Weapons & Battles
Films Needed:
Vietnam War Stories: The Mine
Tour of Duty: Season 1 Episode 2
Vietnam in HD
Deadliest Warrior: Nazi v. Vietcong
Copies Needed:
Weapons & Gear Survival Project
Troop Package Collection handout
22
Supplies:
Boxes, graphics, poster board, markers for advertisements for troop package collection
Packaging tape, boxes for shipment
Other Resources:
Boonie Hat
Helmet with Death card & Mosquito Repellent
Pictures of various weapons and aircraft from Vietnam Museum
Toilet Paper ration, C-ration, chicklets
Utility belt with canteen and accessories
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments-
• Quiz
Summative Assessments-
• Unit 3 Test
Weapons & Gear Survival Powerpoint Project
Other Evidence: Do Nows
Debates
Kahoot review games
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
Analyze tactics
Analyze supplies and resources
Create power points.
Community Service Project
Modifications Special Education Students: Printed notes, peer buddy system, modified or
reduced work
English Language Learners: Printed notes, buddy system, work given in
language of origin
Students at Risk of Failure: Peer buddy system, proximity seating, self
monitoring, frequent checks for understanding
Gifted Students: Advanced assignments, student directed lessons,
independant projects.
23
Unit Plan Title Race, Class, and Gender Issues during the Vietnam Era
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: : Students will explore issues of race, class and gender during the Vietnam Era
both during the war and on the home front.
Unit Rationale: To understand the changing rights of African Americans, women, and other
minority groups during the 1960’s and the impact it had on the war. To describe family life in the
1960's.
Stage 1 – Desired Results
Established Goals:
6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions:
How has the roles of women,
African Americans and other
minority groups changed in U.S.
society?
Is it ethical or necessary to limit the
role of women and homosexuals in
the military?
Enduring Understandings:
Governments attempt to balance the needs of
individuals versus the needs of the community. The relationship between the people and their
democratic government is evolving. Each era has a value system that impacts the
economic, political, and social issues of the
time. Government response to discrimination
24
How did the value system and daily
life of Americans during the
Vietnam Era affect the rights of
minority groups and the view of the
war?
can increase or decrease unjust treatment
of minority group.
Changes in society can be reflected in the
way various groups react toward one
another.
Knowledge: What were the divisions in Race in
the 1960’s?
How did the views of Malcolm X
and Martin Luther King differ?
What tactics were used by each of
those men to achieve their goal?
Should women be allowed to serve
in combat roles?
What is “ Don’t Ask Don’t Tell”?
How did the role of women change
in the 1960’s?
What roles did women play in the
Vietnam War?
How were homosexuals treated
during the Vietnam War? And in the
1960’s in general?
Skills: Compare and contrast race issues during
the Vietnam War versus in the U.S. in the
1960’s.
Read interviews from various Vietnam
veterans of different racial and gender
backgrounds to determine race, class, and
gender issues during the war.
Analyze Martin Luther King Jr.’s speech
about the Vietnam war.
Identify major events and people in the
Civil Rights movement.
Compare and contrast the view for
obtaining civil rights of Martin Luther
King to Malcolm X.
Debate the tactics used by Malcolm X to
gain civil rights.
Identify the reasons for the race riots of the
1960’s.
Describe the lasting effect the race riots
had had on major cities in the U.S.
Debate whether women should have the
right to fight in combat, be drafted or be
able to join the Special Forces.
Describe the various roles of civilian
women in the Vietnam War.
Describe the various roles of nurses and
other military women during the Vietnam
War.
Debate the ethics of Don’t Ask, Don’t Tell
and its repeal.
Summarize the social stigmas and
discrimination homosexuals faced during
the 1960’s.
Analyze data of economic, racial, and
other social statistics of soldiers fighting in
the Vietnam War to identify disparities.
Evaluate the impact changing birth control
rights during the 1960’s had on the lives of
women.
25
Summarize the changing roles and rights
of women during the 1960’s.
Describe daily life of the family in the
1960's.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers T CRP2. Apply appropriate academic and
technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social
and economic impacts of decisions.
Becoming a Critical Consumer A CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility A CRP7. Employ valid and reliable
research
strategies.
X Insuring and Protecting A CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration,
and Preparation
T CRP9. Model integrity, ethical
leadership
and effective management.
X Career Awareness E CRP10. Plan education and career paths
aligned to personal goals.
X Career Exploration E CRP11. Use technology to enhance
productivity.
X Career Preparation T CRP12. Work productively in teams
while using cultural global competence.
26
CPI- CPI Statement
6.1.10.14.A Civics, Government & Human Rights
6.1.12.A.13.a - Analyze the effectiveness of the New Jersey Constitution of 1947, New Jersey
Supreme Court decisions (i.e., Hedgepeth and Williams v. Trenton Board of Education), and
New Jersey’s Law Against Discrimination (i.e., P.L. 1945, c.169) in eliminating segregation
and discrimination
6.1.12.A.13.b - Analyze the effectiveness of national legislation, policies, and Supreme Court
decisions (i.e., the Civil Rights Act, the Voting Rights Act, the Equal Rights Amendment,
Title VII, Title IX, Affirmative Action, Brown v. Board of Education, and Roe v. Wade) in
promoting civil liberties and equal opportunities.
6.1.12.C.13.a- Explain how individuals and organizations used economic measures (e.g., the
Montgomery Bus Boycott, sit downs, etc.) as weapons in the struggle for civil and human
rights.
6.1.12.D.13.b- Compare and contrast the leadership and ideology of Martin Luther King, Jr., and
Malcolm X during the Civil Rights Movement, and evaluate their legacies.
6.1.12.D.13.c- Analyze the successes and failures of women’s rights organizations, the American
31 Indian Movement, and La Raza in their pursuit of civil rights and equal opportunities
6.2.12.D.5.d - Analyze how feminist movements and social conditions have affected the lives of
women in different parts of the world, and evaluate women’s progress toward social equality,
economic equality, and political equality in various countries.
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a primary
or secondary source; provide an accurate summary of how key events, ideas and/or author’s
perspective(s) develop over the course of the text.
RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes
WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing
products in response to ongoing feedback, including new arguments or information
8.1.2.D.1 – Students will model legal and ethical behaviors when using print and non-print
information by citing resources in accordance with school policy.
8.1 – Students will evaluate sources of information for accuracy, relevance, and appropriateness.
Career
27
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards:
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
will demonstrate critical skills in order to be a functional member of society
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“NAM’ readings
Ken Burn’s Vietnam film
G.I. Diary readings
Vietnam in HD film
Race issues in the Vietnam War
research
MLK vs Malcolm X reading
American Dreams episodes
A Time for Justice film
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
and the environment.
Malcolm X vs MLK reading and
research
Classroom debate on race relations in
the U.S.
MLK anti war speech and analysis
Kahoot.com
Linkit Assessments
https://www.youtube.com/watch?v
=h4PqLKWuwyU
28
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☒ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
29
☒ Utilize positive communication and social skills to interact effectively with others
☒ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source
Readings
G.I. Diary by David Park
Bloods: Black Veterans of the Vietnam War and Oral History by
Wallace Terry
A Piece of My Heart: The Story of 26 Women Who Served in
Vietnam by Keith Walker
A Piece of My Heart by Shirley Lauro
Why I am Opposed to the Vietnam War by Martin Luther King, Jr.
Malcom X on Martin Luther King Jr. interview
Race Issues in The Vietnam War interviews
Secondary Source American Dreams Season 1 City on Fire
Malcolm X
Women at War
Vietnam War Stories: The Promise
Tour of Duty Season 1 Episode 6 Burn, Baby, Burn
CNN The Sixties
Anderson Platoon
Vocabulary Unit Terminology: grandfather clause, poll tax, literacy test, birth control,
feminism, glass ceiling, civil rights, Don’t Ask, Don’t Tell, dap,
Boonierat/Blood/Brother, combat, Malcom X, Black Power, Nation of
Islam, Elijah Mohammed.
Teacher Resources
Power points Needed:
Changing Rights of Minority Groups
Women in the War
Race Relations Interview Participants
The Civil Rights Movement
Copies Needed:
M.L.K speech and worksheet
Race Relations Interviews and worksheets
G.I. Diary homework sheets
Excerpt from Bloods
Excerpt from A Piece of My Heart
Films Needed:
Malcolm X
Vietnam War Stories: The Promise
30
Tour of Duty: Burn Baby Burn
American Dreams: City on Fire
Women at War documentary
CNN The Sixties
Anderson Platoon
Other Resources:
Games from the 1960's: Clue, Twister, Mouse Trap, Operation, What Shall I Be?, Yahtzee, Life,
Etch a Sketch, Slinky, Play-doh, and others
Look Magazine
Various Life Magazines: Riots, M.L.K and Malcolm X assassination
What Shall I Be? 1960's Game for girls
Guest Speakers:
Women in the Military
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments-
G.I. Diary reading worksheets
Race Relations Interview Activity and
worksheet
Summative Assessments-
Unit 4 Test
Midterm exam
Other Evidence: Do Nows
Debates
Diagrams
Speech Analysis
Kahoot review games
Stage 3 – Learning Plan
Instructional Strategies Descriptions
Suggested Learning Activities Analyze speeches and viewpoints.
Debate ethic and moral issues during warfare
Read and discuss primary and secondary source documents
31
Unit Plan Title Impact of Music and Media during the Vietnam Era
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: This unit will show the impact that the media had on the opinions and outcome of the
Vietnam War. Through various forms of news broadcasts, poems, literature, music, photographs and other
forms of media students will be able to evaluate what role media should play in wartime.
Unit Rationale: To think critically about the positive and negative impact various forms of media can
have on political and social movements including war.
Stage 1 – Desired Results
Established Goals: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions: What war news should be published or
broadcasted? What should be
censored?
Should civilian reporters be placed in
the front lines with troops?
What impact do the media have on the
support of a war effort?
Enduring Understandings: Media sources have both a negative and
positive impact on societal support
during wartime.
Media can shift support during wartime.
There needs to be a balance between
protecting rights of expression and
speech and censorship.
Knowledge: Skills:
32
What is the role of media in War?
What role do musical artists and pop
culture figures play in the War?
Debate the ethical role of the media in
warfare.
Discuss the role music and
entertainment played in boosting morale
for the troops.
Discuss the role music and
entertainment played in shifting social
and political views in the 1960's.
Analyze visual photographs from the
U.S. and Vietnamese sides of the
Vietnam War.
Debate the positive perspective as well
as the misleading effect still
photographs can have on war.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers T CRP2. Apply appropriate academic and
technical skills.
Money Management CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer A CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting T CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership
and effective management.
X Career Awareness E CRP10. Plan education and career paths
aligned to personal goals.
X Career Exploration CRP11. Use technology to enhance
33
productivity.
X Career Preparation CRP12. Work productively in teams
while using cultural global competence.
CPI- CPI Statement
6.1.12.D.13.d - Determine the extent to which suburban living and television supported
conformity and stereotyping during this time period, while new music, art, and literature
acted as catalysts for the counterculture movement
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a
primary or secondary source; provide an accurate summary of how key events, ideas and/or
author’s perspective(s) develop over the course of the text.
RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and
how they interact to provide a complex analysis; provide an objective summary of the text.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes
WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing
products in response to ongoing feedback, including new arguments or information Visual and Performing Arts: 1.2 – Students will use unit understandings to analyze media
portrayals of the war. and the role music and entertainment played.
Language Arts Literacy: 3.1 – Students will read a variety of primary and secondary source
materials related to the Vietnam War and social movements of the 1960’s.
Language Arts Literacy: 3.2 – Students will show comprehension of unit enduring
understandings and essential questions by writing in various modalities.
Language Arts Literacy: 3.3 – Students will present alternative assessments.
Language Arts Literacy: 3.4 – Students will actively listen and appropriately engage in debates.
Character Education
This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will analyze the impact the media
has on social and political change. Students will analyze the importance of tolerance and respect
in war and political discourse. Students will respectfully assess and engage in debates and
discussions regarding the function, role, scope, and influence of the media in a democratic
34
society.
Technology
This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
Computer and Information Literacy: 8.1 – Students will show legal and ethical behaviors when
using all information and technology in accordance with school policy.
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Compute and Information Literacy: 8.1.2.A.5- Students will be able to demonstrate the ability to
navigate in a developmentally appropriate virtual environment.
Career
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards:
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
will demonstrate critical skills in order to be a functional member of society.
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“NAM’ readings
Ken Burn’s Vietnam film
Ken Burn’s Vietnam Music Analysis
Vietnam in HD film
Good Morning Vietnam film
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
and the environment.
Song/music analysis of pro-war and
anti- war music
Student debate on the influence of
music in their lives
Load your IPhone for War Project
35
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☐ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
36
☒ Utilize positive communication and social skills to interact effectively with others
☒ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source
Readings
From Both Sides Now by Philip Mahony
Eyewitness Books: Vietnam War Vietnam: The Real War: A Photographic History of the Associated Press
by Pete Hamill
http://www.archives.gov/education/lessons/vietnam-photos/ ·Another Vietnam: Pictures of the War From the Other Side by Tim Page
Tour of Duty Season 2
CNN The Sixties
Secondary
Source Readings
Song List Examples: -Eve of Destruction by Barry McGuire
-Fortunate Son by CCR
-For What It’s Worth by Buffalo Springfield
-Born in the U.S.A. by Bruce Springsteen
-War by Edwin Starr
-Orange Crush by REM
-Okie From Muskogee by Merle Haggard
-Draft Dodger Rag by Phil Ochs
Vocabulary Propaganda, Living Room War, Motown, Pop, The Beatles, Ed Sullivan, British
Invasion, visual history, Walter Cronkite, Adrian Cronauer.
Teacher Resources Teacher Notes: Power points Needed: Media & the War Music of the 60’s Copies Needed: Poems and analysis worksheets
37
Photos and analysis worksheets Music analysis worksheets Video Clips Needed: Walter Cronkite “We cannot win” Batman Laugh In Beatles on Ed Sullivan Tommy the play Films Needed: American Dreams Tour of Duty CNN The Sixties
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments-
Music Analysis
From Both Sides Now Poetry Analysis
Photography analysis
Summative Assessments-
Unit 5 Test
Other Evidence: Do Nows
Debates
Reflections
Kahoot review games
Stage 3 – Learning Plan
Instructional Strategies Descriptions
Suggested Learning Activities Media Analysis
Photo Analysis
Video Analysis
38
Unit Plan Title The War in Vietnam
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: This unit will show the progression in the war in Vietnam from its start in 1965
until its height in 1968. Students will discuss the evolving strategies the U.S. used to wage the
war and the effectiveness.
Unit Rationale: To think critically about the conditions soldiers faced in the Vietnam War and
debate the politics and strategies used to wage the war.
Stage 1 – Desired Results
Unit Essential Questions Is war accurately portrayed in
Hollywood films? How does
Hollywood change our perception of
war?
How do social and political issues on
the homefront effect how war is
waged?
Can aspects of war be moral or
ethical?
Unit Enduring Understandings In war time, a distinct culture develops
among troops.
Service is a civic responsibility.
The ideologies of various presidents and
political leaders greatly impacted the
progression of the Vietnam conflict.
Knowledge: How were POW’s treated during the
Vietnam War
How did the Draft system work?
What influences did drugs have on
American soldiers?
What forms of protest took place in
South Vietnam against the
government?
Skills: Debate the ethics of fragging. Create short calendars. Discuss the feelings a soldier might have
about being short. Explain the Geneva Convention protocols for
dealing with prisoners of war. Describe the treatment of U.S POWs during
the Vietnam War. Debate the role Robert McNamara played in
the escalation of the Vietnam War. Debate the symbolism of self-immolation in
rebellion. Explain how the 1969 draft lottery worked. Debate the fairness of the draft system. Describe fighting on a PT boat in the Mekong
Delta compared to being a foot soldier on the
ground. Describe the drug culture of the Vietnam War.
39
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
X Insuring and Protecting T CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
T CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration CRP11. Use technology to enhance
productivity.
X Career Preparation T
CRP12. Work productively in teams
while using cultural global
competence.
CPI- CPI Statement
6.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold
War and to United States involvement in conflicts intended to contain communism, including
the Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.A.12.b- Examine constitutional issues involving war powers, as they relate to United
States military intervention in the Korean War, the Vietnam War, and other conflicts.
6.1.12.D.12.d - Compare and contrast American public support of the government and military
during the Vietnam War with that of other conflicts.
6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War.
40
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a
primary or secondary source; provide an accurate summary of how key events, ideas and/or
author’s perspective(s) develop over the course of the text.
RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and
how they interact to provide a complex analysis; provide an objective summary of the text.
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes
WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing
products in response to ongoing feedback, including new arguments or information
Language Arts Literacy: 3.1 – Students will read a variety of primary and secondary source
materials related to the Vietnam War.
Language Arts Literacy: 3.2 – Students will show comprehension of unit enduring
understandings and essential questions by writing in various modalities.
Language Arts Literacy: 3.3 – Students will present alternative assessments.
Language Arts Literacy: 3.4 – Students will actively listen and appropriately engage in debates.
Mathematics: 4.4 – Students will analyze statistical information and data from graphs and charts
to solve problems and draw appropriate inferences.
Character Education
This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will evaluate the morality of war.
Technology
This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
Computer and Information Literacy: 8.1 – Students will research and analyze a song list using
word processing software with other tools highlighting his/her ability to format, edit and print.
Computer and Information Literacy: 8.1 – Students will research through a web quest and or
other multimedia sites to discover information about these groups.
Computer and Information Literacy: 8.1 – Students will show legal and ethical behaviors when
41
using all information and technology in accordance with school policy.
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Career
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards:
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
will demonstrate critical skills in order to be a functional member of society.
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“NAM’ readings
Ken Burn’s Vietnam film
Platoon film
Hamburger Hill film
Full Metal Jacket film
Tour of Duty TV episodes
Siege of Firebase Gloria film
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
and the environment.
Student Draft Activity
Draft lottery analysis
Student centered activity on draft
options
Student debate on the challenges faced
by troops during the Vietnam War
Ethical Dilemma question and analysis
Student debate on ‘fragging’
42
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☒ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
43
☒ Utilize positive communication and social skills to interact effectively with others
☒ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source Readings Books:
The Things They Carried by Tim O'Brien
Vietnam by Chris Lynch (four book series)
Eyewitness Vietnam by Gilmore
Secondary Source Readings Films:
-Platoon
-Vietnam in HD
-Dear America: Letters Home from Vietnam
-Tour of Duty: Season 1 Episode: Short Timer
-Brothers in Arms (Amazon prime)
Supporting Text pages
Teacher Resources
Power points Needed:
Fog of War
Short
P.O.W.s
Lincoln's Pockets
Films Needed:
Fog of War
Platoon
Vietnam in HD
44
Tour of Duty: Season 1 Episode: Short Timer
Brothers in Arms
Return With Honor
Hanoi Hilton
Dear America: Letters Home from Vietnam
Vietnam War Stories: Fragging
Film Clips Needed:
CBS Draft Lottery: https://www.youtube.com/watch?v=-p5X1FjyD_g
Copies Needed:
Geneva Convention Protocols and worksheets
The Things They Carried homework worksheets
Backpack activity worksheet
Return with Honor film worksheets
The Things I Would Carry project requirements
Other Resources:
P.O.W bracelet
Draft: http://www.landscaper.net/draft.htm
Guest Speakers (at least two):
Vietnam War
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments-
Geneva Convention scavenger hunt
The Things They Carried reading quest
Return With Honor film questions
Summative Assessments-
Unit 6 Test
What I Would Carry project
Other Evidence: Do Nows
Debates
Scavenger Hunts
Kahoot review games
Stage 3 – Learning Plan
Instructional Strategies Descriptions
Suggested Learning Activities Analyze graphs and charts.
Debate ethic and moral issues during warfare.
Analyze political cartoons.
Read and discuss primary and secondary source documents
45
Unit Plan Title 1968: A Turbulent Year
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: In this unit students will learn about the key events that made 1968 the most turbulent
year in American history. Unit Rationale: Students will critically think about various political, social, and military events that
occurred in 1968 and why it became known as the most turbulent year in U.S. history
Stage 1 – Desired Results
Established Goals: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions:
What were the fundamental differences
between the U.S. and Vietnamese
strategy in waging the war?
Can war be moral and ethical?
What effect does war have on civilians?
Is all fair in war?
How does home front support or lack
thereof affect the outcome of war?
Enduring Understandings:
There are international rules to
warfare.
How War affects civilians.
Moral and ethical beliefs of a society
are often challenged during war.
Military service is a civic
responsibility
Knowledge: Skills:
46
What was the TET offensive?
What events occurred during 1968 that
changed the War for Americans?
Should moral and ethical rules be
followed during War?
What was the My Lai massacre?
Describe conditions for U.S. troops
during the Tet Offensive.
Explain the N.V.A strategy of the Tet
Offensive.
Discuss why 1968 was such a
turbulent year by identifying key
events.
Describe the events that occurred
during the My Lai massacre.
Debate the ethics of rape and murder
during war.
Debate the beliefs of the anti-war
movement.
Describe characteristics of the
counterculture of the 1960’s.
Analyze the lyrics to Alice’s
Restaurant.
Describe the Battle of Hamburger
Hill and the impact it had on the view
of the war.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy A CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
decisions.
Becoming a Critical Consumer A CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting T CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
47
9.2 Career Awareness, Exploration,
and Preparation
A CRP9. Model integrity, ethical
leadership and effective
management.
Career Awareness CRP10. Plan education and career
paths aligned to personal goals.
Career Exploration CRP11. Use technology to enhance
productivity.
Career Preparation T
T CRP12. Work productively in teams
while using cultural global
competence.
CPI- CPI Statement
6.1.12.D.12.d - Compare and contrast American public support of the government and military
during the Vietnam War with that of other conflicts.
6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War
6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War.
6.1.12.D.13.d- Determine the extent to which suburban living and television supported
conformity and stereotyping during this time period, while new music, art, and literature
acted as catalysts for the counterculture movement
Interdisciplinary Connections
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a
primary or secondary source; provide an accurate summary of how key events, ideas and/or
author’s perspective(s) develop over the course of the text.
RH.11-12.6. Evaluate authors’ differing perspectives on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events,
scientific procedures/ experiments, or technical processes
Character Education
This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will evaluate the role of military
service and civic responsibility in a democratic society. Students will evaluate the responsibility
that leaders have in keeping peace among nations and protecting the rights of citizens.
Technology
This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
48
Computer and Information Literacy: 8.1.2.A.5-Students will demonstrate the ability to navigate
in developmentally appropriate virtual world.
Computer and Information Literacy: 8.1.2.D.1 – Students will model legal and ethical behaviors
when using print and non-print information by citing resources in accordance with school policy.
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Career
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards:
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
will demonstrate critical skills in order to be a functional member of society
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“NAM” readings
Ken Burn’s Vietnam film
TET Offensive film
My Lai Massacre film
Dear America: Letters Home from
Vietnam film
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
and the environment.
Media and War
https://www.youtube.com/
watch?v=iaECqmMYtxM
My Lai Station Project analysis
My Lai personal accounts
https://www.youtube.com/
watch?v=QcDa5IIFSMQ&t=163s
Student debate on the My Lai Massacre
and its impact
49
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☐ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
50
☒ Utilize positive communication and social skills to interact effectively with others
☒ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
Student Resources
Primary Source
Readings
Four Hours in My Lai by Michael Bilton and Kevin Sim
Secondary Source
Readings
Films
1968
My Lai: American Experience
Wonder Years Episode Angel
Hair
Vietnam in HD
Hamburger Hill
The 60's
A Volunteer Military or a Draft?
Unit Terminology anti-war movement, Democratic National Convention, silent majority,
R.F.K, George Wallace, Nixon, Eugene McCarthy, Sirhan Sirhan, hippie,
flower child, commune, sit-in, love-in, LSD, Woodstock, My Lai
massacre, Tet Offensive.
Teacher Resources
Films Needed:
-1968
-My Lai: American Experience
-Hair
-Hamburger Hill
-Wonder Years Episode Angel
-Vietnam in HD
Film Clips Needed:
Alice's Restaurant video
Copies Needed:
My Lai film worksheets
Excerpts from Four Hours in My Lai
Alice's Restaurant lyrics
Other Supplies:
Paper slips for Draft activity
Other Resources:
Various Life magazines: Draft
51
Stage 2 – Assessment Evidence
Performance Tasks Formative Assessments-
My Lai film worksheets
Summative Assessments-
Unit 7 Test
Other Evidence: Do Nows
Debates
Book and film analysis
Stage 3 – Learning Plan
Instructional Strategies Descriptions
Suggested Learning Activities Debate ethic and moral issues during warfare.
Create timelines and power points.
Analyze political cartoons.
Movie and song analysis
Read and discuss primary and secondary source documents
52
Unit Plan Title The War’s End & It’s Impact on Modern War
Suggested Time
Frame 2 Weeks
Overview / Rationale
Unit Overview: Students will analyze the impact the Vietnam War had on waging modern wars.
Students will explain the social, political, and psychological impact the war had on society and
returning soldiers.
Unit Rationale: To understand that war leaves a lasting social, political, and economic impact on
the societies of the countries who participated.
Stage 1 – Desired Results
Established Goals: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to
think analytically about how past and present interactions of people, cultures, and the
environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive
citizens in local, national, and global communities.
6.2 World History/Global Studies All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 (Social Studies; Active Citizenship in the 21st Century): All students will acquire the skills
needed to be active, informed citizens who value diversity and promote cultural understanding
by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
8.1 (Technology, Educational Technology): All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
9.1 (21st-Century Life and Careers, 21st-Century Life & Career Skills): All students will
demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Essential Questions:
What societal, political and economic
impacts are endured by each country
involved?
What responsibility does society have
to returning veterans?
What impact does war have on
returning soldiers?
Enduring Understandings: War has a societal, political, and
economic impact on the participating
countries.
War has a psychological impact on
returning veterans.
The outcome of the Vietnam War left a
lasting impact on the United States'
societal, political, and economic policies
53
Did the U.S. win or lose the Vietnam
War?
How did the outcome of the Vietnam
War impact the way in which the U.S.
wages modern wars?
What are similarities and differences
between the Vietnam War and current
conflicts?
What are the costs of war?
in waging war.
War has various costs.
Knowledge: What obligations do soldiers have
during war time?
What happened to South Vietnam after
the U.S. left?
What lasting effects did the War have
on U.S. soldiers who fought in it?
How were returning servicemen
treated upon arriving home?
Skills: Explain Operation Babylift and debate
the moral responsible the U.S. had to
Vietnamese American babies.
Describe the Fall of Saigon.
Explain Nixon’s policy of
vietnamization.
Compare and contrast the homecoming
Vietnam Veterans received versus
previous wars.
Analyze statistics about the impact the
Vietnam War had on both Vietnam and
the U.S.
Describe symptoms of PTSD.
Explain the escalation of U.S.
involvement in Laos and Cambodia.
Compare and contrast the military
strategy of fighting in Vietnam to
modern wars.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
E – encouraged
T – taught
A – assessed
Career Ready Practices
9.1 Personal Financial Literacy T CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers T CRP2. Apply appropriate academic
and technical skills.
Money Management CRP3. Attend to personal health
and financial well-being.
Credit and Debt Management T CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing A CRP5. Consider the environmental,
social and economic impacts of
54
decisions.
Becoming a Critical Consumer CRP6. Demonstrate creativity and
innovation.
X Civic Financial Responsibility CRP7. Employ valid and reliable
research strategies.
X Insuring and Protecting CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
CRP9. Model integrity, ethical
leadership and effective
management.
X Career Awareness E CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration E CRP11. Use technology to enhance
productivity.
X Career Preparation T
T CRP12. Work productively in teams
while using cultural global
competence.
CPI- CPI Statement
.1.12.A.12.a - Analyze ideological differences and other factors that contributed to the Cold War
and to United States involvement in conflicts intended to contain communism, including the
Korean War, the Cuban Missile Crisis, and the Vietnam War.
6.1.12.D.12.a- Analyze the impact of American governmental policies on independence
movements in Africa, Asia, the Caribbean, and the Middle East.
6.1.12.D.12.d - Compare and contrast American public support of the government and military
during the Vietnam War with that of other conflicts.
6.1.12.D.12.e- Analyze the role that media played in bringing information to the American
public and shaping public attitudes toward the Vietnam War.
6.1.12.A.15.f- Evaluate the effectiveness of United States policies and actions in supporting the
economic and democratic growth of developing nations.
6.1.12.D.15.b- Compare the perspectives of other nations and the United States regarding United
States foreign policy.
Interdisciplinary Connections
RH.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of primary and secondary sources, connecting insights gained
from specific details to develop an understanding of the text as a whole
RH.11-12.2. Determine the theme, central ideas, information and/or perspective(s) presented in a
primary or secondary source; provide an accurate summary of how key events, ideas and/or
author’s perspective(s) develop over the course of the text.
55
RI.11-12.1. Accurately cite strong and thorough textual evidence, (e.g., via discussion, written
response, etc.), to support analysis of what the text says explicitly as well as inferentially,
including determining where the text leaves matters uncertain.
RI.11-12.2. Determine two or more central ideas of a text, and analyze their development and
how they interact to provide a complex analysis; provide an objective summary of the text.
WHST.11-12.1. Write arguments focused on discipline-specific content.
WHST.11-12.6. Use technology, including the Internet, to produce, share, and update writing
products in response to ongoing feedback, including new arguments or information
Language Arts Literacy: 3.1 – Students will read a variety of primary and secondary source
materials related to the ideology of various political parties, the role of media, and social change
in American democracy.
Language Arts Literacy: 3.2 – Students will show comprehension of unit enduring
understandings and essential questions by writing in various modalities.
Language Arts Literacy: 3.3 – Students will present alternative assessments.
Language Arts Literacy: 3.4 – Students will actively listen and appropriately engage in debates.
Mathematics: 4.4 – Students will analyze statistical information and data from graphs and charts
to solve problems and draw appropriate inferences.
Character Education
This unit incorporates core character education values such as cooperation, responsibility,
service, empathy, honesty, respect, and self-control. Students will evaluate the social, political,
and economic impact war has on participating countries and the soldiers returning home.
Technology
This unit incorporates the following New Jersey Core Curriculum Technology Literacy Content
Standards:
Computer and Information Literacy: 8.1 – Students will research current economic issues and
complete charts that depict this data.
Computer and Information Literacy: 8.1 – Students will show legal and ethical behaviors when
using all information and technology in accordance with school policy.
Computer and Information Literacy: 8.1 – Students will evaluate sources of information for
accuracy, relevance, and appropriateness.
Career
This unit incorporates the following New Jersey Core Curriculum Career Education and
Consumer, Family and Life Skills Content Standards
Career and Technical Education: 9.1 – Throughout the course of study in this unit, students will
evaluate personal abilities and skills through various measures of self-assessments. In addition,
students will also participate in learning experiences that require teamwork, leadership, and
interpersonal communication skills.
Consumer, Family, and Life Skills: 9.2 – Throughout the course of study in this unit, students
56
will demonstrate critical skills in order to be a functional member of society.
Technology Integration
8.1 Educational Technology: All students
will use digital tools to access, manage,
evaluate, and synthesize information in order
to solve problems individually and collaborate
and to create and communicate knowledge.
Use Google Suites-Google Docs,
Forms, Slides, Sheets
Google Classroom
Google Classroom
Google Suite
Chromebooks
NJVVMF Website
“NAM’ readings
Ken Burn’s Vietnam film
Return with Honor film
Born on the 4th of July film
Eaves of Heaven readings
Blood Road movie
Last Days in Vietnam film
8.2 Technology Integration, Engineering,
Design and Computational Thinking -
Programming
All students will develop an understanding of
the nature and impact of technology,
engineering, technological design,
computational thinking and the designed world
as they relate to the individual, global society,
and the environment.
POW Project
Student debate on vietnamization and
madman theory
Student discussion on “Homecoming”
section of NAM and the issues faced by
returning veterans including PTSD
Discussion on the withdrawal of U.S.
troops and the fate of the remailing
Vietnamese in Eaves of Heaven
readings
Integrated Social and Emotional Learning Competencies
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
☒ Recognize one’s own feelings and thoughts
☒ Recognize the impact of one’s feelings and thoughts on one’s own behavior
☒ Recognize one’s personal traits, strengths and limitations
57
☒ Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
☒ Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
☒ Recognize the skills needed to establish and achieve personal and educational goals
☐ Identify and apply ways to persevere or overcome barriers through alternative
methods to achieve one’s goals
Social Awareness
☒ Recognize and identify the thoughts, feelings, and perspectives of others
☒ Demonstrate an awareness of the differences among individuals, groups, and others’ cultural
backgrounds
☒ Demonstrate an understanding of the need for mutual respect when viewpoints differ
☒ Demonstrate an awareness of the expectations for social interactions in a variety of settings
Responsible Decision Making
☒ Develop, implement and model effective problem solving and critical thinking skills
☒ Identify the consequences associated with one’s action in order to make constructive choices
☒ Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
☒ Establish and maintain healthy relationships
☒ Utilize positive communication and social skills to interact effectively with others
☒ Identify ways to resist inappropriate social pressure
☒ Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways
☒ Identify who, when, where, or how to seek help for oneself or others when needed
58
Student Resources
Primary Source
Readings
Books:
Eaves of Heaven by Andrew Pham
Sorrows of War: A Novel of North Vietnam by Bao Ninh
A Bright Shining Lie: John Paul Vann and America in Vietnam by
Neil Sheehan
Catfish and Mandala: A Two-Wheeled Voyage Through the
Landscape and Memory of Vietnam by Andrew Pham
When Heaven and Earth Change Places: A Vietnamese Woman's
Journey From War to Peace by Le Ly Hayslip
Secondary Source
Readings
Films:
Restrepo
Brothers at War
American Experience: Daughter From Danang
Vietnam War Stories
Alive Day
My Vietnam, Your Iraq
Born on the Fourth of July
Heaven & Earth
Forest Gump
The Killing Fields
Vietnam's Unseen War
Unit terminology Vietnamization, Kissinger, Le Duc Tho, Freedom Bird, PTSD, IED, hesco
barrier, sharia law, humvee, boots on soil/ground, shuras, Veterans Affairs
Department, Operation Enduring Freedom, Operation Iraq Freedom.
Teacher Resources
Power points Needed:
The War in Iraq
The War in Afghanistan
Operation Babylift
The Fall of Saigon & the End of the War
Copies Needed:
Article on PTSD
Eaves of Heaven reading worksheet
Sorrow of War reading worksheet
Films Needed:
-Hurt Locker
-Restrepo
-Brothers at War
-American Experience: Daughter From Danang
-Vietnam War Stories
-Born on the Fourth of July
-My Vietnam, Your Iraq
59
-Alive Day (HBO)
-Heaven & Earth
-Forest Gump
Film Clips Needed:
TED Talk Wes Moore
Guest Speakers (at least three to five):
Operation Desert Storm
Iraq/Afghanistan
Iraq
Other Resources:
MRE’s
Artifacts from War in Iraq
Flag from Afghanistan
Jessica Lynch Time magazine
Stage 2 – Assessment Evidence
Performance Tasks
Formative Assessments
Eaves of Heaven reading worksheet
Sorrow of War reading worksheet
Vietnam Memorial field trip reflection
Summative Assessments-
Final exam
Other Evidence: Do Nows
Debates
worksheets
Film analysis
Stage 3 – Learning Plan
Instructional Strategies Descriptions
Suggested Learning Activities Analyze graphs and charts.
Debate ethic and moral issues during warfare.
Analyze political cartoons.
Read and discuss primary and secondary source documents
60
Pacing Guide
Unit Title Standards Anticipated
Duration
1. A History of Vietnam 6.1.12.A.12.a ,6.1.12.A.12.b,
6.1.12.D.12.a, 6.1.12.D.12.d,
6.1.12.D.12.e,6.2.8.A.4.b,
10 Days
2. U.S. History during
The Cold War and
Military Organization
6.1.12.A.12.a, 6.1.12.A.12.b,
6.1.12.D.12.a, 6.1.12.D.12.d,
6.1.12.D.12.e
10 Days
3. Weapons, Gear, and
Military Life
6.1.12.A.12.a, 6.1.12.A.12.b,
6.1.12.D.12.a, 6.1.12.D.12.d,
6.1.12.D.12.e, 6.2.8.A.4.b
15 Days
4. Race, Class, and
Gender Issues during
the Vietnam Era
6.1.10.14.A, 6.1.12.A.13.a,
6.1.12.A.13.b, 6.1.12.C.13.a,
6.1.12.D.13.b, 6.1.12.D.13.c,
6.2.12.D.5.d,
10 days
5. Impact of Music and
Media during the
Vietnam Era
6.1.12.D.13.d 10 Days
6. The War in Vietnam
6.1.12.A.12.a, 6.1.12.A.12.b,
6.1.12.D.12.d, 6.1.12.D.12.e,
10 Days
7. 1968: A Turbulent Year 6.1.12.D.12.d, 6.1.12.D.12.e,
6.1.12.D.12.e, 6.1.12.D.13.d,
10 days
8. The War’s End & It’s
Impact on Modern War
6.1.12.A.12.a, 6.1.12.D.12.a,
6.1.12.D.12.d, 6.1.12.D.12.e,
6.1.12.A.15.f, 6.1.12.D.15.b,
15 Days
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753
An Affirmative Action Equal Opportunity Employer
2019