MultiplePerspectivesVietNamWar+(9)

Digital History Lesson integrated in the English 1-2 CL classroom Feb 2012 Objective is to build schema for the Viet Nam War, the Cold War, multiple perspectives surrounding the Viet Nam war through readings by Barry Denenberg, Le Ly Hayslip, and W. D. Ehrhart. We are also reading Tim O’Brien’s, //The Things They Carried// in order to realize the fictional drama with a few elements of non-fiction. How do these sources lead us to understand the war through multiple perspectives. Students read, respond, and observe these sources in order to build background for social studies. The culminating piece includes the digital presentations of the various stages of the Cold War as well as a culminating essay The “9 Ways of Looking” essay assignment integrating digital photo from individual students connecting the art of photography and the art of writing—between visual and textual literacies. Unit Overview in includes the use of:
 * 1) //Why Viet Nam?// With LBJ and original footage via DVD miniseries
 * 2) Digital images from several resources like Time Life publications; this leading the discussion of how the media reveals to the public the true images of war and how this changed the point of view of Americans and the Viet Nam war, and subsequent understanding of war.
 * 3) Reading from Daybook of Critical Reading and Writing, 1998.
 * 4) Students complete presenting a subject, using supporting material, firsthand experience, different genres, and comparing perspectives.
 * 5) We use the model from the Center for Gifted Education using the //Reasoning Web// model with the //Reasoning about a Situation or Event// graphic organizers.
 * 6) Students inquire what is the Cold War, so we view a survey Flipchart, Cold War Overview II by Beth Simmons where students make notes about key events and then conduct research on one agreed upon event then either alone or with ONE partner. [[file:Cold_War_II Vietnam.flipchart]]
 * 7) Students create a 10 slide presentation for fellow students. Notes are cross curricular in that we use elements of writing like a historian and perspective along with the ELA research, summary, and explanatory writing models. Rubric is created with students and follows a basic 6+1 rubric along with a guiding question, informational (5/Ws and 1H) in support of the bid ideas with specific and accurate historical information (not always accurate sadly) conveyed clearly and effectively. The note making generated will be submitted as this week's Homework Log.
 * 8) Poetry analysis through movement and kinesthetic learners using,” The Next Step” by W. D. Ehrhart [[file:The Next Step by W.docx]]
 * 9) Students assess each other’s presentations as well
 * 10) Students then work with upcoming writing assignment in search of critical thinking in the guise of a more creative form of writing, between personal and public, creative and critical, fiction and non-fiction, and seeing and writing.