L1+Scheffler+Erich

=**UMF LESSON PLAN FORMAT**=

**Grade Level: 10 Topic: Vietnam War**

 * =**Objectives**:= ||
 * Student will understand that the Vietnam War changed America forever, both politically and culturally.||
 * Student will know a timeline of events during the Vietnam War in both Vietnam and America, and how those events linked to future events.||
 * Student will be able to do explain the events of the Vietnam War.||

E1. Historical Knowledge, Concepts, Themes, and Patterns 9-Diploma "The Vietnam War in the United States 1960-1975" b. Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.||
 * =**Maine Learning Results Alignment**= ||
 * E. History

Students will use their Spider Map before the lesson starts to see what they previously know about the Vietnam War. As the lesson goes on, students will continue to fill in their Spider Maps as they learn more and more about the Vietnam War. At the end of the lesson, I will collect the Spider Map to see how much each student has learned about the Vietnam War. || Product: Students will use Google Earth to help other students understand the landscape of the area of the battle they are presenting on. ||
 * =Assessment= ||
 * **Formative** (Assessment for Learning)
 * **Summative** (Assessment of Learning)

= = Type II: Students will use Google Earth in for their presentations, and students will watch part of a movie to help them better understand the material. English: Students will need to use skills they have learned in English, such as grammatical and diction skills, in their presentations. ||
 * =**Integration**= ||
 * Technology:


 * =**Groupings**= ||
 * Numbered Heads Together. Students will be in small groups of a bout 3-5 people, and each person will have a number.  Students will then will work together to answer questions that the teacher asks.  The teacher will call out a number, then ask a question and the group will work together to find the answer, but the student whose number has been called can be the only person who can formally answer the question.  ||

Linguistic: Students can write the report instead of take a test. Naturalistic: Students can document the flora and fauna or Vietnam, and how that contributed to the war, i.e. what precautions soldiers had to take before battle and while in camp, Musical: Students can listen to popular protest songs of the period, and write analyses of the lyrics of these songs. Intrapersonal: Students can write journal entries about their thoughts on what they are learning, and how it relates to them. Visual: Students can look at Vietnam War-themed paintings and analyze them, and can even make their own paintings about the Vietnam War. Mathematical: Students can look at the numbers of the war, i.e. the casualties and amount of soldiers in the war and compare them to World War II. || I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. In the event of an absence, said absent student will have to come see me at a convenient time in order to make any missed work or notes. If the student has a legitimate reason for their absence, it will not be a problem, they can just make up any work. But if there is no legitimate reason for absence, then student will have to make up missed work in addition to being marked down. If unexcused absence is continual, then student will fail the course.|| Students will use Google Earth to learn about one specific battle or operation in the Vietnam War. Students will also look at other students' Google Earth presentations to learn about several important battles of the war. ||
 * =Differentiated Instruction= ||
 * **Strategies**
 * **Modifications/Accommodations**
 * **Extensions**

Google Earth Projector for showing presentations ||
 * =Materials, Resources and Technology= ||
 * Laptops with wireless internet

[|Vietnam Battles Links] [|Homepage for Vietnam War website] [|Links to Information on Important Battles and Conflicts] ||
 * =Source for Lesson Plan and Research= ||
 * [|Google Earth homepage]

I will use multiple ways of teaching my class, including the formal lecture, video clips, games, etc. I will also utilize the multiple intelligence theory, and tailor my lesson specifically to each and every intelligence in order to help all of my students learn something from the lesson. || As I am teaching this lesson, I will take into great account what students already know about the Vietnam War. I will teach appropriately according to this information, and as the lesson goes on, students will continue to fill in Spider Maps, so I can see how far along they have come and what they have learned. I will also take into account special needs students, and teach them accordingly. || Linguistic: Students can write the report instead of take a test. Naturalistic: Students can document the flora and fauna or Vietnam, and how that contributed to the war, i.e. what precautions soldiers had to take before battle and while in camp, Musical: Students can listen to popular protest songs of the period, and write analyses of the lyrics of these songs. Intrapersonal: Students can write journal entries about their thoughts on what they are learning, and how it relates to them. Visual: Students can look at Vietnam War-themed paintings and analyze them, and can even make their own paintings about the Vietnam War. Mathematical: Students can look at the numbers of the war, i.e. the casualties and amount of soldiers in the war and compare them to World War II. | Students will be assessed on their Google Earth presentations, as well as on their tests, or on their papers if they choose to write one. But students' Spider Maps and Numbered Heads Together groupings will be informally assessed as well. ||
 * =Maine Standards for Initial Teacher Certification and Rationale= ||
 * __Standard 3__ - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.
 * Rationale:**
 * __Standard 4__ - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.
 * Rationale:**
 * __Standard 5__ - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.
 * Rationale:**
 * __Standard 8__ - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.
 * Rationale:** Formative and Summative Assessments


 * =Teaching and Learning Sequence:= ||
 * On the first day of the unit, students will come into class, and sit in their seats, which are in groups of four. I will then put in the movie //Platoon// and show a clip from a battle scene to the class, so they will know how chaotic the battles were.  After the clip is finished, I will introduce the lesson, and pass out the syllabus, so that students will know what to expect from the unit.  After this, I will pass out the Spider Maps to the students, and ask them to fill out important events of the Vietnam War, and a little bit of information about those events that they may previously have known.  After that, I will teach a little about the lead up to war, and the early events of the war.  At the end of class, for the last 20 minutes or so, I will play a game using the Numbered Heads Together model.  Students will work with the 3 other people in their quadrant, and each will be given a number, 1-4.  I will then ask a question and give the teams a few seconds to think of an answer.  The first team that raises a hand will have the first opportunity to answer the question, but only the student whose number was called will be able to answer the question.||
 * On the first day, students will learn a brief history of what things led up to the start of the Vietnam War. Then they will learn about the early years of the war, and important events in the war, such as battles, and also important events in the United States, and how these events impacted each other.  As the days continue, students will learn more about the Vietnam War, and important events in the war, and important events in America, and how they relate.  I will tailor the things I teach and the ways I teach according to the students' initial Spider Maps, and according to their different multiple intelligences.   ||
 * Students will unknowingly dictate what is taught by completing the Spider Map on the first day of the lesson. By completing this sheet, they will be telling me what they may or may not know, and what they would like me to teach them.  Students will also learn through things like games and movies about what happened in the Vietnam War.  Students will also help teach each other about the war through the Numbered Heads Together activity on the first day of class.  This activity will also be repeated every class, so that students will get a great amount of time to teach each other.     ||
 * Students will also prepare a presentation using Google Earth. This presentation will focus on one important battle or operation of the Vietnam War.  Students, in groups of four, will use Google Earth to show the class where exactly this battle or operation took place, and they will teach us about the terrain of the area, and how that may have affected the outcome.  In their presentation, the students will talk about the events of their subject, and what, if any, were the consequences/outcomes of it.  Students will get ample class time to work on their presentations.   ||

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