Title: Vietnam War and The Gulf of Tonkin

Grade and Subject: AP 11th grade U.S. History

1. LESSON AND ASSESSMENT PLAN CONTEXT
FOR edTPA SUBMISSION CUT FROM edTPA LESSON PLANS and
USE IN TASK 1: CONTEXT FOR LEARNING INFORMATION
This lesson will delve more into international policies of the
Kennedy and Johnson administration. It will focus on the Vietnam
War and the Gulf of Tonkin. Students will analyze how the Gulf of
Tonkin changed the United States relationship with South East
Overview Asia. Also, the social implications of the Vietnam War will be
discussed. This lesson will act as a build up to the civil rights
movement therefore social realities of the late 50s leading into
the early 70s will be critically analyzed in conjunction with the
other content material.
The context is a densely populated, suburban setting, filled with
younger families and people from various backgrounds. The
majority of the students are African American, a handful of Latino
students and a few Caucasian students live in the community
which feeds into this school district. The students come from
majority lower income families while a few are from the lower-
middle class. Within the school, there are 74.6 percent African
American students, 12.8 percent Latino students and 7.1 percent
Caucasian students. 66 percent of the students at the school
qualify for free and reduced lunch. Within my classroom, all of
the student speak and fully understand English but there are four
students that need extra assistance with understanding language
Student
and terms because of lower reading levels. There are a few
Background,
students that truly want to do well but need encouragement from
Culture, and
a good teacher to excel. While other students seem to believe
Context
they are unable to excel and are destined to continue the poverty
cycle of their parents. This lack of confidence in their intelligence
is due in large part to misguided praise from previous educators
(Dweck, 1999). Lastly, there are nine IB students with no
diagnosed special abilities but who are currently assigned to
higher-level classes, above normal grade level, because of
elevated achievement levels in previous courses. As this school is
located in part of the counties older area many of the academic
tools, athletic programs and equipment are not as up to date as
their neighboring schools. The students are very aware of this
and it often comes up in conversation, which I believe affects
these students perception of self-worth in their community.
Rationale This lesson was created for these students because it covers the
Georgia Standards of Excellence for this unit. Also, this time
period covers social reform that bred a whole new generation of
citizens who thought completely differently about war and love
than their parents. This is important for students to learn about
because we can see the same events occurring today in our
society. Students will be able to make connections in political
 events which in turn lead to social reform during the late 50s and
60s that are similar toe vents they have seen in their life time.
Being able to drawl connections from the past to help predict
patterns in the future will be a helpful skill that the students can
use in their everyday lives when decision making. This lesson
meets the developmental needs of these secondary students
because it will keep them entertained and focused as well as call
them to think critically about important decision that our
government has made. I will also be a part of the lesson in a way
which leads them to come to their own conclusion but supports
them in any way they may need to stay on track and take away
valuable conclusions. This lesson follows behind a lesson which
also covered a similar topic but from a different part of the world.
It is important for students to learn that this is happening globally
and not in isolated parts of the word. Multiple examples of
countries and U.S. relations will help students to come to this
conclusion. Also, this lesson acts as a set up for the civil rights
movement and the important figures that emerged during this
that time period. That content will be covered in the following
days lesson. Students will receive background information and
an idea of where society is headed in this lesson before they see
it occur in the civil rights movement in the following lesson.

2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

How did the Vietnam War transform the political, social, and
Purpose of the
cultural climate in the United States?
Lesson: Central
What was America's involvement in Vietnam prior to the Gulf of
Focus
Tonkin incident? How did it change afterwards?
Analyze the escalation of the war in Vietnam as a result of the Gulf
Learning of Tonkin Resolution.
Objective(s) Describe the social shifts that occurred as a result of the Vietnam
War
Facilitation & Thus far, I have recognized that this particular class is very well behaved in
Safety terms of staying on task and participating in class discussion and activity.
However, I have arranged my desks so that they are in separated rows that
are spaced out enough to discourage side chatter. I will be fully prepared
with my PowerPoint already loaded on the screen before my students arrive
as well as have the written essential question up on the board for students to
get started on before class officially begins. The white board which has the
PowerPoint projected on it will be in the front of the classroom where all of
the desks have a clear view of it. Materials needed for the days lessons
including handouts, will be organized at the front of the classroom within in
my reach for quick delivery. I will handle interruptions as they appear In a
calm manner, which directly addresses the student and silences the problem.
 If it occurs more than once I will ask the student to remain after class to
discuss the issue. This way, my concerns are voiced but additional class
time is not wasted. When we are transition from section to section I will
hold a couple minutes for review and questions so that students are aware of
the summation and given an opportunity to correct any uncertainties they
have.
Language Demonstrate
Function
Students will demonstrate their understanding of the content and vocabulary
for this lesson by the answers they write on the movie worksheet. I will
support their understanding by pausing and making announcements during
the movie to highlight important events/key words. I will also make notes
and comments on their movie worksheets to either correct improper use of
vocabulary or praise them where a good point and use of vocabulary was
used. French Vietnam

Ho Chi Minh
Vietminh
French Indochina War
Domino Theory
Geneva Accords
Vietcong
Academic Language

Buddhist monks vs Diem

Gulf of Tonkin Resolution
General Westmoreland
Vocabulary
Napalm
Agent Orange
Search and destroy
Tet Offensive
My Lai Massacre
Vietnamization
Kent State Universtiy
Carpet Bombing
President Nixon
Paris Peace Talks
Henry Kissinger
War Powers Act
Fall of Saigon
Operation Rolling Thunder
Tunnels of Cu Chu

Syntax or Students will use expository sentences to describe their

Discourse understanding of the content.
GSE - Georgia SSUSH21 Analyze U.S. international and domestic policies
 including their influences on technological advancements and
Standards of
social changes during the Kennedy and Johnson
Excellence
administrations
When students first enter the classroom they will have an
essential question to answer, which will allow me to understand
and informally access their previous knowledge about the topic
before they heard the lesson. It will also help me to informally
access how much they have taken away from the reading that
was assigned for homework the night before. At the end of the
day they will have a ticket out the door which will accomplish a
similar objective. I will informally access how well each student
received the lesson through a comparison of their essential
question response and their ticket out the door response. Also,
throughout the PowerPoint I will provide several informal
assessments by asking students to explain to me what they know
Formal and so far and verbally quizzing on information they have just learned
Informal and information from previous lessons that relate to the current
Assessment lesson.. When a students poses an interesting comment or
concern I will ask the class to respond instead of responding
myself. This will allow me to assess how well the class, as a
whole, comprehends the connection between the previous lesson
and todays. I will formally access the students ability to analyze
how the information they receive from the movie by grading their
responses to the movie worksheet. They will be graded for
completion but I will leave comments on their answers, which
direct students to rethink their answer, add to their answer or
change their answer. If students correctly answer the question in
its entirety I will place a check mark by the answer number.
Students will be given an opportunity to correct the wrong
answers and resubmit the assignment before the Unit test.
3. LESSON AND ASSESSMENT PLAN ACTIVITIES
When students start walking in the classroom I will direct their
attention to the essential question written on the board. The
Introductio essential question will be How has the United States relationship
n with the rest of the world changed in the 1950s. After the
(Length of students have turned in their essential questions I will explain a
time) brief overview of what they can expect of todays lesson and will
then direct the students to take out their notebooks and look at
the PowerPoint.
Body For the first 25 minutes of class students will copy down the notes
(Length of on the PowerPoint. The PowerPoint will cover information on the
time) Gulf of Tonkin, The decision to enter the Vietnam War, and the
societal responses to the politics of the Kennedy administration of
the 1950s-1960s.

After the students have copied down the background information

in the PowerPoint I will pass out a movie question worksheet and
play the movie below. The movie will cover the topics in the
 PowerPoint but go into greater detail of the societal shift in
Instructional Strategies & Learning Tasks that Support Diverse Student Needs
opinions to war and towards the role of the government. The
movie will lead up to the Kennedy assignation which will act as a
perfect Segway into the following days lesson.

Film citation: Milne, M. (Director). (2010). Millennial: America--The

Story of Us [Motion picture on DVD]. A & E Networks.
The last 10 minutes of class we will review what we have talked
about throughout the lesson. I will ask specific review questions
about the information found on the PowerPoint and in the movie. I
then will ask students to take out a piece of paper for the ticket
out the door. They will be instructed to write in three sentences
to connect the events of the 1950s and into the early 1960s to
the impending civil rights movement.

Closure
(Length of
time)

The students in the classroom who are working above grade

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