LESSON TITLE: The Vietnam War Homefront

Name: Daniel Villanueva Grade: 11th Date: 5/1/19

Stephen Williams
Subject Area: U.S. History Time Duration:
35 Minutes
Block Schedule
Friday

The Content:
1. CA Content Standard(s) and Common Core Standards Addressed. What is/are the
Essential Question(s) for the day?

A. Content Standard 11.9. Students analyze U.S. foreign policy since World War II.

11.9.3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War
and containment policy, including the following: (Vietnam War)

11.9.4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during
the war in Vietnam, the “nuclear freeze” movement).

B. Common Core Standard Grade 11th

I. Determine the central ideas or information of a primary or secondary source; provide an

accurate summary that makes clear the relationships among the key details and ideas.

II. Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.

III. Promotion of Critical Thinking/Group Work/Narrative Argument (Source Citation)

C. Essential Question

I. What was the general attitude towards the Vietnam War on the home-front and what
events helped strengthen these attitudes?
 1. Objective(s):
1. Students will learn about the American Homefront during the Vietnam War
2. Students will learn about the “Dove & Hawk” camps (American Society)
3. The Counterculture Revolution
4. The War Powers Resolution of 1973 (U.S. Constitution)

1. Materials
1. Primary Source of The War Powers Resolution of 1973
2. Google Chromebooks

- Teaching Content:
1. Direct Lecture (PowerPoint)
I. Vietnam War Background Context
II. The Conservative Camp “Hawk”
III. The Liberal Camp “Dove”
IV. National Military Draft
A. Primary Photos of “Draft Burnt Protests”
B. Primary Photo “Draft Lottery”
V. The Anti-War Protest Movement
C. Primary Photos of Anti-War Public Demonstrations
VI. Vietnam War Era U.S. Media
D. Youtube Link: The Media (The Vietnam War)

Qs. What advancements helped the media capture the war?

What helped change the media’s perception on the war?

VII. Sneak Preview slide for next class day lecture

Teaching the Content:

4. Anticipatory Set/Motivation (Engaging Students)

1. Play Bob Dylan’s The Times They Are A-Changin’ 1964 (Youtube Link) +
Lyrics
2. Ask the students what they think about the song, artist’s message, subtle
undertone, themes, and targeted audience.
3. Discuss their answers and offer alternative explanations.

5. Instruction & Checking for Understanding

 1. Offer Direct Instructions
2. Within the lecture, include and ask questions in between slides to make sure
students pay attention to understand the underlying themes.
3. An online video clip to ask students for an analysis based off of their prior
knowledge from previous lectures along with today’s lecture information.
4. Restate the essential question of the day right at the end of the powerpoint lecture.

Using the Content:

6. Guided Practice
1. Separate students into small groups of 4s.
2. Give each group one portion of the primary source on the Wars Power Resolution
of 1973.
3. Ask students to read, highlight, analyze, and discuss the primary paper amongst
themselves.
4. Students must answer the question; **What are the list of demands found in
your portion of the document?**
5. Teacher reads the last part plus governmental letter document
6. Class rejoins for a class discussion to list off our findings. (Whiteboard)
7. Teacher ask students for any further question and connect this document to the
present time. (Modern Political Example)

7. Independent Practice
**Students will be ask to draw a Vietnam War Era Poster**
A. Anti-Vietnam War Poster (Last Name: A-M)

B. Pro-Vietnam War Poster (Last Name: N-Z)

- Write a (7-12 Sentence Paragraph) + 1 Primary & Secondary Source. The paper will ask
students to describe what do the symbols mean in their poster, and support their position
about the war. (MLA Citation!)
+ Due Date: Next Monday, Class Individual Presentation.

Summing Up the Learning:

8. Closure
 1. Ask students to answer the essential question of the day. Talk about today’s
lecture takeaway.

Measuring Learning: California Standard History Exam

9. Assessment
1. An end of semester class test.