Work Sample Part 2

8/14/2019 Work Sample Part 2

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ME


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Table of ContentInstructional plans

Lessons

Support information and student activities.

Note:For nearly every lesson the students are assessed onclassroom participation and the worksheet or worksheets

assigned during the class. Participation is based onfollowing directions and openly sharing ideas. Theworksheets are assessed on completeness and accuracyof information.

Each lesson plan is followed by the activities that thestudents will be given during class.

To view the entire lesson plan document, double click onit. A separate Word document window will open with the


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Lesson # 1

High SchoolStandards: The

containment of

communism as it

shaped U.S. policy

will be evaluated,

especially as itrelates to global

conflict.

State Standards:

SS.HS.SA.02


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Lesson # 2

High School

Standards: Thecontainment of

communism as it

shaped U.S. policy

will be evaluated,

especially as it

relates to global

conflict.

State Standards:

SS.HS.SA.02


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After reading the section from Bloods discuss thesequestions in your groups.

2. What is the U.S. perspective on the War inVietnam?

What can you learn about Vietnam from thisreading?

After reading the textbook discuss these questions in

your groups.What events are significant according to thetextbook?

What does the textbook tell you about the VietnamWar?


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Compare this information to a

primary source account of the

Vietnam War.

Analyze the primary source

using the SOAPS structure and

record all historical

information from the reading.

Use this information tocompare and contrast the

social and historical

perspectives of the Vietnam

War.

When you have finished

comparing the two sources,

give your opinion stating which

source told the story of the

cold war better


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Lesson # 3

High School

Standards: Thecontainment of

communism as it

shaped U.S. policy

will be evaluated,

especially as it

relates to globalconflict.


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Lesson # 4High School

Standards: The

containment of

communism as it

shaped U.S.policy will be

evaluated,

especially as it

relates to global

conflict.

State Standards:

SS.HS.SA.02


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Guerrilla Warfare

List ideas thatcorrespond to guerrillawarfare. List as manyas possible, at least 10.

Give your 3 most important facts or concepts

that relate to guerrilla warfare, explain why.


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Lesson # 5

High School

Standards: The

containment of

communism as it

shaped U.S.

policy will beevaluated,

especially as it

relates to global

conflict.

State Standards:SS.HS.SA.02


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Vietnam was a colony of FranceCommunism was the main factor that led to

war.

Ho Chi Minh was the leader ofCommunism in the north

Soviets supported the communist North

and the U.S. supported the South. The DMZ is the border between the North

and the South.


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Vietcong were the guerilla military force.Trying to make all of Vietnam a unitedCommunist country.

Small groups Hit and run tactics

No uniforms

Used tunnels and treesNeither side necessarily knew what was

going on.


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Domino Theory that if Vietnam were to fall tothe communist powers than every other easternnation would soon fall.

Kennedy sent money, supplies and advisors to

South Vietnam. Vietnamese boats attacked U.S. ships in open

water

Congress passed the Gulf of Tonkin Resolutionauthorizing the president to send as many troopsas need to win the fight in Vietnam.


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The war was in theJungle no place wassafe

Soldiers lived with civilians who waswho?

The U.S. was discouraged, the war lasted

10 years and nothing changed.Death toll at nearly 60,000 U.S. troops

The violence and destruction was on TV


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Supported thewar

Stop communismfrom spreading

Dont questionthe government.

Wanted peace NOW Included hippies,

and college protesters

Too many deaths, toomuch destruction,and too little supportfrom the Vietnamese.

The draft resulted in most of the troops beingpoor kids who could not afford college.Exemptions were given to married men,

college students, and the only child.


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During the Chinese New Year celebrationViet Cong attacked during the Tet

Holiday in 1968

Huge attack was very devastatingto U.S.troops.

U.S. thought soldiers would be home by

Christmas, this changed that.U.S. realized we were not winningthe

war.


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President Nixon wanted to stop themovement of supplies from NorthVietnam to Cambodia

Remember Domino TheoryCambodia breaks out into Guerilla

warfare

Nixon secretly negotiated with NorthVietnam

U.S. troops pulled out of Vietnam in 1973

South Fell to Communism in 1975


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War is never by the books. To many experts, the conflict in Iraq has entered

a new phase that resembles a classic guerrillawar with US forces now involved incounterinsurgency.

Despite the lack of ideological cohesion amonginsurgent groups, history suggests that it couldtake as long as a decade to defeat them.

Guerrilla warfare is the most underrated andthe most successful form of warfare in human

history It is a defensive type of war against a foreigninvader. If the guerrillas don't lose, they win.The objective is to wait out your opponent untilhe goes home.


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Iraqi insurgents have no means of deployingbattalion-size forces, as North Vietnam and theViet Cong did with help from the former SovietUnion.

Iraq won't become a proxy conflict betweensuperpowers, as the Vietnam War was.

Still, Iraqi insurgents have the advantage of terrain- not jungles but an urban setting.

It is difficult to tell the fighters from innocentcivilians.

Insurgents now are attacking US forces 87 times aday.


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Lesson

# 6High School

Standards: The

containment of

communism as itshaped U.S.

policy will be

evaluated,

especially as it

relates to global

conflict.

State

Standards:

SS.HS.SA.02


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U.S. Soldiers in Iraq U.S. Soldiers in Vietnam

Politician against the Iraq War Politician in support of Iraq War

One common theme

Guerrilla warfare


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Theres moneyenough tosupport both ofyou. Nowdoesnt that makeyou feel better?


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# 2

Ourposition

hasnt

changed at

all.


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MY DEAR FELLOW CLERGYMENby Martin Luther King Jr. The Ballot or the Bulletby Malcolm X


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What are the issues in the

Women's rights movement?

What are the connectionsto the Civil Rights?

Civil Rights


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What were they fighting

for? Where was the fighting? What were they fighting

against? Who were they fighting?

What ideas do

you think

transferred from

the black civilrights movement to

the women's rights

movement?


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For the full article go to

http://www.h-

net.org/~hst203/document

s/friedan1.htmlThis is the full text of

Chapter One of Friedans

The Feminine Mystique.


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Freidan's Perspective on

Women's Rights in1968

Your perspective onWomen's Rights today


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Sit in your groups for theposter.

Take out a sheet for notesWrite the 3 most importantfacts you learned from the

research on Native Americans -on one side of the note card.


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Many suffer from the same social and economic challenges

as other victims of long-term bias and discrimination.

What is it that they are fighting for?

* Voting rights

* Participation in gov't* Equal employment

* Legal resources

* End discrimination

and Stereotypes* Inadequate hate crime

legislation.

President Coolidge with four Osage Indians after Coolidge signed the bill granting Indians full citizenship. Source LOC, LC-USZ62

THE TRAIL OF BROKEN TREATIES


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AN INDIAN MANIFESTO FOR RESTITUTION, REPARATIONS, RESTORATION OF LANDS

FOR A RECONSTRUCTION OF AN INDIAN FUTURE IN AMERICA

THE TRAIL OF BROKEN TREATIES

We need not give another recitation of past complaints nor engage in redundant dialogue of

discontent. Our conditions and their cause for being should perhaps be best known by those

who have written the record of America's action against Indian people. In 1832, Black Hawk

correctly observed: You know the cause of our making war. It is known to all white men. They

ought to be ashamed of it.

The government of the United States knows the reasons for our going to its capital city.

Unfortunately, they don't know how to greet us. We go because America has been only too

ready to express shame, and suffer none from the expression - while remaining wholly

unwilling to change to allow life for Indian people.

We seek a new American majority - a majority that is not content merely to confirm itself by

superiority in numbers, but which by conscience is committed toward prevailing upon thepublic will in ceasing wrongs and in doing right. For our part, in words and deeds of coming

days, we propose to produce a rational, reasoned manifesto for construction of an Indian

future in America. If America has maintained faith with its original spirit, or may recognize it

now, we should not be denied.

Press Statement issued: October 31, 1972


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What happened?

When did it happen?

How did it happen?

Why did it happen?

Who was involved in the event?

Group Evaluation

1

Score

Teammate did the following very well.

1 Partly contributed to 2 of the tasks, Presentation and Research

2 Only did on of the 3 tasks well. Presentation or Research

3 Researched the material OR worked on poster AND participated in the

presentation.4 Researched the material, worked on poster, AND participated in the


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A political party that wants less

government involvement in our lives.Cutting taxes often benefits the rich and

hurts the services for the poor.

De-regulation who protects theenvironment and product safety.

Promoting family and Church values

inevitably leaves some cultures out.Promote democracy overseas, which can

be costly


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1960 1962 1964 1966 1968 1970 1972 1974 1976 1978 1980 1982 1984 1986 1988 1990

John Kennedy

Ronald ReaganLyndon Johnson

Richard Nixon


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Conflict on the rise Iraq, Afghanistan and

Israel become center

piece issues.

Native Americans rights

granted Women in powerful

positions in society

Liberal expansion

of social services Balanced

government debt


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Cultural renaissance across

U.S. Transition away form racial and

ethnic rights.

Back-sliding in social values

Gulf War (first Bush) Israel problem War on Terrorism Iraq War

Cut taxes

Increased militaryspending


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How do

Politicians tell

the stor ?


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The art of insulting a personscharacter, skills, accomplishments, and

everything else that can be used

against them.

- The Teacher

The use of insults and accusations,

especially unjust ones, with the aim of

damaging the reputation of an opponent.

- The Dictionary


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Billy is bad!

Billy charged too much for milkBilly cant read

Jimmy is better

Billy is not a Leader


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A course or principleof action adopted orproposed by agovernment, party orindividual

- The Dictionary

When a politicalcandidate describesan action anddecision that theywill do, while in

office.-The Teacher


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Attemptingto make funof orcriticize

someonethroughcomedy.- The

Teacher

The imitationof the styleof a person

withexaggerationfor comicaffect.

- TheDictionary


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We are doomed!

Government makesmatters worse!

The reason we have elected officials is so wedont have to think all the time

-Homer


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Used tocreate ahappy, sador scaredfeeling inorder to

createconcern.- The

Teacher

Appeal toemotion uses

themanipulationof a persons

emotions towin anargument.- Wikipedia


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A meansof scaringpeople

intobelievinga policy.- The

Teacher

A strategyintended toinfluence

publicreaction bytheexploitation

of fear.- TheDictionary


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These are the stakes,to make a world inwhich all Gods

children can live -

we musteither loveeach other, orwe must die.

- L.B.J.

Vote for Lyndon B. Johnson


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Work Sample Part 2