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=**Annotated Text Set**= =**By Samantha Miller**=


 * Context for using the text set**: The classroom in which this lesson is set is a high school American History classroom (10th or 11th grade level). The students have been exposed to lower level American History classes before (from 8th and 9th grade classrooms), but they were much broader in topic. The students in this class have just began a unit on 1960s and 1970s counterculture after having learned about the events leading up to this time period. These resources will build upon their knowledge of the time period, prompt class discussions, and lead to a culminating project.

__Text #1:__ • Citation: Hakim, Joy (2006). A History of the United States Since 1945, Revised Third Edition. New York, New York: Oxford University Press, Inc.. • Text Summary: A History of the United States is the last in the series. It is a small paperback book chock full of firsthand accounts, pictures, and historical speeches. • Rationale: These two short chapters embody the rise of “Hippies” and Vietnam opposition rebellion in the late sixties. It serves as great background knowledge and illustrates specific instances (e.g. Dorothy Day, the “first hippie”) of rebellion with a clear and concise background of historical events. The text has multiple illustrations of relevant activities (e.g. anti-war protests and race riots) and a strong presidential and political background. This book will help well to “set the stage” for the lesson. • Use of text: This text will be used at the beginning of the lesson. It will be assigned as a short (3-4 pages of small text) reading the night before to “brief” them on the events during that time period. • Attachment: Not attached – 250-page textbook.
 * A. Print Resources:**

__Text #2:__ • Citation: TIME Magazine (1970, March 02). Verdict on the Chicago Seven: From Court to Country. Retrieved October 11, 2008, from TIME Magazine Online Web site: http://www.time.com/time/magazine/article/0,9171,904199,00.html • Text Summary: This is an archived article on the “Chicago Seven” – seven men on trial for protesting the Vietnam War during the Democratic National Convention. It does not appear to have either a pro or anti-war bias. • Rationale: This article will act as insight into how revolutionary and disrespected the anti-war movement was in the sixties and seventies. The Chicago Seven are a milestone in the history of that time period. • Use of text: This text will be presented and handed out at the beginning of the class, and then used as a basis for more background knowledge for the next activity. • Attachment: See attachment #2.

__Text #3:__ • Citation: Roberts, David (2007). War Poems by Marguerite Rami. Retrieved October 11, 2008, from War Poetry Web site: http://www.warpoetry.co.uk/Marguerite%20Rami.html • Text Summary: This text is a collection of six poems by Marguerite Rami, an anti-war poet writing about the conflicts in Iraq and Afghanistan. • Rationale: These poems will be used to compare to Vietnam-era anti-war poetry after a quick class discussion of Rami’s. The Vietnam-era poetry is extremely similar to Rami’s. • Use of text: This collection of texts will be passed out in class. Not more than three or four students will read the same poem. After reading both sets of poetry, the teacher will lead a short class discussion on any similarities or differences. • Attachment: See attachment #3.

__Text #4:__ • Citation: Squidoo, Inc. (2006). Anti-War Poetry. Retrieved October 11, 2008, from Squidoo Web site: http://www.squidoo.com/peacepoet • Text Summary: This website lists a collection of Anti-war poems, one of which is a poem by Kristin Lee, the daughter of a disabled Vietnam veteran. • Rationale: This poem is relates well to the present day Anti-war poetry, showing the students a connection between the years. This poem is especially resourceful because the daughter of a Vietnam veteran talking about ceasing the current day war is writing it. • Use of text: This poem will be compared in class with the present day anti-war poems in Text #3. • Attachment: See attachment #4.

__Text #5:__ • Citation: TIME Magazine (1965 November 26). Two Views of Vietnam. Retrieved October 11, 2008, from TIME Magazine Online Web site: http://www.time.com/time/magazine/article/0,9171,834723,00.html • Text Summary: This is an archived article about the two opposing views on the conflict in Vietnam. It explains what kind of citizens are on either side and how anti-war sentiment is passed around. • Rationale: This is an example of an article from the time period that is obviously in awe of the vastness of the anti-war movement. For the students, articles written during this time will have much more pull than articles written later about the Vietnam era. • Use of text: This text will be read in class with the other TIME article to build upon the students’ prior knowledge as they explore this subject. • Attachment: See attachment #5.

__Text #6:__ • Citation: Creedence Online (1998-2007). Creedence Clearwater Revival Lyrics: Fortunate Son. Retrieved October 11, 2008, from Creedence Online Web site: http://www.creedence-online.net/lyrics/fortunate_son.php • Text Summary: These are song lyrics by the group Creedence Clearwater Revival. They wrote and performed many politically related songs in the 1960s and early 1970s. It is a song written to refuse becoming a soldier for a cause that is not believed in. • Rationale: This song is not only politically related, but an outright statement. With these lyrics, this band is rejecting of America’s current national devotion. It is an excellent example of how strong the anti-war movement was – and especially how it incorporated popular culture music with politics. • Use of text: These lyrics would be introduced with the actual song. After listening to it with the lyrics in front of them, the students would be asked an open-ended discussion question of their thoughts on the song. • Attachment: See attachment #6.
 * B. Media Resources**

__Text #7:__ • Citation: Walsh, J., & Aulich, J. (1989). Vietnam Images: War and Representation. New York: St. Martin's Press. • Text Summary: This is a book primarily about the Vietnam era and the events surrounding it. In the middle of the book are pictures and propaganda from that time period. • Rationale: Looking at the somewhat racy propaganda posters will help students become aware of the gravity and perseverance of the anti-war movement. • Use of text: These illustrations will be displayed on an overhead or passed around during the discussion of anti-war poetry so the students can relate to what the poets are writing about. • Attachment: See attachment #7.

__Text #8:__ • Citation: Goldstone, James. (1981). Kent State [Motion picture]. U.S.A., Inter Planetary. • Text Summary: This movie is based on a true story of protests at Kent State University, where four students were killed for expressing anti-war sentiments. • Rationale: Kent State, much like the TIME article on the Chicago Seven, will illustrate a single famous event in the Vietnam era. • Use of text: This movie is a combination of real life events mixed with popular culture that will interest the students watching it. It is very realistic in its illustration of the events at Kent State and will help the students to understand the anti-war movement even more. • Attachment: 180-minute movie. Not attached.

__Text #9:__ • Citation: O'Reilly, Kevin (1984). Welcome to the Escalation Vietnam War Simulation. Retrieved October 12, 2008, from Escalation Web site: http://www.escalationsim.com/history.html • Text Summary: This website was developed by a U.S. History teacher. The simulation presents the student with the same decisions that President Johnson had to deal with while in office. The simulation goes through seven different categories: South Vietnam, military, bombing, negotiations, U.S. politics, overall policy, and decisions. • Rationale: This web activity will provide the students with the other side of the Vietnam reality. Up until now, they have mostly been exploring the anti-war movement. Now, they will see the war from the President’s point of view, allowing them to decide for themselves. • Use of text: This “webquest” will be used in class only after the students have built strong background knowledge of the events and protests surrounding the Vietnam conflict. • Attachment: See attachment #9.
 * C. Online interactive resources**

__Text #10:__ • Citation: Bookout, Vickie, Vietnam, America Divided, an 11th Grade Webquest. Retrieved October 12, 2008, from Vietnam, America Divided, A Webquest Web site: http://library.springbranchisd.com/sbisd_library/webquests/Vietnam%20webquest.htm • Text Summary: This “webquest” sums up a lesson on the pro-war versus anti-war regarding Vietnam. The student is instructed to pick a side and do the relating project. For anti-war, the student could design a poster, write a protesting anti-war letter to a local paper, produce a poem, write a protest speech, or compose a song. For pro-war, the student could make a welcome home poster for veterans, write a letter of support to a local newspaper, write a pro-war speech, write as a soldier sending a letter home, or produce a poem. It also includes a few outside resources for both sides. • Rationale: After soaking up all of the information from the lessons, this will allow the students to develop their own opinions. • Use of text: This project will be placed at the end of the lesson. It sums up all of the information the students have learned throughout the use of the other sources (books, pictures, websites, etc.) and allows them to present their opinions to the class. • Attachment: See attachment #10.

__Text #11:__ • Citation: Doran, Matt (2005). History WORKS Lesson Plan - Kent State and the Vietnam War Protest Movement. Retrieved October 12, 2008, from History WORKS Web site: http://www.ohiohistory.org/historyworksohio/classroom/plan.cfm?id=17 • Text Summary: This is a lesson plan suggested to be implemented over four to six class periods. It incorporates both media and text into the lesson to inform the students about several specific protest movements surrounding the Vietnam War. • Rationale: This plan demonstrates how several different resources can be brought together to create a successful lesson plan. The lesson also allows students to formulate their own opinions on the subject t and debate respectfully with their peers. • Use of text: This lesson plan would be a great source of ideas before my lesson plan was put together. It lists several websites, media, and texts that I could possibly use and also explains the reasoning (standards-wise) behind them. • Attachment: See attachment #11.
 * D. Instructional Resources**

__Text #12:__ • Citation: Runell, Marcella (2006 October 30). A Tale of Two Wars - Comparing and Contrasting Vietnam and Iraq. Retrieved October 12, 2008, from New York Times on the Web LearningNetwork Teaching Connections Web site: http://www.nytimes.com/learning/teachers/lessons/20061030monday.html?searchpv=learning_lessons • Text Summary: This is a lesson plan that focuses mostly on the similarities between the Vietnam and Iraq “conflicts.” It is much shorter than the other lesson plan text (only one hour of class time is suggested) and concentrates on a very specific topic. However, this lesson plan concentrates more so on Iraq than Vietnam. • Rationale: This lesson offers more insight into the politics of war. It also concentrates on how upcoming political elections will be affected by recent controversial events. • Use of text: This text is a good resource if I wanted to specialize in a different direction. If I had a significant amount of time to spend on Vietnam, this would be a great lesson to implement towards the end of the unit. • Attachment: See attachment #12.


 * Using these texts together in the classroom**: The texts displayed throughout this plan are widely diverse in nature. I am using both primary (poetry, magazine articles witnessed by the authors) and secondary (propaganda posters, textbooks) sources to broaden the students’ initial knowledge of the topic. I am also using web activities (simulations and “webquests”) and media resources (film) to keep the students alert, interested, and involved. Even if they choose not to read the initial text (Text #1), as some students tend to do, they will still be able to experience the lesson and build upon their knowledge bases on the subject of the Vietnam War and its controversy.


 * Learning Objectives**:

__Content Area Objective__: Through media and both online and offline texts, the students will identify with one side of the Vietnam protest movement and connect it to the present day Iraq War.

__Reading Strategy Objective__: The students will use a variety of different texts to interpret and evaluate various stances of the Vietnam War. They will deconstruct meaning out of poetry, rewrite history through media activities, and critique magazine articles written during that time period.

Based off of End of Grade 10 R-10-14.2: Reading from a wide range of genres/kinds of text, including primary sources, and a variety of authors (e.g. literary, informational, and practical/functional texts).


 * Comments**

Hi Sam, I enjoyed reading your diverse text set. I was pleased to see the TIME magazine article "Two Views of Vietnam". It is important for students to learn that there are two sides to every story, and one side is often overlooked. I also liked seeing the New York Times "A Tale of Two Wars" because it applies the lesson to today's society. Nice job! Ashley Grady

Hey Sam, I enjoyed reading you diverse text set. I agree with your opinion about how it is important to “set the stage” and give students background information about the topic being studied. I always remember struggling in my high school history classes because the teachers never presented the class with background info; they just assumed we already knew it. I also liked how you used texts from multiple perspectives to show how your opinion on the war did not have an affect on the materials you presented. -Allison Borges