KenOn 6/02/13, Connect it to World War II wrote: > On 6/02/13, Sara wrote: >> On 6/01/13, Mr. M wrote: >>> Any US history teachers have a unique way of introducing the >>> Vietnam War? Would appreciate a great 'hook.' Thanks in >>> advance. >> >> >> I like choices and reflective thinking - particul...See MoreOn 6/02/13, Connect it to World War II wrote: > On 6/02/13, Sara wrote: >> On 6/01/13, Mr. M wrote: >>> Any US history teachers have a unique way of introducing the >>> Vietnam War? Would appreciate a great 'hook.' Thanks in >>> advance. >> >> >> I like choices and reflective thinking - particularly for the >> Vietnam War I ask questions like - if you could change the >> past, would you have our country fight this war again? >> >> And/ or - it's easy these days with a bit of Internet research >> to find out the approximate cost of the war in dollars as >> well as lives. World War II is estimated to have cost three >> trillion dollars. >> >> find out what the Vietnam war cost and ask - was this money >> well spent? Did this war warrant those funds, not to mention >> the lives... >> >> These kids will be taxpayers soon. >> >> I love the documentary on all the controversy about the >> memorial wall ... I forget the title but the young >> architect's name was Maya Lin - you'll see veterans very >> angry about that wall and eventually a second memorial had to >> built to appease them. >> >> show the documentary and ask them which is the better, more >> truthful memorial > > > Basically, the US entered Vietnam to support our French "allies," > who'd gotten their butts kicked at the battle of Dien Bien Phu. > > Having swiftly knuckled under to the Nazis in WWII, France lost > its colonial control of Indochina to Japan. After the war, the > French expected to waltz back into the region and reassert their > dominance. (They were white, after all, so they assumed the > Natural Order of things would be on their side.) > > The locals, however, had other ideas. Boom, pow, bye-bye arrogant > Frenchies! > > President Eisenhower was appalled, and started sending government > agents in to try and undermine "The Communist Threat," a.k.a. > little Asian people who wanted to run their own country. > > The rest is history. >
I hope you're not a teacher with this response. If you are, you need to do some research. The French were gone when the US got involved under Kennedy.
I'll be teaching social studies (world history, but not just ancient civilizations) at a school that currently doesn't have a textbook curriculum. I'm allowed to supplement freely and creatively, but I'd like to use some type of textbook as a guide - I don't want to have to reinvent the wheel searching for resources - there's so much out there it's overwhelming. Any opinions you've used? I'm familiar with Harcourt's Social Studies - World History text, and that's about it. I do like it....
I don't do a year long project but I do teach 6th grade geography. I think by definition any year-long project is going to feel like a lot... but perhaps that's not the issue. My own students would tire out their interest level in any traditional project that was for the length of the school year.
Are you required to do a year-long project? Does it have to confine itself to countries? Can you shorten the length of the writing that goes with the project?
Just some thoughts - I'm sorry I can't help more.
> Hi, I am a 6th grade Social Studies teacher. The students > learn geography during 6th grade. I have had them do a year- > long research project on three different countries as part > of the curriculum for many years now. However, I need to > revise this project now to make it more manageable for me > and for the students. Does anyone do a similar long > research project who would be willing to share some > feedback/ideas with me? Thank you for your help.
JerryDo you already use some sort of scaffolding? A file folder with various pockets created for each step helps make progress more tangible for students. Inside the folder, glue a small pocket (like a library card pocket) for each step. You can have 3 to 4 small pockets on each side of the folder. Label a project step on each folder. Keep it generic, s...See MoreDo you already use some sort of scaffolding? A file folder with various pockets created for each step helps make progress more tangible for students. Inside the folder, glue a small pocket (like a library card pocket) for each step. You can have 3 to 4 small pockets on each side of the folder. Label a project step on each folder. Keep it generic, so the same folder can be used for each project. In the pocket, keep a checklist of what needs to be completed for each step. First Folder Example: Name pocket #1: Topic selection. The checklist would have "EGYPT." "_____ Date of Map Completion." "___ Research notes for natural resources completed." Each of the next pockets will hold step by step directions for a portion of the project-with a line in front of each step for the student to document date of completion. During time students are researching natural resources, the papers & notes for that step are kept in the folder. As each part of the project is completed, that part is added to a binder or pronged folder to be turned in when you want to assess it. You can make the pockets from different colors of paper and glue them in. Maybe this helps? >> Hi, I am a 6th grade Social Studies teacher. The students >> learn geography during 6th grade. I have had them do a year- >> long research project on three different countries as part >> of the curriculum for many years now. However, I need to >> revise this project now to make it more manageable for me >> and for the students. Does anyone do a similar long >> research project who would be willing to share some >> feedback/ideas with me? Thank you for your help.
I have been teaching middle school and I will be teaching high school this school year and I'm looking for activites and projects done by California high school teachers. Thank you in advance.
The curriculum (available online and in print) includes: 24 lessons connecting students to current public policy issues regarding the federal budget, national debt, and budget deficit, supporting documents and resources that supplement the lessons, the option to create an account and create a site for your classroom in the UFR Network and share your lessons with fellow educators.
Has anyone used Twitter in their own classrooms? What was your experience with it? Was the lesson effective and engaging, or were students to easily distracted by the social media?