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Wilson Tran
November 29, 2017
Professor Striegl
Historical Thinking Skill, California Content, and Common Core Standards Addressed:
HTS: Evidence and Interpretation
Old CACS: 11.9 Students analyze U.S. foreign policy since World War II.
4. List the effects of foreign policy on domestic policies and vice versa (e.g., protests during the
war in Vietnam.)
Common Core Standards: Grades 11–12 Students. 1. Initiate and participate effectively in a range
of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on
grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively. 2. Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any discrepancies
among the data.
1
CSULB History Social Science Lesson Plan Template
Summarize the step-by-step parts of the lesson with time estimates for each part.
Example:
1. Warmup (5 min.)
2. Lecture (20 min.)
3. Group Inquiry Activity (50 min.)
4. Lesson Assessment (10 minutes)
5. Closure (5 min.)
Materials / Equipment:
List everything you will need to teach this lesson:
PowerPoint of Lesson
Primary source copies
Piece of tape
Equity Sticks for the Lesson
2
CSULB History Social Science Lesson Plan Template
I will split up the class down the middle into 2 groups, when I will use tape to separate the class.
One side that is for the Vietnam war and one side against the war. The students will be given
documents depending on which side they are one.
The Group on the side for the Vietnam War will be given: Gulf of Tonkin Resolution Congressional
Joint Resolution, August 7, 1964 and Memorandum from Foreign Affairs Advisor (Bundy) to the
President Washington, May 25, 1964.
The Group against the war will be given: Martin Luther King’s speech, “Beyond Vietnam,”
delivered April 4, 1967 and John Kerry, testimony to the U.S. Senate Committee on Foreign
Relations, April 23, 1971.
I will give each group 20 minutes to read the documents individually while answering the guiding
questions. These guiding questions will be done in their interactive notebooks, checked later to see
if done. Then when done reading, each group will have 15 minutes to discuss on the important
points of each document. At this time they are able to use electronics to help them in their
argument. Then the two groups will have 15 minutes to debate with each other for their side. I will
moderate by if a student raises their hand I will give them a chance to speak if they have not.
Side note: In order to incentive the students to speak, I will have participation points on the line. As
well as the group that I believe had the best argument will have extra credit points given.