A Kid’s Life During the Vietnam War

S.Pedulla

Introduction

You are using a time machine and traveling back to 1975 in the city of Saigon in South Vietnam, which is divided into North Vietnam and South Vietnam. You are the current age you are now, living with your immediate family—parents and siblings. What is life for you in 1975 in Saigon as a young person? You will investigate the different aspects of your life including: current political and social situation; likely economic situation; your culture’s traditions and food (remember- you are now Vietnamese); and finally, the most pressing conflict you likely face living there at that time.

Task

Create a poster in which you showcase life as young teen in Vietnam in the 1970s. Your poster will include the following:

· Symbols, images, etc. which represent the life of the typical Vietnamese child

· Areas of focus: political/social situation; economic issues; typical traditions and food

· A one-paragraph summary in which you discuss how you believe you would’ve faired during that time and during those circumstances

Process—

Getting Ready

1. In your assigned group of 3-4, gather you materials: posterboard, pencils, graphic organizer, laptop, writing utensil, assignment sheet, novel.

2. Decide upon the following roles: Researcher 1, Researcher 2, Novel Expert, Task Leader/Editor/Image Finder.

3. Begin a discussion in which you sketch out how you “visualize” your poster—how will it be organized? What colors or materials might you use?

4. Using your laptops and assigned resources (websites and novel), begin to gather your information on the following topics:

a. The general political and social situation in Vietnam at that time

b. The economic issues of that time and how it might have affected the average Vietnamese family

c. Typical traditions of Vietnamese children at that time, including how they might spend their time, interests, other cultural specifics and traditional Vietnamese food.

5. After all members have gathered information on these topics, you will regroup to share information and to complete the following steps and forms:

a. Gather evidence of the problem (THINK: What were some of the actual problems faced because of the political and social climate and what seems to be the most prominent?)

b. Identify the causes of the problem (THINK: What were the underlying or more specific factors causing the identified problem?)

c. Identify and evaluate the existing public policies. (THINK: What were the laws or policies in place at that time and how did they affect the problem?)

d. Develop Solutions (THINK: What are some possible solutions for dealing with the major problem most of these children are facing?)

e. Select the Best Solution (THINK: What is the BEST possible solution for these children?)

6. Once all forms are completed, use these forms to create a group poster that represents the areas of information you have learned about with regard to the typical life of a Vietnamese youth. Your poster can include words, captions, images, sketches, photographs, etc.

7. Finally, each individual in the group with write a one-paragraph reflective response in which you discuss how you would’ve likely faired in such a situation. Be sure to specifically reference how you would’ve decided to face the biggest problem of that time.

Resources

· http://www.kidskonnect.com/subjectindex/16-educational/history/283-viet-nam-war.html

· http://www.history.com/topics/vietnam-war/vietnam-war-history/videos/tet-offensive?m=528e38969e64d

· http://tst-ela.wikispaces.com/file/view/8m1.103-107.pdf/453257060/8m1.103-107.pdf

· https://www.youtube.com/watch?v=-TsZVgQf4Ss

· http://www.foodbycountry.com/Spain-to-Zimbabwe-Cumulative-Index/Vietnam.html

Evaluation

Group Poster Rubric

CATEGORY	4	3	2	1
Required Elements	The poster includes all required elements as well as additional information.	All required elements are included on the poster.	All but 1 of the required elements are included on the poster.	Several required elements were missing.
Labels	All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away.	Labels are too small to view OR no important items were labeled.
Graphics - Relevance	All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.	All graphics are related to the topic and most make it easier to understand. Some borrowed graphics have a source citation.	All graphics relate to the topic. One or two borrowed graphics have a source citation.	Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.
Attractiveness	The poster is exceptionally attractive in terms of design, layout, and neatness.	The poster is attractive in terms of design, layout and neatness.	The poster is acceptably attractive though it may be a bit messy.	The poster is distractingly messy or very poorly designed. It is not attractive.
Grammar	There are no grammatical/mechanical mistakes on the poster.	There are 1-2 grammatical/mechanical mistakes on the poster.	There are 3-4 grammatical/mechanical mistakes on the poster.	There are more than 4 grammatical/mechanical mistakes on the poster.

One-Paragraph Response Rubric

Score

Response Features

2 Point

The features of a 2-point response are

· Valid inferences and/or claims from the text where required by the prompt

· Evidence of analysis of the text where required by the prompt

· Relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt

· Sufficient number of facts, definitions, concrete details, and/or other information from the text as required by the prompt

· Complete sentences where errors do not impact readability

1 Point

The features of a 1-point response are

· A mostly literal recounting of events or details from the text as required by the prompt

· Some relevant facts, definitions, concrete details, and/or other information from the text to develop response according to the requirements of the prompt

· Incomplete sentences or bullets

O Point

The features of a 0-point response are

· A response that does not address any of the requirements of the prompt or is totally inaccurate

· No response (blank answer)

· A response that is not written in English

· A response that is unintelligible or indecipherable

CC Standards

ELA 8.2 RI: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

ELA 8.3 RI and RL: Analyze how a text makes connections among and distinctions between individuals, ideas, or events.

ELA 8. 9 RL and RL: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

ELA 8.2 W: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

ELA 8. 4 W: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

ELA 8.1 (e) S&L: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. *Seek to understand other perspectives and cultures and communicate effectively with audiences or individuals from varied backgrounds.