Micro Teach Lesson Plan

TEACHER NAME: Ms. Mallory Chester, Ms. CJ Smith and Ms. Liane Brooks
LESSON SUBJECT: Social Studies- 20 Century World History 11
th

LESSON TITLE: The Great Debate: Stakeholders in the Vietnam War

LESSON DATE: 1 November 2017
st

RATIONALE
This is an introductory lesson to a greater unit based on themes surrounding the Vietnam War. In
this lesson students will use primary and secondary sources, as well as outside research if
needed, to build an understanding of various stakeholders from the war and their position within
the conflict. Students will use this understanding to build arguments surrounding key points from
their stakeholders research, and build an argument that they can use in a debate setting. Students
will debate based on themes of militarism, human rights and revolutionary thoughts surrounding
the war in Vietnam, all while building a collective understanding of the war through different
historical perspectives.
CURRICULUM CONNECTIONS
Big Idea
- Nationalist movements can unite people in common causes or lead to intense conflict between
different groups.
Content
- Vietnam, 1945-1975
- Militarism
- Revolutions and human rights movements
Curricular Competency
- Use historical inquiry processes and skills to ask questions; gather, interpret, and analyze ideas;
and communicate findings and decisions.
- Assess the significance of people, locations, events and developments, and compare varying
perspectives on their historical significance at particular times and places, and from group to
group (significance).
LEARNING INTENTIONS
-Students will effectively examine primary and secondary sources.
-Students will use the knowledge they gain from their primary and secondary sources to explore
different perspectives regarding the Vietnam War.
-Students will work in a group to build a collection of key points in relation to their assigned
stakeholder, and use these points to form a sound argument which they will argue in a debate
setting.
-Students will debate respectfully and effectively while asking educated questions and providing
accurate responses/rebuttals.
-Students will work together to create a broader understanding of the Vietnam war through the
eyes of the multiple stakeholders involved in the conflict, while acknowledging the differences in
these groups perspectives.
PREREQUISITE CONCEPTS AND SKILLS
This is an introductory lesson to global tensions surrounding the Vietnam War. Although
students do not require a breath of knowledge with regards to the time period, they do require
skills such as the ability to analyze/decipher primary and secondary resources. They will also
have a moderate background in online research, and will know how to access online sources and
 periodicals, as well as how to differentiate a valuable source (ex. journal article, scholarly review
etc.) from a less valuable source (ex. Wikipedia)
MATERIALS AND RESOURCES (REFERENCES) NEEDED FOR THIS
LESSON
- PowerPoint Slides:
o Background information slides
o Video slide
o Debate format slide
- Debate Worksheet (1 per student):
o Outlining the stakeholders with spaces for students to record key points for each
from the debate, as well as room to jot down any questions they may like to ask)
- Slips to divide students into stakeholder groups (6 groups, 5 people per group, 5 slips x6=30
slips)
- Tent cards identifying table groups by Stakeholder (1 per table)
- Document file folders for each stakeholder table (1 set per designated stakeholder table):
o Primary and secondary documents for each stakeholder
o Pictures, quotes etc.
- Chromebooks for further research (may need to be booked ahead of time if the class does not
already have a set already available.
DIFFERENTIATED INSTRUCTION (ACCOMMODATIONS)
-Documents will be available the online classroom for students who may prefer to
read that way, or fill out the worksheet by typing rather than writing.
-Students who may prove to not be comfortable speaking during the debate may be
asked to write a reflection piece instead, perhaps based on what they would have
liked to say or questions they might ask.
ASSESSMENT AND EVALUATION
-Students will be assessed on their ability to work within their groups to examine primary and
secondary sources, and build pick out key points about their stakeholders perspectives on the
Vietnam War.
-Students will be assessed on their participation in all aspects of the debate: both in forming and
articulating key points/arguments, as well ask asking informed questions about different
stakeholders and responding effectively to questions asked of them.
-Students will be assessed based on their ability to fully complete the debate handout, which will
be submitted at the end of class.
LESSON ACTIVITIES
TEACHER ACTIVITIES STUDENT CLASS PACING
ACTIVITIES MANAGEMENT
CONSIDERATIONS
PRE-LESSON -Students find -tables may need to be 5min
-Have stakeholder tent cards set out on tables, the table that arranged differently 15min
with document file folders for each group. correlates with based on the number of 20min
-Upon entry, have students pick slips at their slip, and students and size of the 35min
random which will place them in a stakeholder sit at this table class
group. Students will be expected to sit in these as a -Students select slips at
groups. representative random, but may need
INTRODUCTION of that to be put into groups
-Open with the question: what do students stakeholder. ahead of time if
know about the Vietnam War? Ask students to -Students work behavioral issues are a
work in a pair-and-share format for 1- with a partner concern.
2minutes to discuss former knowledge. Have in their -have slides available
students come back together and discuss what immediate on online classroom for
they may or may not know with the class. vicinity to students who may
-Show video discuss any struggle to take notes.
https://www.youtube.com/watch?v=aoXySB- prior -If cell phone misuse is
WlZE knowledge of an issue with students,
-Discuss brief history of the Vietnam war, the Vietnam omit this option and
coinciding with slides on PowerPoint. Discuss War. stick to the provided
tensions surrounding the war, and give context -Students documents or
to the various stakeholder groups on the volunteer to chromebooks if
students table (prelude to debate activity- share what they available.
place emphasis on students knowledge of and their -Tensions may arise
stakeholder positions). partner know during the
BODY about the question/rebuttal
-Introduce activity: Stakeholder Debate: Vietnam war. section of the debate. A
-Hand out debate worksheet, and explain to -Students respectful environment
students that that are to examine the primary watch video, must me encouraged
and secondary sources in their file folders, and discuss with and enforced. Students
develop a series of arguments and key points class. who disregard this
based on these texts. Students may also use -Students take conduct must be
other sources (their phones/chromebook) to do notes based on warned, then possible
further research if they choose. slides, paying removed from the
-Explain the format of the debate to students specific debate if unruly
(have outline of debate format on PowerPoint attention to the conduct continues.
slide for reference), encouraging enthusiasm stakeholders.
10min
and emotion in the presentation of the -Students get a
arguments. debate sheet,
-Begin debate, set a timer on the board (2min then as a group
for each group to present their argument/key begin to
points. examine the
-Re-set timer, then allow each group to take 3 texts in their
questions from the audience, to which the file folder.
group may refute/rebut. They proceed
CLOSURE to build a
-Conclude debate. series of
-Have students write a brief reflection of the arguments/key
debate: ask them to list one thing they liked, points for the
one thing they didnt like and one thing they debate based
on these texts.
would change. Make sure students know that -Students may
this will be handed in at the end of class check out a
IF NEEDED chromebook or
-If teacher does need to remove a student from use their -If you do not get a
the debate, a back up research assignment on phones to chance to fully
the stakeholders should be prepared. research their conclude the debate, or
stakeholders are forced to cut off
further. valuable questions,
have students include
questions they may still
-Groups take have after the debate in
turns their reflection. The
presenting their teacher can look these
key points to over, then make time at
the class the beginning of the
(audience is to next class to discuss
take notes on them.
the provided
worksheet that
outline each
groups key
points, as well
as any
questions they
may wish to
ask).
-Groups take
turns asking
questions about
each argument

-Students will
write their
reflection with
the knowledge
that it will be
handed in for
teacher review.