To Start:
We’re going to be watching an excerpt from The Fog of War, to get a sense of the confusion surrounding the Gulf of Tonkin incident.

In Class:
First, I’ll return your Gulf of Tonkin packets and my feedback for your essay. This week you’ll have the opportunity to refine your essay and earn back any points you missed:

• You need to refine every single category that you received a 14 or less in.
• If you got more than a 14 in every category, select at least one category that you’d like to refine.
• Highlight your revisions in the Google Document.
• Turn your revisions in to Google Classroom by the end of day on Friday.

Then, we’ll have reading time. Read and respond to “How to Tell a True War Story” before class tomorrow.

Finally, we’ll have a feedback circle to discuss how to finish this project strongly.

Homework:

• Read and respond to “How to Tell a True War Story” before class tomorrow.
• Essay corrections are due in Google Classroom by the end of day on Friday. (Do not plan on having any more in-class work time.)
• Do plan on having in-class work time to read and prepare for our seminar. If you like to read ahead, plan on reading:
  • The Things They Carried
  • Spin
  • On Rainy River (Challenge Extension)
  • How to Tell a True War Story
  • The Sweetheart of Song Tra Bong
  • Speaking of Courage
  • Good Form
  • Night Life

To Start:
On a piece of paper in the starters section of your binder, or your starter document, jot down:

• What do you see here?
• What you think this cartoon is trying to convey about Vietnam?

In Class:
First, we're going to learn about Vietnam before the war. If you are absent:

• Look through the Powerpoint.
• Get notes from a friend.
• Read this background from PBS.

Then, we're going to examine the Vietnamese Declaration of Independence. Directions are here.

Finally, we're going to have work time to:

• Contact veterans.
• Refine questions, if needed.
• Read The Things They Carried.

For Homework:

• Finish reading the first story in The Things They Carried before class tomorrow.
• Schedule your interview with your veteran ASAP.

To Start:

• Sit with your group.
• Get out a piece of paper or open your starter document before class begins.
• Silently brainstorm five to ten things that make for a good interview.

In Class:
We're going to be developing the questions that we will ask our veterans. Here are:

• My directions, tips and StoryCorps' suggested questions.
• Suggested questions from the Library of Congress' Veterans History Project.

After you've typed your section of your groups questions, print out two copies.

Then, check out a copy of The Things They Carried and begin reading the eponymous first short story.

Finally, we'll be completing two rounds of critique on your questions. Here are the directions.

At Home:

• Make sure your permission slips are turned in for our field trip tomorrow.
• Incorporate the feedback you received in critiques into your interview questions.
• Read the first short story in The Things They Carried before class on Friday.

To Start:
On a piece of paper in the starters section of your binder jot down:

• What do you see here?
• What you think this cartoon is trying to convey about the Cold War?

In Class:

• Field trip!
  • Get the field trip permission slip and driving permission slip, if you haven't already.
  • Give Ally your completed forms. 
  • Beg your parents to pretty pretty pretty please drive us so we can do this.

• Then we'll practice making contact with veterans, both over the phone and at the parade.
  • ​A polite, professional greeting.
  • Identifying who you are, where you're from, and how you got their number (if calling).
  • Explaining our project and the interview process.
  • Asking them if they would be willing to be interviewed.
  • Asking them when they would be available. (Between November 13th and December 4th.)
  • Asking them where it would be convenient for them to meet. (A quiet place.)
  • Confirming the details.
  • Asking them to briefly explain when, where and how they served.
  • Thanking them profusely.

• Then, we'll be looking at the US policy of containment.
  • Read and annotate the two primary sources.
    • Read all of Truman.
    • Read pages one and three of Wallace.
    • Optional: Read page two of Wallace.
  • Then, answer the following questions in your notes:
    1. Consider Truman's context. Why would he advocate for containment?
    2. What is Truman's main argument?
    3. How does Wallace view Truman's plans for containment?
    4. What is Wallace's main argument?
  • Finally, choose one source and create a simple political cartoon that expresses the main idea of the document.  Give it a title so that it is obvious which document it represents.

• Last, we're going to watch a World History Crash Course on the Cold War to catch us all up.

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For Homework:

• Get your field trip forms signed, convince your parents to help drive.
• Finish your political cartoon.