Vietnam War Student Page Title Introduction Task Process Evaluation Conclusion Credits A WebQuest for 10th Grade (Global Studies) “ Digital Communication” Designed by: Mr. McGugin [email_address] Based on a template from The WebQuest Page [ Teacher Page ]
Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits It’s 1969 and America is in the midst of a conflict in the region of Southeast Asia, specifically Vietnam. You have been selected to work alongside other elite soldiers whose focus is covert ops, utilizing spy tactics. Your mission, if you choose to accept it, is to locate vital, top secret (sort of) information regarding the Vietnam War. You and your platoon will be stationed at a computer to accomplish this critical Intel Analysis in order to bring everyone up to speed. Are you ready to begin? Brace yourself, this mission is not for the faint of heart. Hoorah! Let’s do it!!! [ Teacher Page ]
The Task Student Page Introduction Task Process Evaluation Conclusion Credits
You and your platoon will be developing an Intel Analysis to present to your Superior Officer, General McGugin (that’s me) for a final critique. Your Intel Analysis will include images, photographs, charts, maps, and any other essential visuals you and your platoon deem necessary. These are the core questions your Superior Officer needs addressed:
Who are the Vietcong (VC)? Where are they primarily located in Southeast Asia?
What was the main reason we (the United States) initially used to enter the Vietnam Conflict?
Summarize the conditions in Vietnam for an American soldier.
Provide an original drawing of a Vietcong hideout (hint: it’s underground).
The final Intel Analysis will require a full report through the use of a Google Docs Presentation. This will allow for the use of collaboration in real-time with your fellow platoon members.
Title [ Teacher Page ]
The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits
I’m feeling mighty generous, so here is a step by step list that will guide you in discovering the Intel needed for your report. Follow them closely.
First you will be randomly placed in a platoon/team of 3 to 4 students...
Next, you will sign into your Google Docs account and one person from the platoon should be responsible for creating the Google Presentation and sharing it with other group members.
Roles should be picked based on the number of members in your platoon. If you have 3, then you will have a Designer, Presenter, Recorder. If 4 are in your platoon, add a Commanding Officer.
Designer: responsible for the look of the Presentation and approves the images, photographs, charts, maps, and any other essential visuals.
Presenter: responsible for organizing the order of presenting and will introduce and conclude the presentation to the class. Also ensures everyone in the group speaks.
Recorder: responsible for typing out the groups responses in the Google Presentation. Review closely to eliminate any spelling or grammatical errors.
Commanding Officer: responsible for the flow and work ethic of the group. If the platoon is off task, he or she will be held accountable.
EVERYONE must assist in gathering information for the Intel Analysis and Presentation regardless of your role. Participate! This is not an Army of One.
Start to explore the textbook (Chapter 22) and the online resources provided below:
Complete all questions on the task page by placing the answers on their own slide in Google Presentation. You should have a title and credits page to cite the resources you use.
Present to the class and General McGugin on your appointed date: _________________.
[ Teacher Page ]
Evaluation Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Content: organization, intent/purpose, analysis/ understanding, conclusion Disorganized, confusing, incomplete; intent and purpose are vague; low level of understanding of topic and no analysis; presentation stops without a summary. Presentation is somewhat planned, yet a bit disjointed; intent and purpose are generalized; presentation is narrative and lacks analysis; conclusion does not reflect all aspects of the presentation. There is evidence of planning, preparation and a format being followed; purpose and position are clear; evidence of understanding but the analysis is not fully developed; confusion refocuses ideas, yet offers nothing new. The ideas are interconnected and the presentation flows smoothly from one idea to another; captivates audience and focuses topic; critical analysis throughout which raises new perspective; student's understanding goes above and beyond topic; conclusion ties ideas together clearly and raises new questions. Language Use: appropriate, interesting, clear Language is ineffective, vague, or inappropriate; does not convey the intent of the presentation; inaudible, unclear and confusing. Language used conveys main message of presentation, though somewhat generalized and non-specific; inconsistencies are evident in clarity and audibility. Language used was effective; conveys the intent of the presentation; audible, specific and appropriate. Language used is meaningful and thought-provoking; use of language is memorable and rich; audible, clear and concise. Delivery Style: confidence, enthusiasm, audience, visual aids Presenter lacked confidence and did not understand the material; presenter was stiff, uninterested, or appeared bored; audience was inattentive and uninterested in presentation; visual aids were not used. Presentation is affected by nervousness or bravado of presenter; demonstrates a general understanding of main points of material; audience is mostly willing to listen/view; use of visual aid(s) is attempted. Open and clear presentation with generally effective body language conveys solid understanding of material; presentation is interesting and there is a sense of audience appreciation and cooperation; visual aid(s) are effectively used. Eye contact, effective body language; complete understanding of material; shows personal interest in material; presentation was animated and enthusiastic; aware of audience and ensured participation and interest of all; used a variety of appropriate, high quality aids.
Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits Good luck and work hard. The success of our future missions in Vietnam depend on the vital Intel you and your platoon gather. Don’t hesitate to go ABOVE and BEYOND the… [ Teacher Page ]
Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits Special Thanks to all of the following resources that allowed this Webquest to be accurate and interactive for the student… Title Picture obtained from: http://vietnamwarabc.net/ Introduction Graphic obtained from: http://www.psdgraphics.com/ Call of Duty Logo obtained from: http://en.wikipedia.org/wiki/File:CallofDutyLogo.svg American Flag obtained from: http://www.ushistory.org/betsy/images/faq3.jpg Textbook: The Americans, Reconstruction to the 21 st Century Publisher: McDougal Littell [ Teacher Page ]
Teacher Page Teacher Page Title Introduction Task Process Evaluation Conclusion
The students will be able collaborate and create an interactive Presentation using Google Docs. This will enable them to learn more about the Vietnam War and the United States involvement, while enhancing their ability to research on the internet and interact with one another.
Ohio Academic Content Standards:
E. Analyze connections between WorldWar II, the Cold War and contemporary conflicts.
8. Explain how the Cold War and related conflicts influenced U.S. foreign policy after 1945 with emphasis on:
a. The Marshall Plan;
b. Communist containment, including the Truman Doctrine, Berlin Blockade and Cuban Missile Crisis;
c. The Korean War and the Vietnam War.
13. Trace social unrest, protest and change in the United States including:
a. Antiwar protest during the Vietnam War;
b. The counterculture movement;
c. The women's liberation movement.
Digital Citizenship Addressed:
“ One of the significant changes within the digital revolution is a person’s ability to communicate with other people. In the 19th century, forms of communication were limited. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging). The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else. Now everyone has the opportunity to communicate and collaborate with anyone from anywhere and anytime. Unfortunately, many users have not been taught how to make appropriate decisions when faced with so many different digital communication options.” -- http://www.digitalcitizenship.net/Nine_Elements.html