The Vietnam War began in 1954 after France lost control of Vietnam to Ho Chi Minh's Viet Minh forces. The country was divided along the 17th parallel, with a communist government in North Vietnam led by Ho Chi Minh and a capitalist government in South Vietnam led by Ngo Dinh Diem. The U.S. initially provided aid to South Vietnam but became increasingly involved in the conflict throughout the 1960s. Heavy U.S. bombing and ground troop deployment failed to defeat North Vietnam and its allies in the South. The Tet Offensive in 1968 marked a turning point that turned U.S. public opinion against the war. The last U.S. troops withdrew in 1973 as North Vietnam defeated South Vietnam in
This document provides an organizer for structuring an argument. It suggests including a claim, evidence to support the claim such as facts, figures, and statistics, and reasons why readers should accept the claim. It also notes that other perspectives on the subject should be acknowledged and responded to.
This document provides a checklist for persuasive writing that includes introducing the topic and opposing views in the introduction, supporting the opinion with three paragraphs of reasons backed by facts and opinions in the body, and restating the position and suggesting action in the conclusion. It also includes questions to evaluate if the writing is convincing, uses logic and facts, addresses flaws in opposing views, makes readers think, and emotionally engages readers.
The document discusses the main rules for using commas in sentences, including placing commas to separate items in a list of three or more items, setting off introductory phrases from the main clause, and separating two complete ideas joined by a conjunction. Commas are also used to offset quotations and to show the relation between a word and a following noun phrase.
This document provides rules for using quotation marks, including that they come in pairs at the beginning and end of titles, dialogue, and quotes. It notes that quotation marks surround dialogue, some movie and song titles, and sometimes irony. It also specifies punctuation placement in relation to quotation marks, such as commas and periods inside and question marks/exclamation marks inside or outside depending on if they are part of the quote.
The document provides ideas for lesson plans for a history class that incorporate different interactive activities and multimedia elements. It suggests using yes/no and multiple choice questions to quiz students on historical events, as well as debates, forums, and profiles of historical figures. For multimedia, it recommends embedding images, videos, and documents related to history, such as artifacts, art, propaganda, maps, and timelines to enhance student learning. The ideas are intended to engage students through interactive and multimedia methods of discussing and learning about historical people, events, causes and effects.
Common core-state-standards-argument-writingmrsstrong-clay
This document provides a rubric for evaluating argument writing based on the Common Core State Standards. It evaluates elements such as clear claims with reasons, evidence to support claims and reasons, explanation of information presented, conclusion, formal tone and style, organization and transitions, and mechanics such as spelling and grammar. For each element, it provides descriptors to evaluate the writing at different levels from needs improvement to mastery.
The Vietnam War began in 1954 after France lost control of Vietnam to Ho Chi Minh's Viet Minh forces. The country was divided along the 17th parallel, with a communist government in North Vietnam led by Ho Chi Minh and a capitalist government in South Vietnam led by Ngo Dinh Diem. The U.S. initially provided aid to South Vietnam but became increasingly involved in the conflict throughout the 1960s. Heavy U.S. bombing and ground troop deployment failed to defeat North Vietnam and its allies in the South. The Tet Offensive in 1968 marked a turning point that turned U.S. public opinion against the war. The last U.S. troops withdrew in 1973 as North Vietnam defeated South Vietnam in
This document provides an organizer for structuring an argument. It suggests including a claim, evidence to support the claim such as facts, figures, and statistics, and reasons why readers should accept the claim. It also notes that other perspectives on the subject should be acknowledged and responded to.
This document provides a checklist for persuasive writing that includes introducing the topic and opposing views in the introduction, supporting the opinion with three paragraphs of reasons backed by facts and opinions in the body, and restating the position and suggesting action in the conclusion. It also includes questions to evaluate if the writing is convincing, uses logic and facts, addresses flaws in opposing views, makes readers think, and emotionally engages readers.
The document discusses the main rules for using commas in sentences, including placing commas to separate items in a list of three or more items, setting off introductory phrases from the main clause, and separating two complete ideas joined by a conjunction. Commas are also used to offset quotations and to show the relation between a word and a following noun phrase.
This document provides rules for using quotation marks, including that they come in pairs at the beginning and end of titles, dialogue, and quotes. It notes that quotation marks surround dialogue, some movie and song titles, and sometimes irony. It also specifies punctuation placement in relation to quotation marks, such as commas and periods inside and question marks/exclamation marks inside or outside depending on if they are part of the quote.
The document provides ideas for lesson plans for a history class that incorporate different interactive activities and multimedia elements. It suggests using yes/no and multiple choice questions to quiz students on historical events, as well as debates, forums, and profiles of historical figures. For multimedia, it recommends embedding images, videos, and documents related to history, such as artifacts, art, propaganda, maps, and timelines to enhance student learning. The ideas are intended to engage students through interactive and multimedia methods of discussing and learning about historical people, events, causes and effects.
Common core-state-standards-argument-writingmrsstrong-clay
This document provides a rubric for evaluating argument writing based on the Common Core State Standards. It evaluates elements such as clear claims with reasons, evidence to support claims and reasons, explanation of information presented, conclusion, formal tone and style, organization and transitions, and mechanics such as spelling and grammar. For each element, it provides descriptors to evaluate the writing at different levels from needs improvement to mastery.
This document provides a rubric for evaluating online discussions with criteria including addressing the question, substantive nature of posts, organization and clarity, and mechanics. Posts are scored on a scale of 1 to 4, with 1 being "needs improvement" and 4 being "mastery". Criteria are defined for each score, with higher scores requiring more thoroughly addressing the discussion topic, adding depth to the conversation, clear organization, and careful proofreading.
This document provides examples of strong sentence starters for responding to other people's comments or points in a respectful discussion. It also provides a brief biography of Catlin Tucker, an English teacher who has nine years of teaching experience at the high school level and has a master's degree focused on creating a safe classroom environment to support student learning. She now works with Collaborize designing educational resources.
The teacher is introducing the use of Collaborize Classroom, an online discussion platform, to replace some pen and paper homework. Online discussions will give every student an equal voice, help build community, and provide practice communicating respectfully and collaboratively online. Students will develop skills like critical thinking, reading, writing, and problem solving by being exposed to different perspectives from peers and learning at their own pace. Unlike traditional homework where students work independently, the online platform allows students to benefit from others' responses and engage in deeper thinking about topics through questioning and building on ideas from varied viewpoints. This style of learning prepares students for digital communication needs in college and careers.
The document outlines 5 C's for successful peer editing: 1) Compliment peers by identifying strong elements of their writing. 2) Critique instead of criticize by giving tactful advice to help peers grow. 3) Provide concrete suggestions by being specific about needed improvements rather than vague notes. 4) Clarify by asking leading questions to guide peers to correct errors themselves. 5) Contemplate suggestions by taking time to thoughtfully comment on unclear or underdeveloped areas to most help peers improve.
The document provides guidance for students on how to construct rich replies to their peers' posts in an online discussion. It recommends that students (1) make "I" statements to share their own perspective, (2) use their peers' names when replying, (3) avoid generic compliments and instead reference specific content from the post, and (4) keep critiques focused on the content rather than the person by explaining their different perspective. Examples of effective replies are also included.
This document provides 8 strategies for continuing online discussions by inviting further responses from peers. The strategies include proposing a new idea for feedback, asking for clarification, inviting different conclusions, posing follow-up questions, and presenting controversial statements to encourage disagreement. Examples of discussion prompts are given such as asking if others reached different conclusions or made interesting connections to the topic. The overall goal is to foster engagement and expand the conversation.
This document provides a checklist for effective classroom management. It includes questions about having procedures in place for transitions, student behavior, work time, student work, and dismissal. The goal is for teachers to anticipate everything that could occur each day and establish clear routines and expectations so that the class runs smoothly. Key aspects addressed include having signals to get student attention, rules for entering the class, what students do with completed or late work, and expectations for group work to keep students on task.
Teachers should clearly describe acceptable classroom behaviors and have students demonstrate and practice them. This includes defining different voice levels for various activities like group work, reading time, and discussions. Teachers should also provide ongoing, specific feedback to students about their behaviors and regularly remind them of classroom rules and routines. When a student misbehaves, the teacher should address it privately and have the student reflect on why their actions were inappropriate and how to improve their behavior next time.
This document appears to be a blank note taking template intended for students to fill in details about a topic from a source. The template includes sections for events, people, key terms, facts, and quotes related to the topic being summarized from the source.
Spider webs are constructed by spiders to catch prey. The spider places strands of silk in a circular pattern from the center outward and adds concentric circles, spirals, and radial lines to form its trap. Once prey is caught in the sticky silk, the spider wraps it up for later consumption.
The main idea of the document is about identifying the main idea. In just 1-3 sentences, it should capture the overall topic and most significant details of the full text. The document appears to be about a tool called a "Main Idea Wheel" which may help readers identify and understand the central topic that a passage is trying to convey.
This flower worksheet asks students to identify the 5 W's (who, what, when, where, why) in five petals and the how in the sixth petal of a flower drawing. Students are directed to illustrate a story in the center of the flower and decorate it as they choose.
This document provides instructions for a student to draw 8 pictures representing main events in chronological order. The student is prompted to provide their name and date at the top and given space to draw the 8 pictures of events in sequential order below.
This document is a blank Venn diagram template intended for students to fill in with information about two topics to illustrate their relationships and differences. The template includes space to write a title for the diagram and the student's name. It also provides attribution to the source website where the template can be downloaded.
The Frayer model is a graphic organizer developed in 1969 by Frayer to help clarify words and concepts. It is a 4 square template that includes the definition of a term, its characteristics, examples, and non-examples. The model helps students identify unfamiliar words or concepts, describe what they are and are not, and organize their thinking. Teachers can use the Frayer model in any subject area with individuals, groups, or the whole class to enhance learning and support higher-level thinking.
This document discusses a definition, its characteristics, and examples and non-examples of the term defined. It provides a high-level overview without going into specific details about the definition or examples. The document references a website for further information.
This document provides success criteria for persuasive writing, including stating a point of view in the present tense and backing opinions with evidence while using strong words and conjunctions to make convincing arguments, culminating in a strong conclusion.
This document contains a list of transitional words that can be used to link ideas and sentences together when writing. It includes words that indicate time relationships like "afterward" and "meanwhile", words that show addition like "also" and "moreover", words that indicate comparison like "likewise" and "correspondingly", and words that introduce examples like "for example" and "for instance". The transitional words are organized into categories based on their function in linking and connecting ideas.
This document provides a list of 25 narrative writing prompts for students to choose from for a narrative writing assignment. The prompts cover a wide range of fictional scenarios involving exciting events, life as a superhero or millionaire, life on other planets, animals escaping from the zoo, receiving special abilities for a day, and ways to improve the world. The prompts are intended to spark students' imaginations for creative narrative writing.
The document provides 30 prompts for writing in a character journal. The prompts are focused on reflecting on positive character traits like loyalty, forgiveness, responsibility, humor, and compassion. They encourage describing times when these traits were demonstrated or needed, explaining why traits like being open-minded, fair, and able to acknowledge mistakes are important. The prompts also address helping others, acts of kindness, using common sense, and having optimism.
This document provides a rubric for evaluating online discussions with criteria including addressing the question, substantive nature of posts, organization and clarity, and mechanics. Posts are scored on a scale of 1 to 4, with 1 being "needs improvement" and 4 being "mastery". Criteria are defined for each score, with higher scores requiring more thoroughly addressing the discussion topic, adding depth to the conversation, clear organization, and careful proofreading.
This document provides examples of strong sentence starters for responding to other people's comments or points in a respectful discussion. It also provides a brief biography of Catlin Tucker, an English teacher who has nine years of teaching experience at the high school level and has a master's degree focused on creating a safe classroom environment to support student learning. She now works with Collaborize designing educational resources.
The teacher is introducing the use of Collaborize Classroom, an online discussion platform, to replace some pen and paper homework. Online discussions will give every student an equal voice, help build community, and provide practice communicating respectfully and collaboratively online. Students will develop skills like critical thinking, reading, writing, and problem solving by being exposed to different perspectives from peers and learning at their own pace. Unlike traditional homework where students work independently, the online platform allows students to benefit from others' responses and engage in deeper thinking about topics through questioning and building on ideas from varied viewpoints. This style of learning prepares students for digital communication needs in college and careers.
The document outlines 5 C's for successful peer editing: 1) Compliment peers by identifying strong elements of their writing. 2) Critique instead of criticize by giving tactful advice to help peers grow. 3) Provide concrete suggestions by being specific about needed improvements rather than vague notes. 4) Clarify by asking leading questions to guide peers to correct errors themselves. 5) Contemplate suggestions by taking time to thoughtfully comment on unclear or underdeveloped areas to most help peers improve.
The document provides guidance for students on how to construct rich replies to their peers' posts in an online discussion. It recommends that students (1) make "I" statements to share their own perspective, (2) use their peers' names when replying, (3) avoid generic compliments and instead reference specific content from the post, and (4) keep critiques focused on the content rather than the person by explaining their different perspective. Examples of effective replies are also included.
This document provides 8 strategies for continuing online discussions by inviting further responses from peers. The strategies include proposing a new idea for feedback, asking for clarification, inviting different conclusions, posing follow-up questions, and presenting controversial statements to encourage disagreement. Examples of discussion prompts are given such as asking if others reached different conclusions or made interesting connections to the topic. The overall goal is to foster engagement and expand the conversation.
This document provides a checklist for effective classroom management. It includes questions about having procedures in place for transitions, student behavior, work time, student work, and dismissal. The goal is for teachers to anticipate everything that could occur each day and establish clear routines and expectations so that the class runs smoothly. Key aspects addressed include having signals to get student attention, rules for entering the class, what students do with completed or late work, and expectations for group work to keep students on task.
Teachers should clearly describe acceptable classroom behaviors and have students demonstrate and practice them. This includes defining different voice levels for various activities like group work, reading time, and discussions. Teachers should also provide ongoing, specific feedback to students about their behaviors and regularly remind them of classroom rules and routines. When a student misbehaves, the teacher should address it privately and have the student reflect on why their actions were inappropriate and how to improve their behavior next time.
This document appears to be a blank note taking template intended for students to fill in details about a topic from a source. The template includes sections for events, people, key terms, facts, and quotes related to the topic being summarized from the source.
Spider webs are constructed by spiders to catch prey. The spider places strands of silk in a circular pattern from the center outward and adds concentric circles, spirals, and radial lines to form its trap. Once prey is caught in the sticky silk, the spider wraps it up for later consumption.
The main idea of the document is about identifying the main idea. In just 1-3 sentences, it should capture the overall topic and most significant details of the full text. The document appears to be about a tool called a "Main Idea Wheel" which may help readers identify and understand the central topic that a passage is trying to convey.
This flower worksheet asks students to identify the 5 W's (who, what, when, where, why) in five petals and the how in the sixth petal of a flower drawing. Students are directed to illustrate a story in the center of the flower and decorate it as they choose.
This document provides instructions for a student to draw 8 pictures representing main events in chronological order. The student is prompted to provide their name and date at the top and given space to draw the 8 pictures of events in sequential order below.
This document is a blank Venn diagram template intended for students to fill in with information about two topics to illustrate their relationships and differences. The template includes space to write a title for the diagram and the student's name. It also provides attribution to the source website where the template can be downloaded.
The Frayer model is a graphic organizer developed in 1969 by Frayer to help clarify words and concepts. It is a 4 square template that includes the definition of a term, its characteristics, examples, and non-examples. The model helps students identify unfamiliar words or concepts, describe what they are and are not, and organize their thinking. Teachers can use the Frayer model in any subject area with individuals, groups, or the whole class to enhance learning and support higher-level thinking.
This document discusses a definition, its characteristics, and examples and non-examples of the term defined. It provides a high-level overview without going into specific details about the definition or examples. The document references a website for further information.
This document provides success criteria for persuasive writing, including stating a point of view in the present tense and backing opinions with evidence while using strong words and conjunctions to make convincing arguments, culminating in a strong conclusion.
This document contains a list of transitional words that can be used to link ideas and sentences together when writing. It includes words that indicate time relationships like "afterward" and "meanwhile", words that show addition like "also" and "moreover", words that indicate comparison like "likewise" and "correspondingly", and words that introduce examples like "for example" and "for instance". The transitional words are organized into categories based on their function in linking and connecting ideas.
This document provides a list of 25 narrative writing prompts for students to choose from for a narrative writing assignment. The prompts cover a wide range of fictional scenarios involving exciting events, life as a superhero or millionaire, life on other planets, animals escaping from the zoo, receiving special abilities for a day, and ways to improve the world. The prompts are intended to spark students' imaginations for creative narrative writing.
The document provides 30 prompts for writing in a character journal. The prompts are focused on reflecting on positive character traits like loyalty, forgiveness, responsibility, humor, and compassion. They encourage describing times when these traits were demonstrated or needed, explaining why traits like being open-minded, fair, and able to acknowledge mistakes are important. The prompts also address helping others, acts of kindness, using common sense, and having optimism.
1. Anticipation Guide
U. S. History
Name______________________________________________ Date________________
TN Curriculum Standard:
3.0-Identify countries dominated and threatened by communism after World War II.
5.0- Understand the causes, course, and effects of the Cold War.
“T” Chart for the debate over entering the Vietnam War
Arguments for entering the
Vietnam War
Arguments against entering the
Vietnam War
1.) 1.)
2.) 2.)
3.) 3.)
4.) 4.)
5.) 5.)
6.) 6.)
7.) 7.)
8.) 8.)
9.) 9.)
10.) 10.)
11.) 11.)
12.) 12.)
13.) 13.)