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Vietnam - Controlled Assessment

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Steven Boot

on 1 December 2016

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Transcript of Vietnam - Controlled Assessment

Vietnam - Controlled Assessment
Controlled Assessment Overview
Master Class 1 - Geography
Master class 3 - The Cold War
http://www.bbc.co.uk/schools/gcsebitesize/history/video/ir2/
GCSE BITESOZE VIDEO -

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/vietnam/howtheusgotinvolved_video.shtml
The Cold War
The
Beginnings

I can understand Vietnam’s political, cultural and economic background.

Vietnam became
very profitable
for the French, due to it’s rich supplies of
coal, tin, zinc and rubber
.
To transport all these goods, the French built a network of railways, roads and canals.

During the 19th century Vietnam was ruled by France and known as Indo-China.

The French soon began to change the Vietnamese way of life
dramatically
.



French customs were introduced and those who resisted were
punished
.



L.O. I can understand Vietnam’s political, cultural and economic background.

L.O. I can understand Vietnam’s political, cultural and economic background.

Although one of the purposes of this education was to develop people who would remain loyal to the French Empire,
some students began to question the right of France to rule their country.
One such student was
Ho Chi Minh!

French schools were soon established to
educate Vietnamese
administrators. In 1902 Hanoi university was opened.

L.O. I can understand Vietnam’s political, cultural and economic background.

Ho grew up a committed nationalist willing to fight for
Vietnamese independence
.

Ho, as a sailor discovered that Vietnam was not the only country to suffer from exploitation.

Eventually Ho
converted to COMMUNISM
and when the French Communist party was formed , he became one of its founder members.

L.O. I can understand Vietnam’s political, cultural and economic background.

Ho Chi Minh was greatly inspired by the Russian Revolution and while in the Soviet Union, he wrote to a friend saying that all communists duties were to;


“make contact with the masses to awaken, organise, unite and train them, and lead them to fight for freedom and independence”

The first major blow to French power came in 1940 when
France was defeated in WWII
by Germany.

The
Japanese
(Germany’s allies)
took control
of the main resources in Vietnam.

L.O. I can understand Vietnam’s political, cultural and economic background.

L.O. I can understand Vietnam’s political, cultural and economic background.

Ho formed an organization called
VIET MINH
.

This was a strong anti-Japanese resistance movement.

Ho inspired the Vietnamese people to fight for
an independent Vietnam
. They received ammunition and weapons from the
Soviet Union and America after the bombing of Pearl Harbour.

L.O. I can understand Vietnam’s political, cultural and economic background.


write down the definitions of these words:
NATIONALIST,
COMMUNIST,
EXPLOTATION
INDEPENDENCE.

2, Use a dictionary (dictionary.com) and GREEN PEN to improve your definitions





L.O. I can understand why the USA became involved in Vietnam.

When WWI ended in 1945, the
Viet Minh
controlled the north of the country

The French refused to accept independence and for 9 years French troops fought against the
Viet Minh
troops.

Ho kept quiet about wanting a communist country. However in 1949 the
communists took over China and began to help Ho Chi Minh.

The USA feared a communist takeover of South-East Asia and poured
$500 million
a year into the French war effort. They helped the French set up a non-communist government in South Vietnam.

L.O. To understand why the USA became involved in Vietnam.

L.O. To understand why the USA became involved in Vietnam.

The war dragged on from
1946-1954
. The French effectively controlled the towns and the
Viet Minh
the countryside.

The decisive event came in 1954 at
Dien Bien Phu
. A large, well-armed force of French paratroopers was comprehensively defeated.

L.O. To understand why the USA became involved in Vietnam.

There were several important consequences:

1, The French lost
3000 troops
in the battle and
8000 more died
in captivity.

2, The Viet Minh forces had defeated the French in open battle with the help of modern weapons from the
USSR and China.

3, A small Asian state had defeated a rich European state through a combination of effective
leadership
, the
right tactics
and
sheer domination
.

4, At the 1954 peace Conference, the country was effectively divided into
North and South Vietnam
until elections could be held to decide its future.

L.O. To understand why the USA became involved in Vietnam.

The Democratic Republic North Vietnam was set up by Ho Chi Minh. (communists country)


The South Vietnamese government was led by the American-based Ngo Dinh Diem (anti-communists country)

One of the most famous photographs in the history of the world is the photo of the Buddhist monk Thich Quang Duc sitting in the lotus position in a busy intersection in Saigon on June 11, 1963 after he set himself on fire to protest the treatment of Buddhists by South Vietnam's Catholic President Diem

As a LS you will research your chosen causal factor.

Using your research you will produce a revision tool(you need suitable images and information).

You must also comment on how your Causal Factor links to the others

This will be shared on the Vietnam History learning Platform for ALL view.



Select one of he following causal factors:

1, People

2, Ideology / Ideas

3, Events

4, Vietnam before the
War (PSE).


Project – Causes of Vietnam

Label your map using the last slide
Causes
Week 1 Researching the Controlled Assessment QBi:
How significant was guerilla warfare as a reason for the USA’s lack of success in the Vietnam War?
I can...
describe the features of guerilla warfare
explain one mode of how the Vietnam war was fought
display my K&U by producing an information leaflet with a targeted audience
KH: Recall and Recap: Discussion around Vietnam context and causes of the conflict.
PSE and PIE causes (draw on pre summer work)
I can…
identify the causes for American involvement within Vietnam
Activity 1 Teacher led:
Study the Escalation timeline on your tables.
Work together to understand the How and Why of this escalation.

Additional Challenge: Where are the turning points and why are they such?

Activity 2: Learning set feedback on understanding of escalation
(impress me by explaining to me the causes of the escalation)
.
HL: All will make notes from the booklet (source, quote, inference) about Guerrilla warfare.
Focus on knowledge, accuracy and high level communication
Session 2 - 3: How was the Vietnam War fought?
Master Class: Guerrilla Warfare
Copy down these questions:
When was this mode of fighting introduced?
Who is associated with this mode of fighting?
Why was this mode of fighting applied during the Vietnam War?
How was this mode of fighting undertook?
What were the effects of this mode of fighting on the military and civilians of both sides?
Why did this mode of fighting result in a lack of success for the USA?

During the MC find and write down the answers to these questions.

This tests your listening, comprehension and note taking skills.


Members will undertake research, recording evidence (
source details, quote, inference
) but
not
doing a full analysis of value.
Use the booklets provided last lesson.

Members must
be able to answer the following questions through their research:

When was this mode of fighting introduced?
Who is associated with this mode of fighting?
Why was this mode of fighting applied during the Vietnam War?
How was this mode of fighting undertook?
What were the effects of this mode of fighting on the military and civilians of both sides?
Why did this mode of fighting result in a lack of success for the USA?

Activity 4:
LS to allocate a mode of fighting to each group member from:
Key turning points (Tet, My Lai)
Search and Destroy
Bombing campaign and the Air war
Hearts and Minds/The Media
The NVA
Vietnamisation and escalation
HL: All will complete research and write it up as a single sided information document for their peers with a bibliography of sources used.

Some will also explore unconventional warfare undertaken within Vietnam.
I can…
1, identify the features of all 8 modes of fighting
2, explain the reasons for USA’s lack of success
3, evaluate the significance of guerilla warfare as a reason for the lack of the USA’s success
4, identify the features of the assessment requirements
5, plan an essay which meets the assessment requirements
Session 4: Why did the USA lack success in the Vietnam war?

Forum: Whole group discussion about what has been learnt regarding all 8 modes of fighting, link to the session question.


Activity 1:
Within teaching groups, LS will provide members with their information documents.
Read through these sheets. Provide members of your LS with feedback on the quality.

Activity 2:

Why did the USA lack success in the Vietnam war?
, link to your new knowledge about fighting techniques/methods.

HL: All will produce a written answer, using quotes, to the question, Why did the USA lack success in the Vietnam war?
Session 5-6 How significant was guerilla warfare as a reason for the USA’s lack of success in the Vietnam War?

In class starter: discuss the session question, link back to your HL.












Activity 4:
Using the mark scheme (see booklets) and your KUS, use the proforma to plan your essay response to the Q
How significant was guerilla warfare as a reason for the USA’s lack of success in the Vietnam War?




HL: All will transfer notes from books to controlled assessment booklet in line with plans.
During Activity 4
You can opt to
1: go it alone
2: work with the group
3: work with the teacher

Link and compare to guerrilla warfare.
Week 2 Planning the Controlled Assessment QBi: How significant was guerilla warfare as a reason for the USA’s lack of success in the Vietnam War?
Activity 3:
How do we measure significance?
What is the language of significance?

Success using language of
significant to a...extent when compared to...because…

T>P>S
How significant was guerilla warfare as a reason for the USA’s lack of success in the Vietnam War?

Reach your own conclusion.

Question C


Session 2 and 3


I can analyse a source to answer a specific question.
I can evaluate information from a sources and use my own knowledge to support.
I can write a source commentary.

Representation A:
Driving Question:

Which representation is most useful
in finding out about the Vietnam War protests in the USA?

We will first take each representation and analyze it individually...
1, Complete the A3 handout given to you by your teacher

2, Carry out research to answer the question 'What do I need to find out/research?'
How can you work collaboratively as a LS to do this?

3, All will produce an answer to the question:
How useful is Representation A in finding out about the Vietnam War protests in the USA?

Home learning.

Complete the A3 handout for Representation B.
Continue to research and record around the topic of Vietnam War Protests in the USA
The primary focus of the representation is..
Representation 1 is limited in its..
Since the representation focuses solely on..
Representation 1 was published...
The article contains..
Representation 1 does not offer..
Unlike Representation 1, Rep.2 is..
The representation 1 is (not) reliable because..
Similarly, Rep 2 is...
Some facts in the representation are incorrect ... this could be because..
The representation does (not) seem objective..
The origin of source representation 1 suggests.
Rep. 1 was published...
Limitations and strengths?
'__________' and (or) '______...________'
'______' is an example of emotive language. This means....
Coverage? Objectivity? Content?


Key words for Source Analysis:
Value
: What is the source/information worth? Is it worthy of use as information?
Relevance
: Does it provide relevant information for finding out about the topic or focus?
Credibility
: How trustworthy, reliable is the information?
Ability to see
: What access does the author have to the whole picture?
Vested interest: What is the author's purpose?
Expertise
: Does the author know what they are talking about? Do they have access to the facts?
Neutrality
: Is the author neutral, with no vested interest?
Purpose
: Does the source exist to 1) inform 2) persuade 3) record 4) entertain?
RAVEN
: An approach to source analysis
Origin
: Where and When does the source come from?
Nature: What form doe the source take? e.g. Newspaper, cartoon,...
When analysing the Value of a source you need to:

1: Analyse the Relevance (How accurate is the content? How much of the content can I use?)
2: Analyse the Credibility (How is the credibility affected by its origin, its nature, its purpose?)
3: Explain what the Value of the source is (To what extent is this source worthy of use?)

Relevance (Accuracy + Amount) + Credibility (Origin + Purpose) = Value
Sentence Starters:

This source is relevant when finding out about...because…
This is highlighted by…
However the relevance is limited because…
As such this source has a high degree/low degree of relevance when finding out about...because…

The origin of this source...strengthens/weakens its credibility because…
The nature of this source...strengthens/weakens its credibility because…
The authorship of this source...strengthens/weakens its credibility because…
Therefore this source is credible to a large/partial/small extent when finding out about...because…

Overall this source is valuable to a large/partial/small extent when finding out about...because…

Source Analysis
What can we learn from this report about Protest in Vietnam?

Analysis of content
Analysis of reliability
Analysis of credibility
Analysis of value
Peer assessment

Get a green pen
Swap your answer with your neighbor
Read and assess the answer you have
Provide some kind, specific and helpful
feedback
Question C Session 4

Do now...

TPS - What are we looking for in a source based answer? (Home Learning activity)
Representation B:
Representation C:
Question C - I can statements

Level 1
• The answer selects some details from the representations and describes them or includes them as quotations.
• The answer makes comments about the representations; any decision about which representation is ‘best’ based on simple issues such as the amount of detail it provides or the type of representation (for example, a visual representation is ‘best’ because it is a clear image) 

• The answer offers generalized information about the historical context but does not use it to support an evaluation of the representations.
1-5

Level 2
• The answer identifies some of the key elements of the portrayal of the past that is offered in the representations 

• The answer offers comments about the representations and will use valid criteria to assess the details (for example, accuracy or completeness) but the supporting evidence is generalized or focuses on the accuracy of specific details within the representations rather than the accuracy of the overall portrayal.
• The answer offers specific information about the historical context but this is not linked to the evaluation of the portrayal in the representations.
A Level 2 answer, which does not include contextual detail, cannot score above 8 marks.
6-10

Level 3
• The answer analyses the 
representations in order to explain the portrayal of the past that they offer and how that has been created through the selection and treatment of the detail that they contain.
• The answer applies two appropriate criteria and 
makes comparison between the representations in order to decide which one offers the ‘best’ portrayal.
• The answer will support this evaluation with detailed information about the historical context.

A Level 3 answer, which does not include contextual detail, cannot score above 13 marks.
11-15

Level 4
• The answer analyses the representations in order to explain the portrayal of the past that they offer and how that has been created through the selection and treatment of the detail that they contain. This explanation is supported by precisely- selected detail from the representations.
• The answer 
applies at least three appropriate criteria to the representations and makes comparison between them in order to make a judgment about the ‘best’ representation.
• Well-selected information about the historical context is used to support the application of criteria and evaluation of the representations. 


An answer, which does not include contextual detail, cannot be awarded Level 4 and therefore will not score above 13 marks. 

16-20

Possible paragraph layout:

Identify the representations in the source
Support with quotation - '____' or '___...___'
Analysis of relevance
Analysis of credibility (author ect.)
Own knowldge used to support above.
Sumerize overall value

Own knowledge should be used throughout to support weher necessary.

Paragraphs 2 and 3 should have a summative conclusions that ansewrs the question at each stage.

Let's look at a past example!

Analyse the representations and choose the one which you think is the best representation of protests within the USA about America's involvement in the Vietnam conflict.
Part A: Historical Explanation
Question: Explain why US policy towards Vietnam changed during the presendencies of Johnson and Nixon.
(10 Marks)
Level 1
• I can make limited links to the explanation focus required by the question and take a descriptive and generalized approach.
• I can provide few factual details given and those that are provided are not shown to be directly relevant to the answer.
• I can communicate my ideas using everyday language and showing some selection of material, but the response lacks clarity, organization, succinctness and precision.
• I can spell, punctuate and use the rules of grammar with limited accuracy. 1–2

Level 2
• I can link my answer to the explanation focus required by the question only implicitly and take a mainly descriptive approach.
• I can provide detail that is mainly relevant to the question but it is generally used to provide factual information rather than to support analysis.
• I can communicate my ideas with limited precision and succinctness, using a limited range of historical terminology.
• I can show some skills of selection and organization of material, but passages lack clarity and organization.
• I can spell, punctuate and use some of the rules of grammar with general accuracy. 3–5

Level 3
• I can write an answer that is
mainly directed at the explanation focus required by the question
, although it may stray from the main focus or include some material, which is descriptive.
• I can
use material that is relevant to the question
, and is used to
support points made in the answer
.
• I can
communicate my ideas with precision and some succinctness
, using
historical terms
accurately and showing
some direction and control in the organizing of material.
• I can
use some of the rules of grammar appropriately
and spell and punctuate with considerable accuracy, although some spelling errors may still be found. 6–8

Level 4
• I can write an answer that is directed
explicitly and consistently at the explanation focus
required by the question.
• I can
use information that is well selected and deployed effectively
to
support the analysis
in the answer.
• I can communicate my ideas
effectively, succinctly and with precision
, using a
range of precisely selected historical terms
and
organizing information clearly and coherently.
• I can
spell, punctuate and use the rules of grammar
with considerable accuracy, although some spelling errors may still be found. 9–10


I can statements...
1. Dwight D. Eisenhower (1953-1961)
2. John F. Kennedy (1961-1963)
3. Lyndon B. Johnson (1963 – 1969)
4. Richard Nixon (1969 -1974)
5, Gerald R. Ford (1974 – 1977)

Nixon

http://tdl.org/txlor-dspace/bitstream/handle/2249.3/283/07_vietnam_und_nix.htm?sequence=15

http://www.history.com/topics/vietnam-war/vietnamization

http://www.presidentprofiles.com/Kennedy-Bush/Richard-M-Nixon-The-vietnam-war.html
Overview

https://en.wikipedia.org/wiki/Vietnam_War

http://www.english.illinois.edu/maps/vietnam/anderson.htm

and your booklet!
Johnson

http://millercenter.org/president/biography/lbjohnson-foreign-affairs
sentence starters from past paper
Evidence of.....is clearly shown in the quotation '....' from...
evidently shown by....
As .....said that '......'
This source also suggects however...
As ..... wrote '.......'

Identify your sources of information

Outline:
Identify the point of each paragraph:
Point
Evidence
Analysis

Full transcript