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A WEBQUEST for “The Things They Carried” by Tim OBrien

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A WEBQUEST for “The Things They Carried” by Tim OBrien Powered By Docstoc
					A WEBQUEST for The Things They Carried by Tim O’Brien

INTRODUCTION

In Tim O’Brien’s The Things They Carried, we have been introduced to the Vietnam War through the book’s exposition of the psychological and physical effects upon the soldiers fighting the war. Indeed, the war impacted millions of people around the world, some more directly than others. As O’Brien mentions in the opening of The Things They Carried, he was opposed to the war and even attempted to escape his call to duty. It is important to look closely at the many issues involved in the Vietnam War, in particular addressing why it was so controversial back home in the U.S., as a lens for examining war in general. In this WebQuest, half of you will research using the TIPS GHPPA methodology (described below) to evaluate our country’s decision to go to war in Vietnam. The other half of you will conduct the same research on our current war in Iraq, enabling the class to do a comparative analysis of the two wars.

TASK
Goals and Objectives:  In this WebQuest your group will research using the TIPS GHPPA methodology, outlined below, to evaluate the United States’ policy to enter into the either the Vietnam or Iraq Wars as you are assigned.  Your group will complete a Power Point of at least 8 but not more than 10 slides in which you outline your evaluation.  Your group will research independently to gather evidence for your evaluation, using internet links within this WebQuest and other websites.  Ultimately, your group will offer a comparative analysis of the Vietnam and Iraq Wars following the Power Point presentations to the whole class, constructing an historical analysis of the two wars.
NOTE: Be careful when using search engines to find information about the Iraq war due to issues of reliability. NOT ALL WEBSITES ARE EQUAL!!! The above sites have been reviewed and are considered reliable. Remember to look closely at the sources of what you find. Who wrote it? What bias do they maintain, one way or another? What are their expert qualifications?
Adapted from a Webquest by Wes Bradley - wbradley@hstnp.newvisionsk12.org, H.S. for Teaching and the Professions http://www2.maxwell.syr.edu/plegal/tips/t6prod/bradleywq1.html

5 GHPPA STEPS
Follow the links before going on to the Process. Remember, you must follow these steps before making an evaluation.

1. Identify the Problem 2. Gather the Evidence 3. Determine the Causes 4. Evaluate the Policy 5. Comparative Analysis

PROCESS, PROCESS, PROCESS
    You will work in groups of two or three (absolutely no groups larger than three). Half the groups will address the Vietnam War and the other half, our war in Iraq. After gathering evidence from the process and resources below, your group will create a Power Point presentation in which you will reveal your findings and your evaluation of the United States’ role in the war you were assigned. Each group will address the following in their Power Point presentations: 1. Problems with a “war” as we know it. 2. Suspected causes of the Vietnam War and the Iraq War. 3. Evaluation of the United States’ position in the war. 4. Proposed solutions to the problems of the war.

QUESTIONS TO ANSWER
In your group Power Point, address the following questions using the internet resources on the following pages: 1. Define the problem involved with a war. In particular, what issues or problems does a war bring about for a country, society, or person involved? Think on the micro and macro levels of the situation here. Also, what are the potential benefits of a war? Are there any? How would you define a “just war” based on your research? 2. Identify as many of the major undesirable consequences – social, political, and economic – that resulted from the war you were assigned. Cite a minimum of three sources. 3. Identify as many of the suspected causes of the war as you can find? Who was involved? Is there one country attacking another? For what reason? Information should come from at least three cited sources. 4. Evaluate the United States’ decision to enter into a war with the given country? Do you feel there was valid reason to “go to war?” Why or why not? Your answer here should rely on the information that you have found about the concept of “just war” as well as the specific reasons for the United States’ involvement in the war as articulated by the government and other sources and the consequences that have resulted. Therefore, you should cite at least three different sources from the information that you’ve researched. 5. Upon reflecting on the previous four questions, offer up what you see as the “best solution” to the problem of this war. What solutions would you offer to fight off the imminent war? These solutions should be based upon what you’ve found. 6. Include in Power Point proper MLA citations of sources and Works Cited page.
Adapted from a Webquest by Wes Bradley - wbradley@hstnp.newvisionsk12.org, H.S. for Teaching and the Professions http://www2.maxwell.syr.edu/plegal/tips/t6prod/bradleywq1.html

Individually: Imagine that you are the president of our country and you are faced with the decision of whether to go to war in Vietnam or Iraq. What decision will you make? Evaluate the consequences, both positive and negative, of your decision. This should be a decision based upon your educated knowledge. Remember, assess the positives and negatives of your decision. Do you feel it was the only option? Why or why not? Use the Decision-Making Graphic Organizer to justify and evaluate your decision. Every student is responsible for turning in his/her own Decision-Making sheet.

RESOURCES VIETNAM RESOURCES
Defining War Problems and Just War Theory:
1. The Philosophy of War 2. Principles of a Just War 3. Just War Theory 4. Defining a Just War 5. Two Traditions: Nonviolence and Just War

Leading up to the War:
1. 2. 3. 4. 5. 6. 7. 8. 9. The Causes of the Vietnam War Essay “Leading Up to War” Learn about the Vietnam War History of the Vietnam Region Government Involvement in Vietnam Causes and Early Years PBS’s Vietnam Online PBS’s Primary Sources History Resource Center – various articles

Evaluating the Decision:
1. 2. 3. 4. Reflections on a War Vietnam War Protests Changing Interpretations of the Vietnam War History Resource Center – various articles

Decision-Making Graphic Organizer Don’t forget to follow additional links!!!

Iraq War Resources
Defining War Problems and Just War Theory
1. The Philosophy of War 2. Principles of a Just War 3. Just War Theory 4. Defining a Just War 5. Two Traditions: Nonviolence and Just War 6. “Authority Lies and War”
Adapted from a Webquest by Wes Bradley - wbradley@hstnp.newvisionsk12.org, H.S. for Teaching and the Professions http://www2.maxwell.syr.edu/plegal/tips/t6prod/bradleywq1.html

Leading Up to Iraq War and Suspected Causes
1. 2. 3. 4. 5. 6. Building the Case History Resource Center – various articles “Weapons of Mass Disappearance” “Were There Really Weapons of Mass Destruction in Iraq…?” “What was known to U.S. intelligence and Congress about WMD…?” “Iraq: What Did Congress Know, And When?”

Should U.S. be involved in Iraq?
1. 2. 3. 4. 5. Crack in Empire? “Just War Theory and the Recent U.S. Airstrikes in Iraq” Panel Discussing Iraq Just War Theory The Global Site-various resources on topic The Iraq Crisis

Decision-Making Graphic Organizer Don’t forget to follow additional links!!!

EVALUATION
Guidelines and Rubric:  Your Power Point should answer all of the questions fully.  Your policy on the given war should be outlined citing outside sources as support for your policy.  This is not an emotional response based on your political stance, but rather an educated decision based upon the information that you’ve found.  Pictures are necessary but shouldn’t take place of the content within your presentation. I am looking for evidence of understanding.  You will receive an individual grade for your Decision-Making Graphic Organizer on which you justify your decision as “president” whether or not to enter the war.

Adapted from a Webquest by Wes Bradley - wbradley@hstnp.newvisionsk12.org, H.S. for Teaching and the Professions http://www2.maxwell.syr.edu/plegal/tips/t6prod/bradleywq1.html

POLICY PROJECT RUBRIC
5
All questions were answered completely and Policy Project rationales for the Content answers were clearly and effectively stated. - Clear and detailed presentation of material (10 slides min.) - Shows sophisticated control of elements of power point program - Slides are attractive, easy to read, well labeled, coherent - Demonstrates full control of language conventions (nearly error free)

4
All questions were answered completely, but rationales for the all the answers were not always clearly stated.

3
Some questions were not answered completely, or more than 2 rationales for the answers were not clearly stated.

2
Most questions were not answered completely and rationales were not clearly stated. - Insufficient and/or unclear presentation of material (3-4 slides) - Little control of power point program -Slide format is confusing, too busy, difficult to read, incoherent - Many errors in language conventions which get in way of presentation The final product is not the result of a collaborative effort. The group showed no evidence of collaboration. There were no original ideas, synthesis, or complexity expressed in this project. MLA format contains several serious errors, missing information

1
Most questions not answered or off-topic responses

- Clear presentation of material (10 slides min.) - Shows control of elements of power point program - Slides are functional, generally readable, labeled, coherent - Demonstrates control of language conventions with few errors

- Basic presentation of material (5-7 slides) - Rudimentary control of elements of power point program - Slide form not always conducive to function, somewhat readable, lacking coherence in places - Several errors in language conventions begin to get in way of presentation

Power Point Presentation

No Power Point or only 1 or 2 poorly constructed slides

Process: Teamwork

It is evident that a mutual effort and cohesive unit created the final product. The ideas expressed by the body of work demonstrate complex critical thinking, synthesis of ideas, and a high degree of originality. Internal citations and Works Cited format nearly flawless

The team worked well together, but could have utilized each other's skills to a better degree. The ideas expressed by the body of work demonstrate some complexity and synthesis of ideas and are mostly original. Internal citations and Works Cited have a few minor errors

The team had problems working together. Little collaboration occurred.

Gaps in product signify serious breakdown in collaboration.

Process: Originality

The ideas expressed by the body of work demonstrate lack of complexity, synthesis, and/or originality. MLA format contains one or more serious errors, including omission of important source information

Simple regurgitation of information from sources

MLA Format

Little or no understanding of MLA format demonstrated

Adapted from a Webquest by Wes Bradley - wbradley@hstnp.newvisionsk12.org, H.S. for Teaching and the Professions http://www2.maxwell.syr.edu/plegal/tips/t6prod/bradleywq1.html

As Tim O’Brien suggests in The Things They Carried, war is often filled with controversy and political turmoil. The images and stories exposed in his story offer a unique perspective on the Vietnam experience. Nevertheless, in this Webquest you have evaluated our country’s decision to engage in war in both Vietnam and Iraq. You have reflected on the issues involved within a war, determining the causes and eventual outcomes. Acknowledging the mass physical and emotional destruction, we can only ask if war comes naturally within the evolution of humanity or, rather, if war is a necessary evil facilitating the advancement of society? On the other hand, could our recent wars be viewed as an imperial power strong-arming the world? Your evaluation of the given wars helps to sort through such questions and to reflect on future ones. GEORGIA PERFORMANCE STANDARDS (GPS)
1. ELA11W3 The student uses research and technology to support writing. 2. ELA11C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. 3. ELA11C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student (d) includes formal works cited or bibliography when applicable. 4. ELA11LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. 5. ELA11LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. 6. ELAALRC2 The student participates in discussions related to curricular learning in all subject areas.

Adapted from a Webquest by Wes Bradley - wbradley@hstnp.newvisionsk12.org, H.S. for Teaching and the Professions http://www2.maxwell.syr.edu/plegal/tips/t6prod/bradleywq1.html


				
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