‭ ‬‭Fifteen‬‭Day‬‭Unit‬
A
‭plan‬‭on‬‭Tim‬‭O’Brien’s‬
‭ he‬‭Things‬
T
‭They‬‭Carried‬
‭Nicole‬‭Sears‬
‭Unit‬‭Overview‬
‭The‬‭Things‬‭They‬‭Carried‬
‭The‬ ‭novel‬ ‭that‬ ‭I‬ ‭will‬ ‭be‬ ‭teaching‬ ‭in‬ ‭my‬ ‭eleventh‬ ‭g rade‬ ‭literature‬ ‭class‬ ‭is‬ ‭The‬
‭Things‬‭They‬‭Carried‬‭by‬‭Tim‬‭O’Brien.‬ ‭The‬‭novel‬‭is‬‭a‬‭collection‬‭of‬‭“fiction‬‭based‬‭on‬‭fact”‬
‭short‬‭stories‬‭that‬‭present‬‭a‬‭soldier’s‬‭experience‬‭in‬‭the‬‭Vietnam‬‭War.‬ ‭Not‬‭only‬‭does‬‭this‬
‭novel‬ ‭offer‬ ‭tremendous‬ ‭insight‬‭into‬‭the‬‭experiences‬‭soldiers‬‭had‬‭in‬‭the‬‭war,‬‭but‬‭it‬‭also‬
‭powerfully‬‭presents‬‭moving‬‭images‬‭through‬‭details‬‭and‬‭captivating‬‭language‬‭that‬‭make‬
‭it‬‭exceptionally‬‭easy‬‭to‬‭read.‬ ‭The‬‭unit‬‭covers‬‭fifteen‬‭days‬‭and‬‭explores‬‭many‬‭important‬
‭literary‬ ‭concepts‬ ‭(form,‬ ‭style,‬ ‭language)‬ ‭as‬ ‭well‬ ‭as‬ ‭historical‬ ‭elements‬ ‭about‬ ‭the‬
‭Vietnam‬‭war‬‭and‬‭presents‬‭vivid‬‭characters‬‭g rappling‬‭with‬‭moral‬‭and‬‭ethical‬‭dilemmas;‬
‭offering‬‭students‬‭many‬‭opportunities‬‭for‬‭personal‬‭reflection.‬
‭O’Brien‬ ‭arranges‬ ‭his‬ ‭novel‬ ‭as‬ ‭a‬ ‭collection‬ ‭of‬‭short‬‭stories‬‭that‬‭can‬‭easily‬‭stand‬
‭alone,‬ ‭but‬ ‭flow‬ ‭together‬ ‭seamlessly‬ ‭to‬ ‭create‬ ‭a‬ ‭fluid‬ ‭and‬ ‭moving‬ ‭narrative.‬ ‭The‬‭class‬
‭will‬ ‭read‬ ‭the‬ ‭book‬ ‭mainly‬ ‭for‬ ‭homework,‬ ‭and‬ ‭respond‬ ‭to‬ ‭assigned‬ ‭questions‬ ‭in‬ ‭their‬
‭reader‬‭response‬‭journals.‬ ‭We‬‭will‬‭discuss‬‭the‬‭chapters‬‭and‬‭students’‬‭responses‬‭in‬‭class.‬
‭Assessment‬‭for‬‭this‬‭unit‬‭will‬‭be‬‭based‬‭on‬‭In-Class‬‭performances‬‭(30%‬‭of‬‭Grade),‬
‭Completion‬ ‭of‬ ‭a‬ ‭portfolio‬ ‭consisting‬ ‭of‬ ‭journal‬ ‭responses/‬ ‭creative‬ ‭writing‬ ‭based‬ ‭on‬
‭journal‬ ‭entries,‬ ‭charts‬ ‭completed‬ ‭in‬ ‭class,‬ ‭and‬ ‭essay‬ ‭assignments‬ ‭(40%‬ ‭of‬ ‭Grade),‬‭and‬
‭the‬‭completion‬‭of‬‭a‬‭poetry‬‭and‬‭fiction‬‭Webquest‬‭about‬‭The‬‭Things‬‭They‬‭Carried‬‭(30%‬‭of‬
‭Grade).‬ ‭Students‬‭will‬‭be‬‭given‬‭all‬‭assignments‬‭and‬‭requirements‬‭for‬‭the‬‭final‬‭portfolio‬
‭as‬‭well‬‭as‬‭a‬‭unit‬‭g rading‬‭rubric‬‭early‬‭in‬‭the‬‭unit‬‭to‬‭ensure‬‭that‬‭they‬‭understand‬‭what‬‭is‬
‭expected‬‭of‬‭them‬‭and‬‭stay‬‭on‬‭task.‬
‭The‬ ‭subject‬ ‭of‬ ‭the‬ ‭novel‬ ‭and‬ ‭the‬ ‭form‬ ‭and‬ ‭style‬ ‭of‬ ‭the‬ ‭book‬ ‭itself‬ ‭offers‬ ‭the‬
‭opportunity‬ ‭to‬ ‭easily‬ ‭integrate‬ ‭lessons‬ ‭that‬ ‭include‬ ‭performance‬ ‭and‬ ‭interactive‬
‭internet-based‬ ‭lessons.‬ ‭This‬‭unit‬‭should‬‭be‬‭an‬‭enjoyable‬‭and‬‭rewarding‬‭experience‬‭for‬
‭both‬‭teacher‬‭and‬‭students.‬
‭Page‬‭2‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Unit‬‭Calendar‬
‭Lesson‬‭1‬
‭Lesson‬‭2‬
I‭ ntro‬‭to‬‭Vietnam‬
‭What‬‭do‬‭You‬
‭War,‬
‭Carry?‬
‭Pre-Reading-‬
‭KWL‬‭Chart,‬
‭ erformance-‬
P
‭Performance-‬
‭Rate‬‭the‬‭Weight‬
‭Interviews,‬
‭Free‬
‭Cataloguing‬
‭Write-Letters‬
‭Lesson‬‭3‬
‭Lesson‬‭4‬
‭Lesson‬‭5‬
‭Let’s‬‭Talk‬‭About‬
‭Love‬
‭Allegory,‬
‭ ymbolism,‬
S
‭Politics,‬‭Man!‬
‭Who‬‭Can‬‭We‬
‭Trust?‬
‭Detail‬‭Drumming‬
‭Oxymorons‬
‭ ovie‬‭clip-‬
M
‭Pinocchio‬
‭ erformance-‬
P
‭Scene‬
‭Reconstruction‬
‭Symbolism‬
‭Subtext‬‭Exercise‬
‭Internal‬‭Conflict‬
‭Lesson‬‭6‬
‭Lesson‬‭7‬
‭ torytelling‬
S
‭True‬‭or‬‭False?‬
‭ ary‬‭Mary‬
M
‭ uite‬‭Contrary‬
Q
“‭ False‬‭Fact”‬
‭Sheet‬
‭ eb‬‭Research-‬
W
‭Women‬‭in‬
‭Vietnam‬
‭ egin‬‭“True‬‭War‬
B
‭Story‬‭Newscast”‬ C
‭ ontinue‬
‭Project‬
‭Newscast‬‭Project‬
‭Lesson‬‭8‬
‭Lesson‬‭9‬
‭ ow‬‭to‬‭Dress‬‭For‬ ‭The‬‭Dead‬‭Man‬
H
‭Church:‬‭Ironically‬ S
‭ peaks,‬‭O’Brien‬
‭Answers‬
‭Music‬‭clip-‬
‭Alanis‬‭Morissette’s‬ ‭Point‬‭of‬‭View‬
‭”Ironic”‬
‭Performance-‬
‭Irony/Symbolism-‬ ‭Split‬‭Read‬
‭“Symbol‬‭Shout‬
‭Out”‬‭Activity‬
‭Continue‬
‭Newscast‬‭Project‬
‭Continue‬‭Newscast‬
‭Project‬
‭Lesson‬‭10‬
‭STUDENT‬
‭PERFORMANCE‬
‭“TRUE‬‭WAR‬
‭STORY‬
‭NEWSCAST”‬
‭Lesson‬‭11‬
‭Lesson‬‭12‬
‭Lesson‬‭13‬
‭Lesson‬‭14‬
‭Lesson‬‭15‬
‭Courage:‬‭A‬
‭Work‬‭in‬
‭Progress‬
‭Liar,‬‭Liar,‬‭Pants‬
‭on‬‭Fire!‬
‭Tim‬‭O’Brien:‬
‭Master‬‭of‬
‭Suspense‬
‭Releasing‬‭the‬
‭Inner‬‭Child‬
‭Happily‬‭Ever‬
‭After?‬
‭Contradictions-‬
‭ ableaux‬‭Vivant-‬ R
T
‭ ead‬‭Around‬
‭“Style”‬
‭Match‬‭Game-‬
‭Writing‬
‭“Story-Truth”‬
‭Activity-‬ ‭“Write‬ ‭”Happening-Trut‬
‭About‬‭Writing”‬ ‭h”‬
‭ uspense/Dark‬
S
‭Imagery‬
‭ rite‬‭Around-‬
W
‭“Scary‬‭Stories”‬
‭ nreliable‬
U
‭Narrator‬
‭Allegory‬
‭Final‬‭Discussion‬
‭ eb‬ ‭Activity-‬
W
‭Excerpts‬ ‭from‬
‭O’Brien’s‬ ‭speech,‬
‭“Writing‬
‭Vietnam"‬
‭ omplete‬
C
‭Chart‬
‭KWL‬
‭ ummary‬‭Activity‬
S
‭-“One-Liners”‬
‭Final‬‭Assignments‬
‭Page‬‭3‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭1‬‭What‬‭do‬‭You‬‭Know‬‭About‬‭That?‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭brainstorm‬‭what‬‭we‬‭know‬‭and‬‭what‬‭we‬‭hope‬‭to‬‭learn‬
T
‭about‬‭the‬‭Vietnam‬‭War.‬ ‭We‬‭will‬‭discuss‬‭predictions‬‭about‬‭the‬‭novel‬
‭based‬‭on‬‭KWL‬‭charts,‬‭and‬‭we‬‭will‬‭read‬‭(and‬‭perform)‬‭primary‬
‭source‬‭documents‬‭from‬‭the‬‭War.‬ ‭This‬‭will‬‭help‬‭prepare‬‭students‬‭to‬
‭read‬‭and‬‭comprehend‬‭the‬‭novel.‬
‭1.‬‭KWL‬‭Chart‬
‭What‬‭to‬‭do‬
‭ and‬‭out‬‭KWL‬‭Charts‬‭to‬‭each‬‭student‬‭and‬‭have‬‭them‬‭break‬‭into‬
H
‭g roups‬‭of‬‭four.‬ ‭While‬‭in‬‭their‬‭g roups,‬‭they‬‭will‬‭brainstorm‬‭what‬
‭they‬‭know‬‭about‬‭being‬‭a‬‭soldier‬‭in‬‭the‬‭Vietnam‬‭War‬‭and‬‭fill‬‭it‬‭in‬
‭under‬‭the‬‭“K”‬‭(What‬‭You‬‭Know)‬‭column.‬ ‭Then‬‭the‬‭g roups‬‭will‬
‭continue‬‭filling‬‭in‬‭the‬‭chart‬‭with‬‭the‬‭“W”‬‭(What‬‭You‬‭Want‬‭to‬
‭Learn)‬‭column,‬‭listing‬‭things‬‭they‬‭hope‬‭to‬‭learn‬‭after‬‭reading‬‭the‬
‭novel.‬ ‭The‬‭last‬‭column,‬‭“L”‬‭(What‬‭You‬‭Have‬‭Learned)‬‭will‬‭be‬‭filled‬
‭in‬‭later.‬ ‭Each‬‭g roup‬‭will‬‭be‬‭asked‬‭to‬‭share‬‭their‬‭lists‬‭with‬‭the‬‭class‬
‭while‬‭a‬‭master‬‭KWL‬‭chart‬‭is‬‭compiled.‬ ‭This‬‭master‬‭chart‬‭should‬‭be‬
‭displayed‬‭in‬‭the‬‭classroom‬‭throughout‬‭the‬‭unit.‬
‭2.‬‭In‬‭Their‬‭Own‬‭Words-‬‭Free‬‭Writing‬
‭ istribute‬‭copies‬‭of‬‭letters‬‭from‬‭Vietnam‬‭soldiers‬‭to‬‭each‬
D
‭student.‬ ‭Have‬‭two‬‭or‬‭three‬‭students‬‭read‬‭each‬‭letter‬‭aloud.‬ ‭Ask‬
‭students‬‭to‬‭write‬‭for‬‭a‬‭few‬‭minutes‬‭a‬‭short‬‭response‬‭to‬‭the‬‭letters‬‭(a‬
‭letter‬‭back‬‭to‬‭the‬‭soldier,‬‭another‬‭letter‬‭from‬‭the‬‭soldier,‬‭etc.)‬
‭Students‬‭who‬‭would‬‭like‬‭to‬‭may‬‭share‬‭their‬‭responses‬‭with‬‭the‬‭class‬
‭3.‬‭In‬‭Their‬‭Own‬‭Words-‬‭Performance‬
‭ and‬‭out‬‭copies‬‭of‬‭an‬‭interview‬‭with‬‭a‬‭Vietnam‬‭Veteran‬‭to‬
H
‭students.‬ ‭Assign‬‭roles‬‭to‬‭students‬‭(interviewer,‬‭interviewee)‬‭and‬
‭have‬‭them‬‭perform‬‭the‬‭interviews‬‭aloud.‬
‭Ask‬‭students‬‭to‬‭share‬‭their‬‭thoughts‬‭on‬‭the‬‭similarities‬‭and‬
‭differences‬‭between‬‭the‬‭letters‬‭and‬‭the‬‭interviews.‬
‭4.‬‭Homework‬
‭Page‬‭4‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ istribute‬‭copies‬‭of‬‭the‬‭novel,‬‭the‬‭unit’s‬‭g rading‬‭rubric‬‭and‬‭the‬
D
‭journal‬‭questions.‬ ‭Students‬‭should‬‭read‬‭“The‬‭Things‬‭They‬
‭Carried”‬‭for‬‭homework‬‭and‬‭answer‬‭journal‬‭question‬‭#1.‬
‭If‬‭the‬‭students‬‭had‬‭a‬‭general‬‭idea‬‭of‬‭what‬‭being‬‭a‬‭Vietnam‬‭soldier‬
‭meant‬‭when‬‭they‬‭came‬‭in,‬‭their‬‭scope‬‭of‬‭knowledge‬‭should‬‭at‬‭this‬
‭point‬‭be‬‭narrowing‬‭through‬‭the‬‭KWL‬‭activity‬‭and‬‭experiencing‬
‭actual‬‭soldiers’‬‭own‬‭words.‬ ‭They‬‭should‬‭have‬‭a‬‭more‬‭specific‬‭frame‬
‭of‬‭reference‬‭as‬‭we‬‭begin‬‭the‬‭novel.‬
‭KWL‬‭CHART‬
‭Lesson‬‭1‬‭Handouts-‬‭KWL‬‭Chart‬
‭Use‬‭this‬‭chart‬‭to‬‭gather‬‭your‬‭background‬‭information‬‭about‬‭what‬‭it‬‭was‬‭like‬‭to‬‭be‬‭a‬
‭soldier‬‭in‬‭the‬‭Vietnam‬‭War.‬ ‭In‬‭the‬‭“K”‬‭column,‬‭list‬‭everything‬‭you‬‭know‬‭(or‬‭even‬‭kind‬
‭of‬‭know)‬‭about‬‭the‬‭topic.‬ ‭In‬‭the‬‭“W”‬‭column,‬‭list‬‭everything‬‭you‬‭want‬‭to‬‭know‬‭about‬
‭the‬‭topic.‬ ‭We‬‭will‬‭fill‬‭in‬‭the‬‭“L”‬‭column‬‭later‬‭when‬‭we‬‭see‬‭what‬‭you‬‭have‬‭actually‬
‭learned‬‭from‬‭reading‬‭the‬‭book.‬
‭K‬
‭W‬
‭L‬
‭(‬‭What‬‭I‬‭know‬‭about‬
‭this‬‭topic)‬
‭(What‬‭I’d‬‭like‬‭to‬‭know‬
‭about‬‭this‬‭topic)‬
‭(What‬‭I‬‭have‬‭learned‬‭about‬
‭this‬‭topic)‬
‭Page‬‭5‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭1‬‭Handouts‬
‭In‬‭Their‬‭Own‬‭Words‬
‭The‬‭following‬‭is‬‭an‬‭actual‬‭letter‬‭sent‬‭from‬‭a‬‭soldier‬‭in‬‭Vietnam‬‭to‬‭his‬‭wife.‬
‭25‬‭May,‬‭1968‬
‭Dear‬‭Roberta,‬
‭ oday‬‭is‬‭probably‬‭the‬‭worst‬‭day‬‭I‬‭have‬‭ever‬‭lived‬‭in‬‭my‬‭entire,‬‭short‬‭life.‬‭Once‬‭again‬‭we‬
T
‭were‬‭in‬‭contact‬‭with‬‭Charlie,‬‭and‬‭once‬‭again‬‭we‬‭suffered‬‭losses.‬‭The‬‭losses‬‭we‬‭had‬‭today‬
‭hit‬‭home,‬‭as‬‭my‬‭best‬‭friend‬‭in‬‭this‬‭shit‬‭hole‬‭was‬‭killed.‬‭He‬‭was‬‭only‬‭22‬‭years‬‭old‬‭and‬‭was‬
‭going‬‭on‬‭R&R‬‭on‬‭the‬‭first‬‭of‬‭June‬‭to‬‭meet‬‭his‬‭wife‬‭in‬‭Hawaii.‬‭I‬‭feel‬‭that‬‭if‬‭I‬‭was‬‭only‬‭a‬
‭half‬‭second‬‭sooner‬‭in‬‭pulling‬‭the‬‭trigger,‬‭he‬‭would‬‭still‬‭be‬‭alive.‬
‭ trange‬‭how‬‭short‬‭a‬‭time‬‭a‬‭half‬‭of‬‭a‬‭second‬‭is--the‬‭difference‬‭between‬‭life‬‭and‬‭death.‬‭This‬
S
‭morning‬‭we‬‭were‬‭talking‬‭about‬‭how‬‭we‬‭were‬‭only‬‭two‬‭years‬‭different‬‭in‬‭age‬‭and‬‭how‬‭we‬
‭both‬‭had‬‭gotten‬‭married‬‭before‬‭coming‬‭to‬‭this‬‭place.‬‭You‬‭know,‬‭I‬‭can‬‭still‬‭feel‬‭his‬
‭presence‬‭as‬‭I‬‭write‬‭this‬‭letter‬‭and‬‭hope‬‭that‬‭I‬‭am‬‭able‬‭to‬‭survive‬‭and‬‭leave‬‭this‬‭far‬‭behind‬
‭me.‬
I‭ f‬‭there‬‭is‬‭a‬‭place‬‭called‬‭Hell‬‭this‬‭surely‬‭must‬‭be‬‭it,‬‭and‬‭we‬‭must‬‭be‬‭the‬‭Devil's‬‭disciples‬
‭doing‬‭all‬‭his‬‭dirty‬‭work.‬‭I‬‭keep‬‭asking‬‭myself‬‭if‬‭there‬‭is‬‭a‬‭God,‬‭then‬‭how‬‭the‬‭hell‬‭come‬
‭young‬‭men‬‭with‬‭so‬‭much‬‭to‬‭live‬‭for‬‭have‬‭to‬‭die.‬‭I‬‭just‬‭hope‬‭that‬‭his‬‭death‬‭is‬‭not‬‭in‬‭vain.‬
I‭ ‬‭look‬‭forward‬‭to‬‭the‬‭day‬‭when‬‭I‬‭will‬‭take‬‭my‬‭R&R.‬‭If‬‭I‬‭play‬‭my‬‭cards‬‭right,‬‭I‬‭should‬‭be‬
‭able‬‭to‬‭get‬‭it‬‭for‬‭Hawaii‬‭so‬‭our‬‭anniversary‬‭will‬‭be‬‭in‬‭that‬‭time‬‭frame.‬‭The‬‭reason‬‭I‬‭say‬
‭this‬‭is‬‭by‬‭Sept.,‬‭I‬‭will‬‭have‬‭more‬‭than‬‭enough‬‭time‬‭in‬‭country‬‭to‬‭get‬‭my‬‭pick‬‭of‬‭places‬
‭and‬‭dates.‬‭I‬‭promise‬‭I‬‭will‬‭do‬‭everything‬‭necessary‬‭to‬‭insure‬‭that‬‭I‬‭make‬‭that‬‭date,‬‭and‬‭I‬
‭hope‬‭that‬‭tomorrow‬‭is‬‭quiet.‬
‭Page‬‭6‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ e‬‭will‬‭be‬‭going‬‭into‬‭base‬‭camp‬‭soon‬‭for‬‭our‬‭three-day‬‭stand‬‭down.‬‭I‬‭will‬‭try‬‭to‬‭write‬
W
‭you‬‭a‬‭longer‬‭letter‬‭at‬‭that‬‭time.‬‭Please‬‭don't‬‭worry‬‭too‬‭much‬‭about‬‭me,‬‭as‬‭if‬‭you‬‭won't,‬‭for‬
‭I‬‭will‬‭take‬‭care‬‭of‬‭myself‬‭and‬‭look‬‭forward‬‭to‬‭the‬‭day‬‭I‬‭am‬‭able‬‭to‬‭be‬‭with‬‭you‬‭again.‬
‭Love,‬
‭Stan‬
‭copyright‬‭©‬‭1997‬‭by‬‭Stanley‬‭Homiski,‬‭all‬‭rights‬‭reserved‬
‭Lesson‬‭1‬‭Handouts‬
‭In‬‭Their‬‭Own‬‭Words‬
‭The‬
‭following‬‭is‬‭an‬‭actual‬‭letter‬‭sent‬‭from‬‭a‬‭Vietnam‬‭soldier‬‭to‬‭his‬‭family.‬
‭11-Sept.-69‬
‭Dear‬‭Mom‬‭and‬‭Dad,‬
‭ etting‬‭short,‬‭Mom,‬‭coming‬‭home‬‭pretty‬‭soon.‬‭Going‬‭to‬‭quit‬‭flying‬‭soon,‬‭too‬
G
‭much‬‭for‬‭me‬‭now.‬‭I‬‭went‬‭in‬‭front‬‭of‬‭a‬‭board‬‭for‬‭sp/5‬‭will‬‭know‬‭soon‬‭if‬‭i‬‭made‬
‭it.‬‭I‬‭have‬‭now‬‭20‬‭oak‬‭leaf‬‭clusters‬‭and‬‭some‬‭more‬‭paper‬‭for‬‭you.‬‭I‬‭have‬‭flown‬
‭1500‬‭hours‬‭now,‬‭and‬‭in‬‭those‬‭hours‬‭I‬‭could‬‭tell‬‭you‬‭a‬‭lifetime‬‭story.‬‭I‬‭have‬‭been‬
‭put‬‭in‬‭for‬‭a‬‭medal‬‭again,‬‭but‬‭this‬‭time‬‭I‬‭have‬‭seen‬‭far‬‭beyond‬‭of‬‭what‬‭ever‬‭you‬
‭will‬‭see.‬‭That‬‭is‬‭why‬‭I'm‬‭going‬‭to‬‭quit‬‭flying.‬‭I‬‭dream‬‭of‬‭Valerie's‬‭hand‬
‭touching‬‭mine‬‭telling‬‭me‬‭to‬‭come‬‭home;‬‭but‬‭I‬‭wake‬‭up,‬‭and‬‭it's‬‭some‬‭sergeant‬
‭telling‬‭me‬‭I‬‭have‬‭to‬‭fly.‬‭Today‬‭I‬‭am‬‭21,‬‭far‬‭away‬‭but‬‭coming‬‭home‬‭older.‬
‭ ove,‬
L
‭Larry‬
‭I'm‬‭sad‬‭to‬‭say,‬‭Larry‬‭died‬‭within‬‭24‬‭hours‬‭after‬‭this‬‭letter‬‭was‬‭written‬
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‭The‬‭Things‬‭They‬‭Carried‬
‭Page‬‭8‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭1‬‭Handouts‬
‭In‬‭Their‬‭Own‬‭Words‬
‭ he‬‭following‬‭are‬‭interviews‬‭conducted‬‭by‬‭two‬‭High‬‭School‬‭students‬‭with‬‭a‬‭Vietnam‬
T
‭Veteran.‬
‭Human‬‭Shields‬
‭ opyright‬‭©‬‭1970‬
C
‭by:‬‭Gene‬‭Kuentzler‬
‭Dear‬‭Student:‬‭I‬‭will‬‭try‬‭to‬‭answer‬‭your‬‭questions‬‭for‬‭your‬‭research‬‭project.‬
‭ .‬‭Q:‬‭What‬‭branch‬‭of‬‭the‬‭military‬‭did‬‭you‬‭serve‬‭in?‬
1
‭ A:‬‭U.S.‬‭Army,‬‭19th‬‭Combat‬‭Engineers‬‭(I‬‭would‬‭like‬‭to‬‭invite‬‭you‬‭to‬‭visit‬‭our‬‭19th‬‭Combat‬
‭Engineer‬‭Battalion,‬‭Association‬‭Vietnam‬‭webpage).‬‭We‬‭built‬‭the‬‭roads‬‭and‬‭bridges,‬‭while‬‭being‬
‭ambushed,‬‭stepping‬‭on‬‭landmines‬‭and‬‭booby‬‭traps.‬
‭2.‬‭Q:‬‭What‬‭was‬‭your‬‭rank?‬
‭A:‬‭Sergeant.‬‭I‬‭had‬‭18‬‭men,‬‭with‬‭lots‬‭of‬‭explosives‬‭and‬‭weapons‬‭of‬‭various‬‭types‬‭of‬‭firepower.‬‭I‬
‭got‬‭out‬‭and‬‭came‬‭home‬‭in‬‭August‬‭of‬‭1967‬‭and‬‭couldn't‬‭buy‬‭a‬‭beer‬‭for‬‭four‬‭months,‬‭as‬‭I‬‭wasn't‬‭yet‬
‭21.‬
‭3.‬‭Q:‬‭Where‬‭were‬‭you‬‭stationed?‬
‭A:‬‭Near‬‭the‬‭village‬‭of‬‭Tam‬‭Quan,‬‭1/2‬‭klick‬‭away,‬‭on‬‭the‬‭South‬‭China‬‭Sea,‬‭the‬‭same‬‭place‬
‭where,‬‭then‬‭LTC‬‭Schwartzkopf‬‭took‬‭50%‬‭casualties‬‭on‬‭his‬‭ARVN‬‭Ranger‬‭battalion‬‭in‬‭just‬‭3‬‭hours‬
‭as‬‭they‬‭tried‬‭to‬‭cross‬‭a‬‭rice‬‭paddy‬‭at‬‭the‬‭village‬‭of‬‭Tam‬‭Quan.‬
‭4.‬‭Q:‬‭Where‬‭and‬‭when‬‭did‬‭you‬‭see‬‭battle?‬‭What‬‭was‬‭it‬‭like?‬
‭A:‬‭Tam‬‭Quan.‬‭We‬‭were‬‭operating‬‭large‬‭and‬‭noisy‬‭air‬‭compressors‬‭to‬‭run‬‭two-men‬‭air‬‭driven‬
‭chain‬‭saws‬‭ten‬‭feet‬‭long.‬‭My‬‭crew‬‭was‬‭clearing‬‭the‬‭jungle‬‭and‬‭coconut‬‭trees‬‭just‬‭outside‬‭our‬
‭perimeter‬‭to‬‭create‬‭a‬‭safety‬‭zone‬‭,‬‭when‬‭we‬‭were‬‭caught‬‭in‬‭the‬‭cross-fire‬‭of‬‭an‬‭ambush‬‭by‬‭the‬‭VC‬
‭and‬‭1st‬‭Cav.‬
‭We‬‭didn't‬‭notice‬‭right‬‭away‬‭because‬‭our‬‭equipment‬‭was‬‭noisier‬‭than‬‭the‬‭battle.‬‭In‬‭a‬‭typical‬
‭noisy‬‭Engineer‬‭task,‬‭one‬‭doesn't‬‭know‬‭you‬‭are‬‭being‬‭shot‬‭at‬‭until‬‭the‬‭dirt‬‭spits‬‭up‬‭at‬‭you‬‭or‬
‭windshields‬‭start‬‭shattering‬‭or‬‭someone‬‭gets‬‭hit.‬
‭5.‬‭Q:‬‭What‬‭do‬‭you‬‭remember‬‭most‬‭about‬‭your‬‭service‬‭in‬‭Vietnam?‬
‭A:‬‭This‬‭is‬‭just‬‭one‬‭example‬‭of‬‭many‬‭which‬‭occurred:‬‭Even‬‭then,‬‭my‬‭crew‬‭would‬‭always‬
‭remark‬‭that‬‭we‬‭are‬‭so‬‭lucky‬‭to‬‭have‬‭been‬‭born‬‭an‬‭American.‬‭In‬‭Vietnam,‬‭the‬‭people‬‭of‬‭the‬‭North‬
‭are‬‭of‬‭a‬‭different‬‭descent,‬‭class‬‭and‬‭culture‬‭from‬‭those‬‭of‬‭the‬‭South.‬‭The‬‭people‬‭of‬‭the‬‭South‬
‭feared‬‭those‬‭of‬‭the‬‭North,‬‭who‬‭many‬‭times‬‭would‬‭enter‬‭a‬‭village‬‭and‬‭grab‬‭the‬‭town‬‭mayor,‬‭school‬
‭teachers‬‭and‬‭others‬‭who‬‭were‬‭educated,‬‭line‬‭them‬‭up‬‭and‬‭force‬‭the‬‭entire‬‭village‬‭to‬‭watch‬‭as‬‭these‬
‭people‬‭were‬‭executed.‬‭Then,‬‭they‬‭would‬‭instruct‬‭the‬‭others‬‭that‬‭Americans‬‭were‬‭the‬‭"true"‬‭enemy‬
‭and‬‭they‬‭would‬‭suffer‬‭the‬‭same‬‭penalties‬‭if‬‭they‬‭were‬‭seen‬‭aiding‬‭the‬‭Americans,‬‭then‬‭they‬‭would‬
‭impose‬‭a‬‭crop‬‭"tax"‬‭where‬‭each‬‭family‬‭had‬‭to‬‭provide‬‭a‬‭large‬‭percentage‬‭of‬‭their‬‭crops‬‭to‬‭the‬‭VC‬
‭and‬‭NVA.‬
‭Most‬‭Americans‬‭do‬‭not‬‭realize‬‭how‬‭fortunate‬‭we‬‭are.‬‭Other‬‭than‬‭the‬‭Civil‬‭War,‬‭our‬‭country‬
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‭The‬‭Things‬‭They‬‭Carried‬
‭ adn't‬‭been‬‭destroyed‬‭by‬‭war,‬‭our‬‭women‬‭didn't‬‭have‬‭to‬‭sell‬‭their‬‭bodies‬‭to‬‭feed‬‭their‬‭children,‬
h
‭while‬‭living‬‭in‬‭filthy‬‭unsanitary‬‭conditions.‬
‭6.‬‭Q:‬‭What‬‭was‬‭the‬‭saddest‬‭thing‬‭that‬‭happened‬‭to‬‭you‬‭during‬‭the‬‭war?‬
‭A:‬‭Each‬‭and‬‭every‬‭time‬‭I‬‭lost‬‭a‬‭buddy‬‭to‬‭an‬‭ambush,‬‭mine,‬‭or‬‭booby‬‭trap.‬‭And‬‭after‬‭a‬‭crew‬‭was‬
‭ambushed‬‭and‬‭didn't‬‭survive,‬‭when‬‭we‬‭go‬‭out‬‭to‬‭do‬‭a‬‭body‬‭recovery‬‭.‬‭.‬‭.‬‭many‬‭times‬‭they‬‭had‬
‭been‬‭castrated,‬‭sometimes,‬‭some‬‭had‬‭still‬‭been‬‭alive‬‭at‬‭the‬‭time--then‬‭they‬‭were‬‭executed.‬‭It‬‭was‬
‭very‬‭disappointing‬‭that‬‭Walter‬‭Cronkite‬‭(national‬‭news‬‭commentator)‬‭never‬‭reported‬‭this‬‭to‬‭the‬
‭American‬‭public.‬
‭7.‬‭Q:‬‭What‬‭was‬‭the‬‭most‬‭rewarding?‬
‭A:‬‭To‬‭see‬‭that‬‭we‬‭were‬‭doing‬‭some‬‭good‬‭in‬‭helping‬‭the‬‭people.‬‭Guys‬‭in‬‭our‬‭unit‬‭wrote‬‭home‬
‭and‬‭asked‬‭family‬‭members‬‭to‬‭send‬‭clothes‬‭that‬‭their‬‭children‬‭or‬‭siblings‬‭had‬‭out-grown.‬‭It‬‭was‬
‭great‬‭to‬‭see‬‭the‬‭smiling‬‭faces‬‭on‬‭the‬‭children‬‭of‬‭St.‬‭St.‬‭Joseph's‬‭Orphanage,‬‭near‬‭Qui‬‭Nhon,‬‭each‬
‭and‬‭every‬‭time‬‭we‬‭would‬‭take‬‭a‬‭load‬‭of‬‭clothes‬‭and‬‭other‬‭items‬‭to‬‭donate‬‭to‬‭them.‬
‭Also,‬‭the‬‭villagers‬‭of‬‭Bong‬‭Son,‬‭who‬‭always‬‭warned‬‭us‬‭of‬‭an‬‭ambush‬‭or‬‭where‬‭a‬‭mine‬‭was‬
‭placed.‬‭The‬‭villagers‬‭did‬‭this‬‭because‬‭in‬‭Oct‬‭1966‬‭they‬‭had‬‭been‬‭used‬‭in‬‭a‬‭battle‬‭as‬‭"human‬
‭shields"‬‭by‬‭the‬‭22nd‬‭NVA‬‭regiment.‬
‭When‬‭the‬‭NVA‬‭attacked,‬‭the‬‭19th‬‭was‬‭repairing‬‭a‬‭major‬‭bridge‬‭they‬‭had‬‭blown.‬‭The‬‭battle‬
‭lasted‬‭all‬‭through‬‭the‬‭night.‬‭The‬‭next‬‭day‬‭our‬‭Battalion‬‭Surgeon,‬‭Thomas‬‭Reardon,‬‭had‬‭his‬‭5‬
‭medics‬‭set-up‬‭5‬‭tents‬‭and‬‭for‬‭the‬‭next‬‭36‬‭hours‬‭they‬‭treated‬‭over‬‭800‬‭villagers‬‭non-stop‬‭and‬‭with‬
‭no‬‭sleep.‬‭They‬‭had‬‭lost‬‭about‬‭700‬‭or‬‭800‬‭of‬‭their‬‭relatives‬‭because‬‭of‬‭the‬‭NVA‬‭attack.‬
‭8.‬‭Q:‬‭At‬‭the‬‭time,‬‭what‬‭did‬‭you‬‭think‬‭you‬‭were‬‭fighting‬‭for?‬
‭A:‬‭We‬‭were‬‭there‬‭at‬‭the‬‭request‬‭of‬‭the‬‭people‬‭of‬‭South‬‭Vietnam‬‭to‬‭aid‬‭and‬‭teach‬‭them‬‭in‬‭how‬‭to‬
‭improve‬‭their‬‭lot‬‭so‬‭they‬‭could‬‭resist‬‭the‬‭infiltration‬‭by‬‭the‬‭North‬‭Vietnamese‬‭Army.‬‭Those‬‭of‬‭the‬
‭South,‬‭were‬‭not‬‭as‬‭technically‬‭educated‬‭as‬‭those‬‭of‬‭the‬‭North.‬
‭9.‬‭Q:‬‭Who‬‭was‬‭the‬‭enemy?‬
‭A:‬‭North‬‭Vietnam,‬‭and‬‭the‬‭United‬‭States‬‭"State‬‭Department,"‬‭and‬‭our‬‭Secretery‬‭of‬‭Defense‬
‭(Robert‬‭McNamara),‬‭who‬‭would‬‭not‬‭allow‬‭our‬‭military‬‭leaders‬‭to‬‭do‬‭the‬‭jobs‬‭they‬‭had‬‭been‬
‭trained‬‭for.‬‭That‬‭job‬‭was‬‭to‬‭conduct‬‭battle‬‭with‬‭as‬‭few‬‭allied‬‭casualties‬‭as‬‭possible,‬‭while‬
‭inflicting‬‭the‬‭maximum‬‭damage‬‭on‬‭the‬‭enemy.‬‭But‬‭we‬‭were‬‭also‬‭trained‬‭to‬‭render‬‭assistance‬‭to‬
‭the‬‭civilians‬‭who‬‭were‬‭affected‬‭as‬‭well--something‬‭North‬‭Vietnam‬‭did‬‭not‬‭do.‬
‭10.‬‭Q:‬‭How‬‭have‬‭your‬‭war‬‭experiences‬‭changed‬‭your‬‭life?‬
‭A:‬‭A‬‭better‬‭understanding‬‭that‬‭our‬‭government‬‭and‬‭our‬‭politicians‬‭do‬‭not‬‭represent‬‭the‬‭best‬
‭interests‬‭of‬‭the‬‭American‬‭people.‬‭Even‬‭when‬‭the‬‭nation‬‭is‬‭engaged‬‭in‬‭a‬‭war,‬‭politicians‬‭are‬‭more‬
‭concerned‬‭about‬‭their‬‭next‬‭re-election,‬‭and‬‭how‬‭they‬‭can‬‭line‬‭their‬‭pockets‬‭for‬‭future‬‭retirement.‬
‭Election‬‭promises‬‭are‬‭not‬‭kept,‬‭and‬‭lately,‬‭credibility‬‭and‬‭integrity‬‭are‬‭not‬‭in‬‭today's‬‭politicians‬
‭vocabulary.‬
‭11.‬‭Q:‬‭What‬‭one‬‭lesson‬‭do‬‭you‬‭think‬‭I‬‭should‬‭learn‬‭from‬‭remembering‬‭Vietnam?‬
‭A:‬‭The‬‭success‬‭of‬‭WWII‬‭was‬‭a‬‭direct‬‭result‬‭of‬‭the‬‭WWI‬‭soldier's‬‭generation‬‭maturing‬‭and‬
‭making‬‭strategy‬‭plans‬‭for‬‭the‬‭way‬‭WWII‬‭would‬‭be‬‭conducted.‬‭They‬‭bombed‬‭the‬‭beaches‬‭before‬
‭the‬‭D-Day‬‭invasion,‬‭as‬‭well‬‭as‬‭the‬‭ball-bearing‬‭factories‬‭at‬‭Schwienfurt,‬‭Germany.‬‭They‬‭were‬
‭prepared‬‭to‬‭win‬‭and‬‭not‬‭fight‬‭only‬‭to‬‭a‬‭political‬‭stalemate.‬
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‭The‬‭Things‬‭They‬‭Carried‬
‭ he‬‭18‬‭or‬‭20‬‭year‬‭old‬‭soldier‬‭of‬‭WWII,‬‭was‬‭the‬‭generation‬‭who‬‭were‬‭the‬‭Commanders‬‭and‬
T
‭Staff‬‭Planners‬‭for‬‭the‬‭Korea‬‭War‬‭and‬‭Vietnam‬‭War.‬‭In‬‭Vietnam,‬‭they‬‭were‬‭restricted‬‭by‬‭orders‬
‭from‬‭the‬‭State‬‭Department‬‭and‬‭Secretary‬‭of‬‭State,‬‭and‬‭not‬‭allowed‬‭to‬‭pursue‬‭strategic‬‭bombing‬‭of‬
‭Hanoi‬‭when‬‭it‬‭would‬‭have‬‭been‬‭most‬‭effective.‬‭Our‬‭pilots‬‭were‬‭not‬‭allowed‬‭to‬‭bomb‬‭acres‬‭and‬
‭acres‬‭of‬‭SAM‬‭missiles‬‭stored‬‭in‬‭the‬‭Haiphong‬‭Harbor‬‭and‬‭around‬‭Hanoi.‬‭Only‬‭after‬‭they‬‭were‬
‭established‬‭as‬‭actual‬‭missile‬‭sites‬‭in‬‭the‬‭jungle‬‭were‬‭our‬‭pilots‬‭allowed‬‭to‬‭engage‬‭the‬‭SAMs.‬‭They‬
‭weren't‬‭allowed‬‭to‬‭bomb‬‭the‬‭Ho‬‭Chi‬‭Minh‬‭Trail‬‭in‬‭countries‬‭bordering‬‭Vietnam‬‭(Cambodia‬‭and‬
‭Laos),‬‭although‬‭those‬‭countries‬‭were‬‭looking‬‭the‬‭other‬‭way‬‭when‬‭the‬‭NVA‬‭were‬‭using‬‭them‬‭for‬‭a‬
‭safe‬‭haven‬‭.‬‭Had‬‭the‬‭WWI‬‭soldier‬‭who‬‭made‬‭the‬‭plans‬‭for‬‭WWII‬‭conducted‬‭themselves‬‭in‬‭such‬‭a‬
‭manner,‬‭the‬‭result‬‭of‬‭WWII‬‭would‬‭have‬‭been‬‭much‬‭different.‬
‭ ene‬‭Kuentzler,‬‭Sgt.‬
G
‭19th‬‭Combat‬‭Engineer‬‭Battalion‬
‭S-3‬‭Battalion‬‭Operations,‬‭'66-'67‬
‭ .‬‭Q:‬‭Upon‬‭your‬‭return‬‭to‬‭the‬‭United‬‭States,‬‭what‬‭was‬‭your‬‭reaction‬‭to‬‭the‬‭news‬‭coverage‬‭on‬‭the‬
1
‭war‬‭in‬‭Vietnam?‬
‭A:‬‭I‬‭was‬‭devastated,‬‭Upon‬‭my‬‭return‬‭in‬‭August‬‭1967,‬‭I‬‭was‬‭very‬‭disappointed‬‭to‬‭see‬‭the‬‭biased‬
‭news‬‭coverage‬‭showing‬‭Americans‬‭as‬‭having‬‭a‬‭disregard‬‭for‬‭the‬‭people.‬‭They‬‭weren't‬‭showing‬
‭the‬‭many‬‭good‬‭things‬‭were‬‭continually‬‭being‬‭done‬‭by‬‭the‬‭soldiers‬‭in‬‭my‬‭unit,‬‭and‬‭others.‬
‭Although‬‭we‬‭took‬‭casualties‬‭on‬‭a‬‭regular‬‭basis.‬‭Ours‬‭were‬‭not‬‭the‬‭only‬‭humanitarian‬‭efforts‬‭being‬
‭performed,‬‭many‬‭other‬‭units‬‭were‬‭also‬‭contributing‬‭to‬‭efforts‬‭to‬‭help‬‭the‬‭people.‬‭The‬‭news‬‭media‬
‭has‬‭never‬‭shown‬‭how‬‭our‬‭unit‬‭supported‬‭an‬‭orphanage,‬‭and‬‭also‬‭a‬‭leper‬‭colony.‬‭Our‬‭guys‬‭would‬
‭write‬‭home‬‭and‬‭have‬‭used‬‭clothing‬‭from‬‭their‬‭siblings‬‭or‬‭children‬‭shipped‬‭over,‬‭and‬‭regularly‬
‭these‬‭items‬‭were‬‭part‬‭of‬‭what‬‭we‬‭continually‬‭donated,‬‭as‬‭well‬‭as‬‭food.‬
‭Also‬‭in‬‭portraying‬‭us‬‭as‬‭baby‬‭killers‬‭when‬‭they‬‭played‬‭up‬‭the‬‭Mi‬‭Lai‬‭killings.‬‭What‬‭was‬‭never‬
‭made‬‭public‬‭is‬‭that‬‭Mi‬‭Lai‬‭was‬‭colored‬‭"pink"‬‭on‬‭all‬‭our‬‭maps,‬‭it‬‭was‬‭nicknamed‬‭pinkville‬‭which‬
‭meant‬‭it‬‭was‬‭a‬‭very‬‭strong‬‭communist‬‭village.‬‭Each‬‭and‬‭every‬‭time‬‭that‬‭unit‬‭patrolled‬‭past‬‭there,‬
‭they‬‭lost‬‭more‬‭&‬‭more‬‭buddies.‬‭Upon‬‭entering‬‭the‬‭village‬‭to‬‭search‬‭out‬‭the‬‭enemy,‬‭they‬‭would‬
‭only‬‭find‬‭women‬‭and‬‭children‬‭who‬‭were‬‭the‬‭families‬‭of‬‭the‬‭VC,‬‭the‬‭males‬‭all‬‭hid‬‭and‬‭could‬‭not‬
‭be‬‭found.‬
‭To‬‭better‬‭understand,‬‭look‬‭around‬‭your‬‭classroom‬‭and‬‭visualize‬‭that‬‭today‬‭the‬‭friend‬‭next‬‭to‬
‭your‬‭left‬‭dies,‬‭tomorrow‬‭the‬‭one‬‭seated‬‭behind‬‭you‬‭dies,‬‭then‬‭next‬‭day‬‭the‬‭two‬‭or‬‭three‬‭to‬‭your‬
‭right‬‭are‬‭gone.‬‭Imagine‬‭this‬‭taking‬‭place‬‭daily‬‭for‬‭a‬‭month.‬‭How‬‭would‬‭you‬‭feel?‬‭Not-ONCE‬‭did‬
‭the‬‭media‬‭ever‬‭show‬‭what‬‭the‬‭enemy‬‭was‬‭doing‬‭to‬‭American‬‭soldiers‬‭they‬‭captured.‬‭One‬‭example‬
‭was‬‭when‬‭our‬‭heavy‬‭equipment‬‭platoon‬‭was‬‭ambushed,‬‭after‬‭running‬‭out‬‭of‬‭ammunition‬‭and‬
‭putting‬‭up‬‭a‬‭good‬‭fight,‬‭they‬‭were‬‭overrun.‬‭When‬‭the‬‭bodies‬‭were‬‭recovered‬‭they‬‭had‬‭been‬
‭stacked‬‭in‬‭the‬‭road‬‭like‬‭cordwood‬‭.‬‭.‬‭.‬‭everyone‬‭had‬‭been‬‭castrated,‬‭I‬‭heard‬‭that‬‭some‬‭had‬‭still‬
‭been‬‭alive‬‭at‬‭the‬‭time.‬‭2.‬‭Q:‬‭What‬‭do‬‭you‬‭remember‬‭about‬‭your‬‭trip‬‭home?‬
‭A:‬‭The‬‭first‬‭thing‬‭I‬‭had‬‭to‬‭have‬‭on‬‭my‬‭return‬‭was‬‭a‬‭gallon‬‭of‬‭vanilla‬‭ice‬‭cream,‬‭a‬‭gallon‬‭of‬
‭milk,‬‭a‬‭steak,‬‭and‬‭some‬‭private‬‭companionship,‬‭not‬‭necessarily‬‭in‬‭that‬‭order.‬
‭I'll‬‭never‬‭forget‬‭my‬‭first‬‭morning‬‭home.‬‭I‬‭was‬‭outside‬‭just‬‭at‬‭daybreak‬‭and‬‭enjoying‬‭the‬‭early‬
‭morning‬‭smell‬‭of‬‭the‬‭fresh‬‭air‬‭with‬‭a‬‭cup‬‭of‬‭coffee.‬‭(Vietnam‬‭smells‬‭awful,‬‭everything‬‭is‬‭either‬
‭growing‬‭or‬‭rotting)‬‭I‬‭was‬‭unable‬‭to‬‭sleep‬‭because‬‭of‬‭the‬‭time‬‭change‬‭and‬‭my‬‭inner‬‭thoughts‬‭.‬‭.‬‭.‬
‭Wondering‬‭if‬‭I‬‭was‬‭just‬‭dreaming‬‭and‬‭something‬‭again‬‭would‬‭startle‬‭me‬‭awake‬‭to‬‭reality‬‭that‬‭I‬
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‭The‬‭Things‬‭They‬‭Carried‬
‭ as‬‭still‬‭there.‬‭Once‬‭I‬‭realized‬‭I‬‭was‬‭actually‬‭home,‬‭I‬‭started‬‭to‬‭feel‬‭as‬‭if‬‭I'd‬‭abandoned‬‭my‬
w
‭buddies‬‭.‬‭.‬‭.‬‭here‬‭I‬‭was‬‭now‬‭safe‬‭.‬‭.‬‭.‬‭as‬‭it‬‭was‬‭now‬‭morning‬‭for‬‭me‬‭.‬‭.‬‭.‬‭when‬‭it‬‭would‬‭be‬‭morning‬
‭for‬‭them‬‭I‬‭could‬‭visualize‬‭everything‬‭they'd‬‭be‬‭doing.‬‭Washing,‬‭eating‬‭chow‬‭then‬‭going‬‭out‬‭on‬‭the‬
‭road‬‭to‬‭do‬‭minesweeps‬‭and‬‭my‬‭crew‬‭clearing‬‭more‬‭jungle‬‭and‬‭encountering‬‭more‬‭boobytraps‬‭and‬
‭mines‬‭left‬‭by‬‭the‬‭NVA.‬
‭3.‬‭Q:‬‭How‬‭did‬‭you‬‭feel‬‭about‬‭the‬‭anti-war‬‭protests‬‭at‬‭home?‬
‭A:‬‭I‬‭feel‬‭the‬‭anti-war‬‭protestors‬‭added‬‭to‬‭our‬‭casualties‬‭by‬‭inspiring‬‭the‬‭enemy.‬‭Without‬‭the‬
‭protestors,‬‭the‬‭list‬‭of‬‭58,000‬‭names‬‭that‬‭are‬‭now‬‭on‬‭The‬‭Wall‬‭would‬‭have‬‭been‬‭much‬‭much‬
‭smaller.‬‭When‬‭I‬‭left‬‭in‬‭1967‬‭we‬‭had‬‭won‬‭every‬‭major‬‭engagement‬‭with‬‭the‬‭VC‬‭and‬‭NVA,‬‭they‬
‭were‬‭on‬‭their‬‭knees‬‭and‬‭on‬‭the‬‭verge‬‭of‬‭surrender.‬‭Besides‬‭the‬‭NVA‬‭losing‬‭every‬‭major‬‭battle,‬
‭their‬‭supply‬‭channels‬‭through‬‭the‬‭Ho‬‭Chi‬‭Mihn‬‭trail‬‭had‬‭been‬‭cut,‬‭their‬‭troop‬‭moral‬‭was‬‭at‬‭its‬
‭lowest.‬‭The‬‭Tet‬‭'68‬‭offensive‬‭was‬‭designed‬‭to‬‭be‬‭one-last-effort‬‭to‬‭try‬‭to‬‭raise‬‭the‬‭moral‬‭of‬‭the‬
‭NVA‬‭troops.‬‭When‬‭it‬‭was‬‭over,‬‭General‬‭Giap‬‭(commander‬‭of‬‭NVA‬‭troops)‬‭considered‬‭it‬‭to‬‭be‬‭a‬
‭failure,‬‭until‬‭they‬‭saw‬‭Walter‬‭Cronkite‬‭(TV‬‭commentator)‬‭describe‬‭Tet‬‭'68‬‭as‬‭a‬‭communist‬
‭success.‬
‭4.‬‭Q:‬‭Did‬‭you‬‭enlist‬‭or‬‭were‬‭you‬‭drafted?‬‭If‬‭enlisted,‬‭why?‬
‭A:‬‭I‬‭enlisted,‬‭my‬‭father‬‭died‬‭when‬‭I‬‭was‬‭8‬‭years‬‭old‬‭and‬‭the‬‭Social‬‭Security‬‭was‬‭going‬‭to‬‭end‬
‭when‬‭I‬‭turned‬‭18.‬‭I‬‭was‬‭sending‬‭money‬‭home‬‭to‬‭help‬‭support‬‭my‬‭six‬‭siblings.‬‭Also,‬‭President‬
‭John‬‭Kennedy‬‭had‬‭just‬‭been‬‭assassinated‬‭and‬‭it‬‭was‬‭the‬‭theme‬‭of‬‭Americans‬‭to:‬‭"Ask‬‭not‬‭what‬
‭your‬‭country‬‭can‬‭do‬‭for‬‭you,‬‭but‬‭what‬‭you‬‭can‬‭do‬‭for‬‭your‬‭country".‬
‭5.‬‭Q:‬‭Are‬‭you‬‭proud‬‭to‬‭have‬‭been‬‭a‬‭soldier‬‭in‬‭the‬‭Vietnam‬‭War?‬
‭A:‬‭Yes,‬‭we‬‭soldiers‬‭did‬‭exactly‬‭what‬‭we‬‭had‬‭been‬‭trained‬‭for.‬‭The‬‭result‬‭was‬‭not‬‭due‬‭to‬‭the‬
‭efforts‬‭of‬‭the‬‭soldiers,‬‭but‬‭for‬‭the‬‭misguided‬‭shackles‬‭that‬‭were‬‭bound‬‭upon‬‭us‬‭by‬‭the‬‭likes‬‭of‬‭LBJ‬
‭and‬‭Robert‬‭McNamara‬‭not‬‭leaving‬‭decisions‬‭with‬‭the‬‭commanders,‬‭but‬‭making‬‭the‬‭decisions‬
‭themselves‬‭over‬‭breakfast‬‭in‬‭the‬‭White‬‭House.‬‭You‬‭should‬‭also‬‭know‬‭that‬‭McNamara‬‭has‬‭quite‬‭a‬
‭track‬‭record‬‭.‬‭.‬‭.‬‭Prior‬‭to‬‭being‬‭posted‬‭as‬‭Secretary‬‭of‬‭Defense,‬‭when‬‭he‬‭was‬‭employed‬‭by‬‭Ford‬
‭motor‬‭company‬‭it‬‭was‬‭his‬‭hand‬‭that‬‭created‬‭the‬‭Edsel,‬‭another‬‭of‬‭his‬‭failures.‬
‭6.‬‭Q:‬‭Did‬‭you‬‭constantly‬‭support‬‭the‬‭war,‬‭were‬‭you‬‭always‬‭against‬‭it,‬‭or‬‭did‬‭you‬‭flip-flop?‬
‭A:‬‭Do‬‭this‬‭.‬‭.‬‭.‬‭Next‬‭time‬‭the‬‭TV‬‭shows‬‭the‬‭communist‬‭invasion‬‭of‬‭the‬‭south‬‭in‬‭1975,‬‭two‬‭years‬
‭after‬‭America‬‭pulled‬‭out‬‭to‬‭leave‬‭it‬‭in‬‭the‬‭hands‬‭of‬‭the‬‭South‬‭Vietnamese.‬‭Turn‬‭the‬‭sound‬‭off‬‭so‬‭as‬
‭to‬‭not‬‭be‬‭influenced‬‭by‬‭the‬‭commentator.‬‭Watch‬‭what‬‭is‬‭happening‬‭.‬‭.‬‭.‬‭the‬‭South‬‭Vietnamese‬‭are‬
‭fleeing‬‭in‬‭fear‬‭ahead‬‭of‬‭the‬‭NVA‬‭advance.‬‭They‬‭did‬‭not‬‭wish‬‭to‬‭be‬‭controlled‬‭by‬‭the‬‭communists,‬
‭they‬‭wanted‬‭to‬‭have‬‭their‬‭own‬‭country‬‭and‬‭be‬‭able‬‭to‬‭plow‬‭their‬‭own‬‭fields‬‭for‬‭their‬‭families‬‭and‬
‭to‬‭sell‬‭the‬‭rice‬‭on‬‭the‬‭open‬‭market‬‭as‬‭they‬‭had‬‭done‬‭for‬‭centuries,‬‭and‬‭not‬‭have‬‭to‬‭plow‬‭the‬‭soil‬
‭which‬‭would‬‭be‬‭owned‬‭by‬‭the‬‭state.‬‭Especially‬‭for‬‭the‬‭North‬‭Vietnamese‬‭who‬‭had‬‭assassinated‬
‭and‬‭murdered‬‭their‬‭relatives‬‭during‬‭night‬‭invasions‬‭of‬‭their‬‭villages.‬
‭ .‬‭Q:‬‭How‬‭long‬‭did‬‭it‬‭take‬‭you‬‭to‬‭readjust‬‭to‬‭American‬‭life‬‭after‬‭serving‬‭in‬‭the‬‭military‬‭and‬
7
‭spending‬‭a‬‭year‬‭in‬‭Vietnam?‬
‭A:‬‭We‬‭still‬‭ask‬‭if‬‭we‬‭ever‬‭will‬‭.‬‭.‬‭.‬‭I‬‭came‬‭home‬‭20‬‭going‬‭on‬‭45‬‭and‬‭all‬‭the‬‭things‬‭my‬‭old‬
‭friends‬‭were‬‭placing‬‭a‬‭big‬‭importance‬‭on‬‭.‬‭.‬‭.‬‭was‬‭so‬‭childish‬‭to‬‭me.‬
‭Page‬‭12‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭8.‬‭Q:‬‭What‬‭do‬‭you‬‭want‬‭people‬‭to‬‭remember‬‭about‬‭the‬‭Vietnam‬‭war?‬
‭A:‬‭The‬‭success‬‭of‬‭WWII‬‭was‬‭the‬‭result‬‭of‬‭the‬‭WWI‬‭veterans,‬‭who‬‭were‬‭no‬‭longer‬‭20‬‭years‬‭old‬
‭soldiers‬‭as‬‭they‬‭themselves‬‭had‬‭been‬‭during‬‭WWI.‬‭During‬‭WWII‬‭they‬‭were‬‭now‬‭the‬
‭Commanding‬‭Generals‬‭and‬‭Staff‬‭Planners‬‭who‬‭made‬‭sure‬‭everything‬‭of‬‭the‬‭enemy‬‭was‬‭bombed‬
‭and‬‭destroyed.‬‭They‬‭also‬‭made‬‭sure‬‭that‬‭patriotism‬‭was‬‭alive‬‭a‬‭well‬‭in‬‭this‬‭country,‬‭they‬‭did‬‭not‬
‭allow‬‭their‬‭sons‬‭to‬‭return‬‭home‬‭from‬‭WWII‬‭to‬‭silence‬‭as‬‭they‬‭had‬‭experienced.‬‭They‬‭orchestrated‬
‭the‬‭flag‬‭waving‬‭and‬‭parades‬‭for‬‭their‬‭sons‬‭return,‬‭which‬‭helped‬‭keep‬‭patriotism‬‭alive‬‭in‬‭this‬
‭country.‬
‭The‬‭WWII‬‭generation‬‭did‬‭not‬‭do‬‭likewise‬‭for‬‭their‬‭sons‬‭from‬‭Korea‬‭or‬‭Vietnam.‬‭During‬
‭Vietnam,‬‭our‬‭pilots‬‭were‬‭not‬‭allowed‬‭to‬‭bomb‬‭the‬‭SAM‬‭missiles‬‭sitting‬‭on‬‭ships‬‭in‬‭Haiphong‬
‭harbor,‬‭or‬‭in‬‭the‬‭vast‬‭acres‬‭of‬‭storage‬‭facilities‬‭that‬‭looked‬‭like‬‭a‬‭huge‬‭new-car‬‭lot.‬‭Only‬‭after‬‭the‬
‭SAMs‬‭were‬‭hidden‬‭in‬‭the‬‭jungle‬‭would‬‭our‬‭pilots‬‭be‬‭allowed‬‭to‬‭bomb‬‭them.‬‭This‬‭is‬‭just‬‭one‬‭of‬
‭many‬‭examples‬‭limiting‬‭what‬‭we‬‭could‬‭and‬‭could‬‭not‬‭do‬‭.‬‭.‬‭.‬‭controlled‬‭by‬‭politicians.‬
‭The‬‭low‬‭casualties‬‭of‬‭Desert‬‭Storm‬‭were‬‭the‬‭result‬‭of‬‭the‬‭Vietnam‬‭veterans‬‭who‬‭were‬‭no‬‭longer‬
‭20‬‭years‬‭old,‬‭but‬‭were‬‭the‬‭Commanding‬‭Generals‬‭and‬‭Staff‬‭Planners‬‭who‬‭made‬‭the‬‭decisions‬‭on‬
‭how‬‭the‬‭war‬‭would‬‭be‬‭conducted.‬
‭9.‬‭Q:‬‭How‬‭do‬‭you‬‭think‬‭educators‬‭should‬‭cover‬‭material‬‭on‬‭the‬‭Vietnam‬‭war?‬
‭A:‬‭By‬‭the‬‭keen‬‭manner‬‭in‬‭which‬‭you‬‭have‬‭directed‬‭your‬‭questions.‬‭Apparently‬‭you‬‭are‬‭not‬
‭taking‬‭as‬‭written‬‭in‬‭stone,‬‭the‬‭typical‬‭media‬‭hype.‬‭You‬‭are‬‭seeking‬‭to‬‭find‬‭other‬‭information‬‭from‬
‭one‬‭who‬‭has‬‭actually‬‭been‬‭there‬‭and‬‭has‬‭seen‬‭things‬‭differently‬‭than‬‭what‬‭was‬‭actually‬‭being‬
‭reported‬‭back‬‭home‬‭by‬‭the‬‭media.‬
‭10.‬‭Q:‬‭What‬‭information‬‭is‬‭most‬‭important,‬‭in‬‭your‬‭opinion?‬
‭American‬‭Politicians‬‭and‬‭the‬‭South‬‭Vietnamese‬‭Army.‬‭We‬‭left‬‭in‬‭1973,‬‭and‬‭the‬‭ARVNs‬‭only‬
‭held‬‭out‬‭for‬‭two‬‭more‬‭years‬‭before‬‭losing‬‭their‬‭country‬‭in‬‭1975.‬
‭Our‬‭State‬‭Department‬‭has‬‭always‬‭stepped‬‭in‬‭and‬‭stopped‬‭the‬‭military‬‭just‬‭as‬‭victory‬‭was‬‭truly‬
‭at‬‭hand.‬‭In‬‭WWII‬‭the‬‭Americans‬‭were‬‭halted,‬‭and‬‭had‬‭to‬‭wait‬‭so‬‭the‬‭Russian‬‭Army‬‭could‬‭catch‬
‭up‬‭and‬‭meet‬‭them‬‭in‬‭Berlin.‬‭In‬‭Korea,‬‭Gen.‬‭McArthur‬‭was‬‭stopped‬‭when‬‭he‬‭was‬‭on‬‭a‬‭roll.‬‭In‬
‭Desert‬‭Storm,‬‭our‬‭State‬‭Department‬‭advised‬‭President‬‭Bush‬‭to‬‭call‬‭it‬‭to‬‭a‬‭halt‬‭so‬‭as‬‭to‬‭not‬‭have‬
‭Iraq‬‭without‬‭a‬‭leader‬‭and‬‭cause‬‭an‬‭imbalance‬‭in‬‭the‬‭region,‬‭with‬‭Iran‬‭still‬‭powerful.‬
‭Billions‬‭of‬‭dollars‬‭being‬‭wasted‬‭in‬‭Bosnia‬‭in‬‭efforts‬‭to‬‭boost‬‭the‬‭credibility‬‭of‬‭the‬‭U.N.‬‭and‬‭its'‬
‭One-World-Army‬‭concept.‬‭Can‬‭you‬‭name‬‭even‬‭one‬‭U.N.‬‭mission‬‭which‬‭was‬‭a‬‭success?‬
‭The‬‭expense‬‭of‬‭supporting‬‭these‬‭many‬‭failed‬‭U.N.‬‭missions‬‭are‬‭such‬‭a‬‭drain‬‭on‬‭our‬‭military‬
‭budget,‬‭that‬‭our‬‭politicians‬‭are‬‭covering‬‭it‬‭up‬‭by‬‭closing‬‭military‬‭bases,‬‭deactivating‬‭units,‬‭and‬
‭reducing‬‭our‬‭military‬‭strength‬‭to‬‭be‬‭the‬‭lowest‬‭it's‬‭been‬‭since‬‭before‬‭WWII.‬‭The‬‭1930's‬‭was‬‭also‬‭a‬
‭time‬‭when‬‭politicians‬‭were‬‭not‬‭concerned‬‭with‬‭our‬‭weak‬‭military‬‭strength.‬‭Our‬‭military‬
‭equipment‬‭was‬‭old‬‭and‬‭antiquated‬‭up‬‭to‬‭the‬‭day‬‭Pearl‬‭Harbor‬‭was‬‭bombed.‬‭Today,‬‭communist‬
‭Red‬‭China‬‭is‬‭building‬‭their‬‭military‬‭just‬‭as‬‭Japan‬‭did‬‭in‬‭the‬‭1930's‬‭and‬‭all‬‭the‬‭while‬‭proclaiming‬
‭to‬‭be‬‭our‬‭friend,‬‭just‬‭as‬‭Japan‬‭did‬‭during‬‭that‬‭time.‬
‭I‬‭have‬‭concern‬‭over‬‭what‬‭will‬‭be‬‭our‬‭next‬‭Pearl‬‭Harbor.‬‭Especially‬‭since‬‭many‬‭people‬‭tend‬‭to‬
‭forget,‬‭these‬‭are‬‭not‬‭simply‬‭American‬‭soldiers.‬‭They‬‭are‬‭our‬‭sons,‬‭daughters,‬‭husbands‬‭and‬‭wives.‬
‭Thank‬‭You‬‭for‬‭you‬‭interest‬‭and‬‭I‬‭hope‬‭this‬‭veteran's‬‭view‬‭will‬‭help‬‭you‬‭in‬‭your‬‭project.‬
‭Our‬‭19th‬‭Engineer‬‭Battalion‬‭website‬‭is‬‭at:‬‭.‬‭Another‬‭good‬‭veterans‬‭site‬‭where‬‭you‬‭may‬‭find‬
‭some‬‭useful‬‭information‬‭can‬‭be‬‭found‬‭at:‬‭.‬
‭Page‬‭13‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ene‬‭Kuentzler,‬‭Unit‬‭historian‬
G
‭19th‬‭Combat‬‭Engineer‬‭Battalion‬
‭S-3‬‭Battalion‬‭Operations,‬‭1966-1967‬
‭Page‬‭14‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭1-‬‭Handouts‬
‭Unit‬‭Grading‬‭Rubric‬
‭The‬‭unit‬‭will‬‭be‬‭g raded‬‭based‬‭on‬‭three‬‭things:‬
‭1.‬ ‭Your‬‭production‬‭of‬‭a‬‭final‬‭portfolio.‬ ‭The‬‭requirements‬‭for‬‭the‬‭portfolio‬
a‭ nd‬‭their‬‭percentage‬‭of‬‭your‬‭final‬‭g rade‬‭for‬‭the‬‭unit‬‭are‬‭listed‬‭on‬‭a‬‭separate‬
‭handout.‬ ‭(A‬‭big‬‭part‬‭of‬‭your‬‭portfolio‬‭is‬‭your‬‭reading‬‭response‬‭journal.‬ ‭Be‬‭sure‬
‭to‬‭complete‬‭all‬‭entries‬‭and‬‭have‬‭your‬‭question‬‭sheet‬‭initialed‬‭by‬‭me‬‭at‬‭the‬
‭beginning‬‭of‬‭every‬‭class.)‬
‭2.‬ ‭Your‬ ‭in-class‬‭performances.‬ ‭This‬‭will‬‭be‬‭graded‬‭based‬‭on‬‭participation‬
a‭ nd‬‭enthusiasm,‬‭so‬‭get‬‭active!‬ ‭If‬‭you‬‭do‬‭g roup‬‭performances,‬‭part‬‭of‬‭your‬‭g rade‬
‭will‬‭be‬‭based‬‭on‬‭how‬‭well‬‭your‬‭g roup‬‭works‬‭together.‬ ‭This‬‭will‬‭be‬‭obvious‬‭in‬
‭your‬‭performances-‬‭if‬‭you‬‭all‬‭work‬‭together‬‭and‬‭cooperate,‬‭then‬‭your‬
‭performances‬‭should‬‭go‬‭smoothly‬‭and‬‭be‬‭well‬‭organized.‬
‭**‬‭Your‬‭g rade‬‭will‬‭be‬‭increased‬‭if‬‭you‬‭go‬‭“beyond‬‭the‬‭assignment”‬
‭add‬‭props,‬‭costumes,‬‭and‬‭whatever‬‭else‬‭you‬‭can‬‭think‬‭of‬‭to‬
‭enhance‬‭your‬‭performances‬‭for‬‭extra‬‭credit!‬
‭3.‬ ‭Your‬‭Webquest‬‭assignment.‬ ‭Be‬‭sure‬‭to‬‭complete‬‭your‬‭Webquest‬‭(due‬‭the‬
‭ onday‬‭after‬‭the‬‭end‬‭of‬‭the‬‭unit)‬‭on‬‭time‬‭and‬‭completely.‬ ‭Have‬‭fun‬‭and‬‭be‬
M
‭creative!‬
‭Percentages‬‭of‬‭Assignments:‬
‭ ortfolio‬
P
‭Performances‬
‭Webquest‬
‭ ‬‭40%‬
=
‭=‬‭30%‬
‭=‬‭30%‬
‭TOTAL‬
‭=‬‭100%‬
‭Page‬‭15‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ortfolio‬‭Requirements‬
P
‭And‬‭Rubric‬
‭Lesson‬‭1-‬‭Handouts‬
‭Portfolio‬‭Due:‬‭(1‬‭week‬‭from‬‭the‬‭end‬‭of‬‭the‬‭unit)‬
‭ ll‬‭entries‬‭in‬‭your‬‭portfolio‬‭must‬‭be‬‭typed‬‭in‬‭size‬‭12‬‭Times‬‭New‬‭Roman‬‭font‬‭and‬‭double-spaced.‬
A
‭Your‬‭portfolio‬‭must‬‭have‬‭a‬‭cover‬‭(plastic‬‭cover,‬‭folder,‬‭binder,‬‭etc.)‬‭and‬‭it‬‭must‬‭include‬‭the‬
‭following:‬
‭-‬ ‭Your‬‭signed‬‭journal‬‭questions‬‭sheet‬
‭-‬ ‭10‬ ‭journal‬‭entries‬‭(you‬‭may‬‭choose‬‭your‬‭best‬‭ones)‬
‭-‬ ‭Your‬‭completed‬‭KWL‬‭chart‬
‭-‬ ‭A‬‭1‬‭page‬‭essay‬‭that‬‭describes‬‭what‬‭knowledge‬‭you‬‭had‬
‭before‬‭reading‬‭the‬‭book,‬‭what‬‭you‬‭wanted‬‭to‬‭learn‬‭from‬
‭the‬‭book‬‭and‬‭what‬‭you‬‭did‬‭learn‬‭from‬‭doing‬‭this‬‭unit‬
‭(using‬‭your‬‭KWL‬‭chart).‬
‭-‬ ‭Your‬‭completed‬‭characterization‬‭chart.‬
‭-‬ ‭A‬‭3-5‬‭page‬‭critical‬‭essay‬‭that‬‭explores‬‭any‬‭one‬‭of‬‭the‬
‭major‬‭themes‬‭of‬‭the‬‭book‬‭(your‬‭discretion,‬‭but‬
‭submitted‬‭to‬‭me‬‭in‬‭writing‬‭and‬‭approved‬‭no‬‭later‬‭than‬
‭one‬‭week‬‭before‬‭the‬‭portfolio‬‭is‬‭due)‬‭and‬‭how‬‭that‬
‭theme‬‭is‬‭represented‬‭in‬‭1-2‬‭characters.‬ ‭Your‬‭essay‬
‭should‬‭be‬‭based‬‭on‬‭the‬‭character‬‭chart‬‭we‬‭made‬‭in‬‭class‬
‭as‬‭well‬‭as‬‭your‬‭responses‬‭to‬‭the‬‭chapter‬‭discussion‬
‭questions‬‭and‬‭should‬‭include‬‭quotes‬‭from‬‭the‬‭novel‬‭to‬
‭back‬‭up‬‭your‬‭argument.‬
‭The‬‭g rading‬‭of‬‭the‬‭portfolio‬‭will‬‭be‬‭as‬‭follows:‬
‭ igned‬‭Journal‬‭Questions‬
S
‭Journal‬‭Entries‬
‭KWL‬‭chart‬
‭KWL‬‭essay‬
‭Characterization‬‭Chart‬
‭Critical‬‭Essay‬
‭Total‬
‭ ‬ ‭10‬‭points‬
=
‭=‬ ‭20‬‭points‬
‭=‬ ‭5‬‭points‬
‭=‬ ‭25‬‭points‬
‭=‬ ‭10‬‭points‬
‭=‬ ‭30‬‭points‬
‭=‬‭100‬‭points‬
‭ **Points‬‭will‬‭be‬‭taken‬‭off‬‭for‬‭spelling/grammar‬‭mistakes‬‭in‬‭your‬‭essays‬‭and‬‭for‬‭incomplete‬
*
‭charts.‬
‭Page‬‭16‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭1-‬‭Handouts‬
‭Journal‬‭Questions‬
‭ eep‬‭this‬‭sheet‬‭in‬‭a‬‭SAFE‬‭PLACE!!!‬‭Tape‬‭it‬‭to‬‭the‬‭inside‬‭of‬‭your‬‭journal‬‭cover,‬‭or‬‭to‬
K
‭your‬‭copy‬‭of‬‭The‬‭Things‬‭They‬‭Carried‬‭.‬ ‭Laminate‬‭it‬‭and‬‭sleep‬‭with‬‭it‬‭under‬‭your‬‭pillow,‬
‭just‬‭don’t‬‭lose‬‭it!!‬‭You‬‭are‬‭required‬‭to‬‭have‬‭this‬‭sheet‬‭initialed‬‭at‬‭the‬‭beginning‬‭of‬‭every‬
‭class‬‭after‬‭you‬‭have‬‭shown‬‭me‬‭your‬‭completed‬‭journal‬‭entry.‬ ‭This‬‭sheet‬‭will‬‭end‬‭up‬‭in‬
‭your‬‭final‬‭portfolio,‬‭so‬‭again,‬‭DON’T‬‭LOSE‬‭IT!!‬ ‭(I‬‭will‬‭NOT‬‭sign‬‭duplicates)‬‭Your‬
‭journal‬‭entries‬‭should‬‭be‬‭at‬‭least‬‭two‬‭paragraphs.‬
‭Entry‬ I‭ nitial‬
‭#‬
s‭ ‬
‭1‬
‭2‬
‭3‬
‭4‬
5‭ ‬
‭6‬
‭7‬
‭8‬
‭9‬
‭10‬
‭11‬
‭12‬
‭Chapter‬‭Name‬
‭Question‬
“‭ The‬‭Things‬
‭They‬‭Carried”‬
‭“Love”‬
‭Why‬‭is‬‭the‬‭first‬‭story‬‭written‬‭in‬‭third‬‭person?‬ ‭What‬
‭effect‬‭does‬‭this‬‭have‬‭on‬‭the‬‭reader?‬
‭What‬‭does‬‭Jimmy‬‭Cross’‬‭story‬‭about‬‭Martha‬‭at‬‭the‬
‭movies‬‭have‬‭to‬‭do‬‭with‬‭Ted‬‭Lavender?‬ ‭Why‬‭does‬
‭he‬‭describe‬‭the‬‭scene‬‭so‬‭vividly?‬
‭“Spin”‬
‭What‬‭does‬‭it‬‭mean‬‭when‬‭O’Brien‬‭writes,‬‭in‬‭his‬
‭“peace‬‭story,”‬‭“All‬‭that‬‭peace,‬‭man,‬‭it‬‭felt‬‭so‬‭good‬
‭it‬‭hurt‬‭.‬ ‭I‬‭want‬‭to‬‭hurt‬‭it‬‭back‬‭.”‬ ‭What‬‭does‬‭this‬‭say‬
‭about‬‭peace?‬ ‭About‬‭the‬‭Vietnam‬‭War?‬
‭“On‬‭the‬‭Rainy‬
‭Who‬‭is‬‭Elroy‬‭Berdhal?‬ ‭What‬‭do‬‭you‬‭think‬‭he‬
‭River”‬
‭represented‬‭to‬‭O’Brien?‬ ‭What‬‭is‬‭O’Brien’s‬
‭definition‬‭of‬‭courage‬‭in‬‭this‬‭chapter?‬ ‭Do‬‭you‬‭think‬
‭it’s‬‭the‬‭same‬‭now?‬
‭“Enemies”‬
‭Why‬‭did‬‭Jensen‬‭break‬‭his‬‭own‬‭nose?‬
‭“Friends”‬
‭How‬‭did‬‭Strunk‬‭and‬‭Jensen‬‭become‬‭friends?‬ ‭Why‬
‭did‬‭Jensen‬‭feel‬‭relieved‬‭to‬‭hear‬‭that‬‭Strunk‬‭had‬
‭died?‬
‭“How‬‭to‬‭Tell‬‭a‬
‭According‬‭to‬‭O’Brien,‬‭how‬‭do‬‭you‬‭tell‬‭a‬‭true‬‭war‬
‭True‬‭War‬‭Story”‬ ‭story?‬ ‭What‬‭does‬‭he‬‭mean‬‭when‬‭he‬‭says‬‭that‬‭true‬
‭war‬‭stories‬‭are‬‭never‬‭about‬‭war?‬
‭“The‬‭Dentist”‬
‭Why‬‭did‬‭Curt‬‭Lemon‬‭have‬‭his‬‭tooth‬‭pulled‬‭in‬‭the‬
‭end?‬
‭“Sweetheart‬‭of‬ ‭What‬‭transforms‬‭Mary‬‭Anne‬‭into‬‭a‬‭killer?‬ ‭Does‬‭it‬
‭the‬‭Song‬‭Tra‬
‭matter‬‭that‬‭she’s‬‭a‬‭woman?‬ ‭Why‬‭does‬‭O’Brien‬‭let‬
‭Bong”‬
‭Rat‬‭Kiley‬‭tell‬‭part‬‭of‬‭the‬‭story?‬ ‭Does‬‭Rat’s‬‭story‬‭fit‬
‭O’Brien’s‬‭criteria‬‭for‬‭how‬‭to‬‭tell‬‭a‬‭true‬‭war‬‭story?‬
‭“Stockings”‬
‭Explain‬‭the‬‭“magic”‬‭of‬‭the‬‭stockings.‬ ‭Why‬‭did‬
‭everyone‬‭believe‬‭in‬‭them‬‭so‬‭much?‬
‭“Church”‬
‭Why‬‭does‬‭O’Brien‬‭include‬‭this‬‭scene?‬ ‭Explain‬‭the‬
‭irony‬‭of‬‭the‬‭situation‬
‭“The‬‭Man‬‭I‬
‭Who‬‭tells‬‭the‬‭story‬‭in‬‭this‬‭chapter?‬ ‭(Hint:‬‭this‬‭is‬
‭Killed”‬
‭not‬‭an‬‭easy‬‭question)‬ ‭O’Brien‬‭knows‬‭many‬
‭Page‬‭17‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭13‬
1‭ 4‬
‭15‬
‭16‬
‭17‬
‭18‬
‭19‬
‭20‬
‭21‬
‭22‬
‭23‬
i‭ntimate‬‭details‬‭about‬‭the‬‭man‬‭he‬‭killed.‬ ‭How‬‭does‬
‭he‬‭know‬‭this?‬ ‭Where‬‭do‬‭these‬‭details‬‭come‬‭from?‬
‭“Ambush”‬
‭Who‬‭tells‬‭the‬‭story‬‭in‬‭this‬‭chapter?‬ ‭How‬‭does‬‭it‬
‭differ‬‭from‬‭“The‬‭Man‬‭I‬‭Killed”?‬ ‭Do‬‭you‬‭think‬‭this‬
‭story‬‭is‬‭true?‬
‭“Style”‬
‭WHAT‬‭is‬‭this‬‭chapter‬‭about?!‬
‭“Speaking‬‭of‬
‭Explain‬‭the‬‭title;‬‭what‬‭does‬‭courage‬‭mean‬‭in‬‭this‬
‭Courage”‬
‭sense?‬‭This‬‭is‬‭the‬‭only‬‭other‬‭story‬‭(besides‬‭“The‬
‭Things‬‭They‬‭Carried”)‬‭written‬‭in‬‭third‬‭person.‬‭Why‬
‭are‬‭these‬‭stories‬‭set‬‭apart‬‭in‬‭this‬‭way?‬
‭“Notes”‬
‭What‬‭is‬‭the‬‭effect‬‭of‬‭this‬‭story,‬‭in‬‭which‬‭O’Brien‬
‭explains‬‭the‬‭story‬‭behind‬‭“Speaking‬‭of‬‭Courage”?‬
‭Does‬‭your‬‭appreciation‬‭of‬‭the‬‭story‬‭change‬‭when‬
‭you‬‭learn‬‭which‬‭parts‬‭are‬‭“true”‬‭and‬‭which‬‭parts‬
‭are‬‭the‬‭author’s‬‭invention?‬
‭“In‬‭the‬‭Field”‬
‭In‬‭this‬‭chapter,‬‭O’Brien‬‭writes,‬‭“When‬‭a‬‭man‬‭died,‬
‭there‬‭had‬‭to‬‭be‬‭blame.”‬‭What‬‭does‬‭this‬‭mandate‬‭do‬
‭to‬‭the‬‭men‬‭of‬‭O’Brien’s‬‭company?‬‭Are‬‭they‬
‭justified‬‭in‬‭blaming‬‭themselves?‬‭How‬‭do‬‭they‬
‭handle‬‭the‬‭guilt?‬
‭“Good‬‭Form”‬
‭In‬‭this‬‭chapter,‬‭O’Brien‬‭casts‬‭doubt‬‭on‬‭the‬‭validity‬
‭of‬‭the‬‭entire‬‭novel.‬‭Why‬‭does‬‭he‬‭do‬‭this?‬‭What‬‭is‬
‭the‬‭difference‬‭between‬‭“happening-truth”‬‭and‬
‭“story-truth”?‬‭Explain‬‭which‬‭one‬‭O’Brien‬‭thinks‬‭is‬
‭more‬‭important‬‭(if‬‭any).‬
‭“Field‬‭Trip”‬
‭What‬‭is‬‭the‬‭effect‬‭of‬‭O’Brien‬‭taking‬‭his‬‭daughter‬‭to‬
‭Vietnam?‬‭Why‬‭did‬‭he‬‭go‬‭back?‬
‭“The‬‭Ghost‬
‭This‬‭is‬‭one‬‭of‬‭the‬‭only‬‭stories‬‭we‬‭don’t‬‭know‬‭the‬
‭Soldiers”‬
‭ending‬‭to‬‭in‬‭advance.‬‭Why‬‭does‬‭O’Brien‬‭want‬‭this‬
‭story‬‭to‬‭be‬‭particularly‬‭suspenseful?‬‭How‬‭do‬‭you‬
‭feel‬‭about‬‭O’Brien’s‬‭actions‬‭in‬‭this‬‭chapter?‬
‭“Night‬‭Life”‬
‭Explain‬‭the‬‭use(s)‬‭of‬‭the‬‭term‬‭“night‬‭life”‬‭in‬‭this‬
‭chapter.‬‭What‬‭happened‬‭to‬‭Rat‬‭Kiley?‬
‭“The‬‭Lives‬‭of‬‭the‬ ‭What‬‭do‬‭you‬‭make‬‭of‬‭Linda?‬‭Why‬‭does‬‭O’Brien‬
‭Dead”‬
‭include‬‭this‬‭story‬‭in‬‭the‬‭novel?‬‭What‬‭does‬‭Linda‬
‭symbolize‬‭for‬‭him?‬
‭(none)‬
‭Why‬‭do‬‭you‬‭think‬‭O’Brien‬‭wrote‬‭this‬‭book?‬‭What‬
‭is‬‭the‬‭effect‬‭of‬‭constantly‬‭reminding‬‭the‬‭reader‬‭that‬
‭the‬‭stories‬‭aren’t‬‭true?‬‭How‬‭do‬‭you‬‭feel‬‭about‬‭the‬
‭book‬‭as‬‭a‬‭whole?‬
‭Page‬‭18‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭2‬‭What‬‭Do‬‭You‬‭Carry?‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭begin‬‭reading‬‭the‬‭novel‬‭and‬‭perform‬‭it‬‭together‬‭as‬‭a‬
T
‭class.‬ ‭We‬‭will‬‭also‬‭catalogue‬‭what‬‭each‬‭character‬‭carries‬‭and‬
‭role-play‬‭the‬‭literal‬‭weight‬‭that‬‭each‬‭had‬‭to‬‭carry‬‭in‬‭order‬‭to‬
‭understand‬‭the‬‭feeling‬‭of‬‭the‬‭symbolic‬‭weight‬‭in‬‭the‬‭novel.‬
‭Students‬‭will‬‭think‬‭about‬‭the‬‭things‬‭that‬‭they‬‭carry‬‭(literally‬‭and‬
‭figuratively)‬‭to‬‭better‬‭understand‬‭the‬‭theme‬‭of‬‭the‬‭book.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭should‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Read‬‭Around‬
‭What‬‭to‬‭do‬
‭ istribute‬‭copies‬‭of‬‭the‬‭novel.‬ ‭Students‬‭will‬‭take‬‭turns‬‭reading‬
D
‭lines‬‭from‬‭the‬‭first‬‭chapter‬‭of‬‭the‬‭novel,‬‭switching‬‭readers‬‭at‬‭the‬
‭appearance‬‭of‬‭each‬‭character’s‬‭name.‬
‭3.‬‭Cataloguing-‬‭Tangible‬‭and‬‭Non‬‭Tangible‬‭“Things”‬
‭Distribute‬‭Characterization‬‭Charts‬‭and‬‭have‬‭students‬‭break‬‭into‬
s‭ mall‬‭g roups.‬ ‭Together,‬‭they‬‭will‬‭read‬‭through‬‭the‬‭first‬‭chapter‬
‭again,‬‭listing‬‭each‬‭“thing”‬‭the‬‭characters‬‭carried-‬‭both‬‭tangible‬‭and‬
‭intangible.‬ ‭Class‬‭will‬‭then‬‭discuss‬‭the‬‭characters’‬‭burdens‬‭as‬‭a‬
‭whole.‬
‭4.‬‭Rate‬‭the‬‭Weight-‬‭Role-Play‬‭Performance‬
‭From‬‭their‬‭characterization‬‭charts,‬‭students‬‭will‬‭add‬‭up‬‭the‬
a‭ mount‬‭of‬‭literal‬‭weight‬‭each‬‭character‬‭carried.‬ ‭We‬‭will‬‭have‬‭a‬
‭scale‬‭in‬‭the‬‭room‬‭and‬‭find‬‭various‬‭objects‬‭that‬‭equal‬‭that‬‭weight.‬
‭Students‬‭will‬‭feel‬‭the‬‭actual‬‭weight‬‭that‬‭the‬‭soldiers‬‭had‬‭to‬‭carry‬
‭and‬‭walk‬‭around‬‭the‬‭classroom‬‭with‬‭it.‬ ‭We‬‭will‬‭then‬‭discuss‬‭why‬
‭O’Brien‬‭lists‬‭the‬‭exact‬‭weight‬‭of‬‭the‬‭soldiers’‬‭items‬‭and‬‭what‬‭effect‬
‭that‬‭has‬‭on‬‭the‬‭reader.‬
‭5.‬‭Homework‬
‭ tudents‬‭will‬‭make‬‭a‬‭“characterization‬‭chart”‬‭for‬‭themselves,‬
S
‭listing‬‭the‬‭things‬‭that‬‭they‬‭carry‬‭in‬‭their‬‭backpack,‬‭purse,‬‭etc.,‬‭what‬
‭those‬‭things‬‭mean‬‭to‬‭them‬‭and/or‬‭the‬‭implications‬‭they‬‭have.‬‭They‬
‭will‬‭also‬‭read‬‭“Love”‬‭and‬‭“Spin”‬‭and‬‭answer‬‭journal‬‭questions‬‭2‬‭&3.‬
‭The‬‭students‬‭should‬‭have‬‭gotten‬‭a‬‭feel‬‭for‬‭O’Brien’s‬‭writing‬‭style‬‭by‬
‭reading‬‭the‬‭first‬‭chapter‬‭out‬‭loud‬‭in‬‭class.‬ ‭The‬‭weighing‬‭activity‬
‭Page‬‭19‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
s‭ hould‬‭have‬‭illustrated‬‭O’Brien’s‬‭use‬‭of‬‭words‬‭and‬‭concepts‬‭to‬
‭convey‬‭feelings.‬ ‭Through‬‭the‬‭homework‬‭assignment,‬‭they‬‭will‬‭be‬
‭thinking‬‭about‬‭what‬‭they‬‭carry‬‭everyday‬‭and‬‭how‬‭the‬‭concepts‬‭in‬
‭the‬‭novel‬‭can‬‭apply‬‭to‬‭their‬‭lives.‬
‭Characterization‬‭Chart‬
‭Lesson‬‭2-‬‭Handouts‬
‭ s‬‭you‬‭read‬‭“The‬‭Things‬‭They‬‭Carried”‬‭with‬‭your‬‭g roup,‬‭fill‬‭in‬‭the‬‭things‬‭that‬‭each‬
A
‭character‬‭carried‬‭(both‬‭tangible‬‭and‬‭intangible)‬
‭Character‬
‭Tangible‬‭Things‬‭They‬‭Carried‬
‭Lieutenant‬‭Jimmy‬
‭Cross‬
‭Henry‬‭Dobbins‬
‭Dave‬‭Jensen‬
‭Ted‬‭Lavender‬
‭Mitchell‬‭Sanders‬
‭Norman‬‭Bowker‬
‭Rat‬‭Kiley‬
‭Kiowa‬
‭Page‬‭20‬‭of‬‭49‬
‭Intangible‬‭Things‬‭They‬‭Carried‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Page‬‭21‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭3‬‭Let’s‬‭Talk‬‭About‬‭Love‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭discuss‬‭the‬‭concepts‬‭of‬‭love‬‭and‬‭death.‬ ‭Students‬‭will‬
T
‭perform‬‭an‬‭activity‬‭to‬‭highlight‬‭descriptive‬‭language‬‭as‬‭well‬‭as‬
‭discuss‬‭contradictions‬‭with‬‭a‬‭brainstorming‬‭exercise.‬ ‭Through‬‭the‬
‭activities,‬‭students‬‭will‬‭realize‬‭the‬‭impact‬‭of‬‭using‬‭descriptive‬
‭language‬‭and‬‭contradictions.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭What’s‬‭Love‬‭Got‬‭to‬‭Do‬‭With‬‭It?‬
‭What‬‭to‬‭do‬
‭ he‬‭class‬‭will‬‭have‬‭a‬‭discussion‬‭about‬‭their‬‭journal‬‭entries‬‭for‬
T
‭the‬‭chapter,‬‭“Love.”‬ ‭We‬‭will‬‭discuss‬‭what‬‭“love”‬‭stands‬‭for,‬‭what‬‭it‬
‭means‬‭to‬‭the‬‭characters‬‭and‬‭how‬‭it‬‭is‬‭presented‬‭in‬‭the‬‭novel‬
‭3.‬‭Detail‬‭Drumming‬
‭The‬‭class‬‭will‬‭read‬‭the‬‭chapter,‬‭“Love,”‬‭with‬‭the‬‭teacher‬‭reading‬
a‭ loud.‬ ‭The‬‭students‬‭will‬‭be‬‭instructed‬‭to‬‭tap‬‭on‬‭their‬‭desks‬‭with‬
‭their‬‭fingers‬‭whenever‬‭they‬‭hear‬‭descriptive‬‭language.‬ ‭If‬‭there‬‭is‬‭a‬
‭passage‬‭that‬‭has‬‭a‬‭lot‬‭of‬‭detail,‬‭the‬‭drumming‬‭should‬‭get‬‭louder.‬‭We‬
‭will‬‭repeat‬‭this‬‭process‬‭with‬‭“Spin”‬‭and‬‭discuss‬‭the‬‭differences‬
‭between‬‭the‬‭two‬‭and‬‭why‬‭these‬‭differences‬‭are‬‭there.‬
‭4.‬‭Jumbo‬‭Shrimp‬‭and‬‭Other‬‭Images‬‭of‬‭War‬
‭ tudents‬‭will‬‭be‬‭given‬‭approximately‬‭10‬‭minutes‬‭to‬‭read‬‭through‬
S
‭“Spin”‬‭again‬‭silently‬‭and‬‭to‬‭jot‬‭down‬‭any‬‭images‬‭or‬‭scenes‬‭that‬‭seem‬
‭like‬‭an‬‭oxymoron‬‭or‬‭contradictory.‬ ‭They‬‭will‬‭list‬‭their‬‭answers‬‭as‬‭a‬
‭class‬‭and‬‭we‬‭will‬‭discuss‬‭why‬‭O’Brien‬‭contradicts‬‭himself‬‭or‬‭uses‬
‭opposing‬‭images‬‭to‬‭write‬‭about‬‭Vietnam.‬
‭5.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭Students‬‭will‬‭read‬‭“On‬‭The‬‭Rainy‬‭River”‬‭and‬‭answer‬‭question‬‭4‬
i‭n‬‭their‬‭journals.‬
‭The‬‭students‬‭gained‬‭an‬‭awareness‬‭of‬‭the‬‭use‬‭of‬‭detailed‬‭description‬
‭in‬‭the‬‭novel.‬ ‭Through‬‭the‬‭drumming‬‭exercise‬‭and‬‭comparing‬
‭“Love”‬‭with‬‭“Spin,”‬‭they‬‭were‬‭made‬‭aware‬‭of‬‭the‬‭importance‬‭of‬
‭detail.‬ ‭Through‬‭the‬‭contradiction‬‭exercise,‬‭students‬‭gained‬‭insight‬
‭Page‬‭22‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
i‭nto‬‭the‬‭contradictory‬‭nature‬‭of‬‭the‬‭Vietnam‬‭War‬‭itself‬‭and‬‭the‬
‭soldiers’‬‭feelings‬‭about‬‭the‬‭War.‬
‭Lesson‬‭4‬‭Allegory,‬‭Symbolism,‬‭Politics,‬‭Man!‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭discuss‬‭allegory‬‭and‬‭symbolism‬‭and‬‭how‬‭O’Brien‬
T
‭uses‬‭these‬‭devices‬‭in‬‭“On‬‭the‬‭Rainy‬‭River.”‬‭Students‬‭will‬‭watch‬‭a‬
‭clip‬‭from‬‭Disney’s‬‭“Pinocchio”‬‭and‬‭compare‬‭Jiminy‬‭Cricket‬‭with‬
‭Elroy‬‭Berdahl.‬ ‭We‬‭will‬‭also‬‭discuss‬‭“pig-declotting”‬‭and‬‭other‬
‭symbols‬‭in‬‭the‬‭chapter.‬‭Students‬‭will‬‭reflect‬‭on‬‭the‬‭inner‬‭conflict‬
‭O’Brien‬‭dealt‬‭with‬‭about‬‭going‬‭to‬‭war‬‭and‬‭being‬‭courageous.‬
‭1.‬‭Journal‬‭Check‬
‭Students‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Movie‬‭Time‬
‭What‬‭to‬‭do‬
‭The‬‭class‬‭will‬‭watch‬‭a‬‭short‬‭clip‬‭from‬‭Disney’s‬‭“Pinocchio”‬‭that‬
i‭ntroduces‬‭Jiminy‬‭Cricket‬‭as‬‭Pinocchio’s‬‭conscience.‬ ‭We‬‭will‬‭talk‬
‭about‬‭how‬‭Elroy‬‭Berdahl‬‭acts‬‭as‬‭Tim‬‭O’Brien’s‬‭conscience‬‭(or‬‭how‬
‭he‬‭doesn’t).‬ ‭Students‬‭will‬‭be‬‭asked‬‭to‬‭break‬‭into‬‭g roups‬‭and‬‭find‬‭in‬
‭the‬‭chapter‬‭specific‬‭advice‬‭given‬‭by‬‭Elroy.‬ ‭They‬‭will‬‭be‬‭asked‬‭to‬
‭speculate‬‭what‬‭would‬‭have‬‭happened‬‭if‬‭he‬‭had‬‭given‬‭exactly‬‭the‬
‭opposite‬‭advice‬‭to‬‭Tim.‬
‭3.‬‭Blood‬‭Clots‬‭and‬‭Symbols‬‭and‬‭War,‬‭Oh‬‭My!‬
‭The‬‭class‬‭will‬‭do‬‭a‬‭close‬‭reading‬‭of‬‭the‬‭“pig-declotting”‬‭section‬
o‭ f‬‭the‬‭chapter‬‭and‬‭discuss‬‭why‬‭it‬‭is‬‭in‬‭the‬‭novel‬‭at‬‭all,‬‭what‬‭the‬
‭symbolism‬‭is,‬‭how‬‭it‬‭relates‬‭to‬‭Tim‬‭O’Brien’s‬‭experience‬‭of‬‭the‬
‭Vietnam‬‭War,‬‭etc.‬
‭ .‬‭Hi‬‭Ho,‬‭Hi‬‭Ho,‬‭It’s‬‭Off‬‭to‬‭War‬‭He‬‭Goes-‬‭Inner‬
4
‭Conflict‬
‭ tudents‬‭will‬‭discuss‬‭why‬‭O’Brien‬‭did‬‭or‬‭did‬‭not‬‭want‬‭to‬‭go‬‭to‬
S
‭the‬‭Vietnam‬‭war‬‭and‬‭why‬‭he‬‭ended‬‭up‬‭going‬‭after‬‭all.‬ ‭We‬‭will‬‭also‬
‭Page‬‭23‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
c‭ lose‬‭read‬‭O’Brien’s‬‭definition‬‭of‬‭courage‬‭in‬‭this‬‭chapter‬‭and‬
‭speculate‬‭as‬‭to‬‭if‬‭it‬‭is‬‭the‬‭same‬‭now‬‭as‬‭it‬‭was‬‭then.‬
‭5.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭will‬‭read‬‭“Enemies”‬‭and‬‭“Friends”‬‭and‬‭answer‬‭questions‬
S
‭5‬‭and‬‭6‬‭in‬‭their‬‭journals.‬
‭If‬‭students‬‭pointed‬‭out‬‭symbols‬‭and‬‭allegories‬‭in‬‭the‬‭chapter‬‭and‬
‭reflected‬‭on‬‭their‬‭importance‬‭to‬‭the‬‭book,‬‭to‬‭the‬‭author,‬‭and‬‭to‬‭the‬
‭reader,‬‭the‬‭lesson‬‭went‬‭well.‬ ‭They‬‭should‬‭have‬‭a‬‭better‬
‭understanding‬‭about‬‭the‬‭internal‬‭conflict‬‭O’Brien‬‭had‬‭about‬‭going‬
‭to‬‭war.‬
‭Lesson‬‭5‬‭Who‬‭Can‬‭We‬‭Trust?‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭examine‬‭the‬‭relationship‬‭between‬‭Lee‬‭Strunk‬‭and‬
T
‭Dave‬‭Jensen.‬ ‭We‬‭will‬‭perform‬‭dialogue‬‭and‬‭the‬‭fight‬‭scene‬‭from‬
‭“Enemies”‬‭in‬‭pairs‬‭of‬‭two.‬ ‭We‬‭will‬‭then‬‭do‬‭a‬‭performance‬‭activity‬
‭as‬‭a‬‭class‬‭using‬‭excerpts‬‭from‬‭“Friends”‬‭to‬‭demonstrate‬‭subtext.‬
‭After‬‭the‬‭activities,‬‭we‬‭will‬‭discuss‬‭the‬‭effects‬‭of‬‭subtext.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Scene‬‭Reconstruction‬
‭What‬‭to‬‭do‬
I‭ n‬‭pairs‬‭of‬‭two,‬‭students‬‭will‬‭have‬‭ten‬‭minutes‬‭to‬‭prepare‬‭to‬‭act‬
‭out‬‭the‬‭fight‬‭scene‬‭from‬‭“Enemies”‬‭on‬‭pages‬‭62-64.‬ ‭Students‬‭will‬‭be‬
‭given‬‭free‬‭range‬‭over‬‭how‬‭they‬‭want‬‭to‬‭perform‬‭the‬‭scene,‬‭they‬‭can‬
‭add‬‭or‬‭delete‬‭movements,‬‭sounds,‬‭etc.‬ ‭The‬‭only‬‭guideline‬‭for‬
‭performing‬‭the‬‭scene‬‭is‬‭that‬‭they‬‭have‬‭to‬‭include‬‭all‬‭the‬‭actions‬
‭originally‬‭written‬‭in‬‭the‬‭scene.‬ ‭After‬‭the‬‭pairs‬‭have‬‭prepared‬‭their‬
‭scenes,‬‭each‬‭one‬‭will‬‭perform‬‭for‬‭the‬‭class.‬
‭3.‬‭“Oh!”-‬‭Subtext‬‭Exercise‬
‭Have‬‭the‬‭class‬‭arrange‬‭their‬‭desks‬‭in‬‭a‬‭large‬‭circle‬‭so‬‭that‬
‭everyone‬‭is‬‭facing‬‭each‬‭other.‬ ‭Distribute‬‭index‬‭cards‬‭to‬‭every‬‭other‬
‭Page‬‭24‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
s‭ tudent‬‭with‬‭the‬‭word‬‭“oh”‬‭on‬‭the‬‭front‬‭and‬‭various‬‭subtexts‬‭on‬‭the‬
‭back‬‭(i.e.‬‭“I’m‬‭happy,”‬‭“I’m‬‭disappointed,”‬‭“I’m‬‭in‬‭pain”).‬‭Have‬
‭students‬‭read‬‭their‬‭“Oh”‬‭with‬‭the‬‭indicated‬‭subtext‬‭while‬‭the‬‭rest‬‭of‬
‭the‬‭class‬‭guesses‬‭what‬‭the‬‭subtext‬‭is.‬
‭We‬‭will‬‭repeat‬‭this‬‭exercise‬‭using‬‭index‬‭cards‬‭with‬‭lines‬‭from‬
‭“Enemies”‬‭on‬‭the‬‭front‬‭and‬‭similar‬‭subtexts‬‭to‬‭the‬‭first‬‭exercise‬‭on‬
‭the‬‭back.‬
‭The‬‭class‬‭will‬‭then‬‭read‬‭“Friends”‬‭in‬‭a‬‭read-around,‬‭with‬‭the‬
‭right‬‭subtexts‬‭and‬‭inflections.‬
‭4.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭will‬‭read‬‭“How‬‭to‬‭Tell‬‭a‬‭True‬‭War‬‭Story”‬‭and‬‭“The‬
S
‭Dentist”‬‭and‬‭answer‬‭questions‬‭7‬‭and‬‭8‬‭in‬‭their‬‭journals.‬
‭If‬‭students‬‭got‬‭a‬‭sense‬‭of‬‭how‬‭inflection‬‭and‬‭subtext‬‭can‬‭change‬‭the‬
‭meaning‬‭of‬‭words‬‭and‬‭applied‬‭this‬‭successfully‬‭to‬‭the‬‭scene‬‭in‬
‭“Friends,”‬‭the‬‭lesson‬‭was‬‭a‬‭success.‬ ‭They‬‭should‬‭have‬‭gotten‬‭an‬
‭idea‬‭of‬‭the‬‭intensity‬‭of‬‭the‬‭soldiers’‬‭emotions‬‭from‬‭performing‬‭the‬
‭fight‬‭scene‬‭from‬‭“Enemies.”‬
‭“Enemies”‬‭Fight‬‭Scene‬‭pp.‬‭62-64‬
‭Lesson‬‭5-‬‭Handouts‬
‭ erform‬‭the‬‭following‬‭scene‬‭in‬‭pairs‬‭any‬‭way‬‭you‬‭want‬‭to-‬‭you‬‭can‬‭add‬‭details,‬
P
‭movements‬‭or‬‭sounds,‬‭just‬‭make‬‭sure‬‭you‬‭include‬‭what‬‭was‬‭originally‬‭written‬‭in‬‭the‬
‭scene.‬ ‭Remember-‬‭this‬‭is‬‭ACTING‬‭not‬‭actual‬‭fighting.‬ ‭All‬‭physical‬‭actions‬‭will‬‭be‬
‭PRETENDED!!!‬
‭ ne‬‭morning‬‭in‬‭late‬‭July,‬‭while‬‭we‬‭were‬‭out‬‭on‬‭patrol‬‭near‬‭LZ‬‭Gator,‬‭Lee‬‭Strunk‬
O
‭and‬‭Dave‬‭Jensen‬‭got‬‭into‬‭a‬‭fistfight.‬ ‭It‬‭was‬‭about‬‭something‬‭stupid-‬‭a‬‭missing‬
‭jackknife-‬‭but‬‭even‬‭so‬‭the‬‭fight‬‭was‬‭vicious.‬ ‭For‬‭a‬‭while‬‭it‬‭went‬‭back‬‭and‬‭forth,‬‭but‬
‭Dave‬‭Jensen‬‭was‬‭much‬‭bigger‬‭and‬‭much‬‭stronger,‬‭and‬‭eventually‬‭he‬‭wrapped‬‭an‬‭arm‬
‭around‬‭Strunk’s‬‭neck‬‭and‬‭pinned‬‭him‬‭down‬‭and‬‭kept‬‭hitting‬‭him‬‭on‬‭the‬‭nose.‬ ‭He‬‭hit‬
‭him‬‭hard.‬ ‭And‬‭he‬‭didn’t‬‭stop.‬ ‭Strunk’s‬‭nose‬‭made‬‭a‬‭sharp‬‭snapping‬‭sound,‬‭like‬‭a‬
‭firecracker,‬‭but‬‭even‬‭then‬‭Jensen‬‭kept‬‭hitting‬‭him,‬‭over‬‭and‬‭over,‬‭quick‬‭stiff‬‭punches‬‭that‬
‭did‬‭not‬‭miss.‬ ‭It‬‭took‬‭three‬‭of‬‭us‬‭to‬‭pull‬‭him‬‭off.‬ ‭When‬‭it‬‭was‬‭over,‬‭Strunk‬‭had‬‭to‬‭be‬
‭choppered‬‭back‬‭to‬‭the‬‭rear,‬‭where‬‭he‬‭had‬‭his‬‭nose‬‭looked‬‭after,‬‭and‬‭two‬‭days‬‭later‬‭he‬
‭rejoined‬‭us‬‭wearing‬‭a‬‭metal‬‭splint‬‭and‬‭lots‬‭of‬‭gauze.‬
‭In‬‭any‬‭other‬‭circumstance‬‭it‬‭might’ve‬‭ended‬‭there,‬ ‭But‬‭this‬‭was‬‭Vietnam,‬‭where‬
‭guys‬‭carried‬‭guns,‬‭and‬‭Dave‬‭Jensen‬‭started‬‭to‬‭worry.‬ ‭It‬‭was‬‭mostly‬‭in‬‭his‬‭head.‬ ‭There‬
‭were‬‭no‬‭threats,‬‭no‬‭vows‬‭of‬‭revenge,‬‭just‬‭a‬‭silent‬‭tension‬‭between‬‭them‬‭that‬‭made‬
‭Jensen‬‭take‬‭special‬‭precautions.‬ ‭On‬‭patrol‬‭he‬‭was‬‭careful‬‭to‬‭keep‬‭track‬‭of‬‭Strunk’s‬
‭whereabouts.‬ ‭He‬‭dug‬‭his‬‭foxholes‬‭on‬‭the‬‭far‬‭side‬‭of‬‭the‬‭perimeter,‬‭he‬‭kept‬‭his‬‭back‬
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‭The‬‭Things‬‭They‬‭Carried‬
c‭ overed’‬‭he‬‭avoided‬‭situations‬‭that‬‭might‬‭put‬‭the‬‭two‬‭of‬‭them‬‭alone‬‭together.‬
‭Eventually,‬‭after‬‭a‬‭week‬‭of‬‭this,‬‭the‬‭strain‬‭began‬‭to‬‭create‬‭problems.‬ ‭Jensen‬‭couldn’t‬
‭relax.‬ ‭Like‬‭fighting‬‭two‬‭different‬‭wars,‬‭he‬‭said.‬ ‭No‬‭safe‬‭g round:‬‭enemies‬‭everywhere.‬
‭No‬‭front‬‭or‬‭rear.‬ ‭At‬‭night‬‭he‬‭had‬‭trouble‬‭sleeping-‬‭a‬‭skittish‬‭feeling-‬‭always‬‭on‬‭guard,‬
‭hearing‬‭strange‬‭noises‬‭in‬‭the‬‭dark,‬‭imagining‬‭a‬‭g renade‬‭rolling‬‭into‬‭his‬‭foxhole‬‭or‬‭the‬
‭tickle‬‭of‬‭a‬‭knife‬‭against‬‭his‬‭ear.‬ ‭The‬‭distinction‬‭between‬‭good‬‭guys‬‭and‬‭bad‬‭guys‬
‭disappeared‬‭for‬‭him.‬ ‭Even‬‭in‬‭times‬‭of‬‭relative‬‭safety,‬‭while‬‭the‬‭rest‬‭of‬‭us‬‭took‬‭it‬‭easy,‬
‭Jensen‬‭would‬‭be‬‭sitting‬‭with‬‭his‬‭back‬‭against‬‭a‬‭stone‬‭wall,‬‭weapon‬‭across‬‭his‬‭knees,‬
‭watching‬‭Lee‬‭Strunk‬‭with‬‭quick,‬‭nervous‬‭eyes.‬ ‭It‬‭got‬‭to‬‭the‬‭point‬‭finally‬‭where‬‭he‬‭lost‬
‭control.‬ ‭Something‬‭must’ve‬‭snapped.‬ ‭One‬‭afternoon‬‭he‬‭began‬‭firing‬‭his‬‭weapon‬‭into‬
‭the‬‭air,‬‭yelling‬‭Strunk’s‬‭name,‬‭just‬‭firing‬‭and‬‭yelling,‬‭and‬‭it‬‭didn’t‬‭stop‬‭until‬‭he’d‬‭rattled‬
‭off‬‭an‬‭entire‬‭magazine‬‭of‬‭ammunition.‬ ‭We‬‭were‬‭all‬‭flat‬‭on‬‭the‬‭g round.‬ ‭Nobody‬‭had‬‭the‬
‭nerve‬‭to‬‭go‬‭near‬‭him.‬ ‭Jensen‬‭started‬‭to‬‭reload,‬‭but‬‭then‬‭suddenly‬‭he‬‭sat‬‭down‬‭and‬‭held‬
‭his‬‭head‬‭in‬‭his‬‭arms‬‭and‬‭wouldn’t‬‭move.‬ ‭For‬‭two‬‭or‬‭three‬‭hours‬‭he‬‭simply‬‭sat‬‭there.‬
‭But‬‭that‬‭wasn’t‬‭the‬‭bizarre‬‭part.‬
‭Because‬‭late‬‭that‬‭same‬‭night‬‭he‬‭borrowed‬‭a‬‭pistol,‬‭g ripped‬‭it‬‭by‬‭the‬‭barrel,‬‭and‬
‭used‬‭it‬‭like‬‭a‬‭hammer‬‭to‬‭break‬‭his‬‭own‬‭nose.‬
‭Afterward,‬‭he‬‭crossed‬‭the‬‭perimeter‬‭to‬‭Lee‬‭Strunk’s‬‭foxhole.‬ ‭He‬‭showed‬‭him‬‭what‬
‭he’d‬‭done‬‭and‬‭asked‬‭if‬‭everything‬‭was‬‭square‬‭between‬‭them.‬
‭Strunk‬‭nodded‬‭and‬‭said,‬‭Sure,‬‭things‬‭were‬‭square.‬
‭But‬‭in‬‭the‬‭morning‬‭Lee‬‭Strunk‬‭couldn’t‬‭stop‬‭laughing.‬
‭“The‬‭man’s‬‭crazy,”‬‭he‬‭said.‬ ‭“I‬‭stole‬‭his‬‭fucking‬‭jackknife.”‬
‭Page‬‭26‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ubtext‬‭Index‬‭Cards-‬
S
‭Lines‬‭From‬‭“Friends”‬
‭Lesson‬‭5-‬‭Handouts‬
‭Read‬‭each‬‭line‬‭with‬‭the‬‭appropriate‬‭subtext‬‭on‬‭the‬‭back‬‭of‬‭the‬‭card.‬
‭Page‬‭27‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭6‬‭Storytelling:‬‭True‬‭or‬‭False?‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭examine‬‭O’Brien’s‬‭theory‬‭of‬‭how‬‭to‬‭tell‬‭a‬‭true‬‭war‬‭story‬
T
‭and‬‭judge‬‭whether‬‭or‬‭not‬‭“The‬‭Dentist”‬‭fits‬‭the‬‭criteria.‬ ‭We‬‭will‬
‭also‬‭begin‬‭preparation‬‭for‬‭our‬‭“True‬‭War‬‭Story‬‭Newscast,”‬‭a‬
‭three-lesson‬‭project‬‭that‬‭will‬‭have‬‭g roups‬‭of‬‭students‬‭reporting‬‭the‬
‭“True”‬‭Vietnam‬‭war‬‭in‬‭a‬‭news-show‬‭format.‬‭We‬‭will‬‭begin‬‭today,‬
‭continue‬‭preparation‬‭and‬‭rehearsal‬‭in‬‭our‬‭next‬‭lesson,‬‭and‬‭the‬
‭students‬‭will‬‭perform‬‭their‬‭broadcasts‬‭during‬‭the‬‭class‬‭after‬‭that.‬
‭1.‬‭Journal‬‭Check‬
‭Students‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭True‬‭or‬‭False-‬‭Making‬‭a‬‭False‬‭Fact‬‭Sheet‬
‭What‬‭to‬‭do‬
‭ he‬‭class‬‭will‬‭discuss‬‭“How‬‭to‬‭Tell‬‭a‬‭True‬‭War‬‭Story”‬‭and‬‭share‬
T
‭their‬‭journal‬‭responses.‬ ‭Together,‬‭we‬‭will‬‭list‬‭O’Brien’s‬‭criteria‬‭for‬
‭what‬‭a‬‭“true‬‭war‬‭story”‬‭is.‬‭We‬‭will‬‭then‬‭determine‬‭if‬‭“The‬‭Dentist”‬
‭fits‬‭the‬‭criteria‬‭for‬‭a‬‭true‬‭war‬‭story.‬ ‭“False‬‭Fact‬‭Sheets”‬‭will‬‭be‬
‭distributed‬‭and‬‭students‬‭will‬‭be‬‭broken‬‭into‬‭g roups‬‭of‬‭five.‬ ‭(The‬
‭same‬‭g roups‬‭will‬‭be‬‭working‬‭together‬‭for‬‭the‬‭newscast‬
‭performance.)‬ ‭The‬‭g roups‬‭will‬‭use‬‭the‬‭criteria‬‭we‬‭determined‬‭to‬‭list‬
‭“false‬‭facts”‬‭(things‬‭that‬‭aren’t‬‭necessarily‬‭factual,‬‭but‬‭qualify‬‭as‬‭true‬
‭war‬‭stories)‬‭that‬‭they‬‭have‬‭observed‬‭in‬‭the‬‭novel‬‭so‬‭far.‬
‭3.‬‭Casting‬‭Call‬
‭Distribute‬‭“True‬‭War‬‭Story‬‭Newscast”‬‭Handout‬‭explaining‬‭the‬
p‭ roject.‬ ‭Students‬‭will‬‭remain‬‭in‬‭their‬‭g roups‬‭and‬‭assign‬‭different‬
‭roles‬‭for‬‭the‬‭newscast‬‭production‬‭(two‬‭anchor‬‭people,‬‭field‬‭reporter,‬
‭“man‬‭on‬‭the‬‭street”‬‭interviewer,‬‭“man‬‭on‬‭the‬‭street”)‬
‭One‬‭of‬‭the‬‭anchor‬‭people‬‭will‬‭keep‬‭the‬‭fact‬‭sheet‬‭the‬‭g roup‬‭has‬
‭generated‬‭(this‬‭will‬‭serve‬‭as‬‭the‬‭content‬‭of‬‭the‬‭newscast.)‬ ‭The‬
‭g roup‬‭will‬‭assign‬‭facts‬‭to‬‭each‬‭person‬‭to‬‭“cover”‬‭in‬‭the‬‭broadcast.‬
‭The‬‭g roups‬‭will‬‭decide‬‭how‬‭to‬‭arrange‬‭and‬‭present‬‭their‬‭show‬
‭within‬‭a‬‭ten-minute‬‭time‬‭frame.‬ ‭The‬‭broadcast‬‭will‬‭be‬‭presented‬
‭four‬‭class‬‭periods‬‭from‬‭today.‬
‭The‬‭rest‬‭of‬‭the‬‭class‬‭time‬‭will‬‭be‬‭spent‬‭writing‬‭scripts,‬
‭organizing‬‭reports,‬‭etc.‬
‭4.‬‭Homework‬
‭Page‬‭28‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭will‬‭read‬‭“Sweetheart‬‭of‬‭the‬‭Song‬‭Tra‬‭Bong”‬‭and‬
S
‭answer‬‭question‬‭9‬‭in‬‭their‬‭journals.‬
‭The‬‭students‬‭have‬‭begun‬‭to‬‭ponder‬‭a‬‭central‬‭theme‬‭of‬‭the‬‭novel‬‭by‬
‭determining‬‭what‬‭is‬‭“true”‬‭and‬‭what‬‭isn’t‬‭in‬‭the‬‭novel‬‭and‬‭why‬‭it‬
‭matters.‬ ‭They‬‭have‬‭started‬‭work‬‭on‬‭their‬‭own‬‭representation‬‭of‬
‭O’Brien’s‬‭“true-but-not-really”‬‭war‬‭stories‬‭through‬‭the‬‭project.‬
‭True‬‭War‬‭Story‬‭Newscast‬
‭Lesson‬‭6-‬‭Handouts‬
‭ or‬‭this‬‭assignment,‬‭you‬‭will‬‭work‬‭together‬‭in‬‭g roups‬‭to‬‭produce‬‭and‬
F
‭present‬‭a‬‭News‬‭Show‬‭about‬‭what‬‭Tim‬‭O’Brien‬‭would‬‭consider‬‭“true‬‭war‬
‭stories.”‬ ‭We‬‭have‬‭listed‬‭his‬‭criteria‬‭for‬‭judging‬‭whether‬‭or‬‭not‬‭a‬‭story‬‭is‬‭a‬
‭true‬‭war‬‭story‬‭and‬‭now‬‭it‬‭is‬‭your‬‭job‬‭as‬‭the‬‭cast‬‭and‬‭crew‬‭to‬‭put‬‭together‬‭a‬
‭show‬‭based‬‭on‬‭other‬‭stories‬‭in‬‭the‬‭novel.‬
‭●‬ F
‭ irst‬‭assign‬‭parts-‬‭two‬‭anchor‬‭people,‬‭a‬‭field‬‭reporter,‬‭a‬‭“man‬‭on‬‭the‬
‭street”‬‭interviewer,‬‭and‬‭a‬‭“man‬‭on‬‭the‬‭street”‬‭interviewee.‬
‭●‬ ‭Next‬‭decide‬‭which‬‭stories‬‭you‬‭will‬‭cover‬‭on‬‭your‬‭show‬‭and‬‭who‬‭will‬
‭cover‬‭them.‬ ‭You‬‭must‬‭cover‬‭four‬‭stories‬‭and‬‭may‬‭assign‬‭as‬‭many‬
‭people‬‭as‬‭you‬‭would‬‭like‬‭to‬‭report‬‭them.‬ ‭(For‬‭example,‬‭an‬
‭anchor-person‬‭could‬‭report‬‭one‬‭story,‬‭the‬‭field‬‭reporter‬‭could‬‭report‬
‭another,‬‭or‬‭everybody‬‭can‬‭comment‬‭on‬‭all‬‭four‬‭stories)‬
‭●‬ ‭Make‬‭sure‬‭your‬‭stories‬‭include‬‭the‬‭five‬‭W’s:‬ ‭What,‬‭Where,‬‭When,‬
‭Who,‬‭and‬‭Why.‬
‭●‬ ‭You‬‭will‬‭have‬‭one‬‭class‬‭(or‬‭most‬‭of‬‭it)‬‭(Monday)‬‭to‬‭decide‬‭on‬‭your‬
‭roles‬‭and‬‭your‬‭stories‬‭and‬‭(most‬‭of)‬‭three‬‭more‬‭classes‬‭(Tuesday,‬
‭Wednesday,‬‭Thursday)‬‭to‬‭prepare,‬‭write,‬‭and‬‭rehearse‬‭your‬‭show.‬ ‭On‬
‭our‬‭fifth‬‭class‬‭period‬‭(Friday),‬‭each‬‭g roup‬‭will‬‭perform‬‭their‬
‭Newscast.‬
‭ our‬‭g roup‬‭must‬‭have‬‭a‬‭completed‬‭“False‬ ‭Fact‬‭Sheet”‬‭to‬‭present‬‭to‬‭me‬‭at‬
Y
‭the‬‭beginning‬‭of‬‭your‬‭broadcast.‬ ‭Each‬‭story‬‭must‬‭be‬‭initialed‬‭by‬‭me‬‭as‬
‭successfully‬‭performed.‬
*‭ **Now‬‭the‬‭fun:‬ ‭Feel‬‭free‬‭to‬‭work‬‭together‬‭after‬‭school‬‭or‬‭during‬‭your‬
‭free‬‭periods‬‭to‬‭plan‬‭your‬‭presentations.‬ ‭Use‬‭props,‬‭costumes,‬‭music,‬‭etc.‬‭to‬
‭enhance‬‭your‬‭performance‬‭and‬‭earn‬‭extra‬‭credit.‬
‭Page‬‭29‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ EMEMBER,‬‭PERFORMANCES‬‭COUNT‬‭AS‬‭30%‬‭OF‬‭YOUR‬‭FINAL‬
R
‭GRADE!‬
‭Page‬‭30‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭“FALSE‬‭FACT‬‭SHEET”‬
‭False‬‭Fact‬
‭ riteria‬‭Met/‬
C
‭Characteristics‬
‭WHO?‬
‭WHAT?‬
‭WHEN?‬
‭WHERE?‬
‭WHY?‬
‭WHO?‬
‭WHAT?‬
‭WHEN?‬
‭WHERE?‬
‭WHY?‬
‭WHO?‬
‭WHAT?‬
‭WHEN?‬
‭WHERE?‬
‭WHY?‬
‭WHO?‬
‭WHAT?‬
‭WHEN?‬
‭WHERE?‬
‭Page‬‭31‬‭of‬‭49‬
‭Lesson‬‭6-‬‭Handouts‬
‭Reporter(s)‬
‭Assigned‬
‭Performance‬
‭Initials‬
‭The‬‭Things‬‭They‬‭Carried‬
‭WHY?‬
‭Page‬‭32‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭7‬‭Mary‬‭Mary,‬‭Quite‬‭Contrary‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭discuss‬‭women’s‬‭role‬‭in‬‭the‬‭Vietnam‬‭War‬‭through‬
T
‭research‬‭on‬‭the‬‭internet.‬ ‭We‬‭will‬‭investigate‬‭how‬‭many‬‭women‬
‭were‬‭in‬‭Vietnam,‬‭what‬‭their‬‭roles‬‭were,‬‭and‬‭how‬‭the‬‭war‬‭affected‬
‭them.‬ ‭Students‬‭will‬‭compare‬‭the‬‭real‬‭experiences‬‭of‬‭women‬‭in‬
‭Vietnam‬‭to‬‭Mary‬‭Anne’s‬‭experience‬‭in‬‭the‬‭novel‬‭and‬‭discuss‬‭if‬‭her‬
‭story‬‭is‬‭a‬‭“true”‬‭one‬‭according‬‭to‬‭O’Brien.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Mini‬‭KWL‬
‭What‬‭to‬‭do‬
‭ rainstorm‬‭what‬‭students‬‭know‬‭and‬‭wish‬‭to‬‭know‬‭about‬
B
‭women’s‬‭role‬‭in‬‭Vietnam.‬ ‭After‬‭compiling‬‭a‬‭class‬‭KWL‬‭on‬‭the‬
‭board,‬‭lead‬‭the‬‭students‬‭to‬‭the‬‭computer‬‭lab.‬
‭3.‬‭In‬‭the‬‭Computer‬‭Lab‬
‭Direct‬‭students‬‭to‬‭the‬‭website,‬
‭ ttp://www.spencergroup.net/vwv/‬‭that‬‭is‬‭dedicated‬‭to‬‭Women‬
h
‭Vietnam‬‭Veterans.‬ ‭Distribute‬‭search‬‭guide‬‭and‬‭have‬‭students‬
‭complete‬‭questions‬‭based‬‭on‬‭the‬‭website.‬
‭4.‬‭How‬‭Does‬‭Her‬‭Garden‬‭Grow?‬
‭ fter‬‭returning‬‭to‬‭the‬‭classroom,‬‭finish‬‭Mini‬‭KWL‬‭based‬‭on‬
A
‭students’‬‭completed‬‭search‬‭guides.‬ ‭Discuss‬‭the‬‭differences‬‭between‬
‭the‬‭actual‬‭women‬‭who‬‭served‬‭in‬‭Vietnam‬‭and‬‭Mary‬‭Anne‬‭from‬
‭“Sweetheart‬‭of‬‭the‬‭Song‬‭Tra‬‭Bong.”‬ ‭Is‬‭her‬‭story‬‭“true”?‬ ‭Does‬‭it‬
‭matter?‬
‭5.‬‭Staff‬‭Meeting‬
‭ llow‬‭a‬‭few‬‭minutes‬‭at‬‭the‬‭end‬‭of‬‭the‬‭period‬‭for‬‭Newscast‬
A
‭g roups‬‭to‬‭meet‬‭and‬‭discuss‬‭their‬‭presentations.‬
‭6.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭Students‬‭will‬‭read‬‭“Stockings”‬‭and‬‭“Church”‬‭and‬‭answer‬
‭ uestions‬‭10‬‭and‬‭11‬‭in‬‭their‬‭journals.‬
q
‭Students‬‭learned‬‭about‬‭women’s‬‭roles‬‭in‬‭Vietnam‬‭and‬‭the‬‭impact‬
‭the‬‭war‬‭had‬‭on‬‭them‬‭through‬‭internet‬‭research‬‭and‬‭O’Brien’s‬‭story‬
‭of‬‭Mary‬‭Anne.‬ ‭If‬‭their‬‭Mini‬‭KWL‬‭charts‬‭were‬‭a‬‭little‬‭more‬
‭Page‬‭33‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
“‭ coherent”‬‭than‬‭the‬‭ones‬‭they‬‭filled‬‭out‬‭on‬‭the‬‭first‬‭day‬‭of‬‭the‬‭unit,‬
‭we’re‬‭making‬‭progress.‬
‭Page‬‭34‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭7-‬‭Handouts‬
‭Search‬‭Guide‬
‭ omen‬‭played‬‭a‬‭large‬‭role‬‭in‬‭the‬‭Vietnam‬‭War‬‭although‬‭they‬‭are‬‭not‬‭widely‬‭recognized‬
W
‭for‬‭their‬‭contributions.‬ ‭Answer‬‭these‬‭questions‬‭from‬‭researching‬‭the‬‭internet‬‭site,‬
‭www.spencergroup.net/vwv/‬‭,‬‭a‬‭website‬‭dedicated‬‭to‬‭women‬‭Vietnam‬‭Veterans.‬ ‭As‬‭you‬
‭browse,‬‭fill‬‭in‬‭your‬‭answers.‬
‭1.‬ ‭Summarize/‬‭State‬‭the‬‭main‬‭idea‬‭of‬‭the‬‭poem,‬‭“Sister‬‭Soldier”‬‭(located‬‭on‬‭the‬
‭website’s‬‭home‬‭page)‬
‭2.‬ ‭How‬‭many‬‭women‬‭(not‬‭including‬‭nurses)‬‭served‬‭in‬‭Vietnam‬‭(estimated)?‬ ‭Who‬
‭were‬‭the‬‭first‬‭women‬‭to‬‭receive‬‭orders‬‭to‬‭Vietnam?‬
‭3.‬ ‭Explain‬‭who‬‭Pallas‬‭Athena‬‭is‬‭and‬‭why‬‭this‬‭is‬‭included‬‭in‬‭this‬‭website‬
‭4.‬ ‭What‬‭did‬‭Karen‬‭Offutt‬‭do‬‭to‬‭earn‬‭the‬‭Soldier’s‬‭Medal‬‭for‬‭Bravery‬‭in‬‭Vietnam?‬
‭What‬‭was‬‭the‬‭reason‬‭given‬‭why‬‭she‬‭did‬‭not‬‭receive‬‭the‬‭medal‬‭in‬‭1970?‬
‭5.‬ ‭How‬‭many‬‭WAC’s‬‭(Women’s‬‭Army‬‭Corps)‬‭died‬‭in‬‭Vietnam?‬
‭Page‬‭35‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭8‬‭How‬‭to‬‭Dress‬‭For‬‭Church:‬‭Ironically‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭compare‬‭and‬‭contrast‬‭“Stockings”‬‭and‬‭“Church”‬‭to‬
T
‭discover‬‭the‬‭use‬‭of‬‭irony.‬ ‭We‬‭will‬‭listen‬‭to‬‭a‬‭popular‬‭music‬
‭recording‬‭about‬‭irony‬‭and‬‭use‬‭a‬‭game‬‭show‬‭format‬‭while‬‭close‬
‭reading‬‭to‬‭bring‬‭the‬‭concept‬‭into‬‭the‬‭students’‬‭frame‬‭of‬‭reference.‬
‭We‬‭will‬‭continue‬‭to‬‭work‬‭on‬‭Newscasts‬‭at‬‭the‬‭end‬‭of‬‭the‬‭class‬
‭period.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Isn’t‬‭it‬‭Ironic?.......‬‭Don’t‬‭You‬‭Think?‬
‭What‬‭to‬‭do‬
‭The‬‭class‬‭will‬‭begin‬‭by‬‭listening‬‭to‬‭a‬‭recording‬‭of‬‭Alanis‬
‭ orissette’s‬‭song,‬‭“Ironic”‬‭and‬‭will‬‭be‬‭given‬‭a‬‭lyrics‬‭sheet.‬‭After‬
M
‭listening‬‭to‬‭the‬‭song,‬‭we‬‭will‬‭underline‬‭(or‬‭highlight)‬‭the‬‭ironies.‬
‭ .‬‭“They’re‬‭Always‬‭After‬‭Me‬‭Lucky‬‭Charms”-‬‭Symbol‬
3
‭Shout‬‭Out‬
‭The‬‭class‬‭will‬‭close‬‭read‬‭“Stockings”‬‭and‬‭“Church”‬‭continuously‬
i‭n‬‭a‬‭Read‬‭Around.‬ ‭Students‬‭will‬‭list‬‭the‬‭lucky‬‭charms‬‭from‬‭the‬
‭cereal‬‭on‬‭the‬‭board‬‭(green‬‭clovers,‬‭yellow‬‭moons,‬‭purple‬‭horseshoes,‬
‭etc.)‬ ‭As‬‭we‬‭read,‬‭students‬‭who‬‭see‬‭an‬‭example‬‭of‬‭irony‬‭will‬‭shout‬
‭out‬‭one‬‭of‬‭the‬‭lucky‬‭charms.‬ ‭(For‬‭example,‬‭Henry‬‭Dobbins‬‭carries‬
‭his‬‭girlfriend’s‬‭stockings‬‭around‬‭his‬‭neck‬‭for‬‭luck,‬‭when‬‭we‬‭read‬
‭that‬‭his‬‭girlfriend‬‭broke‬‭up‬‭with‬‭him,‬‭a‬‭student‬‭should‬‭shout,‬‭“Blue‬
‭diamonds!!”)‬‭The‬‭student‬‭who‬‭shouts‬‭out‬‭a‬‭charm‬‭first‬‭will‬‭explain‬
‭what‬‭the‬‭irony‬‭in‬‭the‬‭story‬‭is.‬
‭4.‬‭Staff‬‭Meeting‬
‭ llow‬‭time‬‭at‬‭the‬‭end‬‭of‬‭class‬‭for‬‭Newscast‬‭g roups‬‭to‬‭meet‬‭and‬
A
‭begin‬‭rehearsing‬‭their‬‭broadcasts.‬
‭5.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭Students‬‭will‬‭read‬‭“The‬‭Man‬‭I‬‭Killed”‬‭and‬‭“Ambush”‬‭and‬‭answer‬
‭ uestions‬‭12‬‭and‬‭13‬‭in‬‭their‬‭journals.‬
q
‭If‬‭the‬‭classroom‬‭sounded‬‭like‬‭a‬‭riotous‬‭breakfast‬‭table,‬‭the‬‭lesson‬
‭was‬‭a‬‭success.‬ ‭By‬‭using‬‭popular‬‭music‬‭and‬‭playing‬‭the‬‭cereal‬‭game‬
‭show,‬‭the‬‭concept‬‭of‬‭irony‬‭was‬‭brought‬‭into‬‭the‬‭students’‬‭frame‬‭of‬
‭reference.‬
‭Page‬‭36‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Page‬‭37‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Alanis‬‭Morissette’s‬‭“Ironic”‬
‭Lesson‬‭8-‬‭Handouts‬
IRONIC‬
‭
‭n‬‭
A
old‬‭
man‬‭
turned‬‭
ninety-eight‬
He‬‭
‭
won‬‭
the‬‭
lottery‬‭
and‬‭
died‬‭
the‬‭
next‬‭
day‬
It's‬‭
‭
a‬‭
black‬‭
fly‬‭
in‬‭
chardonnay‬
It's‬‭
‭
a‬‭
death‬‭
row‬‭
pardon‬‭
two‬‭
minutes‬‭
too‬‭
late‬
And‬‭
‭
isn't‬‭
it‬‭
ironic...‬‭
don't‬‭
you‬‭
think‬
‭horus:‬
C
It's‬‭
‭
like‬‭
rain‬‭
on‬‭
your‬‭
wedding‬‭
day‬
It's‬‭
‭
a‬‭
free‬‭
ride‬‭
when‬‭
you've‬‭
already‬‭
paid‬
It's‬‭
‭
the‬‭
good‬‭
advice‬‭
that‬‭
you‬‭
just‬‭
didn't‬‭
take‬
Who‬‭
‭
would've‬‭
thought...‬‭
it‬‭
figures‬
‭r.‬‭
M
Play‬‭
It‬‭
Safe‬‭
was‬‭
afraid‬‭
to‬‭
fly‬
He‬‭
‭
packed‬‭
his‬‭
suitcase‬‭
and‬‭
kissed‬‭
his‬‭
kids‬‭
good-bye‬
He‬‭
‭
waited‬‭
his‬‭
whole‬‭
damn‬‭
life‬‭
to‬‭
take‬‭
that‬‭
flight‬
And‬‭
‭
as‬‭
the‬‭
plane‬‭
crashed‬‭
down‬‭
he‬‭
thought‬
"Well,‬‭
‭
isn't‬‭
this‬‭
nice."‬‭
And‬‭
isn't‬‭
it‬‭
ironic‬‭
...‬‭
don't‬‭
you‬‭
think?‬
Repeat‬‭
‭
Chorus‬
‭ell‬‭
W
life‬‭
has‬‭
a‬‭
funny‬‭
way‬‭
of‬‭
sneaking‬‭
up‬‭
on‬‭
you‬
When‬‭
‭
you‬‭
think‬‭
everything's‬‭
ok‬‭
and‬‭
everything’s‬‭
going‬‭
right‬
And‬‭
‭
life‬‭
has‬‭
a‬‭
funny‬‭
way‬‭
of‬‭
helping‬‭
you‬‭
out‬‭
when‬
You‬‭
‭
think‬‭
everything's‬‭
gone‬‭
wrong‬‭
and‬‭
everything‬‭
blows‬‭
up‬
In‬‭
‭
your‬‭
face‬
‭‬‭
A
traffic‬‭
jam‬‭
when‬‭
you're‬‭
already‬‭
late‬
And‬‭
‭
a‬‭
no-smoking‬‭
sign‬‭
on‬‭
your‬‭
cigarette‬‭
break‬
It's‬‭
‭
like‬‭
10,000‬‭
spoons‬‭
when‬‭
all‬‭
you‬‭
need‬‭
is‬‭
a‬‭
knife‬
It's‬‭
‭
meeting‬‭
the‬‭
man‬‭
of‬‭
my‬‭
dreams‬
and‬‭
‭
then‬‭
meeting‬‭
his‬‭
beautiful‬‭
wife‬
And‬‭
‭
isn't‬‭
it‬‭
ironic...‬‭
don't‬‭
you‬‭
think‬
A‬‭
‭
little‬‭
too‬‭
ironic..‬‭
and‬‭
yeah‬‭
I‬‭
really‬‭
do‬‭
think...‬
Repeat‬‭
‭
Chorus‬
‭ell‬‭
W
life‬‭
has‬‭
a‬‭
funny‬‭
way‬‭
of‬‭
sneaking‬‭
up‬‭
on‬‭
you‬
And‬‭
‭
life‬‭
has‬‭
a‬‭
funny‬‭
way‬‭
of‬‭
helping‬‭
you‬‭
out‬
helping‬‭
‭
you‬‭
out‬
‭Page‬‭38‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭9‬‭The‬‭Dead‬‭Man‬‭Speaks,‬‭O’Brien‬‭Answers‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭discuss‬‭point‬‭of‬‭view‬‭by‬‭examining‬‭“The‬‭Man‬‭I‬
T
‭Killed”‬‭and‬‭“Ambush”‬‭to‬‭determine‬‭who‬‭is‬‭telling‬‭the‬‭story‬‭in‬‭each‬
‭and‬‭why‬‭O’Brien‬‭includes‬‭two‬‭versions‬‭of‬‭the‬‭same‬‭story‬‭back‬‭to‬
‭back.‬‭Students‬‭will‬‭discover‬‭through‬‭a‬‭reading‬‭activity‬‭that‬‭“The‬
‭Man‬‭I‬‭Killed”‬‭is‬‭told‬‭from‬‭the‬‭dead‬‭man’s‬‭point‬‭of‬‭view‬‭while‬
‭“Ambush”‬‭is‬‭told‬‭from‬‭O’Brien’s‬‭point‬‭of‬‭view.‬ ‭We‬‭will‬‭also‬‭make‬
‭final‬‭preparations‬‭for‬‭our‬‭Newscast‬‭presentations.‬
‭1.‬‭Journal‬‭Check‬
‭Students‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Who’s‬‭on‬‭First?-Split‬‭Read‬
‭What‬‭to‬‭do‬
‭ he‬‭class‬‭will‬‭have‬‭a‬‭short‬‭discussion‬‭about‬‭their‬‭journal‬‭entries‬
T
‭for‬‭the‬‭chapters,‬‭“The‬‭Man‬‭I‬‭Killed”‬‭and‬‭“Ambush”‬‭in‬‭order‬‭to‬
‭introduce‬‭point‬‭of‬‭view.‬ ‭We‬‭will‬‭do‬‭a‬‭split-read‬‭activity‬‭in‬‭which‬‭the‬
‭students‬‭are‬‭divided‬‭in‬‭half‬‭and‬‭the‬‭two‬‭g roups‬‭sit‬‭facing‬‭each‬‭other.‬
‭One‬‭g roup‬‭reads‬‭from‬‭“The‬‭Man‬‭I‬‭Killed”‬‭while‬‭the‬‭other‬‭reads‬
‭from‬‭“Ambush.”‬ ‭All‬‭students‬‭from‬‭the‬‭“Ambush”‬‭side‬‭begin‬‭reading‬
‭until‬‭the‬‭teacher‬‭stops‬‭them‬‭(a‬‭few‬‭sentences‬‭at‬‭a‬‭time).‬ ‭The‬‭other‬
‭side‬‭then‬‭begins‬‭reading‬‭from‬‭“The‬‭Man‬‭I‬‭Killed”‬‭until‬‭they‬‭are‬
‭stopped.‬‭We‬‭repeat‬‭this‬‭process‬‭until‬‭both‬‭chapters‬‭are‬‭finished.‬ ‭We‬
‭then‬‭talk‬‭about‬‭the‬‭effect‬‭of‬‭layering‬‭the‬‭stories‬‭with‬‭distinct‬‭voices.‬
‭3.‬‭Staff‬‭Meeting‬
‭ llow‬‭time‬‭at‬‭the‬‭end‬‭of‬‭class‬‭for‬‭final‬‭preparation‬‭of‬‭Newscast‬
A
‭presentations.‬
‭Final‬‭preparations‬‭should‬‭be‬‭completed‬‭and‬‭g roups‬‭should‬‭be‬
‭ready‬‭to‬‭broadcast‬‭tomorrow.‬
‭4.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ hoo‬‭Hoo,‬‭no‬‭homework!‬ ‭Students‬‭should‬‭practice‬‭their‬‭news‬
W
‭reports‬‭in‬‭preparation‬‭for‬‭tomorrow’s‬‭class.‬
‭This‬‭should‬‭have‬‭been‬‭an‬‭exciting‬‭lesson‬‭for‬‭the‬‭teacher,‬‭because‬
‭there‬‭should‬‭have‬‭been‬‭an‬‭“aha!”‬‭moment‬‭among‬‭the‬‭students.‬
‭Light‬‭bulbs‬‭should‬‭have‬‭been‬‭going‬‭on‬‭all‬‭over‬‭the‬‭place‬‭during‬‭the‬
‭split-read‬‭activity‬‭and‬‭students’‬‭perceptions‬‭changed‬‭by‬
‭Page‬‭39‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ etermining‬‭point‬‭of‬‭view.‬ ‭Also,‬‭the‬‭excitement‬‭level‬‭should‬‭have‬
d
‭been‬‭high‬‭today‬‭in‬‭anticipation‬‭for‬‭tomorrow’s‬‭performance.‬
‭Page‬‭40‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭10‬‭Lights,‬‭Camera,‬‭Action!‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭is‬‭presentation‬‭day!‬ ‭Students‬‭will‬‭perform‬‭their‬
T
‭mock-newscast‬‭of‬‭“true‬‭war‬‭stories”‬‭using‬‭O’Brien’s‬‭criteria‬‭set‬
‭forth‬‭in‬‭“How‬‭to‬‭Tell‬‭a‬‭True‬‭War‬‭Story.”‬
‭1.‬‭Rolling!‬
‭What‬‭to‬‭do‬
‭ roups‬‭will‬‭give‬‭their‬‭performances‬‭today‬‭of‬‭their‬‭“False‬‭Fact”‬
G
‭news‬‭reports.‬ ‭Groups‬‭should‬‭start‬‭their‬‭performance‬‭by‬‭submitting‬
‭their‬‭False‬‭Fact‬‭Sheets‬‭so‬‭that‬‭the‬‭teacher‬‭can‬‭follow‬‭along‬‭with‬‭the‬
‭performance‬‭and‬‭initial‬‭after‬‭all‬‭four‬‭facts‬‭have‬‭been‬‭reported.‬
‭The‬‭performances‬‭should‬‭be‬‭limited‬‭to‬‭ten‬‭minutes‬‭each‬‭so‬‭that‬
‭all‬‭g roups‬‭have‬‭an‬‭opportunity‬‭to‬‭broadcast.‬
‭The‬‭class‬‭should‬‭give‬‭the‬‭news‬‭teams‬‭their‬‭full‬‭attention‬‭during‬
‭performances‬‭and‬‭applaud‬‭when‬‭they‬‭are‬‭finished.‬
‭2.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭will‬‭read‬‭“Style,”‬‭“Speaking‬‭of‬‭Courage”‬‭and‬‭“Notes”‬
S
‭and‬‭answer‬‭questions‬‭14,‬‭15‬‭and‬‭16‬‭in‬‭their‬‭journals.‬
‭Today’s‬‭class‬‭should‬‭have‬‭been‬‭fun‬‭for‬‭the‬‭students‬‭and‬‭rewarding‬
‭for‬‭the‬‭teacher.‬ ‭The‬‭students‬‭have‬‭been‬‭working‬‭hard‬‭at‬‭preparing‬
‭their‬‭performances‬‭and‬‭should‬‭have‬‭been‬‭excited‬‭to‬‭present‬‭them‬‭to‬
‭the‬‭class.‬ ‭It‬‭will‬‭be‬‭rewarding‬‭for‬‭the‬‭teacher‬‭to‬‭see‬‭that‬‭they‬
‭understand‬‭the‬‭ideas‬‭of‬‭“fiction‬‭based‬‭on‬‭fact”‬‭and‬‭“true…no,‬‭I’m‬
‭lying‬‭it’s‬‭not‬‭true”‬‭contradictions‬‭in‬‭the‬‭novel.‬
‭Page‬‭41‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭11‬‭Courage:‬‭A‬‭Work‬‭In‬‭Progress‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭perform‬‭a‬‭Tableaux‬‭Vivant‬‭of‬‭the‬‭chapter,‬‭“Style”‬‭to‬
T
‭figure‬‭out‬‭what‬‭it’s‬‭about‬‭as‬‭well‬‭as‬‭discuss‬‭O’Brien’s‬‭definition‬‭of‬
‭courage‬‭and‬‭his‬‭explanation‬‭of‬‭his‬‭definition.‬ ‭Students‬‭will‬‭do‬‭a‬
‭writing‬‭activity‬‭to‬‭illustrate‬‭their‬‭understanding‬‭of‬‭courage‬‭as‬‭well‬
‭as‬‭O’Brien’s.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Tableaux‬‭Vivant‬
‭What‬‭to‬‭do‬
‭ tudents‬‭will‬‭break‬‭into‬‭g roups‬‭of‬‭seven‬‭(one‬‭narrator‬‭and‬‭six‬
S
‭characters-‬‭including‬‭a‬‭dead‬‭body).‬ ‭In‬‭their‬‭g roups,‬‭students‬‭will‬
‭assign‬‭character‬‭roles‬‭to‬‭perform‬‭a‬‭Tableaux‬‭Vivant‬‭of‬‭the‬‭scene‬
‭presented‬‭in‬‭“Style.”‬ ‭The‬‭narrator‬‭will‬‭read‬‭the‬‭chapter‬‭while‬‭the‬
‭characters‬‭behind‬‭him‬‭assemble‬‭into‬‭a‬‭“Living‬‭Picture”‬‭of‬‭it.‬ ‭The‬
‭g roups‬‭will‬‭perform‬‭their‬‭scenes‬‭after‬‭practicing‬‭for‬‭about‬‭15‬
‭minutes.‬
‭3.‬‭The‬‭Purple‬‭Badge‬‭of‬‭Courage‬
‭ he‬‭class‬‭will‬‭brainstorm‬‭what‬‭they‬‭think‬‭Tim‬‭O’Brien’s‬
T
‭“definition”‬‭of‬‭courage‬‭is‬‭and‬‭compare‬‭it‬‭to‬‭the‬‭definition‬‭given‬‭in‬
‭“On‬‭the‬‭Rainy‬‭River.”‬ ‭We‬‭will‬‭discuss‬‭how‬‭Norman‬‭Bowker‬‭fits‬
‭into‬‭the‬‭chapter‬‭with‬‭leading‬‭questions‬‭(Why‬‭did‬‭O’Brien‬‭include‬
‭excerpts‬‭from‬‭Norman’s‬‭letter‬‭in‬‭the‬‭chapter?‬ ‭What‬‭was‬‭more‬
‭important‬‭to‬‭Norman:‬‭losing‬‭the‬‭purple‬‭heart‬‭or‬‭Kiowa’s‬‭death)‬
‭4.‬‭Write‬‭about‬‭Writing‬
‭Students‬‭will‬‭do‬‭a‬‭free-writing‬‭activity‬‭about‬‭a‬‭memory‬‭of‬‭being‬
c‭ ourageous‬‭(or‬‭lacking‬‭courage).‬ ‭They‬‭will‬‭then‬‭write‬‭for‬‭another‬
‭few‬‭minutes‬‭about‬‭what‬‭they‬‭have‬‭just‬‭written.‬‭They‬‭will‬‭write‬‭an‬
‭explanation‬‭for‬‭their‬‭writing‬‭and‬‭try‬‭to‬‭write‬‭statements‬‭that‬
‭contradict‬‭what‬‭they‬‭have‬‭previously‬‭written.‬ ‭We‬‭will‬‭discuss‬‭why‬
‭O’Brien‬‭does‬‭this‬‭same‬‭“after‬‭writing”‬‭in‬‭“Notes.”‬
‭5.‬‭Homework‬
‭Students‬‭will‬‭read‬‭“In‬‭the‬‭Field,”‬ ‭“Good‬‭Form”‬‭and‬‭“Field‬‭Trip”‬
‭and‬‭answer‬‭questions‬‭17,‬‭18‬‭and‬‭19‬‭in‬‭their‬‭journals.‬
‭Page‬‭42‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ ur‬‭Living‬‭Pictures‬‭activity‬‭should‬‭have‬‭helped‬‭to‬‭explain‬‭what‬
O
‭“Style”‬‭was‬‭about.‬ ‭If‬‭students‬‭had‬‭a‬‭glazed‬‭look‬‭in‬‭their‬‭eye‬‭and‬
‭seemed‬‭confused‬‭during‬‭their‬‭writing‬‭activity,‬‭the‬‭lesson‬‭went‬‭well.‬
‭This‬‭should‬‭help‬‭them‬‭get‬‭an‬‭idea‬‭of‬‭O’Brien’s‬‭intentions‬‭of‬
‭confusing‬‭his‬‭reader‬‭with‬‭contradictions‬‭and‬‭lies‬‭in‬‭order‬‭to‬‭reveal‬
‭the‬‭truth.‬
‭Lesson‬‭12‬‭Liar,‬‭Liar,‬‭Pants‬‭On‬‭Fire!‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ rom‬‭our‬‭last‬‭lesson,‬‭students‬‭should‬‭have‬‭an‬‭idea‬‭of‬‭Tim‬‭O’Brien’s‬
F
‭use‬‭of‬‭lies‬‭to‬‭get‬‭at‬‭truth.‬ ‭They‬‭will‬‭further‬‭understand‬‭this‬‭concept‬
‭after‬‭today’s‬‭examination‬‭of‬‭“In‬‭the‬‭Field,”‬‭“Good‬‭Form”‬‭and‬‭“Field‬
‭Trip.”‬ ‭We‬‭will‬‭do‬‭a‬‭game‬‭show‬‭activity‬‭to‬‭distinguish‬‭“story-truth”‬
‭from‬‭“happening-truth”‬‭as‬‭O’Brien‬‭defines‬‭them‬‭in‬‭“Good‬‭Form.”‬
‭1.‬‭Journal‬‭Check‬
‭Students‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Read‬‭Around‬
‭What‬‭to‬‭do‬
‭We‬‭will‬‭read‬‭“Good‬‭Form”‬‭as‬‭a‬‭class‬‭in‬‭a‬‭read‬‭around,‬‭stopping‬
a‭ t‬‭punctuation‬‭marks.‬ ‭We‬‭will‬‭do‬‭this‬‭two‬‭or‬‭three‬‭times‬‭so‬‭that‬‭we‬
‭get‬‭the‬‭full‬‭impact‬‭of‬‭the‬‭contradictory‬‭statements‬‭in‬‭this‬‭chapter.‬
‭3.‬‭Match‬‭Game‬
‭ rom‬‭“Good‬‭Form,”‬‭we‬‭will‬‭attempt‬‭to‬‭formulate‬‭definitions‬‭of‬
F
‭“story-truth”‬‭and‬‭“happening-truth”‬‭from‬‭O’Brien’s‬‭illustrations.‬
‭Students‬‭will‬‭be‬‭given‬‭two‬‭cards‬‭each,‬‭one‬‭with‬‭“STORY-TRUTH”‬
‭printed‬‭on‬‭it‬‭and‬‭one‬‭with‬‭“HAPPENING-TRUTH”‬‭printed‬‭on‬‭it.‬
‭The‬‭teacher‬‭will‬‭read‬‭excerpts‬‭from‬‭“In‬‭The‬‭Field”‬‭and‬‭“Field‬‭Trip”‬
‭aloud‬‭and‬‭stop‬‭after‬‭significant‬‭scenes,‬‭action‬‭sequences,‬‭or‬
‭statements‬‭of‬‭fact.‬ ‭The‬‭students‬‭will‬‭hold‬‭up‬‭the‬‭card‬‭that‬‭they‬
‭think‬‭best‬‭describes‬‭the‬‭scene‬‭and‬‭will‬‭be‬‭awarded‬‭points‬‭for‬‭the‬
‭correct‬‭answer…‬
‭Only‬‭the‬‭correct‬‭answer‬‭is‬‭up‬‭for‬‭debate!‬ ‭After‬‭randomly‬
‭awarding‬‭points‬‭to‬‭students‬‭(no‬‭matter‬‭which‬‭card‬‭they‬‭hold‬‭up),‬
‭they‬‭should‬‭start‬‭to‬‭realize‬‭that‬‭the‬‭game‬‭“isn’t‬‭fair”‬‭or‬‭a‬‭student‬
‭may‬‭argue‬‭that‬‭he’s‬‭correct‬‭when‬‭he‬‭was‬‭told‬‭he‬‭had‬‭the‬‭wrong‬
‭Page‬‭43‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
a‭ nswer.‬ ‭This‬‭will‬‭lead‬‭to‬‭a‬‭class‬‭realization‬‭of‬‭O’Brien’s‬‭technique‬‭of‬
‭mixing‬‭fact‬‭with‬‭fiction‬‭and‬‭a‬‭discussion‬‭about‬‭it.‬
‭4.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭will‬‭read‬‭“The‬‭Ghost‬‭Soldiers”‬‭and‬‭“Nightlife”‬‭and‬
S
‭answer‬‭questions‬‭20‬‭and‬‭21‬‭in‬‭their‬‭journals.‬
‭This‬‭should‬‭have‬‭been‬‭another‬‭“light‬‭bulb”‬‭lesson‬‭for‬‭students.‬ ‭As‬
‭they‬‭become‬‭frustrated‬‭with‬‭the‬‭random‬‭assignment‬‭of‬‭points‬‭in‬
‭their‬‭game‬‭show‬‭activity,‬‭they‬‭will‬‭begin‬‭to‬‭connect‬‭O’Brien’s‬‭device‬
‭of‬‭confusing‬‭and‬‭betraying‬‭the‬‭reader‬‭with‬‭false‬‭details‬‭in‬‭order‬‭to‬
‭reveal‬‭larger‬‭truths.‬
‭Lesson‬‭12-‬‭Handouts‬
‭Match‬‭Game‬‭Cards‬
‭Page‬‭44‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭Lesson‬‭13‬‭Tim‬‭O’Brien:‬‭Master‬‭of‬‭Suspense‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭talk‬‭about‬‭the‬‭device‬‭of‬‭suspense‬‭in‬‭“The‬‭Ghost‬
T
‭Soldiers”‬‭and‬‭the‬‭imagery‬‭of‬‭night‬‭used‬‭in‬‭both‬‭chapters.‬ ‭Students‬
‭will‬‭engage‬‭in‬‭a‬‭“suspenseful”‬‭writing‬‭activity‬‭as‬‭a‬‭class‬‭that‬‭uses‬
‭the‬‭images‬‭of‬‭nighttime,‬‭darkness,‬‭and‬‭general‬‭spookiness‬‭to‬‭tie‬‭in‬
‭both‬‭“The‬‭Ghost‬‭Soldiers”‬‭and‬‭“Night‬‭Life.”‬ ‭Through‬‭this‬‭activity,‬
‭they‬‭will‬‭understand‬‭O’Brien’s‬‭use‬‭of‬‭suspense‬‭and‬‭darkness.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Scary‬‭Stories-‬‭Discussion‬
‭What‬‭to‬‭do‬
‭Give‬‭students‬‭five‬‭to‬‭ten‬‭minutes‬‭to‬‭go‬‭through‬‭“The‬‭Ghost‬
‭ oldiers”‬‭and‬‭“Night‬‭Life”‬‭and‬‭jot‬‭down‬‭dark,‬‭ghostly‬‭or‬‭mysterious‬
S
‭images.‬ ‭We‬‭will‬‭use‬‭these‬‭lists‬‭to‬‭discuss‬‭O’Brien’s‬‭use‬‭of‬‭suspense‬
‭and‬‭symbolism‬‭to‬‭portray‬‭the‬‭war,‬‭the‬‭enemy,‬‭and‬‭himself‬‭and‬‭his‬
‭company’s‬‭soldiers.‬
‭3.‬‭Scary‬‭Stories-‬‭Write‬‭Around‬
‭ tudents‬‭will‬‭arrange‬‭their‬‭desks‬‭in‬‭a‬‭circle‬‭for‬‭this‬‭writing‬
S
‭activity.‬ ‭Each‬‭student‬‭will‬‭have‬‭a‬‭turn‬‭to‬‭write‬‭a‬‭line‬‭or‬‭two‬‭to‬‭a‬
‭story‬‭that‬‭is‬‭started‬‭by‬‭the‬‭teacher‬‭and‬‭passed‬‭around‬‭the‬‭circle.‬
‭The‬‭story‬‭should‬‭be‬‭suspenseful‬‭and‬‭focused‬‭around‬‭dark‬‭imagery‬
‭like‬‭ghosts‬‭and‬‭the‬‭night.‬ ‭The‬‭teacher‬‭will‬‭write‬‭the‬‭first‬‭line‬‭of‬‭the‬
‭story‬‭(ex:‬‭“It‬‭was‬‭a‬‭dark‬‭and‬‭stormy‬‭night…”)‬‭and‬‭pass‬‭the‬‭paper‬‭to‬
‭the‬‭first‬‭student.‬ ‭The‬‭student‬‭will‬‭add‬‭a‬‭line‬‭to‬‭the‬‭story‬‭and‬‭fold‬
‭the‬‭paper‬‭so‬‭that‬‭only‬‭the‬‭lines‬‭he‬‭wrote‬‭are‬‭showing.‬ ‭The‬‭story‬
‭continues‬‭around‬‭the‬‭circle‬‭until‬‭everyone‬‭has‬‭had‬‭a‬‭chance‬‭to‬‭write‬
‭twice.‬
‭The‬‭teacher‬‭then‬‭reads‬‭the‬‭story‬‭aloud.‬
‭4.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭will‬‭read‬‭“The‬‭Lives‬‭of‬‭the‬‭Dead”‬‭and‬‭answer‬‭question‬
S
‭22‬‭in‬‭their‬‭journals.‬
‭Students‬‭should‬‭have‬‭gotten‬‭a‬‭feel‬‭for‬‭the‬‭uncertain‬‭and‬‭scary‬
‭atmosphere‬‭of‬‭the‬‭Vietnam‬‭war‬‭through‬‭discussion‬‭and‬‭through‬
‭their‬‭writing‬‭assignment.‬ ‭There‬‭should‬‭also‬‭be‬‭a‬‭connection‬‭made‬
‭Page‬‭45‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
b‭ etween‬‭dark‬‭imagery‬‭and‬‭the‬‭war‬‭as‬‭a‬‭device‬‭O’Brien‬‭uses‬‭to‬
‭illustrate‬‭this‬‭atmosphere.‬
‭Lesson‬‭14‬‭Releasing‬‭the‬‭Inner‬‭Child‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭will‬‭discuss‬‭the‬‭final‬‭chapter‬‭of‬‭the‬‭book,‬‭“The‬‭Lives‬‭of‬‭the‬
T
‭Dead.”‬ ‭We‬‭will‬‭identify‬‭allegories‬‭presented‬‭through‬‭the‬‭characters‬
‭in‬‭this‬‭chapter‬‭and‬‭begin‬‭listening‬‭to‬‭Tim‬‭O’Brien’s‬‭speech,‬
‭“Writing‬‭Vietnam”‬‭which‬‭the‬‭students‬‭will‬‭finish‬‭for‬‭homework.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭Who’s‬‭Linda‬‭and‬‭Why‬‭is‬‭She‬‭Here?-‬‭Allegories‬
‭What‬‭to‬‭do‬
‭ tudents‬‭will‬‭be‬‭asked‬‭to‬‭share‬‭their‬‭journal‬‭responses‬‭about‬‭the‬
S
‭significance‬‭of‬‭the‬‭character‬‭lLinda‬‭(O’Brien’s‬‭childhood‬‭sweetheart)‬
‭and‬‭her‬‭role‬‭in‬‭the‬‭last‬‭chapter‬‭(and‬‭in‬‭O’Brien’s‬‭life).‬ ‭This‬‭will‬‭lead‬
‭to‬‭a‬‭class‬‭discussion‬‭on‬‭allegory‬‭and‬‭how‬‭it‬‭functions‬‭in‬‭this‬‭chapter‬
‭to‬‭represent‬‭O’Brien’s‬‭loss‬‭of‬‭his‬‭pre-war‬‭innocence.‬
‭We‬‭will‬‭also‬‭discuss‬‭other‬‭allegorical‬‭characters‬‭in‬‭the‬‭book‬
‭(including‬‭O’Brien‬‭himself)‬‭and‬‭talk‬‭about‬‭how‬‭they‬‭relate‬‭to‬‭each‬
‭other,‬‭O’Brien’s‬‭character,‬‭the‬‭novel‬‭as‬‭a‬‭whole‬‭and‬‭the‬‭Vietnam‬‭war.‬
‭3.‬‭Web‬‭Activity-‬‭“Writing‬‭Vietnam”‬‭Speech‬
‭ fter‬‭our‬‭discussion,‬‭students‬‭will‬‭begin‬‭listening‬‭to‬‭Tim‬
A
‭O’Brien’s‬‭speech,‬‭“Writing‬‭Vietnam”‬‭in‬‭class.‬ ‭They‬‭will‬‭finish‬‭the‬
‭speech‬‭for‬‭homework.‬
‭4.‬‭Homework‬
‭ tudents‬‭will‬‭go‬‭to‬‭the‬‭website,‬
S
‭http://www.stg.brown.edu/projects/WritingVietnam/obrienpreface‬
‭.html‬‭,‬‭and‬‭listen‬‭to‬‭the‬‭remainder‬‭of‬‭Tim‬‭O’Brien’s‬‭speech,‬‭“Writing‬
‭Vietnam”‬‭and‬‭answer‬‭question‬‭23‬‭in‬‭their‬‭journals.‬
‭Page‬‭46‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ tudents‬‭should‬‭feel‬‭a‬‭sense‬‭of‬‭accomplishment‬‭as‬‭they‬‭finish‬‭the‬
S
‭novel.‬ ‭They‬‭should‬‭be‬‭ready‬‭to‬‭begin‬‭their‬‭final‬‭assignments‬‭and‬
‭wrap‬‭up‬‭any‬‭discussion‬‭questions‬‭in‬‭the‬‭last‬‭class‬‭of‬‭the‬‭unit.‬
‭Listening‬‭to‬‭O’Brien’s‬‭speech‬‭should‬‭give‬‭them‬‭further‬‭insight‬‭into‬
‭the‬‭themes‬‭of‬‭the‬‭book‬‭and‬‭his‬‭intent‬‭in‬‭calling‬‭it‬‭“fiction‬‭based‬‭on‬
‭fact.”‬
‭Lesson‬‭15‬‭Happily‬‭Ever‬‭After?‬
‭ hat’s‬‭On‬
W
‭For‬‭Today‬
‭And‬‭wHy?‬
‭ oday‬‭we‬‭finish‬‭our‬‭novel‬‭unit‬‭on‬‭The‬‭Things‬‭They‬‭Carried‬‭with‬‭a‬
T
‭final‬‭discussion‬‭of‬‭the‬‭major‬‭themes‬‭in‬‭the‬‭book.‬‭We‬‭will‬‭complete‬
‭our‬‭KWL‬‭charts‬‭and‬‭discuss‬‭what‬‭we‬‭have‬‭learned.‬‭Students‬‭will‬‭be‬
‭asked‬‭to‬‭share‬‭their‬‭last‬‭journal‬‭entry‬‭with‬‭the‬‭class‬‭as‬‭a‬‭way‬‭to‬
‭close‬‭our‬‭unit.‬ ‭They‬‭will‬‭also‬‭participate‬‭in‬‭an‬‭activity‬‭that‬
‭summarizes‬‭the‬‭novel‬‭in‬‭one‬‭word‬‭to‬‭provide‬‭the‬‭basis‬‭for‬‭thematic‬
‭discussion.‬ ‭We‬‭will‬‭also‬‭go‬‭over‬‭the‬‭requirements‬‭for‬‭the‬‭final‬
‭portfolio‬‭and‬‭the‬‭Webquest‬‭assignment‬‭will‬‭be‬‭given‬‭today.‬
‭1.‬‭Journal‬‭Check‬
‭ tudents‬‭will‬‭present‬‭their‬‭journal‬‭entries‬‭along‬‭with‬‭their‬
S
‭question‬‭sheets‬‭for‬‭initialing.‬
‭2.‬‭KWL‬‭Charts-‬‭Completion‬
‭What‬‭to‬‭do‬
‭We‬‭will‬‭complete‬‭our‬‭KWL‬‭charts‬‭by‬‭filling‬‭in‬‭the‬‭“L”‬‭(What‬
y‭ ou‬‭have‬‭learned)‬‭column.‬ ‭We‬‭will‬‭discuss‬‭all‬‭three‬‭columns‬‭and‬
‭assess‬‭the‬‭knowledge‬‭that‬‭we‬‭had,‬‭wanted‬‭to‬‭have‬‭and‬‭now‬‭have‬‭as‬‭a‬
‭result‬‭of‬‭the‬‭unit.‬
‭3.Care‬‭to‬‭Share-‬‭Final‬‭Journal‬‭Entries‬
‭ he‬‭students‬‭will‬‭arrange‬‭their‬‭desks‬‭in‬‭a‬‭circle‬‭for‬‭our‬‭final‬
T
‭discussion‬‭of‬‭the‬‭novel.‬ ‭As‬‭we‬‭go‬‭around‬‭the‬‭circle,‬‭each‬‭student‬
‭will‬‭share‬‭their‬‭final‬‭journal‬‭entry‬‭with‬‭the‬‭rest‬‭of‬‭the‬‭class‬‭as‬‭a‬‭way‬
‭to‬‭give‬‭closure‬‭to‬‭the‬‭book.‬
‭4.‬‭One-Liners-‬‭Summaries‬
‭Page‬‭47‬‭of‬‭49‬
‭The‬‭Things‬‭They‬‭Carried‬
‭After‬‭the‬‭students‬‭have‬‭shared‬‭their‬‭journal‬‭entries‬‭with‬‭each‬
o‭ ther,‬‭they‬‭will‬‭be‬‭asked‬‭to‬‭give‬‭a‬‭one-word‬‭summary‬‭of‬‭the‬‭novel.‬
‭We‬‭will‬‭go‬‭around‬‭the‬‭circle‬‭and‬‭each‬‭student‬‭will‬‭give‬‭their‬
‭one-liner‬‭and‬‭offer‬‭an‬‭explanation‬‭for‬‭their‬‭summary.‬ ‭This‬‭will‬
‭provide‬‭the‬‭basis‬‭for‬‭a‬‭final‬‭discussion‬‭of‬‭themes‬‭in‬‭the‬‭novel.‬
‭5.‬‭Homework‬
‭ ow‬‭Did‬‭It‬
H
‭Go?‬
‭ e‬‭will‬‭discuss‬‭the‬‭guidelines,‬‭instructions‬‭and‬‭due‬‭dates‬‭for‬‭the‬
W
‭Webquest‬‭and‬‭final‬‭portfolio‬‭assignments.‬ ‭Students‬‭will‬‭hand‬‭in‬‭the‬
‭Webquest‬‭assignment‬‭in‬‭two‬‭days‬‭(assign‬‭on‬‭Friday,‬‭due‬‭on‬
‭Monday)‬‭and‬‭their‬‭portfolios‬‭in‬‭one‬‭week.‬
‭By‬‭sharing‬‭their‬‭final‬‭journal‬‭entries‬‭and‬‭their‬‭thoughts‬‭about‬‭the‬
‭novel‬‭as‬‭a‬‭whole,‬‭students‬‭gave‬‭closure‬‭to‬‭the‬‭unit.‬ ‭The‬‭one-liner‬
‭activity‬‭should‬‭have‬‭demonstrated‬‭the‬‭students’‬‭understanding‬‭of‬
‭the‬‭major‬‭themes‬‭in‬‭the‬‭novel‬‭and‬‭their‬‭readiness‬‭to‬‭embark‬‭on‬‭final‬
‭projects.‬
‭Webquest‬‭Assignment‬
‭Lesson‬‭15-‬‭Handouts‬
‭Welcome‬‭to‬‭your‬‭Webquest!‬
‭ he‬‭Webquest‬‭on‬‭The‬‭Things‬‭They‬‭Carried‬‭consists‬‭of‬‭four‬‭tasks‬‭and‬‭a‬
T
‭conclusion‬‭assignment.‬ ‭You‬‭are‬‭to‬‭complete‬‭all‬‭tasks‬‭thoroughly‬‭and‬‭hand‬
‭them‬‭in‬‭(along‬‭with‬‭your‬‭conclusion‬‭assignment)‬‭in‬‭a‬‭separate‬‭folder‬‭in‬‭two‬
‭days.‬ ‭(Assign‬‭on‬‭Friday,‬‭hand‬‭in‬‭on‬‭Monday)‬
‭ emember,‬‭the‬‭Webquest‬‭counts‬‭for‬‭30%‬‭of‬‭your‬‭g rade,‬‭so‬‭be‬
R
‭careful‬‭to‬‭complete‬‭all‬‭the‬‭tasks‬‭thoroughly‬‭and‬‭check‬‭your‬‭work‬
‭for‬‭accuracy.‬
‭ he‬‭Webquest‬‭can‬‭be‬‭found‬‭at:‬
T
‭www.geocities.com/timobrienwebquest‬
I‭ f‬‭you‬‭need‬‭help‬‭with‬‭your‬‭Webquest‬‭over‬‭the‬‭weekend,‬‭you‬‭can‬‭email‬‭me‬‭at‬
‭any‬‭time.‬ ‭My‬‭email‬‭address‬‭is:‬‭nic6818@aol.com‬‭.‬
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‭The‬‭Things‬‭They‬‭Carried‬
‭Have‬‭fun‬‭and‬‭Good‬‭Luck!‬
‭Page‬‭49‬‭of‬‭49‬