Grade: 9-12Subject:
English Language Arts, U.S. History
Number of Activities: 3
Asian Americans who served in the U.S. military during war in Vietnam were confronted not only by the harsh realities of war, but also with their racial and national identities. Asian American military service officers faced racism from their superiors and fellow U.S. soldiers, and were challenged by Vietnamese citizens and soldiers who saw a connection to them. This lesson explores some of the ways in which Asian Americans in the military experienced the war in Vietnam and the ways they negotiated their identities with being seen by both sides as “foreign invaders.”
Students will be able to:
- Draw from information in the documentary and written sources to compare and contrast the experiences of Asian American men and women serving in the military and/or between the experiences of Asian Americans and Americans from other racial groups serving in the Vietnam War.
- Communicate ways in which (external) perceptions of, and lived experiences related to, their identities have impacted them.
- Participate effectively in discussions relevant to the internal/external conflicts that Asian Americans faced while fighting in the Vietnam War because of their racial and national identities.
Among the 8.7 million Americans who served in the Vietnam War (1955 to 1975)—referred to by the Vietnamese as the American War—approximately 35,000 were Asian American. The war, between the communist North Vietnam and anti-communist South Vietnam, was the fourth U.S. military conflict in Asia within the past sixty years. Like many young Americans who served in Vietnam, Asian Americans were drawn to the military by patriotism and desire to leave home. However, Asian Americans who served in the Vietnam War faced racial challenges that made their experiences unique and, in many cases, traumatic.
Within the U.S. military, Asian Americans faced direct and indirect racism from fellow military officers. Unlike previous wars where Asian Americans fought primarily in
segregated combat units, most in the Vietnam War served in
integrated units where they were often the only Asian Americans in their unit. One exception was Team Hawaii, a unit of Asian American servicemen who “could pass for Vietnamese” and were sent on long-range reconnaissance missions.
Asian Americans were often used as examples of what the enemy Vietnamese looked like during training, and mistaken for “enemy casualties” in Vietnam. Even Team Hawaii was misidentified by other Americans as Vietnamese and nearly killed by friendly fire. Asian American women who served in the military not only faced racism, but also
sexism and unwelcome flirtation from fellow officers. Asian Americans developed strategies such as wearing their uniforms at all times in order to be recognized as American military personnel, as well as created alliances with other servicemen of color who were also experiencing racism.
The struggles that Asian Americans faced in the Vietnam War, however, were not just external and did not end after the war. Many Asian Americans, like other Vietnam War veterans, suffered high rates of Posttraumatic Stress Disorder (PTSD). Post-war studies indicate that PTSD in Asian Americans was made worse by race-related stressors. Confronted by the Vietnamese they were fighting and saving from Communism, Asian Americans had to consider their own identities, as Americans of Asian descent.
Asian Americans serving in Vietnam often recognized a connection between their situations and those of the Vietnamese people whom they were fighting. What did it mean that they looked like and were often seen as “the foreign enemy” despite their upbringing in the United States? This internal struggle was also compounded by the fact that Asian Americans, like many other Americans, began to wonder why they were part of the war in the first place.
- Integrated: Describes a group or space in which people of two or more races mix.
- Platoon: A small, self-contained group of soldiers.
- Racial or ethnic slur: An insult based on someone’s race, ethnicity, or nationality. For example, “gook” is an insult referring to a foreign person of Asian descent. It originated as a wartime term used against people of Filipino, Korean, or Vietnamese descent. “Chink” is a slur that was first used against Chinese workers in the U.S and later applied to persons or Asian ancestry.
- Segregated: Describes a group or space in which people are separated according to their race.
- Sexism: Discrimination based on gender and often applied to women.
- What were some of the specific challenges that Asian Americans serving in Vietnam faced because of their racial identities and their Asian heritage?
- What were some of the unique experiences of Asian American women in the military, especially compared to their male counterparts?
- What effect and impact did racism have on Asian American soldiers during the Vietnam War?
Activity 1:
How Racism is Accentuated in Wars
During World War II, the Korean War, and the Vietnam War, Asian Americans fought for the U.S. military. For these servicemen and women, this role sometimes meant negotiating their own Asian heritage and appearance while subject to racism from fellow American military servicemen.
First, have students conduct research on racial discrimination and mistreatment for Asian American soldiers during one of the following: World War II, the Korean War, or the Vietnam War. If students need resources to begin their research, direct them to the following:
Provide the following chart for students to write down key facts and examples from their research. Then, ask them to prepare 2-3 open-ended discussion questions to ask classmates. Good discussion questions have more than one answer and no single “right” way of responding.
Focus War: |
|
Important Historical Facts: |
Key Examples of Discrimination: |
Discussion Questions for Seminar: |
Notes During Seminar: |
Once they have had time to prepare notes and questions, tell students that they will be participating in a Socratic Seminar. In a Socratic Seminar, students are principally responsible for leading the dialogue. Sitting in a circle, have students pose questions and follow-up questions to each other; students should also draw on prepared research and examples. Teachers can find more information on organizing a Socratic Seminar here:
Here are some questions that can kick off the Seminar:
- What effect and impact did racism have on Asian American soldiers?
- What were examples of the racially-based mistreatment that Asian Americans experienced serving in the military? Who was being mistreated by whom?
- How can we address racism in institutions such as the military?
Activity 2: PTSD and Mental Health
In 2011, Danny Chen, a 19-year-old Chinese American private in the U.S. Army, died by suicide after being physically and verbally abused by his fellow soldiers. The only Asian American person in his unit, Private Chen was called a “gook” and “chink,” made to do rigorous exercises, and pelted with stones while crawling over gravel. Eight soldiers were charged with crimes related to his death. Chen’s death later led to legislation that protects servicemen from being harassed, bullied, or hazed while in the line of duty.
Part 1: Research
Have students research the case of Private Danny Chen. Ask the students to answer these questions in their research:
- Why do you imagine Danny Chen joined the military instead of going to college?
- Why do you think his fellow soldiers harassed and abused him?
- What crimes were the soldiers charged with in connection to Danny Chen’s death?
- Are there other cases involving people of color related to hazing and bullying in the U.S. military?
- What parallels or contrasts do you see between Private Danny Chen's experiences in the Army and the experiences of students at your school?
Once students have sufficient time for research, re-group as a whole class, and debrief their findings. Ask for students to share their responses to questions and, if needed, to fill in any gaps in their knowledge.
Part 2: Role Play
Tell the students that they will act in a role-play in which they work in groups to take on different perspectives in the case of Danny Chen.
The premise of the role-play is: A community meeting is being held in Manhattan’s Chinatown to discuss the results of the Danny Chen trial. Moreover, various stakeholders will brainstorm what can be done to reduce anti-Asian hazing in the military and within other institutions, like schools and athletics.
Split students into equally-sized groups. Assign them to one of the following roles:
- Danny Chen’s family
- Representatives from the U.S. Army’s public relations team
- Chinatown anti-racism organization
- U.S. military veterans
- The accused soldiers’ families and friends
- A group of teenagers who want to stop bullying in schools
Tell students to get together in their role-play groups. To prepare for the meeting, they should answer these questions based on their assigned perspective:
- What are your feelings about the results of the Danny Chen trial? Was the decision of the jury just or unjust? Explain!
- Who is responsible for making institutions like the military safer places for people of color and other minorities?
- What should be done to address hazing incidents like Danny Chen’s when they occur? What specific suggestions can you make?
- What changes should be made to make the military and schools safer places?
Reconvene as a whole class. Create a “town-hall” style set-up in your class, with a podium for speakers and a place where the teacher can serve as a “mayor” to facilitate the conversation and take notes. Each group should select 1-2 students to give 2-3 minute testimonies from their perspective. As they are listening, direct the students to take notes on each role player’s arguments and feelings.
After time for testimonies, move the desks so that all of the students are facing each other. At this time, each group has time to rebut, challenge, or comment on the testimonies.
Remind students that, though it is a role play, they should still not interrupt and listen thoughtfully. Give each group 2-3 minutes each to present their counter perspectives (new members of the group should speak).
Finally, allow a “free” debate for 10-15 minutes, in which anyone can respond, agree or disagree, or offer further commentary, especially on what can be done to address hazing within the military and other institutions. The “mayor” should jot down some of the constructive solutions offered on the board or piece of chart paper.
Then, stop the community meeting. Read back some of the larger arguments and solutions suggested by the various role players. Then, as a way of wrapping up, ask students to step out of their role, and debrief the process. On an index card, they can jot down their thoughts: What did they like about the role play? What was challenging about it? What did you take away from the process of participating in it?
As they walk out the door, the teacher should collect these cards and review them for feedback.
Activity 3:
Reflecting on Your Own Actions
In the documentary, translator Alex Fabros describes an interaction with a captured Vietnamese soldier. The encounter shows an internal conflict regarding both his identity and purpose during the war. Fabros reflects on his experiences in Vietnam: “I asked him in Vietnamese, ‘Why are you fighting us?’ He looks right at me, right in my eyes. ‘Why are you here? This is my country. Why are you here?’ I think right at that moment I realized that, ‘Okay, Alex, why are you here?’”
- Have students do a short free-write about a moment where they reflected on an action that resulted in a change in their lives.
- Discuss ways in which past actions that we regret can sometimes lead to important changes in our lives.
California Common Core Standards Addressed
National Standards for History:
U.S. History Grades 5-12 9.4A.6
Evaluate the agendas, strategies, and effectiveness of various African Americans, Asian Americans, Latino Americans, and Native Americans, as well as the disabled, in the quest for civil rights and equal opportunities. [Explain historical continuity and change]
U.S. History Grades 5-12 10.2B.2
Explain the composition of the American forces recruited to fight the war. [Interrogate historical data]
U.S. History Grades 5-12 9.2C.3
Evaluate how Vietnamese and Americans experienced the war and how the war continued to affect postwar politics and culture. [Appreciate historical perspectives]
U.S. History Grades 5-12 10.2E.4
Evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation’s charter documents. [Explain historical continuity and change]
National Standards for Civics and Government:
Grades: 5-8 IV.A.3.2
Describe various means used to attain the ends of United States foreign policy, e.g., diplomacy; economic, military, and humanitarian aid; treaties; trade agreements; incentives; sanctions; military intervention; covert action
Grades: 9-12 IV.B.2.4
Describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action
Grades: 9-12 IV.C.2.2
Explain the effects on other nations of significant American political developments, e.g., immigration policies; opposition to communism; promotion of human rights; foreign trade; economic, military, and humanitarian aid
College- and Career-Readiness Anchor Standards:
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.CCRA.L.6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Grades 7-8:
CCSS.ELA-Literacy.RI.7-8.2
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7.3
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
CCSS.ELA-Literacy.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
CCSS.ELA-Literacy.RI.7-8.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
CCSS.ELA-Literacy.RI.7.9
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
CCSS.ELA-Literacy.W.7-8.1.b
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7-8.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.7-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.7-8.7
Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
CCSS.ELA-Literacy.W.7-8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.7-8.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.SL.7-8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7-8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.7.1.
Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-Literacy.SL.8.1.c
Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
CCSS.ELA-Literacy.SL.7-8.1.d
Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-Literacy.SL.7-8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.L.7-8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.7-8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Grades 9-10:
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
CCSS.ELA-Literacy.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.9-10.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1.c
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-Literacy.SL.9-10.1.d
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.L.9-10.1
1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.9-10.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
CCSS.ELA-Literacy.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
Grades 11-12:
CCSS.ELA-Literacy.RI.11-12.2
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
CCSS.ELA-Literacy.RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
CCSS.ELA-Literacy.RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
CCSS.ELA-Literacy.W.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.W.11-12.9
Draw evidence from literary or informational texts to support analysis, reflection, and research. . Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.c
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-Literacy.SL.11-12.1.d
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
CCSS.ELA-Literacy.SL.11-12.4
resent information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.11-12.6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
CCSS.ELA-Literacy.RH.11-12.1
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-Literacy.WHST.11-12.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.