Lesson 1Lesson Plan on Background of Vietnam

Lesson Objectives/Learning OutcomesStudents will have a better understanding of the history of Vietnam leading up to the Vietnam War. Students will have an understanding of French colonialism in Indochina, the effects that Japanese occupation had, the war to fight off the French, and the partitioning of Vietnam.

State Standards Covered8.1.2 Foreign Policy during the Cold War (US History)6.2.4 Imperialism (World History)8.2.1 The Legacy of Imperialism (World History)P1.2 Analyze point of view, context, and bias to interpret primary and secondary source documents

Introduction of LessonFor an activating strategy, I will give the students two or three minutes to write down everything they know about Vietnam. I will go around the room and have students tell me what they had written down. This will get students

DeliveryThis lesson will be primarily lecture. I will go through a powerpoint and students will take notes. I will have guided notes for the students to fill out as they go. At one point during the lecture, I will have the students read Ho Chi Minh’s Declaration of Independence of the Democratic Republic of Vietnam and some select letters from Ho Chi Minh that help give insight into the plight and struggles of Vietnam under colonization. Students will get to see a primary source and it will help them see why the Vietnamese wanted out from under French rule. I will question the students on what they read. I will ask them to describe some of the big reasons the Vietnamese are angry and what are some things that influenced this revolution.

AssessmentI will have students write a short few sentences of what they learned today and what they thought was important. They will not be allowed to look at their notes. I will collect this and look it over to see what the students took away and if what they took away was what I had intended.

Sources used in lesson

http://rationalrevolution.net/war/collection_of_letters_by_ho_chi_.htmhttp://chnm.gmu.edu/revolution/d/583/

LESSON 2

Topic for this lesson: U.S foreign affair policy

Grade Level: High School

Unit: Vietnam War

Lesson Objectives:

The students will learn the foreign affairs policy of the United States

The students will look at and understand how U.S foreign policy changed and how that affected Vietnam.

State Standards

C4.4.1- U.S foreign affairs.

P1.4 Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose

Assessment:

Write a short paper discussing how the foreign affair policy of the U.S and how that affected the decision to get involved in Vietnam war.

Start of Lesson:

Activating Strategy= recall any prior knowledge on U.S foreign affairs policy

Teacher activities:

Prepare lecture plan on foreign affair policy and how it changed.

Student activities:

Take active notes while lecture using graphic organizer and regular paper.

Closure:

Recap main lecture points and assign assessment.

Assumptions:

Students know what foreign affairs policy is and the U.S involvement in world affairs

Materials and resources:

Graphic organizer

Plain lined paper

Vietnam War – Lesson 3

Timeline of the Vietnam War

I. Lesson Objectives:a. Students should have an understanding of how the conflict developed

between North and South Vietnam.b. Students should know why Eisenhower chose to be involved in Vietnam.c. Students should be able to put the major events leading up to the war in

chronological order.II. Assessment

a. Students will apply the knowledge they learned about the order of events by answering a few questions at the end of class.

b. The questions being:i. What would you say got the ball rolling? Meaning what event do

you was the final straw that caused the Vietnam conflict? And why?ii. How did the US play a role in the growing conflict between the two

Vietnamese zones?iii. If you were Eisenhower, what would you have done differently at

the beginning of the war? Or would you have changed nothing? Why?

iv. How do you feel about the way America left the Vietnam War? Do you think it was right? Do you think we should have done it years prior? Why?

III. Standardsa. 8.1.2 – Foreign Policy during the Cold War

i. The armed struggle with Communismii. U.S. involvement in Vietnam

b. 8.1.3 - The End of the Cold Wari. This lesson covers the end of the Vietnam war which was one part

of the ending of the Cold WarIV. Activating Strategy

a. Type: Media b. Link: http://www.youtube.com/watch?v=rHk4TGWx0ZMc. This short video gives a brief overview of a timeline of Vietnam and so it is

a good foreshadow for this lesson.

d. Students will watch this video and fill out a KWL chart.V. Instructional Strategy

a. Lecture/Direct instruction – there will be a lecture aspect of this lesson that will outline the events leading up the war.

VI. Teacher Activitiesa. Teacher will introduce the short video to be shown and will explain to the

students the KWL chart they will need to fill out.b. Teacher will walk around during video and make sure students are taking

notes.c. Teacher will facilitate a short discussion of the video after is show.d. The teacher will present the timeline lecture to the students. They will

make it interactive with recall questions that focus on the information they learned in lecture 1 and 2.

e. Will ask if there are any final questions about the materialVII. Student Activities

a. Will watch video and fill out KWL chartb. Students will contribute to a short discussion on the things they saw in the

video and things they want to know or already know.c. During the timeline lecture they will fill out the timeline graphic organizer

they were given.d. Will ask any questions at the end of (or during) the lecture.

VIII. Closurea. Students will listen to a song a Beatles song to get them in the mood and

mindset of the 1960s and to give them some relaxation at the end of a lecture.

IX. Materials and resourcesa. Timeline handoutsb. Power pointc. Music

Vietnam War – Lesson 4

How the War Was Fought

I. Lesson Objectivesa. Students will become an expert on one way in which the war was fought.b. Students will continue developing social skills, presentation skills, and

experience with group work.c. Students should know the different ways in which the war was fought.

II. Assessmenta. Group assessment will be the 8-12 minute presentation they give to the

classb. The individual assessment will be a short take home essay. Students will

be asked to write about which war tactic they thought was the most effective. They will need to explain what they think an effective tactic is and why this one is the most effective.

III. Standardsa. 8.1.2 – Foreign Policy during the Cold War

i. The armed struggle with Communismii. U.S. involvement in Vietnam

b. P1.4 - Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose

IV. Activating Strategya. Type: Recall/making predictions/gameb. At the beginning of class the teacher will have students take a minute to

think back through all the wars they have learned about and write down some of the different weapons that have been used and the different war tactics and how they have advanced and changed over time. They will then share in a group of 4-5 compile their list of items/changes. They will have 3 minutes to do this then as a class we will figure out who has the longest and most accurate list. Then the entire class will discuss what kind of weapons/strategies they think they will find while researching the Vietnam War.

V. Instructional Strategya. Cooperative learning. It is a group project with a group aspect and an

individual assignment.VI. Teacher Activities

a. The teacher will explain to the students the opening activity. Then will make sure the students stay on task while working individually and in groups.

b. The teacher will then lead the students in the portion of the opening activity that requires the class to make predictions.

c. Teacher will then transition into the lesson by explaining to the student the students the group activity they will be doing which focuses on weapons/tactics used during the Vietnam War. Teacher will go over the directions (after handing out the rubric).

d. Break students up in groups (these will be predetermined so that they are mixed-ability groups).

e. Teacher will walk around the classroom observing the students, making sure they are on task, and answering questions

VII. Student Activitiesa. Students will think about the wars they have learned about and start

writing down weapons and tactics they remember and how they have changed over time.

b. They will then get into a group with people around them and compile a list of everyone’s ideas

c. As a class students will make predictions based on their previous information of what types of weapons, tactics, and changes they will see while learning about the Vietnam War.

d. Students will break off into their assigned groups and delegate a specific task to each member of the group.

e. Students will use the rest of the class period to research on their topics,f. Students will begin combining their information into one fluid presentation.g. Students will present their topic.h. While other groups are presenting students will be filling out a handout

with guided notes.i. Students will be given time at the end of each presentation to ask

questions.j. Students will ask any questions they have about the short take home

essay they are given at the end of class.VIII. Closure

a. At the end of class the groups will give a short debriefing to the teacher on where they are at in their project and how much more time each student thinks they need.

IX. Materials and Resourcesa. Activity instruction handoutsb. Computersc. Reference books on Vietnamd. Guided notes handout

(Lesson 4 handout)How the War Was Fought – Group Activity

Description: This short project will allow each group to become an expert on one of the ways in which the Vietnam War was fought. Each student will be assigned a specific topic to research within it their war tactic.

The Groups: Your group will be assigned by the teacher.

Presentation: Each group will give an 8-10 minute presentation on their topic. This presentation should cover each area specified below. It is essential that you are thorough in your research so that your peers will fully understand your topic.

**You MUST pay attention to the other group’s presentations and ask any questions you have for 2 reasons. One, you will be quizzed on this material. Two, this will be on your unit exam.**

Citing: As always please cite any source that you directly quote.

The topics: your group will be assigned one of these

Viet Cong Bombing/airstrikes(Napalm, agent orange) Tet offensive Guerrilla Warfare Search and Destroy operations

Individual topics: each member will be assigned ONE of these topics (unless you do not have 5 people)

What was it? What was the purpose? How was this unique to the Vietnam War? How did it affect the war? Where there lasting effects after the war?

***idealistically you will only have 2 days to complete this project so use your time wisely***

LESSON 5

Topic for this lesson: Condition for soldiers

Grade Level: High School

Unit: Vietnam War

Lesson Objectives:

The students will learn what life was like for the soldiers.

The students will look at primary sources and learn and understand how to analyze them.

State Standards

U8- Post WWII United States

P1.2 Analyze point of view, context, and bias to interpret primary and secondary source document

Assessment:

Have the students write in their journal about what they learned, felt, or something surprising they learned.

Start of Lesson:

Activating Strategy= role-play a quick scenario about how the students think the condition for soldiers were like, whether living space or battle.

Teacher activities:

Prepare lesson lecture and prepare posters to post all around the room. Present lecture on drafts and other conditions for soldiers. Walk around while students are looking at posters to keep them on track. Create groups for the cooperative learning activity.

Student activities:

Take active notes while lecture. Work in groups to understand the life of soldiers.

Closure:

Bring the class together and talk about what the students saw and what they thought. Have students write in their notebook in the last 5 minutes for their assessment.

Assumptions:

Students know what Vietnam was and who soldiers are.

Materials and resources:

Pre-determined groups.

Posters

(Sample of what would be on posters around the room)

image

Bad Sign

These metal signs contained a variety of appeals to quit the war. The word choices were awkward but the lettering was done with great skill, as the letters were well formed and uniform size. Letters were not crowded at the end of lines and the lines were spaced evenly. They were well planned and there is an artistic skill in the work. The large rolled up banner on the left is done with the same care.

The parts about surrendering or quitting had no appeal, but the part about not being the last to die made me think. Months before I had changed my mind about this being a war we could win. Those signs put the thought in my mind that someone in my unit could be the last man to die. The enemy won this battle and did not fire a shot.

http://vietvet.org/GCMaxie1.htm- preface for a primary source.

LESSON 6

Lesson Plan on America at Home

Lesson Objectives/Learning OutcomesStudents will gain an understanding of how the popularity for the War in Vietnam was felt at home and how that changed as war went on. Students will see how protest movements developed and reasons why people opposed war. There will also be discussion of how the news and media turned the American people against the war. Students will also come to a better understanding of how music reflects the attitudes of the times and gives insight into how Americans felt about Vietnam.

State Standards Met/Covered8.1.2 Foreign Policy during the Cold War (US History)8.3.1 Civil Rights Movement (US history) 8.3.3 Women’s Rights (US History) P1.4 Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose

Introduction of LessonI will pick a topic that is going on during this time, such as the economy, the war on terrorism, etc. I will question students what the American people feel about this topic, how these views have changed, how this is reflected in popular culture, etc. This will lead in to the discussion of America during Vietnam and what life was like in the US and how Americans felt about the war.

DeliveryThis will be a multi-day lesson that will likely last two or 3 days days. The first day will be a cooperative learning and direct investigation exercise. Students will be broken up into groups of 3 or so and they will be responsible for presenting to the class their findings. I will assign students what they are responsible for.Some of these topics will include:-Early popularity for the war-Impact television had on public opinion-How Tet offensive changed peoples view-The New Left-Protest movement-Student Activism-How Civil Rights and Women’s activists responded to war-How Vietnamization affected people’s views-Kent State and Jackson State shootings

For all of these topics, I will give students ideas of what to focus on and what to include as they are doing their research. For instance, I would recommend to those looking at the civil rights movement and how those leaders responded to the war to look at MLK’s speech on Vietnam. Or those looking at TV and its importance, I would advise them to look into Cronkite.After this, I will have all students quickly write down what they learned that day as an assessment. This will be done without notes.

The second day will be focused on looking at music. I will play music that came out during the Vietnam War and I will question the students on how it gives insight into what Americans thought and felt about the war. The songs will be the following:Fortunate Son by Creedance Clearwater RevivalWar Pigs by Black SabathTimes They Are A Changing by Bob DylanEve of Destruction by Barry McGuireI-Feel-Like-I'm-Fixin'-to-Die RagIt Better End Soon by Chicago

Accommodations: I will have the lyrics printed off for all the students. But this will be good for students who are more visual learners and for students who have a hard time with English, such as international students.

AssessmentFor the first day, my assessment will be on the presentations that the groups made. I would also look at the writing I had them do about what they learned. I will assess students based on the questioning I do in class for the second day about the music and I will assign a homework assignment where the students to listen to a popular song at this time and analyze how it reflects American society and our views.

(Some of questions to be asked for Lesson 6)

Fortunate SonWhat does this show about class differences in America?How does this relate to Vietnam?How does this relate to the draft?What does this song make of patriotism?What point of view does song seem to take on war and class?

War PigsWhat is this song about?How does this song relate to the war in Vietnam?How does this song portray generals?How does this song portray politicians and leaders?What does the song make of the fate of those in charge and those that started the war?

Times They Are a ChangingWhat is this song about?How does this song portray the government?How does this song bring up changes going on in America?How does the song relate to the youth counterculture and to protest movement? Examples?

Eve of destructionWhat is this song about?What view does this song take on foreign policy?What is the outlook of this song? Does the singer have hope for the future?What events discussed in this class were alluded to in this song?

I-Feel-Like-I'm-Fixin'-to-Die RagWhat is this song about?How does this song portray big business?How does this song discuss duty to fight?How is sarcasm used in this song? Is it mocking patriotism?What does this song make the argument is the fate of those that go off to war?

It Better End SoonWhat is this song talking about?How does the song portray war?How does the song portray the government?

Lesson 7Lesson Plan of Debating Vietnam War

Lesson Objectives/Learning OutcomesStudents will gain a better understanding of different views of the Vietnam War. Students will also gain experience researching atopic. Students will cultivate their own opinion and be able to express this opinion.

State Standards Met/CoveredEven though I as a teacher will not be teaching the students directly, students during their research will likely hit the following standards:8.1.2 Foreign Policy during the Cold War (US History)8.2.1 The Legacy of Imperialism (World History)P3.3 Write persuasive and argumentative essays expressing and justifying decisions on public policyP1.4 Communicate clearly and coherently in writing, speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and purpose

Introduction to LessonWe will start off class reviewing what students had learned previous days about the different views of the war. This will help students get in a good frame of mind for the lesson.

DeliveryStudents will be given a chart that has a column for why people opposed the war/America’s cold war strategies and why people supported the war/America’s cold war strategies. They will be given time to research more information beyond what we have already talked about in class. They will have to fill out both sides and give at least 5 for each. Then students will be given time to do more in depth research. They will choose if they felt the war was necessary and if they felt America should have or even had the right to have ever gotten involved. This research will be used for their essay that will be used as the final assessment. They will also look into and decide whether they thought that America should have even got behind the South Vietnamese government. Students will also research how war impacted the area of Southeast Asia. They will take notes on information they find. After one class period of allowing students to do research, the next class period will be the debate. Students will be split up between those that were for the Vietnam War and those that were against the Vietnam War.

AssessmentI will collect the handout I gave during the very beginning of the lesson and I will collect the notes that the students did for their beliefs.

(Handout for Lesson 7)

Reasons We Needed to Fight/ Why People Supported the War

Reasons We Should not have Fought/ Reasons Why People opposed the war