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VIETNAM: Americas Conflict, 1965-1973
Katie Chandler December 21, 2011 Education 627 Karen Clark
Part #1 Unit Title: Vietnam: Americas Conflict, 1965 1973 Subject/Topic Areas: Vietnam War; American Counter-Culture and Anti-War movements; Impact of war on Vietnamese civilians; Impact of war on home front in the United States; Media representation of war Time Frame: 12 classes, each approximately 55 minutes Key Words: Vietnam, Indochina, Gulf of Tonkin, USS Maddox, Viet Minh, 17th Parallel, Vietcong, Domino Theory, Iron Curtain, Khe Sahn, Tet Offensive, Cambodia, Kent State, Counter-Culture, Anti-War Movement, Selective Service, Johnson, Nixon, Kennedy, Vietnamization, Paris Peace Accords Designed by: Katie Chandler Part #1A A. Rationale As part of their core curriculum planning for United States history in secondary schools, the School District of Philadelphia provides objectives and schedules for teaching the Vietnam War to students. While their curriculum planning for this unit is helpful and important for teachers to use within the United States history classes, for the purpose of this course and this unit, the School Districts plan will not be followed. This particular course is New American Studies, an elective offered to students in tenth, eleventh, and twelfth grades at Central High School. Instead of focusing on the basic historical facts, figures, and events of American history, this course looks more specifically at the factors of history that are not typically covered in a high school history class, namely the social and cultural trends or implications. With this focus in mind, the unit will focus on how people actually experienced the war and lived through the events that they have previously learned about. In particular, the students should understand how young American men, both those who served and those who feared the possibility of being drafted, experienced the war, in comparison to their fellow Americans who were college students and politicians at the time. On the other side of the event, however, were the Vietnamese soldiers and civilians, and it is just as important for students to understand the enormous implications of the war on those people, whose homeland was devastated. Through these different perspectives, students should be able to see the connection between the events experienced by those groups of individuals and the resulting cultural trends, mainly the counter-culture movement, high level of distrust of the government, and prevalent anti-war protests.
B. Summary In his article Why Study History?, Peter N. Stearns wrote People live in the present. They plan for and worry about the future. History, however, is the study of the past. The view of history as something inconsequential to our present lives permeates our schools, leaving students with the impression that they are simply learning dates and names that have no meaning for them. In many history classes, this is the case and students are not able to understand the social and cultural implications of various events. This unit on Vietnam will provide students with the historical facts of the events, but will focus on a variety of perspectives on the war and the important cultural trends of the period. Students will begin this unit halfway through the course on recent American history and will already have a basis of knowledge on Communism, American culture and politics in the 1950s and 1960s, and the Cold War. Acknowledging the fact the students have also previously taken the United States history course, the unit will only briefly look at a timeline of events, looking specifically at the most important and decisive events and figures. Instead of focusing on date and specific events, the unit will focus more on the various points of view on the war, namely that of the soldiers, politicians, and ordinary civilians, and the enormous cultural impact of the war. On the first day, the unit will begin by asking students to think critically about what they already know about the Vietnam War by completing a KWL chart. Following that, the students will have to lead their own research to find their own answers to the question: Why was the United States in Vietnam? Students will then focus on what they want to learn about the war and its effects, leading the students into the focus of the unit. Before going into the cultural and social issues surrounding the war, the second and third day will provide students with a review of the important historical events surrounding the long war. After students have a solid understanding of the historical events of the Vietnam War, the unit will focus on the effects of the war through the perspective of those involved: American soldiers, Vietnamese civilians, American students, and politicians. By the time that the students get to the end of the unit, they should be able to analyze the war through the different representations and views of the war. At the end of the unit, the students will be able to reflect on what they have learned and how their knowledge of the Vietnam War has changed since the beginning. In addition to compiling a new list of what they have learned on their KWL chart, the students will examine their new knowledge by looking at our modern image of Vietnam and explaining their new knowledge of the conflict through the eyes of a particular individual.
Part #2: Enduring Understandings Pennsylvania State Standards - Standard 8.1.12.A: Evaluate chronological thinking. - Standard 8.1.12.B: Synthesize and evaluate historical sources. - Standard 8.1.12.C: Evaluate historical interpretation of events. - Standard 8.1.12.D: Synthesize historical research. - Standard 8.3.12.D: Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present. Students will understand: - How there are different accounts of the rationalization for American involvement in Vietnam. - That it is difficult to identify one cause for American involvement in Vietnam. - How the fighting in Vietnam had a tremendous impact on numerous individuals and groups around the world. - How the media influenced the Vietnam War and the perception of that conflict in the United States. - How the Vietnam War impacted the United States and instigated important social and cultural changes.
Part #2A: Essential Questions Overarching Questions for the Unit: - What are the long-lasting effects of the Vietnam War? - How was the Vietnam War a divisive event in American history? - What were the long-lasting effects of the war in Vietnam? - Who decides how history is written and then taught? - What role did the media play in the Vietnam War? - How do we remember the Vietnam War today? Lesson Oriented Questions: - Why was the United States involved in Vietnam? - What were the different motivations to become involved in a conflict in Vietnam? - How do world leaders rationalize foreign military conflicts and sending troops abroad? - How did Lyndon B. Johnson rationalize sending troops to Vietnam? - What events are representative of the conflict in Vietnam? - How do photographs represent important moments in time? - How can we use photographs to understand the emotions, individuals, and perspectives that were part of the Vietnam War? - Who were the American soldiers who fought in Vietnam? - How did the average American soldier experience the Vietnam War?
How were American soldiers impacted by their experiences fighting in Vietnam? How is the typical American soldier, who served in Vietnam, represented in Tim OBriens semi-fictional novel, The Things They Carried? How did the Vietnam War impact Americans at home? What was the Anti-War movement and how did it influence American culture and the perception of the Vietnam War? How did the Anti-War and Counter-Culture movements arise from the conflict around the Vietnam War? Who were the prominent individuals in the United States who supported the conflict in Vietnam? Who were the prominent individuals in the United States who were against the conflict in Vietnam? How did prominent politicians and individuals rationalize their policies on the war? What reasoning did protestors against the Vietnam War use? How did the Vietnam War impact Vietnam? How were Vietnamese civilians impacted by the war? How does a Vietnamese students knowledge of the Vietnam War differ from an American students? What does it mean that the Vietnam War was the first televised war? How were soldiers returning from Vietnam received when they came home?
Part #2B: Essential Knowledge and Skills Students will know - The different people who were involved in and impacted by the Vietnam War. - The long-lasting effects that the Vietnam War had on Americans and American culture. - The key events of the military conflict in Vietnam. - The role that media played in the Vietnam War. - The impact that the fighting in Vietnam had on American culture. - How American soldiers were treated when they returned home. - How an Anti-War movement and counter-culture began during the era of the Vietnam War. Students will be able to - Identify the events leading up to the start of American involvement in Vietnam. - Define Vietnamization. - Identify the policies of Presidents Johnson and Nixon in regards to American involvement in Vietnam. - Explain the difference between their knowledge of the Vietnam War and the manner in which Vietnamese children are taught about the conflict.
Part #3 Instructional strategies to develop essential skills and concepts: - KWL Chart - Analysis of primary sources - Gallery Walk - Jigsaw Activity - Protest Song Analysis - TABA Chart - Think-Pair-Share - Debate - Group Work - Graphic Organizers Materials and Equipment: - Promethean Board - Teacher Computer - Student Laptop Cart - Large Post It Chart Paper - The Things They Carried Reading - Vietnam Playlist - Protest Song Playlist - Time and LIFE Magazine photos - Dear America: Letters Home From Vietnam Documentary - Vietnam in HD Documentary - History Channel Website - Vietnam: The Unforgiven Documentary - Vietnam: Looking for Home Clips - Media/News Clips - History Lessons: How Textbooks Portray U.S. History Part #4: Assessment Evidence Performance Tasks: - Take Notes - Participate in class discussion - Participation in Group Work - Writing prompts - Graphic Organizers - Timeline of important events - Gallery Walk Notes - Museum Curator Assignment - The Things They Carried Reading Questions - Protest Song Analysis Homework - Debate and Group Posters - Textbook Summary Assignment - Take Home Essay - Final Exam
Day 1 Vietnam: Why were we even there? Overview: This lesson is the first in the unit on the Vietnam War and the discussion on the social and cultural implications of that conflict. During this first lesson, the students will examine what they know about Vietnam already and will attempt to answer the important question, why were we in Vietnam in the first place? First, students will be asked to complete the K section of a KWL chart, which will help them understand how much or how little they actually know about the Vietnam War and the social repercussions of the war. Once the students are finished completing their charts individually, they will help the teacher to create a list of their preexisting knowledge for the entire class. Following the activity and discussion of their pre-existing knowledge on Vietnam, the teacher will ask the students to consider why the United States was in Vietnam at all. Ultimately, there is not one clear or easy answer to that question. With that in mind, the students will be asked to research this question. Ten stations with different sources and materials will be set up around the room and the students will have the opportunity to explore the different stations in order to create a thesis explaining American involvement in Vietnam. After the students have an opportunity to create their own thesis, the entire class will share their ideas, explaining their rationale from the materials. In the end, the class will work to make one overall thesis, which will then be posted in the room. At the end of class, the students will complete the W section of the KWL, which they must turn in as their exit ticket. The information in that section will serve as the basis for the remainder of the unit. Objectives: - Students will understand o How there are numerous accounts and events that led to American involvement in Vietnam, making it difficult to identify one clear cause of the conflict. - Students will be able to o Identify their previous knowledge about the Vietnam War. o Use sources and other materials to create a thesis and support their ideas. o Scrutinize gaps in their knowledge and examine which ideas, events, and trends they would like to know more about. Essential Questions: - Why was the United States involved in Vietnam? - What were the different motivations to become involved in a conflict in Vietnam?
Materials - Teacher Materials o Power Point Presentation o Station materials o Poster sheet - Student Materials o Class Notebook o KWL Charts (33 / 1 per student) o Thesis and Note Worksheet (33 / 1 per student) Assessment: - Student-completed Thesis and Note Worksheet - Class designed thesis - Student KWL Charts Procedures: I. Introduction a. Warm-Up: When the students come into the room, a photograph of soldiers wading through a monsoon will be projected on the board. The students will be asked to write a response to the photograph. i. The students will be given approximately 3-4 minutes to think about and respond to the following questions: 1. What does the photograph depict? 2. Who is in the photograph? Who are they? What are they doing? 3. Why is this photograph significant? ii. The teacher will then lead a class discussion for approximately 5 minutes about what they noticed and wrote down. b. At the end of the discussion, the teacher will make a connection between what they said about the photograph and the introduction to the Vietnam War unit. II.Body of the Lesson a. KWL Sheet: i. The students will work individually for approximately 3-4 minutes to fill out the K section of their KWL worksheet, indicating what they already know about the Vietnam War. ii. The teacher will then ask the students to share their answers. As a class, they will create a list of pre-existing knowledge on the Promethean board or a sheet of poster paper. 1. After reviewing their answers, the teacher will ask them to consider what they already know and if that answer that question: why was the United States in Vietnam? a. Attempting to answer that question will then be their task for the day.
b. Inquiry Stations i. In order to research the answer to that question, different stations covering various topics and primary sources will be set up around the classroom. 1. With a partner, the students will have the freedom to go around the room and collect information at their will. The students must show that they have visited at least 4 stations, collecting information to create a wellinformed hypothesis. 2. The students will have to review their notes before coming to a conclusion and writing a thesis in response to the question of American involvement in Vietnam. c. Class Discussion i. The class will come back together and each pair will share their thesis and answer to the question. 1. The teacher will compile a list of their answers, before asking the students to attempt to create one main thesis for the entire class. a. The thesis will remain in the classroom throughout the remainder of the unit. III.Conclusion a. Exit Ticket: in order to leave the class, the students must complete the W section of their chart, indicating what they want to learn about the Vietnam War during the unit. i. The students should think about the days activities and the holes that they have in their knowledge of the conflict. ii. The students questions will help guide the unit.
Teacher Notes on Lesson:
New American Studies
K What do you already know?
W What do you want to know?
L What do you want to learn?
Name: _______________________
VIETNAM WAR
Name: _____________________
Vietnam: Why was the United Stated Involved? Thesis: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Take notes in the boxes below on the sources provided at each station. Use the information you gather to come to a conclusion and write your thesis about why the United States was involved in the Vietnam War. Station #1: Vietnam History, World War II
Station #2: Vietnam History, After World War II
Station #3: Vietnam Country Profile
Station #4: French Involvement in Vietnam
Station #5: President Lyndon Johnsons Vietnam Policy
Station #6: President Richard Nixons Vietnam Policy
Station #7: Secretary of Defense Clark Cliffords Letter to President Johnson
Station #8: President Eisenhowers Letter to Ngo Dinh Diem
Station #9: President Johnsons Message to Congress
Station #10: Declaration of the Geneva Convention
Day 2: Americas Conflict Begins Overview: By the second day in the unit, the students are already aware of the topic and the difficulty of identifying a specific cause for American involvement in Vietnam. Due to the fact that the students identified their own hypotheses on why the United States was involved in Vietnam, this days lesson will focus on the actual events that precede, make up, and follow the war. However, it is important to remember that this course is not the required American history class, but instead a history elective. With that in mind, the lesson will provide a brief overview of events in order to prepare students to look more in-depth at the social aspects of the conflict. The students will begin by examining the rationale provided by George Bush as the United States invaded Iraq and will then compare that experience to Lyndon B. Johnsons explanation for American entrance into Vietnam. Following this comparison and analysis, students will be provided with an overview of the events that comprise the conflict in Vietnam. Students will be asked to create a timeline of important events, tracking the escalation of events and eventual withdraw from the conflict. By the end of the days lesson, the students should be prepared to use this knowledge as a basis for the rest of the unit, as those events are the kindle for the social and cultural changes of that time. Objectives: - Students will understand o How leaders can rationalize military involvement in a foreign land. o The main events that comprised the conflict in Vietnam and the eventual withdraw of troops. - Students will be able to o Create a timeline of the important events of the Vietnam War. o Analyze the methods used by leaders as rationale for a conflict. Essential Questions: - How do different leaders rationalize foreign military conflicts? - How did Lyndon B. Johnson rationalize sending troops to Vietnam? - What events are representative of the conflict in Vietnam? Materials: - Teacher Materials o George Bush/Iraq Video o Lyndon B. Johnson/Vietnam Video o Power Point Presentation - Student Materials o Class Notebook o Timeline Worksheet o Exit Ticket (33 / 1 per student)
Assessment: - Completed Timeline Worksheet - Class discussion and participation - Exit Ticket Procedures: I. Introduction (10 Minutes) a. Warm-Up: George W. Bush and the invasion of Iraq i. The teacher will show students the video of Bush announcing and rationalizing the American invasion of Iraq in 2003. They will then have to write a brief reflection on the video while answering the following questions: 1. What did Bush do to try to gain support? 2. After this announcement, how did people initially react to the start of the conflict? Did that opinion change? 3. If a leader said that we were attacked and were going to invade a country, would you believe and support them? ii. The teacher will then lead a class discussion about their reactions before making a connection to the decision to send troops to Vietnam. The students will then watch the video of Johnson announcing his decision to send troops to Vietnam. II. Body of Lesson (40 Minutes) a. The teacher will go through the brief history of the Vietnam War, covering the most important events of the conflict, ranging from French involvement in Indochina to American withdraw of troops. i. While the teacher is explaining important events and leading a discussion, the students should take notes and complete a timeline of the important events in the conflict year by year. III. Conclusion (5 Minutes) a. Exit Ticket: with approximately 5 minutes remaining in class, the teacher will end the discussion, checking for any lingering questions that the students may have. The students will then have to complete an exit ticket in order to leave the class. i. The students must identify one new thing that they learned about the Vietnam War, explaining what it was and its significance to the conflict as a whole. Teacher Notes on Lesson:
Name: _____________________
VIETNAM: Timeline of a Conflict
1950s
1960s
1960s
1970s
Day 3: Americas Conflict, 1965-1973 Overview: After the previous days lesson, the students should have a general understanding of the important historical events that comprise the Vietnam War. This days lesson continues to teach the students about the main events that form the military aspect of the conflict in Vietnam, but will begin to make the connection between the timeline of military events and the social changes that occurred as a result. Students will be able to come to this understanding by reviewing and analyzing a set of photographs, which represent both events in Vietnam and at home in the United States. It is important for students to use photographs and other types of media as a learning tool, especially in this unit, as they are extremely informative and powerful. Students will first be asked to react independently to a variety of photographs. Then, they will have to focus on one picture in particular, researching the events behind it. After they complete their research into the photograph and the events that it represents, the students will have to teach the other students about its importance. By the end of the days lesson, the students will be able to explain their understanding of the events in Vietnam and its impact on American culture by utilizing representative photographs. Objectives: - Students will understand o How photographs can become representative of a larger event or period of time. o Important events and conflicts during the Vietnam War, both in Vietnam and at home in the United States. - Students will be able to o Analyze photographs and the events they represent. o Research events o Create a presentation about events and a particular photograph. Essential Questions: - How do photographs represent important moments in time? - How can we use photographs to understand the emotions, individuals, and perspectives that were part of the Vietnam War? Materials: - Teacher Materials: o 10 Photographs from TIME and Life Magazines o Vietnam Playlist - Student Materials: o Gallery Walk Guided Notes Worksheet (33 / 1 per student) o Photograph Worksheet (33 / 1 per student) o Homework Assignment Handout (33 / 1 per student)
Assessment: - Gallery Walk Notes - Photograph Worksheet and Presentation - Homework: Museum Curator Assignment Procedures: I. Introduction a. Gallery Walk: the students will begin class by participating in a gallery walk. For approximately 15 minutes, the students will be able to look at the photographs and take notes on their observations/reaction. i. The students will have a note sheet with a spot for them to take notes by each photograph. II. Body of Lesson a. Group Research and Presentations: after the gallery walk, the students will be asked to go stand by their favorite photograph from the activity. The group that they are with will then be their group for the following assignment. The teacher will rearrange groups to ensure that each only has 4 or 5 members. i. Once in their groups, the students will be given 2 laptops and will have to research the magazine photograph and the event that it is depicting. ii. The students will have to create a short 3-4 minute presentation about the photograph and event for the class. b. Presentations: As the groups take turns presenting their photographs, the other students will have to take notes on each. i. The students will use the same sheet for notes as before, helping them to compare their initial reactions with the actual facts related to the photographs. III. Conclusion a. At the end of class, the students will be given their homework assignment related to the activities from the days lesson. i. You are a museum curator and are responsible for creating a new display of photographs representative of the Vietnam War and its impact on the United States. Select at least 3 photographs that you would use in this display, explaining your choices and the photographs relevance. (25 points) Teacher Notes on Lesson:
Name: _______________________ VIETNAM: Gallery Walk Photograph I. Vietnam Prisoner November 26, 1965 Gallery Walk Notes
Presentation Notes
2. Vietnam Victim November 8, 1968
3. Anti-War Protest October 1967
Photograph 4. American Dead June 27, 1969
Gallery Walk Notes
Presentation Notes
5. Tragedy at Kent May 1970
6. The Cease Fire February 1973
Name: _______________________
VIETNAM: Museum Curator Assignment (25 points)
You are working as a museum curator and you are responsible for creating a new display of photographs on the Vietnam War and its impact on the United States. For your display, you must select at least 3 photographs. Each photograph that you select should represent an important part of the Vietnam War and that era. The photographs that you select should come from the gallery walk activity and your notes on those events. However, if you find other important pictures that you prefer to use, then those can be used as well. Once you have selected at least 3 photographs, write a short paper (1 1 pages double spaced). In your paper, identify the photographs that you have selected, provide a short explanation of its background, and explain why you chose those photographs to represent the Vietnam War.
Due on Friday!
Day 4: An American in Vietnam, Part I Overview: By the fourth day of this unit, the students will have a firm understanding of the historical events that made the Vietnam War what is was. Although the historical events of the war are important to their understanding, it is also typically covered in American history classes and only shows the students part of what the war was. In order to completely understand the war and its long-lasting effects, it is important for students to understand who was involved in and greatly impacted by the war. For this days lesson, the students will focus on the American soldiers who fought in Vietnam. Due to the fact that so many soldiers and other personnel fought in Vietnam, it is difficult to understand each persons experience. However, students should be able to understand who the average soldier was and happened to them by reviewing important facts or statistics and reading personal accounts from soldiers. Objectives: - Students will understand o Who the American soldiers in Vietnam were, in regard to their average age, background, and fighting experience. o How some myths about Vietnam distort who the actual soldiers were. o How the war impacted soldiers mentally, physically, and emotionally. - Students will be able to o Use particular facts about and accounts from American soldiers to understand those who fought in Vietnam as a whole. o Summarize and explain particular accounts from American soldiers. Essential Questions: - Who were the American soldiers who fought in Vietnam? - How did the average American soldier experience the Vietnam War? Materials: - Teacher Materials: o Warm-Up activity: draft cards, letters o History Channel Video o Power Point Presentation o Poster Sheet - Student Materials: o Class Notebook o Soldier memoirs/accounts (5 of each) Assessment: - Class created list of soldier attributes - Class participation and notes - Personal Accounts Jigsaw Activity
Procedures: I. Introduction a. Vietnam Draft Activity: as the students enter the room, each male student will have a copy of a draft card placed on their desk. Once class begins, the teacher will ask all of the boys to come up to the front and explain what they have in their hands. i. Round 1: each card has a sticker on the back, which designates whether or not that student is drafted. 1. Red is not eligible; Yellow is not drafted; Blue is drafted; and Green is a volunteer. ii. Round 2: the students who volunteered or who were drafted must stay at the front and will each be given a draft letter and then a card, which tells them what happened to them. 1. The cards designate if they were killed in action, wounded, taken prisoner, or survived unscathed. b. After the activity is complete, the class will talk about what they thought of the activity and what it must have felt like to have been a young male American at that time. II. Body of Lesson a. Myths of the American soldier i. Together, the teacher and the students will create a list of what they think they know about the soldiers who fought in Vietnam. The teacher will ask specifically about whom the soldiers were and what they think they experienced. b. History Channel: Who the Soldiers were i. The students will watch a short clip, which shows the basic facts about the soldiers, debunking many myths about the war. 1. After the students are able to watch the video twice, taking notes about he facts shown, the teacher will put various myths about the soldiers on the board. Based on their new knowledge, the students must explain why it is a myth and the actual fact about the soldiers. c. Power Point: the teacher will then provide the students with more facts about the average American soldier, focusing on who they were, why they were fighting, and how their experience impacted them, even years after the war ended. i. Topics will include: 1. The mandatory draft; draft exemptions; draft dodgers; average age/background of soldiers, etc. d. Personal Accounts Jigsaw Activity: i. The students will be put into 5 separate groups and each group will be given a copy of a different soldiers personal account of
his time in Vietnam. The students will have time to read the account and discuss it as a group. ii. After their discussion time is over, the students will move to different groups so that there is one person for each account in the new groups. 1. The students will have to introduce their soldier and explain what happened in their account of the war. III. Conclusion a. Exit Ticket: before they leave, the students will have to write a short reflection on what they learned that day. Specifically, the students will have to answer the following questions: i. What did you learn about the American soldiers who fought in Vietnam from todays lesson? Did it surprise you? Why do you think that it is something important to know? b. Homework: The Things They Carried from The Things They Carried by Tim OBrien. i. The students will have to read the excerpt from OBriens book and answer a few guided reading questions in preparation for the next days class. Teachers Notes on Lesson:
Name: ______________________ The Things They Carried By Tim OBrien
Read the first section of the book, The Things They Carried and answer the following questions. Be prepared to discuss the book tomorrow. 1. Throughout the story, the narrator describes what the soldiers carried. List some of the things that the different characters carried with them.
2. Who is Martha? What role does she play in this story?
3. What happens to Ted Lavender? How does it impact Jimmy Cross?
4. Overall, how would you describe the soldiers in the story? Do you think that they are like most soldiers who fought in Vietnam? Why or why not?
5. Pick one quote or paragraph from the text that stands out to you. Be prepared to discuss why you chose it.
Day 5: An American in Vietnam, Part II Overview: This lesson continues the lesson from the previous day on the American soldiers experiences in Vietnam. In the previous lesson, the students learned about the basic facts about the Americans who fought in the war, namely their average age, their backgrounds, and their experience in the army. Using that information as a base of knowledge on the topic, this days lesson looks at specific sources, ranging from their reading of The Things They Carried to soldiers personal videos, to help the students understand what it was actually like to serve in Vietnam. After discussing the somewhat fictional account from OBriens book, the students will watch a documentary based on soldiers videos and personal accounts of their service in the Vietnam War. By the end of the lesson, the students should have a better understanding of what the soldiers experienced in Vietnam, knowledge that will be important as the unit moves forward and they learn about the other groups who were impacted greatly by the war. Objectives: - Students will understand o How the war impacted soldiers mentally, physically, and emotionally. o What the daily experience in Vietnam was like for an American soldier. - Students will be able to o Discuss the novel and compare the semi-fictional story with actual events in the Vietnam War. Essential Questions: - How were American soldiers impacted by their experiences fighting in Vietnam? - What did many American soldiers fighting in Vietnam experience on a daily basis? - How is the typical American soldier, who served in Vietnam, represented in Tim OBriens semi-fictional novel, The Things They Carried? Materials: - Teacher Materials: o Power Point Presentation o Dear America: Letters Home from Vietnam video - Student Materials: o Class Notebook o Homework: The Things They Carried reading questions
o Dear America: Letters Home from Vietnam questions Assessment: - Reading Circle - Dear America: Letters Home from Vietnam questions - Collect: Museum Curator Assignment - Collect: The Things They Carried reading questions
Procedures I. Introduction a. The Things They Carried Reading Circle: the students will be divided into 6 different groups in order to discuss their reading assignment. Discussion questions will be posted on the board to guide the conversation. Their discussion will focus on the following: i. What was your initial reaction to the story? Did you like it? Were you surprised by anything? ii. Was there anything that you did not understand or anything that confused you? Ask your group to help! iii. Based on your homework, which quote or segment from the story did you select? Explain what is happening at that part of the story and why you chose it to the rest of your group. b. After the students have discussed the book within their groups, each group will share something that they talked about with the entire class and ask any lingering questions that they may have. II. Body of Lesson a. Dear America: Letters Home from Vietnam Documentary: the teacher will play portions of the 1988 documentary, which features archived footage, soldiers personal videos, and real-life letters written by American soldiers and voiced by actors. i. As parts of the film are played for the students, they should take notes on what they notice and complete a guided reading handout. ii. The teacher will stop the film occasionally and ask questions to check their understanding and gauge their reactions. III. Conclusion a. Class Discussion: the teacher will lead a short discussion about the film, answering any lingering questions about the film from the students and asking questions to gauge their understanding. i. What did you notice about the soldiers, in both the footage and in the letters that they wrote? ii. Did they act how you expected? Did anything surprise you?
iii. How did the soldiers react differently to what was happening around them? iv. What does this film help you understand about the American soldiers experience in Vietnam? b. Exit Ticket: With a short time left in class, the teacher will ask the students to write a reflection on the documentary.
Teachers Notes on Lesson:
Name: _______________________
Dear America: Letters Home from Vietnam (1988) As you watch the documentary, take notes under the following sections to help you organize your thoughts about the film. 1. What were the soldiers like in comparison to what we have talked about?
2. What do the soldiers talk about in their letters home?
3. Do the soldiers share their opinion of the war? What do they say?
4. What events shown in the film stood out to you?
5. Other notes and observations
Day 6: The War at Home: United States, Part I Overview: The students have already studied the events that pushed the conflict forward and the experiences of the American soldiers who fought in Vietnam. However, the war was not just fought abroad. The Vietnam War had a tremendous social and cultural impact on the United States, causing social unrest, new cultural movements, and a stark division in the country. In order to truly understand the importance of the Vietnam War and its long-lasting implications for the United States, the students need to understand what the United States was like during the war and the important events or trends that happened there during that time. During this lesson, the students will focus on the home front of the Vietnam War. In particular, the students will examine three different groups within American society who were directly involved in the war somehow: the families waiting at home for a soldier, the politicians making decisions about the war, and those who took part in the anti-war movement. The students will look at different clips and photographs to fully understand what the different positions involved and how those different beliefs created a tense and divided country for soldiers to return to. Objectives: - Students will understand o How the Vietnam War was an extremely unpopular war in the United States. o How the wars unpopularity increased with time. o How the anti-war movement grew during the Vietnam War. o Why Lyndon B. Johnson chose to not run for re-election. - Students will be able to o Explain how the United States responded to the Vietnam War. o Compare and contrast the different views that people had on the Vietnam War. o Explain what the anti-war movement was and how it impacted American Culture. Essential Questions: - How did the Vietnam War impact Americans at home? - What was the Anti-War movement and how did it influence American culture and the perception of the Vietnam War? - How did the Anti-War and Counter-Culture movements arise from the conflict around the Vietnam War? Materials: - Teacher Materials: o Power Point Presentation o Protest Songs Playlist
Student Materials: o TABA Chart: The War at Home (33 / 1 per student) o Protest Songs Worksheet (33 / 1 per student) o Homework Assignment: Protest Song Analysis
Assessment: - Think-Pair-Share Activity - Class discussion and participation - Homework: Protest Song Analysis Procedures: I. Introduction a. Think-Pair-Share: at the beginning of class, the students will be asked to individually create a list of the people that they think were impacted greatly by the Vietnam War. i. After the students have time to create their list, they will then share their ideas with a partner next to them. Each pair will be expected to combine their lists, which they will then share with the entire class. ii. After talking with partners, the pairs will share their ideas with the whole class and the teacher will create a master list. 1. The teacher will lead a discussion about their ideas, leading it to the point where the students are talking about other Americans who were impacted by the war, but not by serving in the military. a. Why did you include them? How do you think they were impacted by the war? II. Body of Lesson a. Power Point + Class Discussion: the teacher will provide the students with important information about the different groups of people impacted by the Vietnam War. Primarily, the focus will be on different photographs and short media clips. The teacher will then lead a discussion about the topic, asking students to analyze the photographs, clips, and other pieces of information. i. Families of Soldiers 1. How do you think they felt about the war? 2. How do you think they reacted to the harsh criticism of the war and the American soldiers? ii. Politicians 1. Why do you think they generally supported the war? 2. How do you think other people reacted to them? 3. How do you think they responded to the criticism? iii. Counter Culture and Anti-War Movement
1. Why was there such a strong movement against the Vietnam War in the United States? 2. How was their movement visible in the United States? 3. What type of impact did they have on American culture during and after the war? iv. TABA Chart: while the class discusses the different people who were effected by the war and how they reacted to the conflict, the students should complete a TABA chart, helping them to understand each group. b. Protest Songs: the protest songs of the 1960s and 1970s represent an important part of American culture during the Vietnam War and it is a useful way for students to understand arguments and attitudes against the war. i. The teacher will play a series of protest songs that we popular during the Vietnam War: 1. Masters of War, Bob Dylan 2. War, Edwin Starr (1970) 3. Fortunate Son, CCR (1969) 4. Im Fixin to Die, Country Joe & the Fish (1967) 5. Ohio, Crosby, Stills, Nash & Young (1970) 6. Blowin in the Wind, Bob Dylan ii. While the songs are playing, the students should take notes on the lyrics and how they may represent the Anti-War movement in the United States. III. Conclusion a. Exit Ticket: in order to leave class, students have to write a short response to the following prompt: i. If you were alive during the Vietnam War, which group do you think you would be part of- would you support the government, would you protest the war, would you be neutral, or would you volunteer for the army? 1. Why do you think you would be part of that group? b. Homework: Protest Song Analysis i. For this assignment, the students will have to select one protest song they heard that day and respond to the following questions in approximately two paragraphs: 1. Why is this song important to the Vietnam era? 2. How does it represent the culture at home in the United States during the war? Teachers Notes on Lesson:
Which groups of people or individuals are in this group?
In general, how did they view the Vietnam War?
What impact did they have on society and the war?
How did the rest of the country view them?
Politicians
Name: _______________________ Families of Soldiers in Vietnam
Anti-War Protestors + Counter-Culture Movement
Name: _____________________ VIETNAM: Protest Songs
Song
What are the lyrics about?
Why is this a protest song?
How does the song reflect the U.S. at that time?
Masters of War Bob Dylan 1963
War Edwin Starr 1970
Fortunate Son Creedence Clearwater Revival 1969
Song
What are the lyrics about?
Why is this a protest song?
How does the song reflect the U.S. at that time?
I Feel Like Im Fixin to Die Country Joe & the Fish 1967
Ohio Crosby, Stills, Nash, & Young 1970
Blowin in the Wind Bob Dylan 1964
HOMEWORK! Select one song from above. In 1-2 paragraphs, explain how the song is an important protest song of the 1960s or 1970s and how it represents American culture during the Vietnam War.
Day 7: The War at Home: United States, Part II Overview: This lesson is the second in a two-day plan to teach the students about the drastic impact of the Vietnam War on the United States home front at the time of the war. It is important that students understand that Vietnam was a conflict that was fought both abroad and at home, although in different ways. While troops were sent to fight in Vietnam, a battle between a growing Anti-War movement and the politicians and citizens who supported the war raged in the United States. The first day of the lesson introduced students to the opposing sides of the debate, helping them to understand their arguments, the strategies that they used to make their point, and the key figures that are now representative and each side. The second day of the lesson uses that information by asking students to represent different sides and figures within the Vietnam culture war. The students will have to argue either for or against the war through the eyes of an important figure. In the form of a class wide debate, the different groups, each assigned a different side or person, must create a slogan, posters supporting their beliefs, and then participate in a debate against an opposing side. By the end of the lesson, the students should understand how complicated the war became, even when those involved in the debate were not actively fighting in Vietnam. With that knowledge, the students will also be able to understand how a war can be divisive, impacting a society as a whole. Objectives: - Students will understand o How particular groups and individuals reacted to the Vietnam War. o How the Vietnam War impacted particular groups and individuals. o How the Vietnam War served to greatly change American society and culture. - Students will be able to o Use their knowledge of different people and their role in the Vietnam War to debate either for or against events related to the conflict. o Summarize the viewpoints and arguments of certain groups and individuals in the United States. Essential Questions: - Who were the prominent individuals in the United States who supported the conflict in Vietnam? - Who were the prominent individuals in the United States who were against the conflict in Vietnam? - How did prominent politicians and supporters of the war rationalize their policies on the war? - What reasoning did protestors against the Vietnam War use? - How was the Vietnam War a divisive event in American history?
Materials: - Teacher Materials: o Power Point Presentation o Posters and Markers - Student Materials: o Class Notebook o TABA Chart: War at Home o Posters and Markers Assessment: - Warm-Up Responses - Class Debate o Group Posters and Slogan o Arguments - Collect: Protest Song Analysis Assignment Procedures: I. Introduction a. Warm-Up: at the beginning of class, the teacher will project two different pictures on the board, one of a group of students protesting the Vietnam War and another of a group of people waving American flags, openly supporting the soldiers. The students will be asked to individually complete the following prompt: i. Compare and contrast the two pictures on the board. What are they arguing for/against? What slogans do they use? ii. After the students have enough time to write their response, the teacher will ask them to share their answers and participate in a short discussion about the pictures. 1. The teacher will point out how different sides argued or protested against each other, but they all believed strongly in their own views. II. Body of Lesson a. Debate: the students will participate in a debate within groups, but each group will be assigned a different role to play. Each figure is someone that the students are already familiar with and they should understand that persons outlook on the war and certain issues. i. The students will be divided into 6 different groups (approximately 5-6 students in each group). 1. Lyndon B. Johnson 2. John Kerry 3. Gen. William Westmoreland 4. Robert Kennedy 5. Families of soldiers in Vietnam 6. College student protestors
ii. The students will be given a sheet with general information about their role and space to create that persons argument for different issues, such as the war, the draft, and the growing protest movement. 1. The students will have time to work as a group and establish their argument for the different issues. iii. During their planning time, each group will also have to create a poster and slogan for their role and their views. 1. The groups will have to present their posters and slogans at the beginning of the debate. iv. After their planning and work time in groups is complete, the teacher will start leading the debates on certain issues. 1. For each issue, two opposing sides will be selected to debate each other. They will each have 2 minutes to present their general ideas on the subject. Then, they will be given additional planning time before presenting their rebuttal and final comments. v. At the end of each round of debate, the rest of the class will vote on who they think won the debate. III. Conclusion a. After the debates finish, the students should use the remaining time in class to respond to the following prompt: i. Select one group or individual that we have talked about during this unit. Explain how they viewed the Vietnam War and how they were ultimately affected by the conflict. Do you agree or disagree with their outlook on the events? Teachers Notes on Lesson:
Group Members: ________________________ _______________________________________ VIETNAM: Debate!
You are PRESIDENT LYNDON B. JOHNSON President of the United States, 1963-1969 Escalated direct military involvement in Vietnam In 1968, he decided to not run for re-election due to decreasing popularity and dissatisfaction with the ongoing war Was concerned about communism possibly spreading
American Involvement in Vietnam
Mandatory Draft
Draft Dodging
Anti-War Protests
Increasing Media Coverage
Group Members: ________________________ _______________________________________ VIETNAM: Debate! You are JOHN KERRY
Served in the Navy after college and was deployed to Vietnam, 1968-1969 Won the Silver Star, Bronze Star, and 3 Purple Heart medals After returning home, he joined Vietnam Veterans Against the War Spoke to the Senate about the problems with the war, calling his superiors war criminals Later graduated from law school and served as a Senator
Mandatory Draft
Draft Dodging
Anti-War Protests
You are GENERAL WILLIAM WESTMORELAND US Army General; Commander of US Military operations in the Vietnam War, 1964-1968 Television is an instrument which can paralyze this country Strategy of attrition (simply wearing down the enemy by looking at who was losing more resources and soldiers) Lost a lot of public approval after the Tet Offensive
Mandatory Draft
Draft Dodging
Anti-War Protests
Group Members: ________________________ _______________________________________ VIETNAM: Debate! You are ROBERT KENNEDY -
Democrat New York Senator Attorney General, 1961-1963 o Resigned from his position 9 months after his brothers death Disagreed with Pres. Johnson on issues related to Vietnam Argued for Civil Rights and to end poverty In 1967, he advocated withdrawal from Vietnam Assasinated on June 5, 1968 while campaigning for the Democratic nomination
Mandatory Draft
Draft Dodging
Anti-War Protests
Group Members: ________________________ _______________________________________ VIETNAM: Debate! You are THE SILENT MAJORITY -
Phrase used by Nixon to address Americans who were not represented by the anti-war protests and media coverage o He believed they would support the war Generally blue collar workers who do not usually participate in politics Not always conservative politically, but socially they were Saw protests as disrespectful of American institutions
Mandatory Draft
Draft Dodging
Anti-War Protests
You are COLLEGE STUDENT PROTESTERS First anti-war protests began in 1964, quickly growing in size and frequency Played a large role in the arts, especially literature and music Opposed draft Kent State (May 4, 1970) Hey, hey LBJ- how many kids have you killed today?
Mandatory Draft
Draft Dodging
Anti-War Protests
Day 8: The War at Home: Vietnam Overview: Thus far in the unit, the lessons have focused on the events of the military conflict and the ways in which the conflict impacted the United States, whether it was the soldiers fighting abroad or the civilians at home. In many history classes, students would not discuss the impact of the war past that point. However, the Vietnam War was not something that simply happened to the United States. Although it is not frequently addressed in the United States, the war was actually about the Vietnamese people and they are the ones who were affected the most, both during the war and after the troops left. This days lesson focuses on how the war affected and devastated the country and the people of Vietnam. With this purpose in mind, the students will research different groups and areas of the country that were greatly affected by the war and help teach their classmates about the topic. Once students have a general understanding of how the war impacted Vietnam as a whole, the students should be able to reflect on what they have learned about the war in general and compare and contrast the impact on Vietnam and the United States. Objectives: - Students will understand o How the Vietnam War impacted both civilians and soldiers in Vietnam. o How the war affected Vietnam in a different way than it affected the United States and American citizens. - Students will be able to o Explain how different people and different areas of Vietnam were impacted by the war. o Compare and contrast the effects on Vietnam with the effects that the war had on the United States. Essential Questions: - How did the Vietnam War impact Vietnam? - How were Vietnamese civilians impacted by the war? - What were the long-lasting effects of the war in Vietnam? Materials: - Teacher Materials: o Power Point Presentation o Poster sheets o Laptop cart o Graphic Organizer Worksheet
Student Materials: o Class Notebook o Poster sheets o Laptops (2 per group) o Graphic Organizer Worksheet (33 / 1 per student)
Assessment: - Master List of People effected by Vietnam War - Class discussion and participation - Group work, poster, and presentations - Graphic Organizer worksheet
Procedures: I. Introduction a. Warm-Up: at the beginning of class, ask the students to write a short, individual response to the following prompt: i. In your mind, who was the person or the group of people most affected by the Vietnam War? Why that person or that group of people? ii. After the students have enough time to complete their response, the teacher will ask students to share. 1. While the students explain what they wrote, the teacher will create a master list on the board. iii. The teacher will look to see if any of the students wrote down the Vietnamese people, gauging their perspective on the war. II. Body of Lesson a. How did the Vietnam War impact the country of Vietnam and its people?: in order for the students to understand that the war had a large impact on the Vietnamese people, which is primarily forgotten about today, they will research the impact on certain groups of people at particular times. i. The students will be divided into the following groups: 1. North Vietnamese civilians 2. South Vietnamese civilians 3. North Vietnam + South Vietnam soldiers 4. Vietnam (infrastructure, agriculture, wildlife) 5. Vietnam (government, economy, business) ii. Each group will be given to research their topic on laptops, create a presentation for the class, and create a poster with key information for the classroom. They should focus on the following information and questions: 1. How did the war directly impact them? (Compare before the war, during the war, and after the war)
2. What statistics and facts are there, which represent these effects? 3. Why is it important to think about and discuss the impact on these people/this country? iii. After researching the topic and creating materials, the student groups will have to teach the class about the impact that the Vietnam War had. 1. While other groups present, the students should use the assigned graphic organizer to take notes. III. Conclusion a. Comparison to the United States: with the remaining time in class, the teacher will lead a discussion with the students, asking them to create a list of the general effects of the war on North Vietnam, South Vietnam, and the United States. i. While the teacher creates a list of their suggestions on the board, the students should complete their own version of the graphic organizer.
Name: ________________________
VIETNAM: The Impact of War on Vietnam 1. North Vietnamese Civilians
2. South Vietnamese Civilians
3. North Vietnam & South Vietnam soldiers
4. Vietnam (infrastructure, agriculture, wildlife)
5. Vietnam (government, economy, business)
The Impact of War on
VIETNAM
UNITED STATES
Day 9: Teaching about the Vietnam Warin Vietnam Overview: As Winston Churchill said, History is written by the victors. It is extremely important that students understand that while they learn a particular version of events, what they learn is not the only version taught around the world. In concern to the Vietnam War and this unit, it is important for students to see how the war and the events connected to it are taught in Vietnam. Although the United States could not be called the victor of the Vietnam War, our schools still teach a version of events that is particular to our experiences and concerns. During this lesson, the students will be able to see how the schools in Vietnam also teach based on their own concerned, even though the version of history is different than our own. By the end of the lesson, the students should continue to wonder: whose version of history is the right one? Objectives: - Students will understand o How historical events are taught differently in different countries. - Students will be able to o Explain the differences between the manner in which the Vietnam War is described in a Vietnamese textbook and what they have learned in the United States. o Compare and contrast different versions of historical events. Essential Questions: - Who decides how history is written and then taught? - How does a Vietnamese students knowledge of the Vietnam War differ from an American students? - Who should decide how historical events are recorded? Materials: - Teacher Materials: o Power Point Presentation o Vietnam: Looking for Home Documentary - Student Materials: o Class Notebook o Copies of Vietnam chapter from History Lessons: How Textbooks Portray U.S. History. Assessment: - Warm-Up - Class discussion and participation - Reading Assignment and Group Work o History Lessons Organizer - Exit Ticket
Homework: based on what you have learned about the Vietnam War and the differences between how history is taught, write two summaries about the Vietnam War, one that would be used in a Vietnamese textbook and one that would be used in an American textbook.
Procedures: I. Introduction a. Warm-Up: History is written by the victors i. At the beginning of class, students will be asked to write a short reflection on the above quote by Winston Churchill. 1. What does this quote mean? 2. Do you agree with it? Why or why not? II. Body of Lesson a. Vietnamese Textbooks: History Lessons: How Textbooks Portray U.S. History. i. The students will read the chapter from a Vietnamese textbook about the Vietnam War individually. ii. After completing the reading, the students will work in small groups of 3 to complete a chart of things that they thought were curious or seemed different based on what they have learned in this class and in other classes. iii. After the students work within their groups, they will share what they wrote, while the teacher writes a list on the board. b. Class Discussion: after examining the class list of differences between the two textbooks, the teacher will lead a short class discussion. i. Whose opinion or version of events do you think is right? 1. Why do you feel that way? ii. Why would there be different versions? iii. What if both versions of the events are wrong? How would we know? 1. Do we just have to trust our government and the people who wrote our version? c. Vietnam: Looking for Home Documentary: the students will then watch short portions of the documentary, which follows journalist Nguyen Qui Duc as he returns to his home country of Vietnam. Throughout the documentary, Nguyen looks at the culture of his country and where they were thirty years after the war ended. i. The clips that the students will see focus primarily on the memory of the Vietnam War today. 1. The clips show how young Vietnamese students either do not know what the Vietnam War was or the schools teach them that it was a victorious uprising against
France and the United States, who were trying to colonize them. ii. While the clips play, the students should take notes on what they notice about the perceptions of the Vietnam War. 1. In between the clips, the teacher will ask the students to make observations, comparing and contrasting the film with what they know about American history. iii. After the film clips finish, the teacher will lead a discussion in class based on the following questions and ideas: 1. How does the history that is taught in the schools from the film compare with what is studied at Central? 2. Based on the video, how does the war impact them today? Can you tell? III. Conclusion a. Exit Ticket: in order to leave for the day, the students must write a short response to the following prompt: i. Who decides how history is taught or written? 1. Do you think that this is right? 2. If it were up to you, who would be responsible for making those decisions?
Name: _______________________ VIETNAM: Who writes the story? Event/ Summary
Vietnamese Textbook
American Version
Name: ________________________ VIETNAM: Who writes the story?
For this assignment, you need to write a summary of the Vietnam War: why is happened, who was involved, why they were involved, the main events, and the outcome of the war. However, you need to write 2 summaries: one that you would find in an American textbook and one that you would find in a Vietnamese textbook. When writing the summaries, utilize all of the information that we have discussed in this unit: the reasoning behind the conflict, the events of the war, etc. Each summary should be approximately 2 paragraphs. Due on Friday!! 30 points
Name: ________________________ VIETNAM: Who writes the story?
For this assignment, you need to write a summary of the Vietnam War: why is happened, who was involved, why they were involved, the main events, and the outcome of the war. However, you need to write 2 summaries: one that you would find in an American textbook and one that you would find in a Vietnamese textbook. When writing the summaries, utilize all of the information that we have discussed in this unit: the reasoning behind the conflict, the events of the war, etc. Each summary should be approximately 2 paragraphs. Due on Friday!! 30 points
Day 10: Americas First Televised War Overview: Throughout this unit, the students have examined numerous types of media coverage from the Vietnam Era, ranging from news clips and documentaries to magazines. While the use of media clips is important for the understanding of certain events, for the Vietnam War it represents something more essential. This days lesson focuses on the monumental impact that the media had on the Vietnam War and the nations perception of that conflict. The Vietnam War was known as Americas first televised war, as news reporters and cameramen followed troops around and their reports played in living rooms around the country each evening. During this lesson, the students will focus on the growth of the media and how it was demonstrated in the Vietnam War. The students will then examine a variety of media clips from the conflict and the events occurring in the United States to analyze the different effects that media coverage had during that time. By the end of the lesson, the students should be able to explain how increased media coverage impacted public opinion of the war, using specific examples and previous knowledge to explain both the positive and negative effects. Objectives: - Students will understand o What it means that the Vietnam War was the first televised war. o How media presence increased during the years leading up to the conflict in Vietnam. o How media impacted public opinion of specific events and the fighting in Vietnam in general. - Students will be able to o Analyze quotes to explain personal opinions about the increasing media coverage of the Vietnam War. o Explain how news reporters changed their approach to the war. o Analyze specific news clips from the period of the Vietnam War. Essential Questions: - What does it mean that the Vietnam War was the first televised war? - What role did the media play in the Vietnam War? Materials: - Teacher Materials: o Power Point Presentation o News Media clips o Poster Sheets with quotes - Student Materials: o Class Notebook o Media Analysis Worksheet (33 / 1 per student) o Positive vs. Negative Impact of Media Chart (33 / 1 per student)
Assessment: - Group Quote Analysis - Class Discussion and Participation - Master List of Positive/Negative Impact of Media - Collect: U.S. vs. Vietnam Textbook Summary Assignment Procedures: I. Introduction a. Warm-Up: at the beginning of class, students should write a response to the following prompt: i. How does the media impact you on a daily basis? Overall, how much do you think it affects your life? ii. After the students have enough time to write their responses, the teacher will ask them to share what they wrote and lead a discussion into the impact media had on the Vietnam War. 1. What if reporters didnt leave the country? What if you could only get news about what was happening abroad from your government? II. Body of Lesson a. Quote Analysis: the students will be divided into different groups around the classroom. Each group will be given a large sheet of poster paper with a quote written on the top of it. Each group will have to analyze their quote and summarize it, writing their notes on sheet bellow the quote. i. Quotes 1. Vietnam was the first war ever fought without any censorship. Without censorship, things can get terribly confused in the public mind. (William Westmoreland, Time Magazine, 5 April 1982) 2. Television brought the brutality of war into the comfort of the living room. Vietnam was lost in the living rooms of America- not on the battlefields of Vietnam. (Marshall McLuhan, Montreal Gazette, 16 May 1975) 3. No event is more misunderstood than the Vietnam War. It was misreported then, and it is misremembered now. (Richard Nixon) 4. Its the first war weve ever fought on the television screen and the first war that our country ever fought where the media had full reign. (William Westmoreland) 5. Television is an instrument which can paralyze this country. (William Westmoreland)
ii. Share-Out: after analyzing the quotes with the students in their group, the students will have to share their quote and their analysis with the class, focusing on these questions: 1. What was your quote? Who said it? 2. What does your quote mean? 3. How does it represent the impact that media and television had on the Vietnam War? b. Power Point: the teacher will briefly teach the students about the advances in media technology leading up to the Vietnam War and how that increased media coverage of the conflict. i. The teacher will further explain how the Vietnam War became the first televised war, in comparison to wars such as World War II and the Korean War. ii. The teacher will talk about the change in media coverage, from being initially supportive to covering the deaths of individual soldiers and speaking out against the war. c. Television and Media Clips: the students will watch a series of clips of coverage of the Vietnam War. For each clip, the class will discuss what was shown in the clip, why it was important, and what type of impact that it would have on the opinion of the war. i. Walter Cronkite, CBS, 27 February 1968 ii. Hue City, CBS, 1968 iii. Richard Nixon/War Ends, 23 January 1973 iv. Bob Jones, NBC News Clip, 1969 v. CBS News, 3 September 1969 vi. First POWs return, ABC, 12 February 1973 vii. Bombing Resumes, ABC, 18 December 1972 viii. Nixons Vietnam Plan, ABC, 7 April 1971 ix. Surveying South Vietnam, ABC, 16 June 1972 x. 60 Minutes, 16 June 1970 III. Conclusion a. Discussion: What impact, both negative and positive, did media have on the Vietnam War? i. In pairs, the students will fill out a chart of the positive and negative impacts of the media coverage of Vietnam. ii. After creating the lists with a partner, the students will share their answers while the teacher creates a master list. 1. The students should draw on what they have learned that day and the examples shown in class. Teachers Notes on Lesson:
Name: ________________________
VIETNAM: Americas First Televised War
Media Clip Walter Cronkite 27 February 1968 Hue City, CBS 1968 Richard Nixon 23 February 1973 Bob Jones, CBS 1969 CBS News 3 September 1969 POWs Return, CBS 12 February 1973 Bombing Resumes, ABC 18 December 1972 Nixons Vietnam Plans 7 April 1971 Surviving S. Vietnam, ABC 16 June 1972 60 Minutes, CBS 16 June 1970
Topic
Effects
WHAT EFFECTS DID THE INCREASED MEDIA COVERAGE HAVE? Positive Negative
Day 11: Withdraw from Vietnam and the Wars Lasting Memory Overview: At this point in the unit, the students have learned about the events of the Vietnam War and the manner in which the conflict greatly impacted the world, particular American culture and society. In this days lesson, the class will focus on the events that led to the end of the conflict, the withdrawal of American troops from Vietnam, and the soldiers return home. It is extremely important for students to understand that the soldiers who fought in Vietnam did not receive the same warm homecoming that soldiers in other time periods, such as during World War II or even today, have received. During this class, students will compare the treatment of soldiers serving in Iraq with the treatment of soldiers when they returned home from Vietnam. The students will also watch clips of a documentary, which helps to show how the American soldiers who fought in Vietnam were often directly blamed for the conflict, leading some to believe that they still have not been forgiven even today. By the end of the lesson, the students should be able to use their comprehensive knowledge of the Vietnam War to explain why American soldiers and the end of the war were treated in the way that they were. Objectives: - Students will understand o How American soldiers were treated when they returned home from fighting in the Vietnam War. o That there is a long-lasting negative image of the Vietnam War and the soldiers who fought in it. - Students will be able to o Compare and contrast how soldiers were treated when returning home from Vietnam and how we treat soldiers returning from combat in the Middle East today. o Define the term Vietnamization Essential Questions: - How do we remember the Vietnam War today? - How were soldiers returning from Vietnam received when they came home? - Do people want to talk about the Vietnam War? Materials: - Teacher Materials: o Power Point Presentation o History Channels Vietnam in HD o Vietnam: The Unforgiven Documentary - Student Materials: o Class Notebook o Soldier Homecoming Chart
Assessment: - Warm-Up - Class Discussion and Participation - Soldier Homecoming Chart Procedures: I. Introduction a. Warm-Up: at the beginning of class, the students will be shown a picture of soldiers coming home from Iraq and will be asked to write a response to the following prompt: i. How do you think Americans in general respond to soldiers returning home from the war in Iraq? How do you treat someone who is in the military? Why do people act this way? b. Class Discussion: in the midst of the war in Iraq and Afghanistan, there is often a contentious battle between those who support the war and those who are against it. However, it seems as though no matter view people have on the war, they are still respectful of the men and women in the armed forces. This was not the case with the Vietnam War. i. How do you think soldiers were treated during and following the Vietnam War? ii. Soldier Homecoming Chart: while the class discusses their responses to the prompt, the students should complete the first part of their chart, which shows how people respond to soldiers during other military events, such as World War II and the current fighting in Iraq and Afghanistan. II. Body of Lesson a. Power Point and Class Discussion: The Conflict Ends i. The teacher will lead a discussion with the students about the events at the end of the war, particularly Vietnamization. 1. Vietnamization: Nixons policy of increasing the South Vietnamese role in governing and fighting, while decreasing the number of American troops in Vietnam at the same time. ii. Most importantly, the class will discuss the statistics of soldiers surviving the war and the way they were treated upon their return to the United States. 1. Vietnam in HD: in order to help their understanding of the harsh treatment veterans faced in most cases, the students will watch short clips from a History Channel special on the war. a. Barry Romo (3:24) b. Donald Devore (3:22)
iii. Soldier Homecoming Chart: during the discussion, clips and documentary, the students should write notes in the chart about how they see soldiers being received after the war. b. Vietnam: The Unforgiven: the students will watch portions of the documentary Vietnam: The Unforgiven, which chronicles what veterans went through when they went home from Vietnam and the problems they struggled with in the years following. III. Conclusion a. Exit Ticket: at the end of class, the students will reflect on the lesson, answering the following question: i. Why do you think Vietnam veterans were treated that way? If you could change anything about what happened, what would you do?
What happened in the war? How did Americans feel about the war?
How were the veterans treated when they returned home?
World War II
VIETNAM: A Soldiers Homecoming
Iraq + Afghanistan
Name: _______________________
Vietnam
Day 12: Overview: The final day of the lesson centers on assessing the students overall knowledge of the Vietnam War and the events long-lasting implications. Primarily, the students will work to complete a test, which will ask them to demonstrate their understanding of the events of the Vietnam War, the impact that it had on the culture of the United States, and various other topics, which were highlighted throughout the unit. The assessment will feature a variety of questions, but will focus on open-ended questions, in order to ensure that the students have an opportunity to explain their understanding of the topic. Once the students complete the assessment, they will complete the unit by beginning a final project and completing their KWL charts, which they used at the very beginning of the unit. Objectives: - Students will be able to o Demonstrate their overall knowledge of the Vietnam War and its social implications. o Explain important aspects and effects of the Vietnam War through a specific perspective. Essential Questions: - How did different people experience the Vietnam War? - What is the long-lasting impression of the Vietnam War, almost 40 years later? Materials: - Vietnam Unit Test - KWL Charts - Final Project Assignment Sheets Assessment: - Vietnam Unit Test (100 points) - Final Project (50 points) - KWL Charts - Class Discussion
Procedures: I. Body of Lesson a. Vietnam Unit Test: the students will complete a comprehensive test for the Vietnam unit.
II. Conclusion a. KWL Chart: after completing their test, the students will be asked to fill out the final section of their KWL charts, which they began on the first day of the unit. i. The students will then turn in the charts at the end of class. b. Final Project: for the take home portion of the assessment, the students will be asked to complete the following prompt: i. Write a paper about the Vietnam War from a very specific perspective, which you can pick and create. You could be an American soldiers, a college student, a politician, a Vietnamese soldier, or a Vietnamese civilian. From this perspective, write a cohesive paper that includes the following topics: 1. Who are you? How are you involved in the Vietnam War? 2. In your opinion, what happened in the Vietnam War? a. How/why did it start? b. Why was the United States involved? 3. How did the war affect you and people that you know or care about? 4. Be creative! Come up with a story for your narrator, explaining their involvement in the war. c. Class Discussion: with the remaining time in the class, the teacher will lead a discussion with the students about what they learned from the unit, what they enjoyed, and what they did not enjoy. Teachers Notes on Lesson:
Name: _______________________ VIETNAM: Final Project!
The Vietnam War was a long and complex conflict, which included and affected numerous countries and groups of people. As we discussed within this unit, the war influenced the United States in a multitude of ways, creating different perspectives on the war within our society. Although we may focus on the impact of the war on the United States, it also plays an important role in Vietnamese history and their society today. Since the conflict was so complex, each person involved in the war has a different version of events and a different view on the war.
Assignment: Write a paper about the Vietnam War from a specific perspective, which you can choose and create. You could be anyone from an American soldier or college student to a Vietnamese civilian! From that perspective, write a cohesive paper that focuses on the following topics and questions: - Who are you? How are you involved in or affected by the Vietnam War? - In your opinion, what happened in the Vietnam War? o How/why did it start? o What happened throughout the war? Whose fault were those events? - How did the war affect you and people you know/care about?
Requirements: - Write a cohesive paper written through a specific narrator o You should introduce your narrator and explain who that person is - Answer the questions listed in the prompt, but make it a well-written paper o Do not just answer the questions in a list! - The paper should be 2-3 pages, double spaced
Due next Monday! (50 points)
Name: ________________________________ Vietnam Exam (100 Points) I.
Identifications (5 Points Each) Select 6 of the terms/names/events from below. For each item you select, define or identify what it is and explain its significance to the Vietnam War. Tonkin Gulf My Lai Massacre Vietnamization Richard Nixon Lyndon Johnson Ho Chi Minh Kent State Tet Offensive Selective Service Gulf of Tonkin Domino Theory Vietcong
II.
Short Answer (10 Points Each) Answer each of the following questions in approximately 5-7 sentences. a. How did the Vietnam War impact the country and people of Vietnam? b. Explain the Anti-War movement and its significance during the war. c. Compare and contrast Robert Kennedy and Richard Nixons outlooks on the Vietnam War.
III.
Essay (40 Points) Pick one of the essay questions from below. Answer the question in an organized, well-written essay with examples to explain your argument. Explain the impact that the Vietnam War had on the United States (not including the men who served in the armed forces). How did the media play a role in the Vietnam War? In your opinion, did the United States win or lose the war? Explain your opinion with examples and evidence.

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VIETNAM: Americas Conflict, 1965-1973

Katie Chandler December 21, 2011 Education 627 Karen Clark

Teacher Notes on Lesson:

New American Studies

K What do you already know?

W What do you want to know?

L What do you want to learn?

New American Studies

Station #2: Vietnam History, After World War II

Station #3: Vietnam Country Profile

Station #4: French Involvement in Vietnam

Station #5: President Lyndon Johnsons Vietnam Policy

Station #6: President Richard Nixons Vietnam Policy

Station #7: Secretary of Defense Clark Cliffords Letter to President Johnson

Station #8: President Eisenhowers Letter to Ngo Dinh Diem

Station #9: President Johnsons Message to Congress

Station #10: Declaration of the Geneva Convention

New American Studies

VIETNAM: Timeline of a Conflict

New American Studies

2. Vietnam Victim November 8, 1968

3. Anti-War Protest October 1967

Photograph 4. American Dead June 27, 1969

Gallery Walk Notes

5. Tragedy at Kent May 1970

6. The Cease Fire February 1973

New American Studies

VIETNAM: Museum Curator Assignment (25 points)

Name: ______________________ The Things They Carried By Tim OBrien

New American Studies

2. Who is Martha? What role does she play in this story?

3. What happens to Ted Lavender? How does it impact Jimmy Cross?

Teachers Notes on Lesson:

New American Studies

2. What do the soldiers talk about in their letters home?

4. What events shown in the film stood out to you?

5. Other notes and observations

New American Studies

Which groups of people or individuals are in this group?

In general, how did they view the Vietnam War?

What impact did they have on society and the war?

How did the rest of the country view them?

Name: _______________________ Families of Soldiers in Vietnam

Anti-War Protestors + Counter-Culture Movement

Name: _____________________ VIETNAM: Protest Songs

New American Studies

What are the lyrics about?

Why is this a protest song?

How does the song reflect the U.S. at that time?

Masters of War Bob Dylan 1963

War Edwin Starr 1970

Fortunate Son Creedence Clearwater Revival 1969

What are the lyrics about?

Why is this a protest song?

How does the song reflect the U.S. at that time?

Ohio Crosby, Stills, Nash, & Young 1970

Blowin in the Wind Bob Dylan 1964

Group Members: ________________________ _______________________________________ VIETNAM: Debate!

New American Studies

American Involvement in Vietnam

Increasing Media Coverage

New American Studies

Group Members: _______________ VIETNAM: Debate!

Group Members: _______________ VIETNAM: Debate!

Group Members: _______________ VIETNAM: Debate!