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EDFD663 Transition into the Profession

History Program of Work

Denae Shelton and Rebecca Sidhom

TOPIC: The Modern World and Australia Depth Study 6: Australia in the Vietnam War era.

Stage 5

Year 10



Historical Context of the Overview:

5-6 Weeks

18 Hours (60 mins per lesson)

This program of work is an investigation of the Vietnam War. Students will closely analyse Australia's involvement in the war. The content within the unit investigates the controversial and conflicting aspects of the era, as well as the complexity of the war and issues on the home front.

Key Inquiry Questions

Focus Historical Skills

How did the nature of global conflict

The following historical skills are target in this unit:

change during the twentieth century? What were the consequences of World

Comprehension: Chronology, Terms and Concepts:

War II? How did these consequences

shape the modern world?

Read and understand historical texts Use historical terms and concepts in appropriate contexts (ACHHS165, ACHHS183)

How was Australian society affected by other significant global events and

Sequence historical events to demonstrate the relationship between different periods, people and places (ACHHS164, ACHHS182)

changes in this period?

Analysis and Use of Sources:

Content Questions:

Identify different types of sources

What were the causes of the Vietnam

Identify the origin, content, context and purpose of primary and secondary sources

war? Why and how was Australia involved in the

(ACHHS169, ACHHS187)

Process and synthesise information from a range of sources as evidence in an

Vietnam war? How many Australians served in the

historical argument (ACHHS170, ACHHS188)

Vietnam war?

Evaluate the reliability and usefulness of primary and secondary sources for a specific

Why were North Vietnam and South

historical inquiry (ACHHS171, ACHHS189)

Vietnam at war?

Perspectives and Interpretations:

Framing Questions:

Identify and analyse the reasons for different perspectives in a particular historical

What was the outcome of the event?


context (ACHHS172, ACHHS173, ACHHS190, ACHHS191)

What brought the war to an end?


Recognise that historians may interpret events and developments differently

What impact did this war have on Australia


(ACHHS173, ACHHS191)

and Australian society?

Empathetic Understanding:


Interpret history within the context of the actions, values, attitudes and motives of


people in the context of the past (ACHHS172, ACHHS173, ACHHS190, ACHHS191)



Ask and evaluate different kinds of questions about the past to inform an historical

inquiry (ACHSS166, ACHHS167, ACHHS184, ACHSS185) Plan historical research to suit the purpose of an investigation

Identify, locate, select and organise information from a variety of sources, including ICT and other methods (ACHHS168, ACHHS186)

Explanation and Communication:


Develop historical texts, particularly explanations and historical arguments that use

evidence from a range of sources (ACHHS174, ACHHS188, ACHHS192) Select and use a range of communication forms, such as oral, graphic, written and


digital, to communicate effectively about the past for different audiences and different purposes (ACHHS175, ACHHS193)


Key Terms:


Key Events:


1954: Vietnam was split into North and South by the Geneva Accords


1955: Ngo Dinh Diem declares the Republic of South Vietnam



US support Diem



Domino Theory

Ho Chi Minh land reforms 1956: Diem repression of Viet Minh

  • Diem is overthrown

Fall of Saigon

1957: Guerrilla warfare

Guerrilla Warfare

1960: Viet Cong are formed

Ho Chi Minh

1961: Melbourne moratorium against Vietnam War


1963: South Vietnamese protests (Buddhist monks)



1968: Tet Offensive


1969: Peace talks in Paris

  • Death of Ho Chi Minh 1971-2: Withdrawal of Australian troops 1973: Vietnam War officially ends


Focus Historical Concepts:

A Student:

Continuity and Change:

HT5 3- Explains and analyses the motives and actions of past individuals and groups in the

What aspects of Vietnamese society changed, and what aspects stayed the same, during and after the war? The issue of continuity and change can also be looked at in terms of international relations with Asia and the impact of the war upon soldiers.

historical contexts that shaped the modern world and Australia.


HT5 4- Explains and analyses the causes and effects of events and developments in the modern

How a particular interpretation of an historical event, issue or source, is disputed by historians e.g. whether or not the reporting of the war influenced the outcome. In addition, issues of contestability between the outcome of the war - did Australia win or lose the war?

world and Australia.

Cause and Effect:

The causes of the Vietnam War and how Australia’s relations with Asia were affected due

HT5 6- Uses relevant evidence from sources to support historical narratives, explanations and

to their involvement and role. The personal (physical and psychological) effect that this war had on the soldiers and the families of the soldiers.

analyses of the modern world and Australia.


HT5 7- Explains different contexts, perspectives and interpretations of the modern world and Australia.

What were the differing views and experiences of the soldiers, civilians and political figures


during the Vietnam War from Australia, Vietnam, America and China.

HT5 8- Selects and analyses a range of historical sources to locate information relevant to an historical

Empathetic Understanding:


Ability to understand the way of life, point of view or decisions of any person, potentially from a different society, culture or time. For example, the Viet Cong soldiers who supported

HT5 9- Applies a range of relevant historical terms

communism or the feelings of defeat experienced by the South Vietnamese.

and concepts when communicating an understanding of the past.


The importance of understanding the impact of the Vietnam War upon a variety of groups

and upon the international relations, diplomacy and trade between Indonesia and Australia.


The Modern World and Australia

Assessment Overview

Depth Study 6

| Australia during the Vietnam War Era

Assessment for Learning

Assessment as Learning

Assessment of Learning


Questions before, during and after

Research Project - Weighting: 10%

Red dot activity


Overview: Students investigate the experience of a ATSI soldier during the Vietnam War. This task

Mind map

Empathy task

Speed writing

Research Essay

requires students to create a biography of their

Critical Viewing

Conscription poster

solider to honour their legacy and service. The


Documentary Analysis

research will be delivered in a presentation by the

Guess who


student. Outcomes to be assessed: HT5-3, HT5-6, HT5-8,

Research Investigation

Class debate


Source analysis

Site Study

Extended response

Journal prompting

In-class essay - Weighting: 15%

Class discussion

KWLT Organiser

Overview: Students will complete a response to an

Word cloud

Think, Ink, Pair, Share

essay question provided during an allocated class.

Birthday ballot

Comprehension questions

This essay requires students to demonstrate their

Concept mapping

Peer review

knowledge and understanding of Australia's

Google mapping

Class discussion

involvement in the Vietnam War. Students should


Google forms reflection

provide relevant examples and explore the role of

Personal profile

Student development of a success

Australia's soldiers and the impact of the war upon

Fish bowl


Australian society. Outcomes to be assessed: HT5-3, HT5-4, HT5-6,



Landmine simulation





Cloze passage

Learning wall

News report

Exit slip


Teaching and Learning Strategies


Historical Background (3 lessons):

Lesson One: Communism

  • - Spread of

Quick Quiz:

- ‘Terminology’ Quiz


Students will be given a quiz to indicate their current understanding of Vietnam War

  • - Geneva

events and terminology.

Conference in 1954 (Split of

  • - Conscription

North and South

  • - Communism


  • - Civilians

- Democracy
  • - Democracy

  • - Domino Theory

  • - Battle of Long Tan

  • - Ho Chi Minh

  • - Indochina

  • - Uprising

  • - Veterans

Extend: Encourage more able students to consider Guerrilla Warfare, Viet Cong and moratorium movements.



As a class, students view the video titled, ‘Capitalism vs. Communism - Freedom versus Oppression - Propaganda Cartoon - Cold War 1940s’.

Online Resource:

After viewing:

  • - How did this video define communism?

  • - How did this video define capitalism?

  • - What agenda do you think this video has?

  • - How do you know this?

Support: Students are able to view written subtitles during the video.

Venn Diagram:

Using Cambridge Online Dictionary, look up the definition of ‘communism’ and ‘capitalism’.

Online Dictionary:

Then, list the similarities and differences in the definitions of both words from the video

and the Cambridge Online Dictionary in a venn diagram.


Teacher Exposition:

Teacher discussed issues of historical perspective and interpretation during this period.

Lesson Two: Anti-Communist Sentiment

Red Dot Activity:

- Paper/paper with dots

Each student will receive a piece of paper. Some pieces of paper have a dot and some

are blank. Students will secretly check their paper, however they must not reveal its contents.

Student now must form a group with ‘non-dot’ members in 4 minutes.

Students will receive points if they:

  • - Have the largest group of “non-dot” members

  • - However, if there is a “dot” member, they will lose

  • - “Dot” members will gain points if they are the only dot in the “non-dot” group


  • - If you are a “dot”, you must deny it

  • - If you suspect someone, inform others that “


is a dot”

  • - Once the 4 minutes is over, you must freeze


Teacher Exposition:

Teacher explains that the Dot activity was designed so that they could experience the suspicion and hysteria of the anti-communist sentiment in the 1950-60s. Teacher explains how in America and Australia, citizens would turn on each other and proclaim that they were sympathisers of communism, despite having little or no evidence.

Reveal and Reflection:

Students reveal if they were a “dot” or a “non-dot”.

Students reflect and discuss:

  • - How did it make you feel?

  • - What could this lead to?

  • - If you accused another person of being a “dot”, would you do it again?

  • - What length would you go to to protect your identity?

Lesson Three: Split of North and South Vietnam


Students watch the video titled, ‘Vietnam War - The Geneva Accords 1954Support: Students are able to view written subtitles during the video.

Vietnam Video:

Word Cloud using Mentimeter:

As a class, brainstorm the key words/concepts using mentimeter.

Mentimeter Website:

Concept Mapping:

Using the words from the previous activity, the teacher will separate the class into groups. Each group will develop a ‘branch’ from one word by listing key words that are related to the assigned word. Groups will present their branches.

Reflection Question:

How could this event lead into conflict?

Vietnam Overview (2

Lesson One: Overview


Journal Prompting :

Journal Prompting:

What are your general thoughts on war?


What are some of the main reasons for going to war?

How does war affect the world? The nation? Individuals?

When is it necessary to go to war? Do you think that it is it ever necessary?

Any thoughts relating to the Vietnam War?

KWLH Organiser - Vietnam War:

What do I know? What do I want to know? What have I learned? How will I find out?

Google Maps Website:


Google Maps:

Using Google Maps, locate Vietnam. Discuss where is it in relation to Australia?

Lesson Two: Major Events During the War

Online Resource:


Critical Viewing:

Students will be shown a clip that gives an overview of the causes of the Vietnam War. Students are to take note of any key dates leading up to the war and during.



Timeline Resource:

Using the notes from the previous activity and additional research, students will explore

the course of events prior and during the war. Students will then create an interactive

timeline with both visual and written sources.

The History of Vietnam (1 lesson):

Lesson One: Communism

Population & Statistics Study: -PowerPoint Presentation

Population & Statistics Study:

-PowerPoint Presentation

Presentation slides presented to class by teacher. Comprehension activity will be

-Comprehension Activity


issued to students.

Research Investigation: Divide of the North & South In pairs, students will research either ‘North’ or ‘South’ Vietnam pre-war. Use the following headings to guide them:

  • - Context (Events leading up to the split)

  • - Event that caused the split

  • - Political leaders in the North and South

  • - International involvement/reaction


Students will then compare and collaborate their findings in a report. Students are encourage used to visual diagrams, for example a venn diagram, to help present their information.

Communism and the Wider World:

Discuss this quote based on what you have learnt thus far:

“Communism has never come to power in a country that was not disrupted by war or corruption, or both.”

-John F Kennedy

Who was involved? (3 lessons):

Lesson One: Allies

  • - Ho Chi Minh

Analysis of the Allies:


  • - Lyndon Johnson

Overview of the Battle of Long Tan. Students will watch a documentary and draft a

  • - Ngo Dinh Diem

response to the following question:

  • - Robert Menzies

  • - What were the experiences of an Australian soldier during and after the

Vietnam War?

Vietnam War?

Lesson Two: Political/Military Figures

Personal Profile:

Students are to get into groups of 4 and select one of the following political/military


  • - Ho Chi Minh

  • - Lyndon Johnson

  • - Ngo Dinh Diem

  • - Robert Menzies

- Profile Template

Using the personal profile template, students must provide information using the

headings: - Muhammad Ali - Martin Luther King Jr. Vietnam War: Students will research the followingwho/ Documentary: ch?v=5u-WUP2QL5I Website: mwar/vietnam-war-whos- " id="pdf-obj-12-3" src="pdf-obj-12-3.jpg">


  • - Muhammad Ali

  • - Martin Luther King Jr.

Vietnam War:

Students will research the following individuals who were involved in or vocal about the

Historical Perspectives:

Documentary: “Power to the People: The Anti-Vietnam War Movement in Australia” Students watch the documentary and answer comprehension questions.

Students research the life and work of Jean McLean. Create a brief biography, including details about her role and how was she influential?

Extension: Case Study - Political Controversy.

  • - Robert Menzies

Lesson Three: Anti-War Movement







  • - Pham Van Dong

  • - Richard Nixon

  • - Lyndon B Johnson

  • - Robert F Kennedy

  • - Jane Fonda



Ngo Dinh Diem


Support: Provide links to visual sources, for example videos or audio recordings, for


weaker students.

Once research is complete, the class will play a game of ‘Guess Who’ to guess the Historical figure.

Aboriginal and Torres Strait Islanders in the War

Lesson One: ATSI Soldiers

Living Black: Season 18, Episode 7

(4 lessons):

Videoclip: Living Black

Students watch the Interview with Aboriginal Vietnam War veterans and make notes in <a href=emand/video/26854979860/L " id="pdf-obj-13-41" src="pdf-obj-13-41.jpg">

Students watch the Interview with Aboriginal Vietnam War veterans and make notes in

their books. Students will engage in a class discussion to analyse and summarise main


points of the interview.

Support: Students are able to view written subtitles during the video.


Primary Source Analysis:

Students will be given either the poem “Black ANZAC” to analyse and contextualise

individually. Class will then rejoin to discuss annotations.

Copy of Poem:

Support: Provide a worksheet with a completed analysis

“Black ANZAC” by Captain

Reg Saunders


Venn Diagram:

Read and summarise the following articles:


War does not discriminate, nor should we

Aboriginal Diggers and the Battle for Equality’.

Using their notes, students are to compare ‘white’ Australian and Aboriginal Australian

experiences in the Vietnam War in a Venn diagram.

Lesson Two: Battlefield Experience


Landmine Simulation:

Students will be divided into two groups: Group A and Group B. Desks and chairs will be moved to create a large space.

Group A will be blindfolded, and Group B will place pieces of paper randomly around the room. Group A will walk around blindfolded and if they step on a piece of paper they


must be seated. The activity will be repeated, and Group B will be blindfolded.


The purpose of the activity is to illustrate the unknown and difficulties faced by the soldiers. Students will then write a personal reflection.


Reflective Journal:

In the mindset of a soldier, write down a list of words relating to your battle experience. Then, use these words to write an account of your experience in war. Discuss what you

saw, felt or heard and share your thoughts. Extend: How did you feel entering the unknown? How could you relate to an Australian soldier?

Lesson Three: Experience of Soldiers


Empathy Task:

View images of soldiers from the provided PowerPoint presentation, then write an reflection from the perspective of a wife, leader, soldier, witness in response to the image.

Research Project on a Soldier:

Students will write a brief biography on a solider that they have been assigned. Students must include where they fought and how they were involved. Students will present information to the class.

Lesson Four: Cultural Experiences


Website Study:

Website Resources:

Students explore the Australian War Memorial website and take notes on the role,

involvement and participation of the following groups during the Vietnam War.




South Vietnamese









Piktochart Website:

Using the information from the site study, create a profile on each type of soldier that was involved in the war.

Australian Political Influence (1 lesson):

Lesson One: Propaganda

Online Resource:

Video: <a href= " id="pdf-obj-15-27" src="pdf-obj-15-27.jpg">


View the video ‘Powerful propaganda: Vietnam journalists' role in war’. Support: Students are able to view written subtitles during the video.

Teacher Exposition:

Explain the link between journalism and public propaganda.

Propaganda Investigation:

Research five forms of propaganda used during the Vietnam War. Summarise the main

ideas and features of each. Support: Provide a template with the names of 3 propaganda forms

Think, Ink, Pair Share:

In pairs, discuss the following discussion questions:

  • - Why do countries need propaganda?

  • - How is it used?

  • - List the common themes in the propaganda.

  • - Which theme do you think is most powerful? Why?

  • - Do you think that the propaganda influenced the course of the war? If so, how? If not, why not? Extend: To what extent, did propaganda influence American and Australian public perceptions of war?

Class Discussion:

As a class, discuss your answers from the previous activity.

Extension - Kahoot Quiz:

Kahoot Link:

Complete the Kahoot on the propaganda used during ‘Vietnam War’.

Conscription (3 lessons): Out of Class Activity - Excursion: Students will visit Vietnamese Community Cultural Centrefafa2a9065f8 - Vietnamese Culture Centre. - ‘Birthday’ slips Online Resource: e#!/media/521089/luck-of- the-draw-the-vietnam- birthday-ballot- Australian War Memorial Website: les/encyclopedia/conscriptio n " id="pdf-obj-16-3" src="pdf-obj-16-3.jpg">
Conscription (3 lessons):

Conscription (3 lessons):

Out of Class Activity - Excursion:

Students will visit Vietnamese Community Cultural Centre in Bonnyrigg to grasp the extent of the Vietnam War.

The National Service


  • - What are some of the disadvantages and advantages of using a lottery system

Before viewing:

Students watch the clip, answering the following questions

Videoclip: ‘Luck of the Draw’

  • - Students with a matching date must come forward. Inform these students that they will be going to war.

  • students that this date is their ‘birthday’.
    - Using a barrel containing pieces of paper with random dates, select pieces from the barrel and read the date.

During viewing:

Birthday Ballot:

Lesson One: Nature and History of Conscription

  • - According to the reporter, why were men conscripted for military service?

  • - Provide each student with a piece of paper that has a date on it. Inform to determine an important decision?

Using your own knowledge and research, complete the following table:

Research Task:

Conscription in Australian History.

Using the link for the Australian War Memorial website page, create a timeline of


  • - What do you believe is the purpose of this clip? Support: Provided simplified questions

  • - How many men were selected for national service from the ballot held prior to the report? After viewing:

  • - Vietnamese Culture Centre.

Poster: Using one of the provided websites, students create their own conscription poster for the Vietnamn/schools/resources/sources/ - Research table Australian War Memorial Website: conscription Poster Websites: /? category=poster&entry=desi gn http://billyhughes.moadoph.g " id="pdf-obj-17-3" src="pdf-obj-17-3.jpg">


Using one of the provided websites, students create their own conscription poster for

the Vietnam war.

Empathy Task:

Complete a Registration for National Service.

Lesson Three: Conscription Debate

Lesson Two: Conscription Posters

Source Study:

Students visit the Australian War Memorial page on Conscription Posters. Student select ONE poster to analyse using the following questions:

  • - How would think make the audience feel?

  • - What is the purpose of this source?

  • - What message is the source conveying?

  • - What does this source reveal about Australian attitudes towards the war?

  • - What visual techniques does the source use?

System in Australia during Vietnam War:

Why was it introduced?

How were people affected by it? Personally? Professionally?

What were its impacts upon society?




Students will be divided into groups to debate the abolishment of the conscription policy.


Students complete the following reflective questions.

  • - Do you support the use of conscription? Why?

  • - Are there any situations where conscription is acceptable?

  • - What could be an alternative to conscription?


Lesson One: Tet Offensive


Major Military Campaign

Online Resource:

(1 lesson):


Tet Offensive 1968

Critical Viewing: Vietnam: The Tet Offensive

Students are provided with a worksheet with a series of questions to answer during the

viewing of the documentary. Students will be provided time to complete the questions at the endch?v=-FCdp8uy96c " id="pdf-obj-18-59" src="pdf-obj-18-59.jpg">

viewing of the documentary. Students will be provided time to complete the questions

at the end of the lesson.

  • - What year did the event occur in?

Tet Offensive Website:

  • - What nations were involved?

  • - What was the key objective of the Tet Offensive?

  • - According to Ranger, why did the Tet Offensive mark a major turning point in the war?

  • - Name the most ‘bloody and long’ battle that occurred during the Tet Offensive.

  • - Who conducted the Hue Massacre?

  • - Name the location where most battles of the Tet Offensive occurred in?

  • - How long did the Tet Offensive last?

  • - Recall the name of the leader who changed the targets of the offensive from rural to urban areas.

  • - What impact did the media reporting of the Tet Offensive have on Australian and American public opinion of the war?

  • - What was the outcome of this event?

Support: Abridged sheet available

- Abridged worksheet

Class Discussion:


What was the significance of the Tet Offensive in the Vietnam War?

Australian involvement

Lesson One: Battle Research


during the following battles (2 lessons):

Research Task

  • - Battle of Long Tan

Class is divided into groups of 5 and assigned one of the battles to research.


  • - Battle of Coral–

Each group will need to present their information in a Google Slides presentation using


the following headings:

  • - Battle of Binh Ba

  • - The Battle of Long

Name of the Battle:


Outline the Battle:

  • - Battle of Suoi

Name the countries involved:

Chau Pha

List 3 main points that describe how Australians were involved:

Was this positive or negative for Aust. Why?

Was this positive or negative for Aust. Why?

Lesson Two: Presentation of Research


Students will deliver their presentations to the class. Students must write down important information about the battle, using the presentation headings.


Each student will be given a single piece of paper to write down ONE fact about the



Vietnam War that they learned in today’s class. The fact will be placed into a container



as they exit.


The Home Front -

Lesson One: Reporting of the War


Changing attitudes and the Anti-War movement in

Article Study:

Australia (3 lessons):

Students are to read, ‘Reporting History: Journalists and the Vietnam War’, and summarise the key points


  • - Reporting of the War

Think, Pair, Share:



With the person next to them, students share what they considered to be the most


important point from the reading and why.

against Vietnam


Class Discussion:

Using the article and the following questions to prompt discussion:

Using the article and the following questions to prompt discussion:

  • - Did the press lose the war?

  • - Can a reporter in a warzone remain objective?

  • - How much access does a reporter have?

  • - How did this change the relationship between the media and the military?

- Source Booklet

  • - What are the perils of unembedded journalism?

  • - Censorship a positive thing because it allowed citizens to remain ignorant/unaffected by the war. Do you agree?

Lesson Two: The Televised and Photographed Documentation of War

Primary Source Analysis:

Students will receive a booklet with the following sources:

  • - “I was only 19” - Redgum (1983)

  • - “Beyond Vietnam” - Martin Luther King (1967)

  • - “Bring ‘em home” - Pete Seeger (1965)

  • - “Vietnam Post-Traumatic Blues” - Lachlan Irvine

In pairs, students will read and analyse the four sources. Each student is required to analyse TWO sources.

Life Magazine Website:

Peer Teaching:

When the analysis is complete, each student will teach the other member about their

two sources. Students are required to take notes and write down any key information.


Students are to view the Life Magazine photo series on the Vietnam War, provided in the link. Students then select 3-4 images and answer the following questions.

  • - Explain what you think is happening in each of the photos?

  • - What do the photos reveal about the war?

  • - What emotion may the person/people in the photos be experiencing?

  • - Write a question that you would ask the person/people in the photo.

  • - Why do you think that these photos were selected?

  • - Create a caption for ONE photo.

  • - Write a synopsis for ONE photo.

Lesson Three: Protests and Anti-War Movement

Online Resources:

Video: Protest

As a class, watch the following YouTube clips:

Vietnam War Protests

Melbourne moratorium against Vietnam War

Support: Students are able to view written subtitles during the video.

Protest Case Study: Melbourne Moratorium against Vietnam War Teacher presentation on the beginning and the effects of the movement.

- PowerPoint Presentation


Cloze Passage:

As the teacher delivers the presentation, students must complete the cloze passage provided.

-Cloze Passage Worksheet

Extension Research Task:

In groups of 2-3, students investigate the work of the ‘Save our Sons’ campaign. From your research, develop an answer to the following question:

How did the campaign impact opinions on the Home Front?

Withdrawal and the end of the Vietnam War (4

Lesson One: Withdrawal



Video and Discussion:

Online Resource:

  • - Withdrawal of

View the video, ‘Withdrawal from the Vietnam War’.


  • - Parish Peace Accords

Support: Students are able to view written subtitles during the video.

Online Document:

  • - Fall of Saigon

Class activity: Discuss the possible repercussions of this action.

  • - Death and injury



Based on the content learnt thus far, students will engage with a learning wall. The task

involves students going around the room and annotating sources that have been hung on the wall. The collaboration of ‘wall’ will be shared as a class.

Lesson Three: The Losses of War

Cost, Death & Injury Toll: News Reporter Activity.

  • a. Students must research the figures of these statistics individually.

  • b. Students write a synopsis of their findings to indicate the “Destruction and Devastation of War” that they will be presenting on the News in 1975.

Learning Wall: Fall of Saigon (1975)

  • c. Presentation of news bulletin

Positive outcomes:

Negative outcomes:

Comprehension Activity: Paris Peace Accords (1973). Read through the information on the “Office of a Historian” website, then complete the table.

Lesson Two: Aftermath of the War

Imagine that you are an Australian soldier that has just been informed that you will be returning home after reading the document above. Write a letter to a loved one expressing your experience, feelings and attitudes of the war.

Read the document, “Cabinet decides to withdraw Australian forces from Vietnam”.

Empathy Task: Letter


- Information table

- ‘Fall of Saigon’ sources - A3 paper


Extension: Newspaper Article Write a newspaper article about Richard Nixon’s policy of ‘Vietnamization’. Make sure that you define the term and explain the consequences.


Lesson Four: Winners vs. Losers in War

Brainstorm and Mind Map:

As a class, create a list of reasons how Australia ‘Won’ and ‘Lost’ the Vietnam War and

present it in a mind map.


Group Essay:

Google Docs Website:

The class will be split into TWO groups, with opposing arguments, to answer the

Did Australia win or lose the Vietnam War? Justify your answer.

following question on Google Docs. Students should refer to the mind maps as a guide

for their response.


Success Criteria:

As a class, create a success criteria for the essay responses.

- ‘Success Criteria’ template

Consequences of the Vietnam War (3 lessons):

Lesson One: Impact of War on Soldiers

Online Resources:

  • - Psychological


impact on

As a class, watch the following two video clips:

veterans and their

Post-Traumatic Stress Disorder & Vietnam Veterans


Agent Orange Orphans

  • - Physical impact on veterans and their families

Support: Students are able to view written subtitles during the video.

  • - Indo-Chinese

Source Study: Chemical Warfare: Agent Orange



Students are to read through the ‘’ page on Agent Orange.

  • - Australian society

Students must answer the following questions:

and culture

  • - Define Agent Orange.

  • - International

  • - What was its purpose?

relations with Asia

relations with Asia

Key Quotes:

Key Points:

Key Legislation:

Key Changes:

Article Analysis:

Lesson Two: Australian Society and Culture

Students’ will be invited to attend a visit from a Vietnam Veteran.

Out of Class Activity - Incursion:

‘Explain the difficulties that Vietnam veterans faced when they returned to civilian life in Australia.’

Extension - Speed Writing:

Using the information from the videos and the source study, students complete the mind map titled, ‘The Impacts (Psychological and Physical) on Soldiers from Vietnam War’

Mind Map:

  • - Approximately how many people were affected?

Website Study: International relations with Asia

  • - What long term effects did it have?

  • - What short term effects did it have?

  • - Who used it during the war?

Individually, students read through the article titled, ‘The Vietnamese refugees who changed white Australia’ and complete the following table.

  • - Reorientated Australia's relationship with Asia

Students are to explore the ‘’ website, reading the information and viewing the videos. Students must write notes under to the following headings:

  • - Increased foreign aid spending

  • - Established trade agreements

  • - Abolishment of White Australia

  • - Improved support services for immigrants

  • - Policy of multiculturalism

Exit Slip:

Before students leave, they must complete an exit slip with:

  • 3 things I have learned

  • 2 things that I found interesting

  • 1 question I still have

Lesson Three: Long term effects of war on soldiers


PTSD Podcast:

Students will listen to a podcast that explores the ongoing suffering experienced by



Extended Response: Responding to the Podcast.

Students must explain what is PTSD and how is it affecting current and future

generations of Australians.




Teacher will give a brief wrap up of the Depth Study.

Afterwards, students reflect on the following questions in a Google Form:

What did you enjoy learning about?

What was the most important thing that you learned?

What activity was the most helpful for your learning?

Is there anything from this topic that you would like to learn more about?

If you could change anything about this topic, what would it be?