Mike Cannon TTE 536

The Vietnam War Causes & Effects

Terminal Objective: Each student will explain in writing why the US chose to support France in Vietnam rather than Ho Chi Minh. Content Standard: S1C8PO9Da. Describe the spread of Communism after World War II: Vietnam Ho Chi Minh S1C8PO12. Describe how the following impacted the Vietnam War: a. historical relationship of China and Vietnam b. French Indochina War c. containment of Communism Language Standard: ELL Standard: V Reading; 1. Reading aloud with fluency, Student will express orally his or her own thinking and ideas. 6. Contribute to classroom and small group academic discussion. Common Core ELA Standards: 6-8.RH.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Time: 60 minutes Sub-Objectives Blooms Level; Time Each student will briefly explain how opposition to Communism in the Cold War affected American policy in Vietnam. (Understanding) (5 min) Teaching Strategies Bellwork: Thinking about the Cold War, why do you think the United States went to war in Vietnam? Think/Pair/Share: Students will share their ideas with a partner, then discuss as a class. Call on non-volunteers (NVs). Attention: Have a student find Vietnam on globe to show its distance from North America and the vastness of the Pacific Ocean. Lecture: After WWII, the Cold War shaped American foreign policy in Southeast Asia (SEA). Use questions to reinforce slide content. Call on NVs. Active Student Participation Bellwork: On their bellwork sheets, students will write how Cold War concerns affected the United States decision to go to war in Vietnam. Think/Pair/Share: Students will share their ideas with a partner, then discuss as a class.

Each student will explain the dilemma facing the US in dealing with Vietnam. (Understanding) (10 min)

Note-taker: Students take notes. Intermittent Closure: On the note-taker, explain the dilemma facing the US in Vietnam.

Each student will analyze a primary source and write a summary of what they learned. (Analysis) (25 min)

Guided Practice: Hand out copies of the Vietnamese Declaration of Independence. Have students take turns reading aloud and stop to answer the questions in the margins. Explain bold vocabulary words as they come up in the text. Use questions to make connections to prior knowledge. Call on NVs. Lecture: continued. After WWII, the Cold War shaped American foreign policy in Southeast Asia (SEA). Use questions to reinforce slide content. Call on NVs.

Guided practice: Students will read aloud and stop to write answers to the questions in the margins. Students will independently summarize what they learned from analyzing the primary source. Intermittent Closure: If the US believed in selfdetermination, why would we not support it in Vietnam? Note-taker: Students take notes. Intermittent Closure: On the note-taker, describe why the US chose to support France rather than Ho Chi Minh.

Each student will explain in writing why the US chose to support France in Vietnam rather than Ho Chi Minh. (Understanding) (10 min) Given an unlabeled map of SEA, each student will correctly label the countries, capitals and bodies of water. (Knowledge) (10 min)

Guided Practice: Review the geography of Southeast Asia including countries and key capitals and Cold War alignment (Communist v. Democracy v. Neutral). Model labeling of a blank map on the overhead (ELMO) and have the students label theirs accordingly.

Blank map: Students will properly label a blank SEA map in their note-taker. Intermittent Closure: Tell students to review their map for a geography quiz tomorrow and answer any questions.

Homework: Review SEA map for a geography quiz tomorrow. Materials Needed: Globe PowerPoint slideshow: The Vietnam War Handout: The Vietnam War Note-taker Handout: Primary Source: The Vietnamese Declaration of Independence, 1945 Handout: Unlabeled SEA map Notes on the Lesson The lesson includes a number of new vocabulary words. Be prepared to provide explanations and elaborate to ensure all students (including ELLs) comprehend the lesson and the primary source.