9th grade American History



9th grade American History Jessica Weaver

Introduction to Vietnam Unami Middle School

9th Grade

Overview of Lesson

The Vietnam War is the commonly used name for the Second Indochina War, 1954–1973. Usually, it refers to the period when the United States and other members of the SEATO (Southeast Asia Treaty Organization) joined the forces of the Republic of South Vietnam in contesting communist forces comprised of South Vietnamese guerrillas and regular-force units, generally known as Viet Cong (VC), and the North Vietnamese Army (NVA). The U.S. had the largest foreign military presence and basically directed the war from 1965 to 1968. For this reason, in Vietnam today it is known as the American War. It was a direct result of the First Indochina War (1946–1954) between France, which claimed Vietnam as a colony, and the communist forces then known as Viet Minh. In 1973 a “third” Vietnam war began—a continuation, actually—between North and South Vietnam but without significant U.S. involvement. It ended with communist victory in April 1975. As part of an overview and introduction to the U.S.’s role of in Vietnam, students will take part in an Office Mix and virtual reality lesson.

1. Integration of Learning Outcomes

Essential Question: What was the United States role in the war in Vietnam and how did it slowly escalate over time?

As a result of this lesson, students will be able to:

1. Utilize student technology to “visit” Vietnam in a scaffolded format designed to go from a broad overview to a more detailed experience.

2. Examine and analyze the United States role from a visual, auditory, and experiential manner to provide for deeper analysis and understanding.

3. Visit Vietnam using Google Cardboard combined with Google Expedition to gain a more three-dimensional view of history.

2. Standards

NCSS

II. Time, Continuity, and Change

b. Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, and show connections among patterns of historical change and continuity;

PDE

8.1.U.A. and 8.1.9.A Evaluate and compare patterns of continuity and change over time, applying context of events.

8.3.12 C. Evaluate how continuity and change has influenced U.S History from 1890 to the present.

8.4.9.D. Analyze how conflict and cooperation among groups and organizations have influenced the history and development of the world.

8.1.9 C. Analyze the Fundamentals of Historical Thinking

ISTE

1. Creativity and innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

a. Use models and simulations to explore complex systems and issues

2. Communication and collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. Develop cultural understanding and global awareness by engaging with learners of other cultures.

3. Research and information fluency: Students apply digital tools to gather, evaluate, and use information.

a. Plan strategies to guide inquiry

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. Process data and report results

4. Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan

and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

a. Identify and define authentic problems and significant questions for investigation

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and/or make informed decisions

d. Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and technology

b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. Demonstrate personal responsibility for lifelong learning

d. Exhibit leadership for digital citizenship

6. Technology operations and concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

c. Troubleshoot systems and applications

d. Transfer current knowledge to learning of new technologies

3. Anticipatory Set

1. Have students bring their assigned student laptop back to their desk and log on to their email to access the Office Mix- Vietnam that I previously sent out to them.

2. For the anticipatory set of this lesson, the students will be asked to complete the “Do Now” below utilizing Google Earth (must be accessed through Google Chrome):

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○ What countries are above, next to and around Vietnam?

○ Embolden students to think about how Vietnam’s geography may affect the American soldier’s experience based on our lack of familiarity with the landscape, weather, etc. . Encourage students through collaborative conversation to think how geography might affect the Vietnamese lifestyle in terms of occupations, etc..

4. Procedures

1. To transition, explain that we will now further deepen our understanding of the U.S. role in Vietnam by taking a “tour” of Vietnam using virtual technology via Google Cardboard.

2. Have students log on to Google Expedition in the Explorer mode. When their phone has synced with my phone, I will act as their tour guide taking them on a tour of Vietnam. This is designed to take them to the next step of their scaffolded overview of Vietnam, while also allowing them to see significant images that offer a new perspective of the U.S. role in this country.

Prior to coming to class, students need to download Google Expedition on their phones.

o As students are virtually “touring” Vietnam, I will be discussing some of the bigger concepts associated with the war and how it might have affected the American troops experience, morale, etc. This is designed to focus the lens of learning on specific issues we will be discussing throughout the unit.

o Through Expedition, we will pause and stop and discuss the different aspects of Vietnam that they are seeing. I will then instruct students to look for the “bullseye” and follow the arrow to take them there via Cardboard.

o At this point, we will take a closer look at the role of U.S. soldiers, aircraft and environment and evaluate their effect on the war itself via Cardboard and Office Mix.

3. Formative Assessment: After viewing Vietnam through Google Expedition, students will be assessed on their knowledge of the information that they just learned. Students will answer a brief series of 3 questions and submit it to me through Office Mix. I will be able to evaluate which aspect of the lesson needs clarification based on their answers/feedback.

4. The last leg of our scaffolded view of Vietnam takes place in a series of images. Students will be taught the literary concept of stream of consciousness and be shown a model to aid in their understanding.

5. Students will then look at a series of 10 images and respond to them through Office Mix practicing stream of consciousness.

6. Once finished, I will ask students which image had the biggest impact on them or made the strongest impression. Students will be instructed to discuss and share the image as well as their written stream of consciousness with their partner.

7. Once completed, students will transition to the closure portion of the lesson for discussion and evaluation.

5. Closure

At the culmination of this learning experience, students should be asked to answer and discuss this constructed response:

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6. Materials/Equipment

1. Student laptops 3. Google Cardboard

2. Office Mix PowerPoint 4. Personal cellular device

7. Reflection on Planning

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