The Vietnam War
Map of Vietnam | Activity 1 | Activity 2
In 1969, the United States was involved in a conflict that was very controversial. The support of many American citizens was lacking. Opinions about the war were strikingly different. Some believed that Americans were in Vietnam to protect democracy and preserve human freedom. Others believed that we had no right to involve ourselves in a civil war taking place on the other side of the world. Many felt that American soldiers should not be asked to serve in a conflict where the goals were so nebulous.
This was America's longest war (18 years of military involvement) and its first defeat.
Use the activities below to find out more about this conflict.
History of the Vietnam War http://www.vwam.com/
Vietnam Online http://www.pbs.org/wgbh/amex/vietnam/index.html
The Vietnam War: Past and Present http://www.tappedin.org/info/teachers/vietnam1.htm
The Vietnam Picture Archives http://www.ibiblio.org/vietnam
Vietnam: Yesterday and Today http://servercc.oakton.edu/~wittman
The Wars for Vietnam 1945-1975 http://vietnam.vassar.edu
The Vietnam Veterans Memorial Wall Page http://thewall-usa.com
Teach Vietnam: Echoes From the Wall http://www.teachvietnam.org
Activity 1
Objective |
Students will write an expository article and create a newspaper about Vietnam. |
Procedure |
- Break the students into groups of four or five.
- Have each person in the group write an article as a response to one of these questions (students will use the Web resources listed above or print material available to them):
- Who fought against whom in the Vietnam War?
- What were the causes of the conflict?
- What was the public sentiment about the war?
- How did the war change when President Nixon came into office?
Students need to remember that a newspaper article is factual. They are to give information to their audience. They are to cite specific examples, individuals or facts.
- As a group, students are to write two letters to the editor. One letter should give support for the war and the second should be in opposition to the war.
- Students may include other items in their newspaper, such as political cartoons, editorials, etc.
- Students may present their newspapers either using a computer (using Microsoft Publisher, PageMaker, etc.) or mounting their articles on poster board. Newspapers should have a name.
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Group Evaluation |
Do both an individual and a group evaluation for this project.
Your team will be given a group grade on your project from 0 to 100 points. (Bonus points will be given for submissions beyond the five articles.) Your total score will then be multiplied by the number of people in your group. Your group can then divide the total score in whatever way you would like. For example, your group of three people gets 86% for the total project. This will be multiplied by 3 for a total of 258 points. You could give each person 86 points or you could give one person that worked really hard 100 point and the other two each 79 points. You can divide your 258 points in any way your group would like so long as the total is 258 points. There must be consensus among the group members.
Criteria for Newspaper
Overall content of articles |
30 |
Readability |
20 |
Follows directions |
10 |
Research information (accuracy, citations, etc.) |
10 |
Design clarity (use of color, neatness, etc.) |
10 |
Group participation |
10 |
Effective use of time, discussion, cooperation |
10 |
Design creativity |
5 |
Grammar, spelling |
5 |
TOTAL
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100 |
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Individual Evaluation |
Do both an individual and a group evaluation for this project.
Your individual grade is worth 50 points. This is based on the following:
- the accuracy of the information in your article
- the quality of the writing in your article
- whether the directions were carefully followed
- the grammar and spelling
- the citing of your sources
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Activity 2
Objective |
Students will identify people who played a key role in the Vietnam War. |
Procedure |
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Students will work in pairs.
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The pair will pick one person who played a significant role in the Vietnam War and will do research on this person.
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Students will make a poster citing key facts about this person. Facts can be found using the Web sites below or available print materials. At least five facts should be cited. The top of the poster will be labeled WHO AM I? The name of the person will be identified on the back of the poster.
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Posters will be numbered and displayed around the classroom.
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Students will number their papers and go around the room and try to identify the person described in each poster.
- A prize could be awarded to the pair that correctly names the most people on the posters. (The teacher could give a list of people who are named on the posters and the students could match the names with the posters.)
Key People:
Henry Kissinger http://www.who2.com/henrykissinger.html
Spiro Agnew http://bioguide.congress.gov/scripts/biodisplay.pl?index=A000059
Richard Nixon http://k2nesoft.com/esoteric/nixon.html
Gerald Ford http://www.americanpresident.org/KoTrain/Courses/GF/GF_In_Brief.htm
General Creighton Abrams http://www.arlingtoncemetery.com/abrams.htm
Nguyen Van Their http://www.encyclopedia.com/html/t/thieu-n1g.asp
Prince Sihanouk http://www.edwebproject.org/sideshow/history/sihanouk.html
Pol Pot http://archive.abcnews.go.com/sections/world/polpot618
Ho Chi Minh http://caribou.cc.trincoll.edu/classes_hist300/hochi.htm
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Evaluation |
The poster should be titled WHO AM I? and cite five facts about the person; the name of that person should be listed on the back as well as the students' names. The teacher can evaluate based on the content of the poster and the students' ability to follow directions. |
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