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Vietnam. Megan Nix Robin Richards Sean Simpson. In this slide show, you’ll see…. …Government bungling! …a military with an industrial complex! …cursing! (but only in its historical context) …Presidential scars! …and Vietnamese kids smoking cigarettes!. Objectives per Percoco (Cog/Aff).

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vietnam

Vietnam

Megan Nix

Robin Richards

Sean Simpson

in this slide show you ll see
In this slide show, you’ll see….
  • …Government bungling!
  • …a military with an industrial complex!
  • …cursing! (but only in its historical context)
  • …Presidential scars!
  • …and Vietnamese kids smoking cigarettes!
objectives per percoco cog aff
Objectives per Percoco (Cog/Aff)
  • Analyze the causes and effects of the Vietnam War (C)
  • Explain the beliefs of those groups who were for and against the war in Vietnam (C )
  • Understand the background to American participation in Vietnam ©
  • Explain how popular sentiment towards the war was influenced by the media (Walter Cronkite) (A-C)
  • Discuss how geography affected the outcome of the war from the American standpoint (C )
  • Summarize the legacy of the Vietnam conflict since 1975 (popular culture- movies and music) (C )
  • Compare the relevancy of Vietnam to the Iraq conflict* (A-C)
  • Encourages active engagement through personal connections using personal stories from VN vets. (A)
outline of the chapter
Outline of the Chapter
  • -Percoco begins the chapter by discussing the Vietnam Veterans Memorial (The Wall) and how it came to be.
  • -Percoco then discusses a curriculum package called “Echoes From the Wall” and how it can be implemented in a classroom. This package includes music from the period, a film, experiences from Veterans when they returned home, and tips on how to organize an oral history panel.
  • -Where to begin? He suggests starting with a brainstorming activity followed by a background lecture, timeline and a map of Vietnam. (20 things a student should know about Vietnam page 224)
outline
Outline
  • -Primary Sources Percoco liststhree primary sources to use
  • Ho Chi Minh Cable to President Harry Truman
  • Tonkin Gulf Resolution of August 1964
  • 1973 War Powers Act
  • -Percoco gives three major concepts that students need to know to fully understand the Vietnam conflict
  • Politics
  • Military Planning
  • Personal Grief
outline6
Outline
  • -The author suggests using period music and pictures to enhance the learning experience.
  • -Percoco suggests students take a close look at the different Vietnam memorials (The Virtual Wall) to help students understand the impact of the Vietnam War.
  • -Percoco also discusses the story of Leonard Maltovich, a gay Vietnam Veteran.
  • -Junior Class Unit: A month long Vietnam unit broken into three parts
  • 1. Vietnam Film Festival
  • 2. Speaker’s Panel
  • 3. Political Cartoons
  • -Percoco wraps up his Vietnam unit with discussions on the lessons and legacy of the war.
georgia gps and qccs
Georgia GPS and QCCs

GPS- SSUSH21- The student will analyze the domestic and international impact of the Cold War on the United States

“Describe the Vietnam War, the Tet Offensive and the growing opposition to the war “

QCC 35- Analyze US foreign relations from 1961-present

  • Vietnam and SE Asia (Vietnam- origins and issues, results)
ncss themes
NCSS Themes
  • Culture- Influence of the counterculture, music, politics, and social reforms of the 1960s. [The “Silent Majority”]
  • Time, continuity and change- 1)- The overall escalation by the US in terms of the Vietnam conflict (“advisors” to all out war) 2)-The change in the overall view by some Americans towards Vietnam veterans (the Wall and its “healing” aspect) 3
  • People, place and environments- The background information of Vietnam in general (people, culture, history)
ncss themes cont d
NCSS Themes, cont’d
  • Individual Development and Identity- Students for Democratic Society v. Young Americans for Freedom. What factors influenced these groups to form the beliefs that still carry on to this day (modern Liberalism and Conservatism)
ncss theme v
NCSS Theme V
  • Individuals, groups and institutions:
  • Individuals: Letters from home, memoirs, and oral histories from those involved
  • Groups- Overview of the many groups involved in the war itself (men/women, whites/blacks/Hispanics, rich/poor, etc.)
    • The Monument debates in the 80s and 90s
slide11
NCSS
  • Power, Authority and Governance-
  • “Cold War Mentality” Communism v. Democracy
  • Government agencies and leaders (Dept. of Defense, the Armed Forces, LBJ, Robert McNamara, “military industrial complex,” General Westmorland)
  • The effects of the war on leadership (LBJ’s speech, March 1968, Nixon’s “Vietnamization” and his election in 1968)
  • Defiance of authority (burning draft cards, fleeing to Canada, etc.)
slide12
NCSS
  • Production, Distribution and Consumption:
  • How the Vietnam War affected the rest of the programs in the US (Great Society and the Apollo Program)
  • How the “military industrial complex” absorbed resources that could have been used for other means
  • Science, Technology and Society- How the war advanced warfare technology (Agent Orange, napalm, communications, transportation, etc.)
slide13
NCSS
  • Global Connections- How the conflict fit in with the rest of the Cold War era (1945-91).
  • “Domino theory”
  • How the conflict shaped the US’s role in international affairs post-war (trade, diplomacy)
  • The effect of the war on the nation of Vietnam
  • Civic Ideals and Practices- How the conflict shaped personal politics for years to come.
    • Addresses the issue of civil disobedience, especially in the classroom (Tinker v. Des Moines [1969])
other social sciences
Other social sciences
  • Political Science-
  • Political Participation: Percoco uses the example of anti-war demonstrations, such as Kent State, to show the different political participations during the conflict.
  • Power: Percoco explains the different power structures during the Vietnam War.
  • Sociology-
  • Roles: Percoco discusses the different roles or players during the conflict.
  • Culture: Percoco uses different music and media from the era to help students understand the conflict.
  • Society: Percoco discusses how society influenced the war as well as how society changed the feelings towards the Vietnam Veterans.
  • Social Movements: Percoco discusses the social movements during the conflict for and against the war.
social sciences part deux
Social sciences, part deux
  • Anthropology-
  • Culture: Percoco uses different music to help students understand the different cultural feelings during the time.
  • Geography-
  • Location: Percoco discusses the understanding how terrain and location of bodies of water and cities play into the Vietnam conflict.
dale s cone of experience
Read: Reading of diaries from soldiers

Hear: Listen to interviews of soldiers as well as music of the era

See: Watch footage from VN and still images from the era

“Vietnam Film Festival”

Attend sites: Visit the VN Memorial, visit with VN vets

Hands-on: Visit Virtual Wall and create a virtual rubbing

Simulate or model the real thing

Dale’s Cone of Experience
the music of vietnam
The Music of Vietnam
  • “Goodnight Saigon” Billy Joel
  • **“Feel-like-I’m-fixin’-to-die Rag” Country Joe McDonald and the Fish**
  • “American Woman” The Guess Who
  • “Born in the USA”- Bruce Springsteen
  • “Ballad of the Green Berets”- Sgt. Barry Sadler
  • “Ohio”- Crosby, Stills Nash & Young
major concepts from history
Major Concepts from History
  • Change-
  • Percoco explained the historical changes in Vietnam from French Colonial Era, through the buildup of U.S. troops on the ground to the 1973 cease fire, and the subsequent collapse of the South Vietnamese government in 1975.
  • Leadership-
  • Percoco explained the different leaders during the conflict and the different outcomes from each leader.
  • Conflict-
  • Percoco explains that the conflict in Vietnam was one of the most diverse and controversial issue in United States history.
major concepts cont d
Major concepts, cont’d
  • Cooperation-
  • Percoco explains different groups which cooperated during the conflict such as the U.S. troops and South Vietnamese and African American soldiers and white soldiers fighting along side each other.
  • Nationalism-
  • Percoco explains the different sentiments of different groups during the Vietnam War as well as the civic pride, consensus, and the legacy of a shadow of an event that is still close to us.
  • Historical bias-
  • In the different films Percoco uses have bias as well as the readings he presents.
nche vital themes
NCHE Vital Themes
  • Civilization, Cultural Diffusion and Innovation- Cultural diffusion and flowering such as music and film, is described and shown to the class through the use of period media.
  • Human Interaction with the Environment-Through the use of maps, students will understand how geography affected the conflict
nche themes cont d
NCHE Themes, Cont’d
  • Values, Beliefs, Political Ideas and Institutions- Primary sources, such as news reports, present different political views and ideas to the students
  • Conflict and cooperation- Background lectures, videos and primary sources describe both international and domestic conflicts during the war
more nche
More NCHE
  • Comparative History of Major Developments-Students will make connections between America’s struggle for independence and the struggle of the Vietnamese to resist colonial occupation
final nche
Final NCHE
  • Patterns of social and political interaction- Students will learn about the rise of the counterculture, the anti- and pro-war movements, and the prominence of African-Americans on the battlefield through the use of primary sources such as “Bloods- An Oral History of the Vietnam War by Black Veterans” by Wallace Terry
history eras
Era 9- Postwar US (1945-70s)

St 1- The economic and social transformation of the US

St 2- How the Cold War and conflicts in Korea & Vietnam influenced domestic and international politics

St 3- Domestic policies after WWII

Era 10- Contemporary US (1968-present)

Recent developments in foreign and domestic politics

History Eras
unit plan matrix
Unit Plan Matrix
  • Habits of mind- Percoco demonstrated all of the NHCE’s Habits of Mind using what he coined as “A Blend of Histories.” This approach combines politics, cultural issue, and personal grief making the topic more relevant to the students
critical thinking
Critical Thinking
  • Percoco encourages critical thinking by presenting liberal and conservative approaches to the war. This allows students to view different perspectives and reach their own conclusions
ncss themes again
NCSS Themes (again?)
  • Percoco does an excellent job of covering the themes through the use of “Vietnam: Echoes from the Wall.” This comparative curriculum resources present all of the perspectives of the war from GIs to the Vietnamese.
state learning goals
State Learning Goals
  • Percoco meets GPS standard SSUSH 21 and QCC standards for US History by describing US foreign relations and the impact of the Cold War…
  • …that is, if he taught in Georgia.
textual primary sources
Textual Primary Sources
  • Ho Chi Minh’s, the Gulf of Tonkin Resolution, and the 1973 War Powers Act lay the ground work for showing students the complexity of the conflict. He also uses material from “Echoes from the Wall,” which is available for free from the Vietnam Veterans Memorial Fund (www.teachvietnam.org)
pictures and photographs
Pictures and Photographs
  • “Moments: The Pulitzer Prize Photographs” is a primary source for photos. The photos, though sometimes disturbing, provide students a glimpse into all aspects of the conflict.
political cartoons
Political Cartoons
  • Percoco recommends that students create a political cartoon based on everything they had learned as a culminating activity. Students can also explore political cartoons at

www.philly.com/specials/2000/vietnam/auth

literature novels and poems maps and charts
Literature, novels and poems / Maps and Charts
  • Secondary sources, such as “The Hessian,” are used to supplement primary sources, by offering a differing reflection into the war
  • Maps- Percoco uses “The Eyewitness History of the Vietnam War: 1961-75,” as a primary sources for maps
  • No charts were used in this lesson
technology and cd roms assessment
Technology and CD ROMs / Assessment
  • Percoco recommends that teachers utilize the Virtual Wall for student who cannot physically visit the Wall in Washington DC
  • Assessment: Obj and alternative- Debates and discussions are recommended as means of assessment. The synthesis of political cartoons by the students is also recommended
the georgia connection
The Georgia Connection
  • Virtual Wall- GA soldiers KIA http://www.virtualwall.org/istate/istatga.htm
  • Have students use the Virtual Wall to learn more about soldiers who died in Vietnam from the their town or nearby areas. Also, have students do a virtual rubbing of their name to make the connection more personal. If they learn of people killed in Vietnam through their parents, better still.
georgia s military connection
Have students map out major military bases in Georgia, then research which ones played a major role in the Vietnam War.

Take a virtual tour of each base

Georgia’s Military Connection
ga military base websites
GA Military Base Websites
  • Fort Benning (Columbus)- https://www.infantry.army.mil/fbhome/
  • King’s Bay Submarine Base (St. Mary’s)- http://www.subasekb.navy.mil/
  • Robins Air Force Base- (Warner Robins) http://www.robins.af.mil/
  • Moody Air Force Base- (Valdosta)- http://www.moody.af.mil/
that s our opinion we welcome yours
That’s our opinion, we welcome yours
  • Group’s Impression
  • We found Percoco’s lesson plans and activities to be suitable for teaching in Georgia Public schools. His lessons and activities take up quite a bit of time so the only concern would be if a teacher has the time to reach Vietnam and fully teach the conflict to students. Many of the films he discusses have various ratings and a teacher would have to use his discretion whether to show the film. A teacher would have to dedicate an tremendous amount of time and rely heavily on the cooperation of the community, parents and school.
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