LEDP+Project-+Rethinking+Vietnam+War+Simulation

Rethinking the Vietnam War (Bill Bigelow) David Bryan 3/17/2015   10th grade 50 Minutes

HS.2. Analyze the complexity and investigate causes and effects of significant events in world, U.S., and Oregon history. HS.9. Identify historical and current events, issues, and problems when national interests and global interest have been in conflict, and analyze the values and arguments on both sides of the conflict. HS.28. Evaluate how governments interact at the local, state, tribal, national, and global levels.
 * Standards:**
 * Content Objectives **
 * SWBAT: **
 * Identify significant factors leading to U.S. involvement in the Vietnam War, and explain how the U.S. became involved.
 * Identify which competing national interests were involved in the Vietnam War, and describe how they played a role in involving the U.S.
 * Distinguish between explanations and descriptions of historical events.


 * Literacy Objectives: **
 * SWBAT: **
 * Identify and trace the development of an author’s argument, point of view, or perspective in text.
 * Present persuasive arguments that describe the points in support of the proposition, employing well-articulated evidence.

Handouts (questions to guide their research, as well as relevant information for their position)
 * Learning Principles: **
 * The active, critical learning principle. The simulation is set up so that students are encouraged to actively engage in learning, through research, and debate.
 * “Psychological moratorium” Principle- The simulation is set up so that students can take risks, learn about significant factors leading to U.S. involvement in the Vietnam War, while in a low risk environment.
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Identity principle- The students are taking on the identity of either the French, or the Viet Minh, they have choices as to how they will try to convince President Truman to align with them. In essence for their argument to be more persuasive they should take on the role which they are representing, research, and become passionate about their cause.
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Materials: **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">I will review where we are as a class, how we just finished discussing World War II, and how we are now moving into the Cold War, specifically the Vietnam War. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">I will ask content questions: <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Where is Vietnam? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What side were they on during World War II? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Why was the U.S. involved in the Vietnam War? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What is Communism? (A socioeconomic system structured upon the common ownership of the means of production and characterized by the absence of social classes, money, and the state.) <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What was Colonialism? (the policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically)
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Anticipatory Set (5 Minutes) **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">I will set up the simulation by doing the following: <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Highlighting the objectives of the Simulation: <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">I will be playing Truman, they will be playing French Business/Government Leader, or a Viet Minh member. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">They have been invited to a meeting with me, President Harry S. Truman, they are to present their position on the question of Vietnamese independence. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">They each have a sheet explaining who they are, as well as another sheet detailing what they should be prepared to tell me. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">They will each present their side. They can interact and debate briefly between the presentations. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">They can attack the other sides positions/actions, but not the individuals. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">They have 20 minutes to research and formulate their position, and then 12 minutes to present/debate(each team has 4 minutes to present, with 2 minutes for debate between and after the presentations). <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Class is divided into two groups.
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Introduction (5 Minutes) **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Students will read through their handouts, answering the questions as to who they are as well as why the U.S. should favor their cause. They should prepare to present and defend their argument.
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Independent Practice (20 Minutes) **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">The groups will present their argument as to why Truman should side with them. They will be allowed to briefly debate the other side’s positions, as well as to defend their own. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">I will play Truman, I will ask questions, poke at inconsistencies in their arguments. I will also prod each side to criticize and question the other side directly.
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Presentation/Debate (12 Minutes) **

<span style="font-family: Arial,sans-serif; font-size: 9.5pt;">We will shed our roles and debrief. I will ask the following questions: <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What were some of the points brought out in discussion that you agreed with? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Do you think Truman ever met with Vietnamese representatives? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What would a U.S. president take into account in making a decision like this? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">What did Truman decide? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Which powerful groups might seek to influence U.S. policy on Vietnam? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">How should an important policy question like this one be decided? <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Following the questions I will introduce what we will be doing next class, going through what really happened. <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">(If time permits, or in a longer class, I might have them fill out an exit ticket)
 * <span style="font-family: Arial,sans-serif; font-size: 9.5pt;">Closure (8 Minutes). **

Reflection:


 * Resources:**