The Vietnam War Begins
- Teacher will have students complete the bell ringer quiz on the early years of the Cold War: 1950s through the early 1960s as a review of previous learned material using the Socrative app on their iPad.
- This will help set the stage for the beginnings of the Vietnam War and the entrance of the United States into the war.
- This activity should take no more than 5 minutes of class time.
- When complete, the teacher will review the answers and provide real time data to students as to how they did.
- Students are to sit down and open up the Socrative app on their iPads (one per student).
- Each student will then take the bell ringer quiz on the early years of the Cold War: 1950s through the early 1960s.
2 Direct Instruction
- Teacher will introduce the lesson by showing a short 9 minute video on the causes of the Vietnam War and why the United States became involved.
- The teacher will have students answer along on a companion worksheet that goes with the video.
- The teacher will walk around the room making sure students are following instructions and filling out their sheets.
- Students will watch a short 9 minute video on the causes of the Vietnam War and why the United States became involved.
- While watching the video, students will answer the questions that go along with the video using the companion worksheet.
- The teacher will show students an example of a Popplet and briefly show students the different features of using the app.
- The teacher will then divide the class into 5 groups of 4 students each and instruct the students to make one Popplet per group that illustrates the causes of the Vietnam War, the groups, individuals, and nations involved, and the reasons behind the involvement of the United States.
- The teacher will then float around the room from group to group making sure students are on task and understand their expectations.
- The teacher will allow students to work on these for 20 minutes.
- In groups of 4, students will be tasked with creating a Popplet that illustrates the causes of the Vietnam War, the groups, individuals, and nations involved, and the reasons behind the involvement of the United States.
- Each groups Popplet must be well organized, visual appealing, and include photos or videos.
- Teacher will ask students to write in their journals for 5 minutes.
- In their entries, students are to write down 5 things that they learned for the day, 1 thing that they think will happen next, and 1 to 3 questions that they would like further clarification on from the lesson.
- Students will take 5 minutes to write in their journals 5 things that they learned for the day, 1 thing that they think will happen next, and 1 to 3 questions that they would like further clarification on from the lesson.
Key Standards Supported
Reading History/Social Studies
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Draw evidence from informational texts to support analysis, reflection, and research.