Students will create a compilation of 20 images from the 1960s and explain the significance of each image.

Students will research and develop 3 questions over the the 1970s which can be answered by the citation of at least 3 pieces of evidence.

Robert S. McNamara, former Secretary of Defense and former President of the World Bank reminisces with host Harry Kreisler about public service, the War in Vietnam, and the dangers of the superpower confrontation during the Cold War. (59 min)

Academy award winning Director Oliver Stone talks with UC Berkeley's Harry Kreisler about Vietnam, his movies, and the art of cinema. (26 min)

The 1960s and 70s comprised some of the most tumultuous eras in American history. The people were using their voices to express dissatisfaction with their government. This lesson provides a brief history of America’s involvement in Vietnam and surrounding areas. The focal point of the lesson is the resistance on the American homefront. In this lesson, you will discover first-hand how men were drafted for the Vietnam War and understand the draft’s role in the anti-war movement of the 1960s and 70s. You will analyze and interpret multiple primary source documents to consider anti-war sentiment in the United States.  StandardsCC.8.5.11-12.A: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CC.8.6.11-12.A: Write arguments focused on discipline-specific content.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

During past 20 years, OCW/OER movement has had global impact since the educational resources are shared for free on the Internet. Logically, developing countries like Vietnam should get the best from OCW/OER as they are free to use the high quality and up-to-date materials from well-known universities and research institutions in the developed countries. However, the differences in learning and teaching methodologies as well as the language barrier make it difficult to adopt open resources. Therefore, it is necessary for each OCW/OER adopter to develop a suitable model to fit with specific situations.

This kit analyzes Newsweek coverage of the Vietnam War, Gulf War and the War in Afghanistan. Students will learn core information about the wars in Vietnam, the Persian Gulf, and Afghanistan, how media influences public opinion of current events, and how to ask key media literacy questions and identify bias in the news.

This kit explores the ways in which King and his legacy have been portrayed in various media forms. The first lesson follows a chronology of King's life through interactive decoding of rich media documents (comic books, billboards, songs, music videos, etc.). The following lessons use excerpts of Dr. King's speeches from 1963, 1967 and 1968 to examine his views on social change; explore the portrayal of King in magazine covers, advertisements, Web sites, film clips and monuments; and use letters to the editor about celebrating King to explore challenges to change.

This activity includes the social structure of the United States during the War in Vietnam. Specifically, this activity focuses on how pop music influenced culture in the war effort at home and abroad. This is a part of standard 7.7 for HS United States History. Driving Q: Vietnam was a time in America with great social unrest among youth, adults, the government, and everyone in between. With the rising conflicts of the time, music became a prominent aspect of expression. Protest songs crowded the Billboard charts and the record stores. What effect did pop music have on the Vietnam War? - This question causes students to go on an in depth journey to the past to discover music, history, and the effect it had on America. This is relevant because it focuses on social unrest in Vietnam Era America which tackles standard 7.7. This question is entirely based on the amount of research and the side that the students take on the topic, therefore the students could all have different answers. As a teacher I always like to go "full circle" with what we learned in class for the day. So in terms of the driving question, I would ask at the beginning of class What effect did pop music have on the Vietnam War? and then reiterate the question at the end of class. This allows the students to have the question in mind while we go through the whole lesson, so by the end they have complete and well developed thoughts on the topic at hand. Grabber: I would open with Robin Williams yelling “GOOOOOOD MORNING VIETNAM!” Then I would play a quick video of samples capturing the music made during Vietnam War. This grabber hooks the learner because of the relationship most stuents aleady have with Robin Williams as an actor and with the music being played. The grabber conjures up a natural engagement from the students by using a high emotion situation with the booming voice of Robin Williams and the visual and audible factors in the video that draw in the audience. This is authentic and relevant because the students will often pay more attention to a lesson if they can connect with the task. The clip from the movie revolves around the whole topic of music during Vietnam because Robin Williams' character portrays a radio DJ stationed in Vietnam during the war. The videos and sounds will be straight from the vietnam era making them authentic. The Grabber's intention is to pull the students into the lesson, and with video, comedy, music, and emotion, the students will be excited and engaged for the activity. https://www.youtube.com/watch?v=AwSra5p8MDw https://www.youtube.com/watch?v=4g6YEUV4Vqw 

This collection uses primary sources to explore Tim O'Brien's novel, The Things They Carried. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

U.S. History is designed for a two-semester American history sequence. It is traditional in coverage, following a roughly chronological outline, and using a balanced approach that includes political, economic, social, and cultural developments. At the same time, the book includes a number of innovative and interactive features designed to enhance student learning. Instructors can also customize the book, adapting it to the approach that works best in their classroom.

Grade Level from the Flesch-Kincaid Readability Score is 6.2.

The battle scenes are dramatic but are too graphic for middle school readers in our opinion. The author, Bing West, went on to become a well-known military historian, with many popular titles to his credit including a New York Times #1 bestseller.

The text of the book is much easier reading than the blurb below:

Vietnam, summer 1966. On a steep mountainside 20 miles inland, a reconnaissance platoon of 18 men holds off hundreds of enemy soldiers for over 12 hours. In a four-day scouting mission near the demilitarized zone, a small patrol ambushes and destroys a Viet Cong base camp. This was the action behind the headlines in Vietnam.

From routine night raids to full-scale assaults, Small Unit Action in Vietnam presents a compelling perspective on the courage, dedication and patriotic enthusiasm of U.S. Marines in the early stages of the war.

Originally published as a strategic training manual, this remarkable and moving document is an authentic eyewitness account of nine separate actions at the company and battalion level. Most books look at the broad picture of the war. Small Unit Action in Vietnam sharpens the focus to show the individual battles as they were actually fought. Captain West’s book describes with taut precision the lightning judgments, tactical decisions and moments of bravery of individual soldiers fighting a deadly enemy in an overwhelmingly hostile environment.

Through his vivid descriptions—of the rugged terrain, the movements of the units, the use of support troops and artillery, the ruses and psychological ploys so crucial in defeating a brilliant, determined and resourceful foe—we experience with stunning clarity the challenges of combat on the front.

Students will research and cite evidence in answering questions regarding the general nature of the Vietnam War.

Students will be answering the question of when government intervention is justified in protests and demonstrations. Students will prepare a concept map of claims and finding evidence to support their claims.