Lesson Plan # 1 The Story that led to the Vietnam War

Introduction Vietnam has a very rich, complicated history that dates back thousands of years. Located in Southeast Asia, it has both Chinese and Indian influences, as well as Western influences that date back to the 17th century. In the 19th century, France captured Vietnam as colony and kept their power until WWII, when the Japanese captured parts of the country. Objectives Content/Knowledge

1. Students will be able to summarize the history of Vietnam from the 19th century to Japan invasion during WWII.

2. Students will be able to compare at least 4 differences and similarities in reasons and methods the French and Japanese used to invade Vietnam.

Process/Skills 1. Students will be able to combine at least 4 primary sources to create a newspaper article. 2. Students will be able to construct a paragraph that formulates their hypothesis of what they

believe are top 3 reasons the United States got involved. Values/Dispositions

1. Students will be able to reflect on how people’s individual lives are strongly affected by worldwide events that are out of their control.

Standards Illinois State Standards

Goal 16: Apply the skills of historical analysis and interpretation. 16.A.4a Analyze and report historical events to determine cause­and­effect relationships.

Illinois Revised Social Science Standards

Change, Continuity, and Context SS.H.11.9­12. Analyze multiple and complex causes and effects of events in the past. SS.H.2.9­12. Analyze change and continuity within and across historical eras.

Common Core State Standards: Grades 6­12 Literacy in History/Social Studies

Production and Distribution of writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

National Council for the Social Studies

Time, Continuity, & Change II.d Identify and use various sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and others.

Syntax – Procedures

1. Whole­Class Instruction:

a. Teacher Instructions 1. Give lecture to class over Vietnam's history from the 19th century up to WWII in

the 1940s. b. Resource

1. Lecture notes, see Document 1.1 c. Student Activity

1. Students will take notes of the lecture while using the notes guides provided, See Document 1.2

2. Small­Group/Cooperative Learning Instruction: a. Teacher Instructions

1. Divide students into groups of four. Desks will already be set into these groups, but if students needs to move around to complete groups, rearrange students.

2. Have students from each table pick an Uno card from prearranged group sets without looking at them. (blue,green,yellow,red). Once they have seen their card color, write it down for your own personal records.

3. Handout group assignment worksheet and rubric and explain their assignment. See Document 1.3

4. Read over assignment instructions and ask if any clarifications need to be made. 5. Display the role assigned to each color on the board for students to read. See

Document 1.4. 6. Give students an opportunity to collect the resources they will need (legal size

paper, pencil, scissors, ruler, glue, color pencils, primary/secondary sources) b. Resource

1. Document 1.5 “The French assault on Hung Hoa citadel" (1884) 2. Document 1.6 Jules Ferry, French Statesman in 1885 speech 3. Document 1.7 Mechanics and Crafts of the People of Annam (1908) 4. Document 1.8 Group of children, with baskets 5. Document 1.9 IndoChina Tourism 6. Document 1.10 Exploratory Expedition through Indochina 7. Document 1.11 Japanese Troops in Vietnam (1940) 8. Document 1.12 Japanese flag displayed in Vietnam 9. Document 1.13 Map of Berman Road

c. Student Activity 1. Students will divide into groups of 4. 2. Each student in the group will be assigned different roles by choosing a different

color card (blue, green, red, yellow). See Document 1.4 3. After students receive the assignment instruction sheet and rubric, they will be

able to collect their materials. See Document 1.3. 4. Students will analyze the set of primary/secondary documents to find the reasons

why Vietnam was invaded in the two scenarios and to compare the differences in each invasion.

5. Students will create 2 different newspaper articles using legal size paper. They can have the newspaper articles on the same paper or can choose to work on two different sheets of paper.

6. and must include summary explanations of the events and pictures/sources . 3. Individualized Instruction:

a. Teacher Instructions 1. After students have finished their group assignment and it has been handed in,

hand out the individual writing assignment. See Document 1.14 2. Give students a few minutes to read over assignment, ask any questions, and

begin brainstorming on their worksheet. b. Resource

1. "Some Questions for President Roosevelt" (1939) c. Student Activity

1. Students will be reading an excerpt 2. They will be responding to the prompt “After reading the following excerpt,

analyze the questions Nagai Ryutaro has asked President Roosevelt. Why do you believe he is asking these questions? What do you believe was President Roosevelt’s response to the questions?”

Document 1.1 Vietnam Powerpoint

Document. 1.2

Name ________________________ Date __________________

Note Taking Mind Map Directions: Use this mind map to compare and contrast at least 4 differences and similarities in reasons and methods the French and Japanese used to invade Vietnam. Once you have completed the chart, use the information to write a summary paragraph.

Document 1.3

Group Assignment

Group Members ___________________________________________________________

In groups of 4, create two (2) newspaper articles using pictures and information from the primary/secondary documents as well as information from the class lecture. You have the option of comparing/contrasting the two Vietnamese eras, make a controversial statement, post a question that has not been answered, create an editorial, etc. The articles must contain at least two (2) sources from each time period (French colonization and Japanese invasion). Materials: 1 Poster board 1 Set of primary/secondary sources Glue/scissors/markers/writing utensils Creativity

Rubric

Document 1.4 Group Roles & Responsibilities

Document 1.5

"The French assault on Hung Hoa citadel" (1884)

Document 1.6

Jules Ferry, French Statesman in 1885 speech The policy of colonial expansion is a political and economic system ... that can be connected to three sets of ideas: economic ideas; the most far­reaching ideas of civilization; and ideas of a political and patriotic sort. In the area of economics, I am placing before you, with the support of some statistics, the considerations that justify the policy of colonial expansion, as seen from the perspective of a need, felt more and more urgently by the industrialized population of Europe and especially the people of our rich and hardworking country of France: the need for outlets [for exports]. Is this a fantasy? Is this a concern [that can wait] for the future? Or is this not a pressing need, one may say a crying need, of our industrial population? I merely express in a general way what each one of you can see for himself in the various parts of France. Yes, what our major industries [textiles, etc.], irrevocably steered by the treaties of 18601 into exports, lack more and more are outlets. Why? Because next door Germany is setting up trade barriers; because across the ocean the United States of America have become protectionists, and extreme protectionists at that; because not only are these great markets ... shrinking, becoming more and more difficult of access, but these great states are beginning to pour into our own markets products not seen there before. This is true not only for our agriculture, which has been so sorely tried ... and for which competition is no longer limited to the circle of large European states .... Today, as you know, competition, the law of supply and demand, freedom of trade, the effects of speculation, all radiate in a circle that reaches to the ends of the earth .... That is a great complication, a great economic difficulty; ... an extremely serious problem. It is so serious, gentlemen, so acute, that the least informed persons must already glimpse, foresee, and take precautions against the time when the great South American market that has, in a manner of speaking, belonged to us forever will be disputed and perhaps taken away from us by North American products. Nothing is more serious; there can be no graver social problem; and these matters are linked intimately to colonial policy. Gentlemen, we must speak more loudly and more honestly! We must say openly that indeed the higher races have a right over the lower races .... I repeat, that the superior races have a right because they have a duty. They have the duty to civilize the inferior races .... In the history of earlier centuries these duties, gentlemen, have often been misunderstood; and certainly when the Spanish soldiers and explorers introduced slavery into Central America, they did not fulfill their duty as men of a higher race .... But, in our time, I maintain that European nations acquit themselves with generosity, with grandeur, and with sincerity of this superior civilizing duty. I say that French colonial policy, the policy of colonial expansion, the policy that has taken us under the Empire [the Second Empire, of Napoleon 1111, to Saigon, to Indochina [Vietnam], that has led us to Tunisia, to Madagascar­I say that this policy of colonial expansion was inspired by... the fact that a navy such as ours cannot do without safe harbors, defenses, supply centers on the high seas .... Are you unaware of this? Look at a map of the world.

Document 1.7

Mechanics and Crafts of the People of Annam (1908)

Document 1.8

Group of children, with baskets, posed under palm tree, Saigon, South Vietnam (1890­1920)

Document 1.9

IndoChina Tourism

Document 1.10

Exploratory Expedition through Indochina

Document 1.11

Japanese Troops in Vietnam (1940)

Document 1.12 Japanese flag displayed in Vietnam

Document 1.13 Map of Berman Road

Document 1.14 Individual Assignment

After reading the following excerpt, analyze the questions Nagai Ryutaro has asked President Roosevelt. Why do you believe he is asking these questions? What do you believe was President Roosevelt’s response to the questions?

"Some Questions for President Roosevelt" (1939)

Nagai Ryutaro, 1881­1944

Name: __________________________ Class: _________________

Response to Nagai Ryutaro

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Bibliography Jules François Camille Ferry, "Speech Before the French Chamber of Deputies, March 28, 1884," Discours et Opinions de Jules Ferry, ed. Paul Robiquet (Paris: Armand Colin & Cie., 1897), ­1. 5, pp. 199­201, 210­11, 215­18. Translated by Ruth Kleinman in Brooklyn College Core Four Sourcebook

[Group of children, with baskets, posed under palm tree, Saigon, South Vietnam] ([Group of children, with baskets, posed under palm tree, Saigon, South Vietnam]) http://www.loc.gov/pictures/item/98507284/ Pierre Daprini, “Garnier, Marie­Joseph­François (1839−1873),” in Jennifer Speake, editor, Literature of Travel and Exploration: An Encyclopedia. Pg 72,88)