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History Program of Work
Denae Shelton and Rebecca Sidhom
TOPIC: The Modern World and Australia Stage 5 Year 10 Duration: 5-6 Weeks
Depth Study 6: Australia in the Vietnam War era.
This program of work is an investigation of the Vietnam War. Students will closely analyse Australia's involvement in the war.
The content within the unit investigates the controversial and conflicting aspects of the era, as well as the complexity of the war and issues on the
home front.
How did the nature of global conflict The following historical skills are target in this unit:
change during the twentieth century?
What were the consequences of World Comprehension: Chronology, Terms and Concepts:
War II? How did these consequences Read and understand historical texts
shape the modern world? Use historical terms and concepts in appropriate contexts (ACHHS165, ACHHS183)
How was Australian society affected by Sequence historical events to demonstrate the relationship between different periods,
other significant global events and people and places (ACHHS164, ACHHS182)
changes in this period?
Analysis and Use of Sources:
Content Questions:
Identify different types of sources
What were the causes of the Vietnam
Identify the origin, content, context and purpose of primary and secondary sources
war?
Why and how was Australia involved in the (ACHHS169, ACHHS187)
Vietnam war? Process and synthesise information from a range of sources as evidence in an
How many Australians served in the historical argument (ACHHS170, ACHHS188)
Vietnam war? Evaluate the reliability and usefulness of primary and secondary sources for a specific
Why were North Vietnam and South historical inquiry (ACHHS171, ACHHS189)
Vietnam at war?
Perspectives and Interpretations:
Framing Questions: Identify and analyse the reasons for different perspectives in a particular historical
What was the outcome of the event? context (ACHHS172, ACHHS173, ACHHS190, ACHHS191)
What brought the war to an end? Recognise that historians may interpret events and developments differently
What impact did this war have on Australia (ACHHS173, ACHHS191)
and Australian society?
Empathetic Understanding:
Interpret history within the context of the actions, values, attitudes and motives of
people in the context of the past (ACHHS172, ACHHS173, ACHHS190, ACHHS191)
Research:
Ask and evaluate different kinds of questions about the past to inform an historical
inquiry (ACHSS166, ACHHS167, ACHHS184, ACHSS185)
Plan historical research to suit the purpose of an investigation
Identify, locate, select and organise information from a variety of sources, including
ICT and other methods (ACHHS168, ACHHS186)
Conscription 1954: Vietnam was split into North and South by the Geneva Accords
Communism 1955: Ngo Dinh Diem declares the Republic of South Vietnam
Civilians US support Diem
Democracy Ho Chi Minh land reforms
Domino Theory 1956: Diem repression of Viet Minh
Fall of Saigon 1957: Guerrilla warfare
Guerrilla Warfare 1960: Viet Cong are formed
Ho Chi Minh 1961: Melbourne moratorium against Vietnam War
Indochina 1963: South Vietnamese protests (Buddhist monks)
Uprising Diem is overthrown
Veterans 1968: Tet Offensive
Viet-Cong 1969: Peace talks in Paris
Death of Ho Chi Minh
1971-2: Withdrawal of Australian troops
1973: Vietnam War officially ends
Timeline Questions before, during and after Research Project - Weighting: 10%
Red dot activity video Overview: Students investigate the experience of a
Mind map Empathy task ATSI soldier during the Vietnam War. This task
Speed writing Research Essay requires students to create a biography of their
Critical Viewing Conscription poster solider to honour their legacy and service. The
Flowchart Documentary Analysis research will be delivered in a presentation by the
student.
Guess who Reflection
Outcomes to be assessed: HT5-3, HT5-6, HT5-8,
Research Investigation Class debate
HT5-9
Source analysis Site Study
Extended response Journal prompting In-class essay - Weighting: 15%
Class discussion KWLT Organiser Overview: Students will complete a response to an
Word cloud Think, Ink, Pair, Share essay question provided during an allocated class.
Birthday ballot Comprehension questions This essay requires students to demonstrate their
Concept mapping Peer review knowledge and understanding of Australia's
Google mapping Class discussion involvement in the Vietnam War. Students should
Report Google forms reflection provide relevant examples and explore the role of
Personal profile Student development of a success Australia's soldiers and the impact of the war upon
Fish bowl criteria Australian society.
Biography Piktochart Outcomes to be assessed: HT5-3, HT5-4, HT5-6,
Landmine simulation Kahoot HT5-9
Photo-essay
Cloze passage
Learning wall
News report
Exit slip
Extend: Encourage more able students to consider Guerrilla Warfare, Viet Cong and
moratorium movements.
Video:
As a class, students view the video titled, Capitalism vs. Communism - Freedom
versus Oppression - Propaganda Cartoon - Cold War 1940s. Online Resource:
https://www.youtube.com/wat
After viewing: ch?v=bZou8mgDSs8
- How did this video define communism?
- How did this video define capitalism?
- What agenda do you think this video has?
- How do you know this?
Support: Students are able to view written subtitles during the video.
Venn Diagram:
Using Cambridge Online Dictionary, look up the definition of communism and
capitalism. Online Dictionary:
Then, list the similarities and differences in the definitions of both words from the video http://dictionary.cambridge.or
and the Cambridge Online Dictionary in a venn diagram. g/
Teacher Exposition:
Teacher discussed issues of historical perspective and interpretation during this period.
Instructions:
- If you are a dot, you must deny it
- If you suspect someone, inform others that _____ is a dot
- Once the 4 minutes is over, you must freeze
Teacher Exposition:
Teacher explains that the Dot activity was designed so that they could experience the
suspicion and hysteria of the anti-communist sentiment in the 1950-60s. Teacher
explains how in America and Australia, citizens would turn on each other and proclaim
that they were sympathisers of communism, despite having little or no evidence.
Video:
Students watch the video titled, Vietnam War - The Geneva Accords 1954
Support: Students are able to view written subtitles during the video. Vietnam Video:
https://www.youtube.com/wat
Word Cloud using Mentimeter: ch?v=SUVCK8yLnJA
As a class, brainstorm the key words/concepts using mentimeter.
Mentimeter Website:
Concept Mapping: https://www.mentimeter.com/
Using the words from the previous activity, the teacher will separate the class into
groups. Each group will develop a branch from one word by listing key words that are
related to the assigned word. Groups will present their branches.
Reflection Question:
How could this event lead into conflict?
Report:
Students will then compare and collaborate their findings in a report. Students are
encourage used to visual diagrams, for example a venn diagram, to help present their
information.
Communism has never come to power in a country that was not disrupted by war or
corruption, or both.
-John F Kennedy
Personal Profile:
Students are to get into groups of 4 and select one of the following political/military
figures:
- Ho Chi Minh
- Lyndon Johnson
- Ngo Dinh Diem
- Robert Menzies
- Profile Template
Using the personal profile template, students must provide information using the
headings:
Name:
Photo:
DOB:
Role:
Involvement:
Significance:
Historical Perspectives:
Students will research the following individuals who were involved in or vocal about the Website:
Vietnam War: http://alphahistory.com/vietna
- Martin Luther King Jr. mwar/vietnam-war-whos-
- Muhammad Ali who/
- Robert Menzies
- Jane Fonda
- Robert F Kennedy
- Lyndon B Johnson
- Richard Nixon
- Pham Van Dong
- Ngo Dinh Diem
Support: Provide links to visual sources, for example videos or audio recordings, for
weaker students.
Once research is complete, the class will play a game of Guess Who to guess the
Historical figure.
Aboriginal and Torres Lesson One: ATSI Soldiers Living Black: Season 18,
Strait Islanders in the War Episode 7
(4 lessons): Videoclip: Living Black https://www.sbs.com.au/ond
Students watch the Interview with Aboriginal Vietnam War veterans and make notes in emand/video/26854979860/L
their books. Students will engage in a class discussion to analyse and summarise main iving-Black-S18-Ep7-
points of the interview. Interview-with-Vietnam-War-
Support: Students are able to view written subtitles during the video. ve
Group A will be blindfolded, and Group B will place pieces of paper randomly around
the room. Group A will walk around blindfolded and if they step on a piece of paper they
must be seated. The activity will be repeated, and Group B will be blindfolded.
The purpose of the activity is to illustrate the unknown and difficulties faced by the
soldiers.
Students will then write a personal reflection.
Reflective Journal:
In the mindset of a soldier, write down a list of words relating to your battle experience.
Then, use these words to write an account of your experience in war. Discuss what you
saw, felt or heard and share your thoughts.
Extend: How did you feel entering the unknown? How could you relate to an Australian
soldier?
Empathy Task:
View images of soldiers from the provided PowerPoint presentation, then write an
reflection from the perspective of a wife, leader, soldier, witness in response to the
image.
Teacher Exposition:
Explain the link between journalism and public propaganda.
Propaganda Investigation:
Research five forms of propaganda used during the Vietnam War. Summarise the main
ideas and features of each.
Support: Provide a template with the names of 3 propaganda forms
Class Discussion:
As a class, discuss your answers from the previous activity.
Birthday Ballot:
- Provide each student with a piece of paper that has a date on it. Inform - Birthday slips
students that this date is their birthday.
- Using a barrel containing pieces of paper with random dates, select pieces from
the barrel and read the date.
- Students with a matching date must come forward. Inform these students that
they will be going to war.
Timeline:
Using the link for the Australian War Memorial website page, create a timeline of Australian War Memorial
Conscription in Australian History. Website:
Research Task: https://www.awm.gov.au/artic
Using your own knowledge and research, complete the following table: les/encyclopedia/conscriptio
n
Reflection:
Students complete the following reflective questions.
- Do you support the use of conscription? Why?
- Are there any situations where conscription is acceptable?
- What could be an alternative to conscription?
- What year did the event occur in? Tet Offensive Website:
- What nations were involved? http://www.history.com/topics
- What was the key objective of the Tet Offensive? /vietnam-war/tet-offensive
- According to Ranger, why did the Tet Offensive mark a major turning point in
the war?
- Name the most bloody and long battle that occurred during the Tet Offensive.
- Who conducted the Hue Massacre?
- Name the location where most battles of the Tet Offensive occurred in?
- How long did the Tet Offensive last?
- Recall the name of the leader who changed the targets of the offensive from
rural to urban areas.
- What impact did the media reporting of the Tet Offensive have on Australian
and American public opinion of the war?
- What was the outcome of this event?
Presentations:
Students will deliver their presentations to the class. Students must write down
important information about the battle, using the presentation headings.
Fishbowl:
- Fishbowl
Each student will be given a single piece of paper to write down ONE fact about the
Vietnam War that they learned in todays class. The fact will be placed into a container - Paper
as they exit.
In pairs, students will read and analyse the four sources. Each student is required to
analyse TWO sources.
Photo-essay:
Students are to view the Life Magazine photo series on the Vietnam War, provided in
the link. Students then select 3-4 images and answer the following questions.
Protest Case Study: Melbourne Moratorium against Vietnam War - PowerPoint Presentation
Teacher presentation on the beginning and the effects of the movement.
Cloze Passage:
As the teacher delivers the presentation, students must complete the cloze passage -Cloze Passage Worksheet
provided.
Imagine that you are an Australian soldier that has just been informed that you will be
returning home after reading the document above.
Write a letter to a loved one expressing your experience, feelings and attitudes of the
war.
- Information table
Positive outcomes: Negative outcomes:
Did Australia win or lose the Vietnam War? Justify your answer.
Success Criteria:
As a class, create a success criteria for the essay responses. - Success Criteria template
Key Legislation:
Key Changes:
Website:
Website Study: International relations with Asia https://www.whitlam.org/gou
Students are to explore the whitlam.org website, reading the information and viewing gh_whitlam/achievements/for
the videos. Students must write notes under to the following headings: eignaffairsandimmigration
- Reorientated Australia's relationship with Asia
- Increased foreign aid spending
- Established trade agreements
- Abolishment of White Australia
- Improved support services for immigrants
- Policy of multiculturalism
Exit Slip:
Before students leave, they must complete an exit slip with:
3 things I have learned
2 things that I found interesting
1 question I still have
PTSD Podcast:
Students will listen to a podcast that explores the ongoing suffering experienced by Podcast:
veterans. http://www.abc.net.au/radio/p
rograms/worldtoday/friends-
Extended Response: Responding to the Podcast. and-family-of-aboriginal-
Students must explain what is PTSD and how is it affecting current and future woman-who-died-in/7751998
generations of Australians.
Conclusion: Website:
Teacher will give a brief wrap up of the Depth Study. https://www.google.com.au/d
ocs/about/
Afterwards, students reflect on the following questions in a Google Form: