EDFD663 Transition into

the Profession
History Program of Work
Denae Shelton and Rebecca Sidhom
 TOPIC: The Modern World and Australia
Depth Study 6: Australia in the Vietnam War era.
Historical Context of the Overview:
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.
Key Inquiry Questions
How did the nature of global conflict
change during the twentieth century?
What were the consequences of World
War II? How did these consequences
shape the modern world?
How was Australian society affected by
other significant global events and
changes in this period?
Content Questions:
What were the causes of the Vietnam
war?
Why and how was Australia involved in the
Vietnam war?
How many Australians served in the
Vietnam war?
Why were North Vietnam and South
Vietnam at war?
Framing Questions:
Stage 5 Year 10 Duration: 5-6 Weeks
Detail: 18 Hours (60 mins per lesson)
Focus Historical Skills
The following historical skills are target in this unit:
Comprehension: Chronology, Terms and Concepts:
Read and understand historical texts
Use historical terms and concepts in appropriate contexts (ACHHS165, ACHHS183)
Sequence historical events to demonstrate the relationship between different periods,
people and places (ACHHS164, ACHHS182)
Analysis and Use of Sources:
Identify different types of sources
Identify the origin, content, context and purpose of primary and secondary sources
(ACHHS169, ACHHS187)
Process and synthesise information from a range of sources as evidence in an
historical argument (ACHHS170, ACHHS188)
Evaluate the reliability and usefulness of primary and secondary sources for a specific
historical inquiry (ACHHS171, ACHHS189)
Perspectives and Interpretations:
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)

Explanation and Communication:

Develop historical texts, particularly explanations and historical arguments that use
evidence from a range of sources (ACHHS174, ACHHS188, ACHHS192)
Select and use a range of communication forms, such as oral, graphic, written and
digital, to communicate effectively about the past for different audiences and different
purposes (ACHHS175, ACHHS193)

Key Terms: Key Events:

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

Outcomes: Focus Historical Concepts:

A Student: Continuity and Change:

HT5 3- Explains and analyses the motives and
actions of past individuals and groups in the
historical contexts that shaped the modern world and
Australia.
HT5 4- Explains and analyses the causes and
effects of events and developments in the modern
world and Australia.
HT5 6- Uses relevant evidence from sources to
support historical narratives, explanations and
analyses of the modern world and Australia.
HT5 7- Explains different contexts, perspectives and
interpretations of the modern world and Australia.
What aspects of Vietnamese society changed, and what aspects stayed the same, during
and after the war? The issue of continuity and change can also be looked at in terms of
international relations with Asia and the impact of the war upon soldiers.
Contestability:
How a particular interpretation of an historical event, issue or source, is disputed by
historians e.g. whether or not the reporting of the war influenced the outcome. In addition,
issues of contestability between the outcome of the war - did Australia win or lose the war?
Cause and Effect:
The causes of the Vietnam War and how Australias relations with Asia were affected due
to their involvement and role. The personal (physical and psychological) effect that this war
had on the soldiers and the families of the soldiers.
Perspectives:
What were the differing views and experiences of the soldiers, civilians and political figures

HT5 8- Selects and analyses a range of historical
sources to locate information relevant to an historical
inquiry.
HT5 9- Applies a range of relevant historical terms
and concepts when communicating an
understanding of the past.
during the Vietnam War from Australia, Vietnam, America and China.
Empathetic Understanding:
Ability to understand the way of life, point of view or decisions of any person, potentially
from a different society, culture or time. For example, the Viet Cong soldiers who supported
communism or the feelings of defeat experienced by the South Vietnamese.
Significance:
The importance of understanding the impact of the Vietnam War upon a variety of groups
and upon the international relations, diplomacy and trade between Indonesia and Australia.

The Modern World and Australia

Assessment Overview Depth Study 6 | Australia during the Vietnam War Era

Assessment for Learning Assessment as Learning Assessment of Learning

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

Content Teaching and Learning Strategies Resources

Historical Background (3 Lesson One: Communism

lessons):
- Spread of Quick Quiz: - Terminology Quiz
Communism. Students will be given a quiz to indicate their current understanding of Vietnam War
- Geneva events and terminology.
Conference in
1954 (Split of - Conscription
North and South - Communism
Vietnam) - Civilians
- Democracy
- Domino Theory
- Battle of Long Tan
- Ho Chi Minh
- Indochina
- Uprising
- Veterans

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.

Lesson Two: Anti-Communist Sentiment

Red Dot Activity: - Paper/paper with dots

Each student will receive a piece of paper. Some pieces of paper have a dot and some
are blank.
Students will secretly check their paper, however they must not reveal its contents.

Student now must form a group with non-dot members in 4 minutes.

Students will receive points if they:

- Have the largest group of non-dot members
- However, if there is a dot member, they will lose
- Dot members will gain points if they are the only dot in the non-dot group

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.

Reveal and Reflection:

Students reveal if they were a dot or a non-dot.
Students reflect and discuss:
- How did it make you feel?
- What could this lead to?
- If you accused another person of being a dot, would you do it again?
- What length would you go to to protect your identity?

Lesson Three: Split of North and South Vietnam

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?

Vietnam Overview (2 Lesson One: Overview

lessons):
Journal Prompting:
What are your general thoughts on war?
What are some of the main reasons for going to war?
How does war affect the world? The nation? Individuals?
When is it necessary to go to war? Do you think that it is it ever necessary?
Any thoughts relating to the Vietnam War?

KWLH Organiser - Vietnam War:

What do I know? What do I want to know? What have I learned? How will I find out?
Google Maps Website:
Google Maps: https://www.google.com.au/
Using Google Maps, locate Vietnam. maps
Discuss where is it in relation to Australia?

Lesson Two: Major Events During the War

Online Resource:
Critical Viewing: https://www.youtube.com/wat
Students will be shown a clip that gives an overview of the causes of the Vietnam War. ch?v=huRWshoW7T8
Students are to take note of any key dates leading up to the war and during.

Flowchart: Timeline Resource:

Using the notes from the previous activity and additional research, students will explore http://www.vietnamwar50th.c
the course of events prior and during the war. Students will then create an interactive om/timeline/
timeline with both visual and written sources.

The History of Vietnam (1 Lesson One: Communism

lesson):
Population & Statistics Study: -PowerPoint Presentation
Presentation slides presented to class by teacher. Comprehension activity will be -Comprehension Activity
issued to students.

Research Investigation: Divide of the North & South

In pairs, students will research either North or South Vietnam pre-war.
Use the following headings to guide them:
 - Context (Events leading up to the split)
- Event that caused the split
- Political leaders in the North and South
- International involvement/reaction

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 and the Wider World:

Discuss this quote based on what you have learnt thus far:

Communism has never come to power in a country that was not disrupted by war or
corruption, or both.
-John F Kennedy

Who was involved? (3 Lesson One: Allies

lessons):
- Ho Chi Minh Analysis of the Allies: Documentary:
- Lyndon Johnson Overview of the Battle of Long Tan. Students will watch a documentary and draft a https://www.youtube.com/wat
- Ngo Dinh Diem response to the following question: ch?v=uODWvj8aP-Q&t=3s
- Robert Menzies - What were the experiences of an Australian soldier during and after the
Vietnam War?

Lesson Two: Political/Military Figures

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:

Extension: Case Study - Political Controversy.

Students research the life and work of Jean McLean. Create a brief biography,
including details about her role and how was she influential?

Lesson Three: Anti-War Movement

Documentary:
Documentary: Power to the People: The Anti-Vietnam War Movement in Australia https://www.youtube.com/wat
Students watch the documentary and answer comprehension questions. ch?v=5u-WUP2QL5I

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

Aboriginal and Torres
Strait Islanders in the War
(4 lessons):
- 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.
Lesson One: ATSI Soldiers Living Black: Season 18,
Episode 7
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
Primary Source Analysis:
Students will be given either the poem Black ANZAC to analyse and contextualise
individually. Class will then rejoin to discuss annotations. Copy of Poem:
Support: Provide a worksheet with a completed analysis Black ANZAC by Captain
Reg Saunders
Venn Diagram:
Read and summarise the following articles: Articles:
War does not discriminate, nor should we http://www.smh.com.au/com
Aboriginal Diggers and the Battle for Equality. ment/war-does-not-
discriminate-nor-should-we-
Using their notes, students are to compare white Australian and Aboriginal Australian 20130817-2s3rl.html
experiences in the Vietnam War in a Venn diagram. http://www.abc.net.au/news/
2012-04-25/riseman---
Lesson Two: Battlefield Experience remembering-aboriginal-
diggers/3971728
Landmine Simulation:
Students will be divided into two groups: Group A and Group B. Desks and chairs will
be moved to create a large space.
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?

Lesson Three: Experience of Soldiers

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.

Research Project on a Soldier:

Students will write a brief biography on a solider that they have been assigned.
Students must include where they fought and how they were involved.
Students will present information to the class.

Lesson Four: Cultural Experiences

Website Study: Website Resources:

Students explore the Australian War Memorial website and take notes on the role, https://thevietnamwar.info/vie
involvement and participation of the following groups during the Vietnam War. tnam-war-soldiers/
- Viet-Cong
- South Vietnamese https://www.awm.gov.au/artic
- American les/event/vietnam
- Australian
- Chinese
 Piktochart: Piktochart Website:
Using the information from the site study, create a profile on each type of soldier that https://piktochart.com/
was involved in the war.

Australian Political Lesson One: Propaganda

Influence (1 lesson): Online Resource:
Video: http://www.chicagotribune.co
View the video Powerful propaganda: Vietnam journalists' role in war. m/83357218-157.html
Support: Students are able to view written subtitles during the video.

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

Think, Ink, Pair Share:

In pairs, discuss the following discussion questions:
- Why do countries need propaganda?
- How is it used?
- List the common themes in the propaganda.
- Which theme do you think is most powerful? Why?
- Do you think that the propaganda influenced the course of the war? If so, how?
If not, why not?
Extend: To what extent, did propaganda influence American and Australian public
perceptions of war?

Class Discussion:
As a class, discuss your answers from the previous activity.

Extension - Kahoot Quiz: Kahoot Link:

Complete the Kahoot on the propaganda used during Vietnam War. https://play.kahoot.it/#/k/d49a
8208-311b-4e0d-9f39-
 Out of Class Activity - Excursion: fafa2a9065f8
Students will visit Vietnamese Community Cultural Centre in Bonnyrigg to grasp the
extent of the Vietnam War. - Vietnamese Culture Centre.

Conscription (3 lessons): Lesson One: Nature and History of Conscription

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.

Videoclip: Luck of the Draw

Students watch the clip, answering the following questions Online Resource:
Before viewing:
http://splash.abc.net.au/hom
- What are some of the disadvantages and advantages of using a lottery system
to determine an important decision? e#!/media/521089/luck-of-
During viewing: the-draw-the-vietnam-
- According to the reporter, why were men conscripted for military service? birthday-ballot-
- How many men were selected for national service from the ballot held prior to
the report?
After viewing:
- What do you believe is the purpose of this clip?
Support: Provided simplified questions

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

The National Service Comments:

 - Research table
System in Australia
during Vietnam War:

Why was it introduced?

How were people affected

by it?
Personally?
Professionally?

What were its impacts upon

society?

Lesson Two: Conscription Posters

Australian War Memorial
Source Study: Website:
Students visit the Australian War Memorial page on Conscription Posters. Student https://www.awm.gov.au/lear
select ONE poster to analyse using the following questions: n/schools/resources/sources/
- What is the purpose of this source?
conscription
- What message is the source conveying?
- What does this source reveal about Australian attitudes towards the war?
- What visual techniques does the source use?
- How would think make the audience feel?
Poster Websites:
Poster: https://www.fotojet.com/apps
Using one of the provided websites, students create their own conscription poster for /?
the Vietnam war. category=poster&entry=desi
Empathy Task: gn
Complete a Registration for National Service. http://billyhughes.moadoph.g
ov.au/conscription_poster

Lesson Three: Conscription Debate

 Debate:
Students will be divided into groups to debate the abolishment of the conscription
policy.

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?

Lesson One: Tet Offensive

Major Military Campaign Online Resource:
(1 lesson): Critical Viewing: Vietnam: The Tet Offensive
Students are provided with a worksheet with a series of questions to answer during the https://www.youtube.com/wat
- Tet Offensive 1968
viewing of the documentary. Students will be provided time to complete the questions ch?v=-FCdp8uy96c
at the end of the lesson.

- 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?

Support: Abridged sheet available

- Abridged worksheet
Class Discussion:
 What was the significance of the Tet Offensive in the Vietnam War?

Australian involvement Lesson One: Battle Research

during the following
battles (2 lessons): Research Task
- Battle of Long Tan Class is divided into groups of 5 and assigned one of the battles to research. Website:
- Battle of Coral Each group will need to present their information in a Google Slides presentation using https://www.google.com.au/sl
Balmoral the following headings: ides/about/
- Battle of Binh Ba
- The Battle of Long Name of the Battle:
Khanh Outline the Battle:
- Battle of Suoi Name the countries involved:
Chau Pha List 3 main points that describe how Australians were involved:
Was this positive or negative for Aust. Why?

Lesson Two: Presentation of Research

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.

The Home Front - Lesson One: Reporting of the War

Changing attitudes and
the Anti-War movement in Article Study:
Australia (3 lessons): Students are to read, Reporting History: Journalists and the Vietnam War, and Article:
summarise the key points https://www.jstor.org/stable/2
- Reporting of the 702105?
War Think, Pair, Share:
- Melbourne With the person next to them, students share what they considered to be the most seq=1#page_scan_tab_cont
moratorium important point from the reading and why. ents
against Vietnam
War Class Discussion:
Using the article and the following questions to prompt discussion:
- Did the press lose the war?
- Can a reporter in a warzone remain objective?
- How much access does a reporter have?
- How did this change the relationship between the media and the military? - Source Booklet
- What are the perils of unembedded journalism?
- Censorship a positive thing because it allowed citizens to remain
ignorant/unaffected by the war. Do you agree?

Lesson Two: The Televised and Photographed Documentation of War

Primary Source Analysis:

Students will receive a booklet with the following sources:
- I was only 19 - Redgum (1983)
- Beyond Vietnam - Martin Luther King (1967)
- Bring em home - Pete Seeger (1965)
- Vietnam Post-Traumatic Blues - Lachlan Irvine

In pairs, students will read and analyse the four sources. Each student is required to
analyse TWO sources.

Life Magazine Website:

Peer Teaching: http://time.com/3876851/viet
When the analysis is complete, each student will teach the other member about their nam-war-life-magazine-
two sources. Students are required to take notes and write down any key information. covers-1961-1972/

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.

- Explain what you think is happening in each of the photos?

- What do the photos reveal about the war?
 - What emotion may the person/people in the photos be experiencing?
- Write a question that you would ask the person/people in the photo.
- Why do you think that these photos were selected?
- Create a caption for ONE photo.
- Write a synopsis for ONE photo.

Lesson Three: Protests and Anti-War Movement

Online Resources:
Video: Protest https://www.youtube.com/wat
As a class, watch the following YouTube clips: ch?v=Thm03IUiJ6U
Vietnam War Protests https://www.youtube.com/wat
Melbourne moratorium against Vietnam War ch?v=3R5zKW3Y1U4
Support: Students are able to view written subtitles during the video.

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.

Extension Research Task:

In groups of 2-3, students investigate the work of the Save our Sons campaign.
From your research, develop an answer to the following question:
How did the campaign impact opinions on the Home Front?

Withdrawal and the end of Lesson One: Withdrawal

the Vietnam War (4 Online Resource:
lessons): Video and Discussion:
- Withdrawal of View the video, Withdrawal from the Vietnam War. https://www.youtube.com/wat
troops ch?v=zhHs_JdGTng
- Parish Peace Support: Students are able to view written subtitles during the video.
Accords Online Document:
- Fall of Saigon Class activity: Discuss the possible repercussions of this action. http://vrroom.naa.gov.au/prin
- Death and injury t/?ID=19472
count Empathy Task: Letter
Read the document, Cabinet decides to withdraw Australian forces from Vietnam.

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.

Lesson Two: Aftermath of the War Website:

Comprehension Activity: Paris Peace Accords (1973). https://history.state.gov/miles
Read through the information on the Office of a Historian website, then complete the tones/1969-1976/ending-
table. vietnam

- Information table
Positive outcomes: Negative outcomes:

Learning Wall: Fall of Saigon (1975)

Based on the content learnt thus far, students will engage with a learning wall. The task - Fall of Saigon sources
involves students going around the room and annotating sources that have been hung
on the wall. The collaboration of wall will be shared as a class. - A3 paper

Lesson Three: The Losses of War

Cost, Death & Injury Toll: News Reporter Activity.

a. Students must research the figures of these statistics individually.
b. Students write a synopsis of their findings to indicate the Destruction and
Devastation of War that they will be presenting on the News in 1975.
c. Presentation of news bulletin
 Extension: Newspaper Article
Write a newspaper article about Richard Nixons policy of Vietnamization. Make sure
that you define the term and explain the consequences.

Lesson Four: Winners vs. Losers in War

Brainstorm and Mind Map:

As a class, create a list of reasons how Australia Won and Lost the Vietnam War and
present it in a mind map.

Group Essay: Google Docs Website:

The class will be split into TWO groups, with opposing arguments, to answer the
https://www.google.com.au/d
following question on Google Docs. Students should refer to the mind maps as a guide
for their response. ocs/about/

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

Consequences of the Lesson One: Impact of War on Soldiers

Vietnam War (3 lessons): Online Resources:
- Psychological Video: https://www.youtube.com/wat
impact on As a class, watch the following two video clips: ch?v=PUI_q4pBwhQ
veterans and their Post-Traumatic Stress Disorder & Vietnam Veterans https://www.youtube.com/wat
families Agent Orange Orphans ch?v=D4hbe5BaBoo
- Physical impact on
veterans and their Support: Students are able to view written subtitles during the video.
families
- Indo-Chinese Source Study: Chemical Warfare: Agent Orange Website:
refugees Students are to read through the history.com page on Agent Orange. http://www.history.com/topics
- Australian society Students must answer the following questions: /vietnam-war/agent-orange
and culture - Define Agent Orange.
- International - What was its purpose?
relations with Asia - Who used it during the war?
- What short term effects did it have?
- What long term effects did it have?
- Approximately how many people were affected?

Mind Map: Mind Map Tool:

Using the information from the videos and the source study, students complete the https://www.canva.com/grap
mind map titled, The Impacts (Psychological and Physical) on Soldiers from Vietnam hs/mind-maps/
War

Extension - Speed Writing:

Explain the difficulties that Vietnam veterans faced when they returned to civilian life in
Australia.

Out of Class Activity - Incursion:

Students will be invited to attend a visit from a Vietnam Veteran.

Lesson Two: Australian Society and Culture

Article Analysis: Online Article:

Individually, students read through the article titled, The Vietnamese refugees who http://www.sbs.com.au/news/
changed white Australia and complete the following table. article/2015/04/14/vietnames
e-refugees-who-changed-
white-australia
Key Quotes:

Key Points: - Analysis table

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

Lesson Three: Long term effects of war on soldiers

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:

What did you enjoy learning about?

What was the most important thing that you learned?
What activity was the most helpful for your learning?
Is there anything from this topic that you would like to learn more about?
If you could change anything about this topic, what would it be?