Daily Lesson Plan Outline for Social Studies Education - UW
Resident Teacher: Mr. Bryngelson
Date of Instruction: TBD
Lesson Title: Independence in Vietnam______________________________
Course Subject: Modern American Studies
Grade Levels: 10-12
Amount of Time (e.g. 45 minutes): 1 class, approx. 45 minutes
1. SOCIAL STUDIES STANDARDS
A. 1-3 Wyoming State Social Studies
Standards
SS12.1.6 Compare and contrast various world political systems
(e.g., ideologies, structure, and institutions) with that of the United
States.
SS12.2.1 Analyze and evaluate the ways various groups (e.g.,
social, political, and cultural) meet human needs and concerns (e.g.,
individual needs and common good) and contribute to identity (e.g.,
group, national, and global), situations, and events
B. 1-3 National Council for the Social
Studies Thematic Standards
NCSS Standard 6: Power, Authority and Governance
NCSS Standard 10: Civic Ideals and Practices
C. 1-3 District/Department/School
Standards if applicable
2. LEARNING TARGETS/OBJECTIVES (Must be measurable. Bold the learning verbs.)
A. Students will be able to
Identify parts of the Vietnamese Declaration of Independence that
are similar to the US Declaration of Independence.
B. Students will be able to
Defend whether or not it is an effective message.
C. Students will be able to
Connect the Vietnamese Declaration to what they have already
learned about Vietnams colonial past.
3. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson (1)
The Vietnam War: An Anti-Revolutionary Effort
B. Essential Question (1)
Should Vietnam have been given the right of self-determination in
regards to their government in years following WWII?
C. Supporting Question (2-4)
How is the Vietnamese Declaration of Independence similar to the
US?
Should the US interfere in foreign governments?
According to their Declaration of Independence, what was important
to the people of Vietnam? What were their grievances?
D. Academic Language: [List
vocabulary words and any
prefixes/suffixes, academic terms]
Vietnamese Declaration of Independence
American Declaration of Independence
Popular Sovereignty
Grievances
Daily Lesson Plan Outline for Social Studies Education - UW
Colonialism
Self-Determination
Primary Document Analysis Skills
E. Disciplinary Connections
This activity provides some important context to the study of the
Vietnam War. It shows that it was not an isolated event, but rather
an effort to reinforce colonial structures against the will of the
people.
F. Real World Connections
Students can see how the US Declaration of Independence
influenced Vietnam. They can also pull out similar language and get
a better sense of empathy for the people of Vietnam.
4. OPENER (How will you catch or hook students to engage them in the beginning of your lesson?)
Hook:
I will read a small section of the Vietnamese Declaration of
Independence that quotes the American version, and ask students
which document I am quoting. Students will obviously guess the
Declaration of Independence (I hope) and hopefully get a little upset
when I tell them that they are wrong. I will explain that its a section
of the Vietnamese declaration and use that as a way to start the
lesson.
5. INSTRUCTION (Not all parts of the lessons body may be utilized)
A. Beginning of lesson
I will ask students to recall what we covered in our colonial legacies
lesson on Vietnam, and chart some of their ideas on the
whiteboard. The background is already there, I will just need to tap
into it and get students back into that frame of mind.
I will ask a student helper to hand out a copy of the Vietnamese and
US Declarations of Independence to each student, and have them
read and annotate the document. I will ask them to pick out familiar
language and strong points.
When they are finished reading I will ask students to think-pairshare what stood out and to consider why they might want to
borrow language from the American Declaration of Independence.
What is similar? What is different? Is their message effective?
B. Middle of lesson
After a few minutes of discussing with a partner I will ask students
to share some ideas, and create a group discussion around their
feedback.
C. End of lesson
As an exit ticket I will ask students to pretend like they are voting on
the passage of the Vietnamese Declaration of Independence and
submit their ballot with a short (2-3 sentences) rationale for their
choice.
6. STUDENT ENGAGEMENT WITH CONTENT (Multiple pieces of evidence of student learning)
A. Low Level Questions
In the warmup I ask students to identify which document I am
(Knowledge/Remembering and/or
quoting. Its just a quick way to test their memory, especially given
Comprehension/Understanding)
how many times they have come across the language in the
Declaration of Independence.
Daily Lesson Plan Outline for Social Studies Education - UW
B. Middle Level Questions
(Application/Applying and/or
Analysis/Analyzing)
Comparing and contrasting both declarations will call on students
primary document analysis skills and have them evaluate the
language used and why.
C. High Level Questions
(Synthesis/Evaluating and/or
Evaluation/Creating)
D. Explain how the data informs
future instruction:
The exit ticket will ask students to create a rationale for passing or
vetoing the Vietnamese Declaration of Independence.
I want to frame the Vietnam War as an anti-revolutionary effort by
the US. It is wrong to tell students that war simply broke out and
the US came in to defend their allies (South Vietnam). I want
students to be able to locate the struggle historically and gain
another perspective on the conflict. It can create a lot of empathy
by saying the people of Vietnam just want to have the same
freedoms and liberties that were fought for in the American
Revolution.
7. ENRICHMENT/ELABORATION (Include one enrichment activity for students who might finish early)
What enrichment activities are
The exit ticket will ask them to vote on whether or not to pass the
offered for students in this lesson?
Vietnamese Declaration of Independence and to provide a short
rationale for their choice.
8. LEARNING SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support We will use a lot of group work in this lesson. We will work through
struggling learners?
the documents as a class and they will discuss the concepts with a
partner.
9. BEHAVIORAL SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support I will deal with behavioral problems by utilizing body language,
behavioral issues?
proximity and redirects.
10. MATERIALS & RESOURCES NEEDED (Describe any handouts, readings, materials, and resources)
What materials are needed to have Vietnamese Declaration of Independence
ready to use for this lesson?
US Declaration of Independence
Exit tickets
Daily Lesson Plan Outline for Social Studies Education - UW
