With the United States and the Soviet Union in a Cold War, fears of Southeast Asia falling to communism led to America’s increasing involvement with political and military matters in Vietnam, which was split between the communist North and anti-communist South in 1954. This lesson will address the U.S. government’s economic and tactical support of the conflict in Vietnam, and atrocities committed by American troops against Vietnamese civilians, which later became public. Domestically, an anti-war movement in the U.S. began to grow, with people questioning America’s involvement overseas—the money spent and the lives lost—which later impacted the war itself, including the withdrawal of troops and policies passed to prevent future U.S. military action without congressional approval.

2021 Social Science Standards Integrated with Ethnic Studies:
Civics and Government: 8.10, HS.10
Historical Thinking: 7.25
Social Science Analysis: 7.29, 8.33, 8.36, HS.72, HS.74, HS.77, HS.78

Asian Americans who served in the U.S. military during war in Vietnam were confronted not only by the harsh realities of war, but also with their racial and national identities. Asian American military service officers faced racism from their superiors and fellow U.S. soldiers, and were challenged by Vietnamese citizens and soldiers who saw a connection to them. This lesson explores some of the ways in which Asian Americans in the military experienced the war in Vietnam and the ways they negotiated their identities with being seen by both sides as “foreign invaders.”

2021 Social Science Standards Integrated with Ethnic Studies:
Historical Knowledge: HS.60, HS.64
Historical Thinking: HS.70
Social Science Analysis: HS.72, HS.74, HS.76, HS.77

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.