Students examine a nighttime satellite image of the Korean Peninsula and generate questions about it, and they examine visuals that compare and contrast between North and South Korea. Then they watch a video and read articles about the Korean War and its effects. Next they learn about the Vietnam War as a Cold War conflict. Finally they analyze the domino theory and whether it justified U.S. involvement in military conflicts.
Students read an introduction connecting the Korean and Vietnam Wars to the broader Cold War and review the lesson objectives. They examine a nighttime satellite image of the Korean Peninsula, locate the border between North and South Korea, and post questions about what they notice in a shared table. They then read brief background text comparing population, wealth, and development in North and South Korea and, as time allows, explore South v North Korea: How Do the Two Countries Compare? Visualized to deepen their understanding of similarities and differences between the two nations.
Teacher MovesPreview the experience and objectives, noting that it may span two class periods. Guide students in inferring answers to their image-based questions, highlighting differences in lighting, urbanization, and what these suggest about industrialization and infrastructure in North and South Korea, while cautioning against assuming North Korea is militarily weak. If time permits, optionally show the video Jimmy Kimmel Asked Americans to Find North Korea on a Map and challenge students to locate Korea on a map. As time allows, invite students to explore the comparison resource and share classwide observations.
Students view an image of U.S. Marines landing at Incheon and watch the video The Korean War: 5 Things to Know to learn key events and concepts such as the 38th parallel, containment, the course of the fighting, stalemate, and the armistice. They take notes in a graphic organizer on these topics. Students then read 8 Things You Should Know about the Korean War and answer multiple-choice questions about the division of Korea and General MacArthur’s dismissal. Next, they post to a class wall explaining the reasons for the Korean War, drawing on both the video and article. Students read the “Effects” section of The Real Causes and Disastrous Effects of the Korean War to learn about long-term consequences, then participate in a second wall activity where they review classmates’ posts and respond to at least two with questions or positive comments.
Teacher MovesInvite several students to share notes from each section of the organizer and ensure understanding of key terms, especially containment as the U.S. policy to stop the spread of communism. After students post causes of the Korean War, share one or two exemplary responses and summarize major causes, including superpower rivalry, containment concerns, rival governments in North and South Korea, and the North Korean invasion. Use student posts and comments as discussion starters to connect causes and effects, and, as appropriate, reference historians’ views that the negotiated settlement in Korea felt like a draw compared to World War II. Encourage interested students to use the additional Korean War links in the student pack for further exploration.
Students view an image of U.S. and South Vietnamese leaders and read background text on the escalation of U.S. involvement in Vietnam and the strategy of Vietnamization. They read Years of Escalation: 1965–1968 and summarize main ideas about the Tonkin Gulf incident, Operation Rolling Thunder, and the deployment of ground troops in a graphic organizer. They then read The Tet Offensive and summarize key points about the offensive, shifting U.S. public opinion, and declining troop morale in the remaining rows of the organizer. Students answer multiple-choice questions about how combat in Vietnam differed from World War II and the focus of search-and-destroy operations. After viewing an image of civilians fleeing the Tet Offensive, they read Years of Withdrawal to learn how the war concluded and answer questions about Vietnamization and Nixon’s bombing strategy. Finally, they read Vietnam After the War to understand postwar impacts on Vietnam and post to a class wall comparing and contrasting the long-term effects of Korea’s continued division with Vietnam’s reunification.
Teacher MovesUse students’ organizer notes and multiple-choice responses to check for understanding of escalation, key campaigns, and withdrawal. Invite students to ask clarifying questions and encourage peers to respond, reinforcing collaborative sense-making. After the comparison wall activity, share an interesting or exemplary response and highlight main conclusions about reconciliation and economic change in Vietnam versus the continued Cold War division and contrasting political systems in Korea, emphasizing the importance of supporting conclusions with evidence.
Students examine an illustration of the domino theory showing Asian nations as falling dominoes and post to a class wall predicting the meaning of the term domino theory based on the image. They then read Domino Theory, focusing on the introduction and the sections “What Is the Domino Theory?” and “Nations Are Not Dominoes,” to check and refine their predictions. After reading additional background text about how the domino theory was used to justify U.S. intervention in Vietnam and how events in Southeast Asia unfolded, students respond to a poll on whether the domino theory was a reasonable justification for U.S. entry into military conflicts and then explain their position in a written wall post using evidence.
Teacher MovesShare one or two strong student predictions about the domino theory and clarify that it was a Cold War belief that communism in one nation would quickly spread to neighbors. When students read “Nations Are Not Dominoes,” point out that the title expresses an opinion and ask what kinds of evidence would be needed to evaluate it, prompting students to consider multiple historical cases and perspectives. Encourage interested students to pursue independent reading on other applications of the domino idea (such as the Arab Spring or nuclear proliferation) and share findings. After the poll and explanation posts, highlight one or two thoughtful responses and use them to frame a discussion about whether the domino theory provided sufficient justification for U.S. military intervention.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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