ALEX Classroom Resource

  

Leadership and Decision Making: Classroom Activity Pack

  Classroom Resource Information  

Title:

 Leadership and Decision Making: Classroom Activity Pack

URL:

 https://aptv.pbslearningmedia.org/resource/1bf3be96-6ebb-4e73-8a82-97135a2e6ac0/leadership-and-decision-making-the-vietnam-war/

Content Source:

 PBS
Type: Interactive/Game

Overview:

In these scenario-based activities, students view video segments from selected episodes of The Vietnam War, describing specific situations facing each of five US presidents during the course of the war. Students then engage in decision-making activities to analyze the circumstances, explore the president’s options, and define a course of action.

The essential questions are:

  1. How effective were the decisions made by American and Vietnamese leaders toward achieving their respective goals?
  2. How can government leaders decide the best course of action during a time of war?

Themes pertaining to leadership, imperialism, nationalism, exceptionalism, and the Cold War are depicted in this resource. 

**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 9
World History: 1500 to the Present
15 ) Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires.

Examples: reconstruction of Japan; nationalism in India, Pakistan, Indonesia, and Africa; Chinese Communist Revolution; creation of the Jewish state of Israel; Cuban Revolution; Central American conflicts

•  Explaining origins of the Cold War
Examples: Yalta and Potsdam Conferences, "Iron Curtain," Truman Doctrine, Marshall Plan, United Nations, North Atlantic Treaty Organization (NATO), Warsaw Pact

•  Tracing the progression of the Cold War
Examples: nuclear weapons, European power struggles, Korean War, Berlin Wall, Cuban Missile Crisis, Vietnam War

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History: 1500 to the Present
Evidence Of Student Attainment:
Students:
  • Describe post-World War II realignment, reconstruction, and the end of colonial empires.
  • Explain the relationship of realignment and reconstruction to the origins and events of the Cold War.
  • Trace the progression of the Cold War.
Teacher Vocabulary:
  • Chinese Communist Revolution
  • Cuban Revolution
  • Yalta Conference
  • Potsdam Conference
  • Iron Curtain
  • Truman Doctrine
  • Marshall Plan
  • United Nations
  • North Atlantic Treaty Organization
  • Warsaw Pact
  • Cold War
  • Korean War
  • Berlin Wall
  • Cuban Missile Crisis
  • Vietnam War
Knowledge:
Students know:
  • How to describe the realignment and reconstruction of Europe, Asia, and Latin America after WWII.
Skills:
Students are able to:
  • Develop descriptions of historical situations using resources that include literature, visual and auditory arts, maps, and other primary and secondary resources.
  • Explain relationships among historical situations, citing specific evidence to support the student's position.
Understanding:
Students understand that:
  • Europe, Asia, and Latin America were each realigned and reconstructed after WWII.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.9.15- Recognize causes of the Cold War and the United States' new role in world affairs; identify key events and/or people of the Cold War.
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
11 ) Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO). [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Describing Cold War policies and issues, the domino theory, McCarthyism, and their consequences, including the institution of loyalty oaths under Harry S. Truman, the Alger Hiss case, the House Un-American Activities Committee, and the execution of Julius and Ethel Rosenberg
Examples: G.I. Bill of Rights, consumer economy, Sputnik, rock and roll, bomb shelters, Federal-Aid Highway Act

•  Locating areas of conflict during the Cold War from 1945 to 1960, including East and West Germany, Hungary, Poland, Cuba, Korea, and China
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe the international role of the United States from 1945 through 1960 relative to the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization (NATO).
  • Describe Cold War policies and issues, the domino theory, McCarthyism, and their consequences.
Teacher Vocabulary:
  • Cold War
  • domino theory
  • McCarthyism
  • space race
Knowledge:
Students know:
  • The international role of the United States from 1945 through 1960.
  • Important events, policies, and issues such as the Truman Doctrine, the Marshall Plan, the Berlin Blockade, and the North Atlantic Treaty Organization, the domino theory, Sputnik and the beginning of the space race, and the consequences of each.
  • Important domestic events, policies, and issues such as McCarthyism, the institution of loyalty oaths, the Alger Hiss case, the House Un-American Activities Committee, the execution of Julius and Ethel Rosenberg, the G.I. Bill of Rights, growth in the consumer economy, rock and roll, bomb shelters, Federal-Aid Highway Act and the consequences of each.
  • Location of areas of conflict during the Cold War.
Skills:
Students are able to:
  • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
Understanding:
Students understand that:
  • The United States played an important international role from 1945 through 1960, including domestic and foreign policies and actions related to this expanded role and the Cold War.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.11- Understand how the international role of the United States greatly increased after 1945; identify key societal people and/or events during the Cold War; identify key locations of conflict during the Cold War.
SS.AAS.11.11a - Define containment, espionage, McCarthyism, and the domino theory. Recognize how the Truman Doctrine and the Marshall Plan attempted to stop the spread of communism.
SS.AAS.11.11b - List the countries that were members of the Warsaw Pact.
SS.AAS.11.11c - List t
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
12 ) Describe major initiatives of the John F. Kennedy and Lyndon B. Johnson Administrations. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

Examples: President Kennedy—New Frontier, President Johnson—Great Society

•  Describing Alabama's role in the space program under the New Frontier (Alabama)
Examples: National Aeronautics and Space Administration (NASA), space race, satellites

•  Describing major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe the domestic and foreign policies and major events of John F. Kennedy and Lyndon B. Johnson Administrations and their lasting impact.
Teacher Vocabulary:
  • New Frontier
  • Great Society
  • National Aeronautics and Space Administration (NASA)
  • space race
  • satellites
  • Cold War
Knowledge:
Students know:
  • Major initiatives of the John F. Kennedy Administration.
    Example: the New Frontier.
  • Major initiatives of the Lyndon B. Johnson Administration.
    Example: the Great Society.
  • Major foreign events and issues of the John F. Kennedy Administration, including construction of the Berlin Wall, the Bay of Pigs invasion, and the Cuban missile crisis.
  • Alabama's role in the space program under the New Frontier.
    Examples: National Aeronautics and Space Administration (NASA), space race, satellites.
Skills:
Students are able to:
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
Understanding:
Students understand that:
  • The domestic and foreign policies and major events of John F. Kennedy and Lyndon B. Johnson Administrations had lasting impacts on the nation.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.12- Describe major social and scientific advances during the 1960s, identify programs that particularly benefitted Alabamians including the New Frontier, and the Marshall Flight Space Center in Huntsville, AL.
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
13 ) Trace the course of the involvement of the United States in Vietnam from the 1950s to 1975, including the Battle of Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon. [A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.i., A.1.k.]

•  Locating on a map or globe the divisions of Vietnam, the Ho Chi Minh Trail, and major battle sites
•  Describing the creation of North and South Vietnam
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe the course of the Vietnam Conflict and analyze the United State's role in the conflict.
Teacher Vocabulary:
  • destabilization
  • offensive
  • resolution
Knowledge:
Students know:
  • Major events of the Vietnam Conflict after the United States became involved in the conflict, including the Battle Dien Bien Phu, the Gulf of Tonkin Resolution, the Tet Offensive, the destabilization of Laos, secret bombings of Cambodia, and the fall of Saigon.
  • Location of major areas, events, and battles in the Vietnam Conflict.
  • Details of the creation of North and South Vietnam.
Skills:
Students are able to:
  • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
Understanding:
Students understand that:
  • The Vietnam Conflict and the United State's role in the conflict had significant effects on the nation.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.13- Locate North Vietnam and South Vietnam on a map, recognize the war in Vietnam as a conflict during the Cold War period.
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
14 ) Trace events of the modern Civil Rights Movement from post-World War II to 1970 that resulted in social and economic changes, including the Montgomery Bus Boycott, the desegregation of Little Rock Central High School, the March on Washington, Freedom Rides, the Sixteenth Street Baptist Church bombing, and the Selma-to-Montgomery March. (Alabama) [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

•  Tracing the federal government's involvement in the modern Civil Rights Movement, including the abolition of the poll tax, the nationalization of state militias, Brown versus Board of Education in 1954, the Civil Rights Acts of 1957 and 1964, and the Voting Rights Act of 1965
•  Explaining contributions of individuals and groups to the modern Civil Rights Movement, including Martin Luther King, Jr.; James Meredith; Medgar Evers; Thurgood Marshall; the Southern Christian Leadership Conference (SCLC); the Student Nonviolent Coordinating Committee (SNCC); the Congress of Racial Equality (CORE); the National Association for the Advancement of Colored People (NAACP); and the civil rights foot soldiers
•  Appraising contributions of persons and events in Alabama that influenced the modern Civil Rights Movement, including Rosa Parks, Autherine Lucy, John Patterson, George C. Wallace, Vivian Malone Jones, Fred Shuttlesworth, the Children's March, and key local persons and events (Alabama)
•  Describing the development of a Black Power movement, including the change in focus of the SNCC, the rise of Malcolm X, and Stokely Carmichael and the Black Panther movement
•  Describing the economic impact of African-American entrepreneurs on the modern Civil Rights Movement, including S. B. Fuller and A. G. Gaston (Alabama)
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Describe the differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in with the movement, and major events of the movement.
  • Assess the impact of these efforts to achieve civil rights for African-Americans.
Teacher Vocabulary:
  • desegregation
  • poll taxes
  • civil rights
  • economic impact
Knowledge:
Students know:
  • Major events of the African-American Civil Rights Movement from the end of WWII through 1970.
  • The federal government's involvement in the modern Civil Rights Movement.
  • The contributions of individuals to the cause of civil rights for African-Americans.
  • Involvement and contributions of groups in the cause of civil rights for Africa Amiercans.
  • Differences among philosophies of the various organizations who were working for civil rights.
  • The lasting impact of the modern Civil Rights Movement.
Skills:
Students are able to:
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to hitorical events.
Understanding:
Students understand that:
  • There were differing approaches to achieving equal rights for African Americans in the United States, the government's involvement in the movement, and impact of these efforts to achieve civil rights.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.14- Understand the purpose and goals of the civil rights movement from post-World War II to 1970; identify influential people, events, and outcomes of the civil rights movement.
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
15 ) Describe changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s. [A.1.c., A.1.d., A.1.f., A.1.i., A.1.j., A.1.k.]

Examples: economic impact on the culture, feminist movement, recession, Arab oil embargo, technical revolution

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Summarize the changing social and cultural conditions in the United States during the 1950s, 1960s, and 1970s.
Teacher Vocabulary:
  • feminist
  • movement
  • embargo
  • environmentalism
  • counterculture
Knowledge:
Students know:
  • The conditions that were conducive to the creation of social and cultural movements during the 1950s-1970s, including the feminist movement, technical revolution, Chicano movement, Women's Movement, American Indian Movement, environmentalism, and the counterculture movement.
  • Social and cultural movements in the United States of the 1950s-1970s.
Skills:
Students are able to:
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
Understanding:
Students understand that:
  • The social and cultural conditions in the United States during 1950s, 1960, and 1970s changed significantly.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.15- Compare and contrast examples of changing social and cultural conditions during the 1950s, 1960s, and 1970s.
SS.AAS.11.15a - Identify the major movements that occurred in the 1950s, 1960s, and 1070s, including the Feminist Movement, United Farm Workers and the American Indian Movement (AIM).
Social Studies
SS2010 (2010)
Grade: 11
United States History II: The Industrial Revolution to the Present
16 ) Describe significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.g., A.1.h., A.1.i., A.1.k.]

Examples: Nixon's policy of détente; Cambodia; Watergate scandal; pardon of Nixon; Iranian hostage situation; Reaganomics; Libyan crisis; end of the Cold War; Persian Gulf War; impeachment trial of William "Bill" Clinton; terrorist attack of September 11, 2001; Operation Iraqi Freedom; war in Afghanistan; election of the first African-American president, Barack Obama; terrorism; global warming; immigration

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History II: The Industrial Revolution to the Present
Evidence Of Student Attainment:
Students:
  • Evaluate and describe the importance and impact of significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present.
Teacher Vocabulary:
  • scandal
  • pardon
  • hostage
  • Reaganomics
  • crisis
  • Cold War
  • impeachment
  • terrorist/terrorism
  • global warming
  • immigration
Knowledge:
Students know:
  • Key foreign and domestic events during the presidential administrations from Richard M. Nixon to the present.
Skills:
Students are able to:
  • Locate specific points on a map and identify political, social, and geographic changes that occurred during or as a result of a historical event.
  • Integrate and evaluate multiple sources of information presented in diverse formats and media.
  • Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information related to historical events.
  • Read and comprehend historical texts independently and proficiently on various topics related to historical events.
Understanding:
Students understand that:
  • There were many importance and impact of significant foreign and domestic issues of presidential administrations from Richard M. Nixon to the present.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.11.16- Recognize significant foreign and domestic issues since the 1970s.
SS.AAS.11.16a - List significant domestic policies and issues of presidential administration from Richard Nixon to Present including Watergate, "Reaganomics," Clinton Impeachment, Homeland Security, No Child Left Behind (NCLB).
SS.AAS.11.16b - List significant foreign events and issues during the presidential administrations from Richard Nixon to Present including Détente, Iranian Hostage Crisis, Fall of the Soviet Unio
Social Studies
SS2010 (2010)
Grade: 9-12
Sociology
3 ) Describe how values and norms influence individual behavior.

•  Comparing ways in which cultures differ, change, and resist change, including countercultures, subcultures, and ethnocentric beliefs
•  Comparing the use of various symbols within and across societies
Examples: objects, gestures, sounds, images

•  Explaining the significance of socialization in human development
•  Illustrating key concepts of socialization, including self-concept, looking-glass self, significant others, and role-taking
•  Determining the role of family, school, peer groups, and the media in socializing young people
•  Explaining the process of socialization in adulthood
Unpacked Content
Strand: Elective
Course Title: Sociology
Evidence Of Student Attainment:
Students:
  • Evaluate how values and norms influence behavior.
  • Analyze how change affects culture.
  • Analyze symbols prevalent in various cultures.
  • Explain the concepts and significance of socialization practices in various cultures.
  • Analyze how family, peer group, social institutions, and the media factor into socialization practices.
  • Differentiate how children and adults are socialized.
Teacher Vocabulary:
  • values
  • norms
  • culture
  • social change
  • counterculture
  • subcultures
  • ethnocentrism
  • gestures
  • social symbols
  • socialization
  • family
  • peer groups
  • social institutions
  • media
  • self-concept
  • looking-glass self
  • significant others
  • role-taking
Knowledge:
Students know:
  • The meaning of values and norms.
  • The processes of socialization.
  • The dynamics of culture and social change.
Skills:
Students are able to:
  • Analyze the dynamics of culture change.
  • Explain the processes of socialization considering the multiple factors involved.
Understanding:
Students understand that:
  • Socialization works in various cultures and contexts.
  • Social change works in various cultures and contexts.
  • Norms and values work to influence individual and group behavior.
Social Studies
SS2010 (2010)
Grade: 9-12
Sociology
10 ) Describe social movement and social change.

•  Comparing various forms of collective behavior, including mobs, riots, fads, and crowds
•  Identifying major ethical and social issues facing modern society
Examples: technological, governmental, medical

•  Explaining the impact of the modern Civil Rights Movement, the women's movement, the gun rights movement, the green movement, and other minority movements in the United States
Unpacked Content
Strand: Elective
Course Title: Sociology
Evidence Of Student Attainment:
Students:
  • Describe the impact of different social movements throughout history.
  • Compare various forms of collective behavior.
  • Analyze the causes and effects of ethical and social issues facing modern society.
Teacher Vocabulary:
  • social movement
  • social change
  • collective behavior
  • mobs
  • riots
  • fads
  • crowds
  • Civil Rights movement
  • women's movement
  • gun rights movement
  • green movement
  • other minority movements
Knowledge:
Students know:
  • The many historical movements related to social issues.
  • Several examples of collective behavior.
  • The ethical issues facing modern society.
Skills:
Students are able to:
  • Discuss the factors leading to various social movements.
  • Understand how collective behavior works.
  • Analyze ethical and social issues facing modern society.
Understanding:
Students understand that:
  • There have been many factors influencing the development of various social movements throughout history.
  • There are many examples of how collective behavior has worked.
  • There are a variety of dilemmas involved in the different social and ethical issues facing modern society.
Tags: Black Power movement, Civil Rights Movement, Eisenhower, Kennedy, Truman, Vietnam War
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Author: Ginger Boyd
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