Leadership and Decision Making: Classroom Activity Pack

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

9, 10, 11, 12

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.

Social Studies (2010) Grade(s): 9 - World History

SS10.WH.15

Describe post-World War II realignment and reconstruction in Europe, Asia, and Latin America, including the end of colonial empires.

UP:SS10.WH.15

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.11

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.]

UP:SS10.US2.11

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.12

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.]

UP:SS10.US2.12

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.13

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.]

UP:SS10.US2.13

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.14

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.]

UP:SS10.US2.14

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.15

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.]

UP:SS10.US2.15

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.
Social Studies (2010) Grade(s): 11 - United States History II

SS10.US2.16

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.]

UP:SS10.US2.16

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.
Social Studies (2010) Grade(s): 09-12 - Sociology

SS10.S.4

Identify antisocial behaviors, including social deviance, addiction, terrorism, anomie, and related arguments for the strain theory and the conflict theory.

UP:SS10.S.4

Vocabulary

  • antisocial behavior
  • social deviance
  • addiction
  • terrorism
  • anomie
  • strain theory
  • conflict theory
  • crime
  • violent crime
  • victimless crime
  • white-collar crime
  • property crime
  • imprisonment
  • restitution
  • community service
  • rehabilitation
  • education
  • therapy

Knowledge

Students know:
  • The differences between antisocial and asocial behavior.
  • Examples of social deviance, terrorism, addiction, and anomie.
  • Examples of crime and criminal behavior.

Skills

Students are able to:
  • Identify antisocial behavior.
  • Identify factors that lead to social deviance, terrorism, addiction, and anomie.
  • Differentiate between strain theory and conflict theory.
  • Analyze factors that lead to crime and criminal behavior.
  • Evaluate effective methods for dealing with crime and criminal behavior.

Understanding

Students understand that:
  • There are factors that lead to antisocial behavior.
  • There are factors that lead to crime.
  • There are ways in which society deals with crime and criminal behavior.
Social Studies (2010) Grade(s): 09-12 - Sociology

SS10.S.10

Describe social movement and social change.

UP:SS10.S.10

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.

CR Resource Type

Interactive/Game

Resource Provider

PBS

License Type

Custom
https://aptv.pbslearningmedia.org/resource/1bf3be96-6ebb-4e73-8a82-97135a2e6ac0…

Custom License Type (URL)

https://aptv.pbslearningmedia.org/help/terms-of-use/#.YGKPdlVKjIX

Comments or Notes

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