Mapping the Dominoes Teacher Guide Teacher Guide
Mapping the Dominoes
Lesson
01
Learning Objectives
Identify the key countries of Southeast Asia involved in the Vietnam War.
Define the "Domino Theory" and explain how it influenced US foreign policy.
Analyze the geopolitical map of the 1960s to understand the "Containment" strategy.
Essential Question
"Why did the United States believe it was necessary to send troops to a small country thousands of miles away?"
Materials Needed
A set of physical dominoes (12-15)
Mapping the Dominoes Worksheet
Colored pencils (Red, Blue, Green)
Mapping the Dominoes Slides
Instructional Sequence
10m
The Hook: The Falling Chain
Set up a row of dominoes on a flat surface visible to all students. Label the first few with "China" and "North Vietnam." Label the rest with other SE Asian nations (Laos, Cambodia, Thailand). Explain that each domino represents a country's government. Knock the first one down and watch the chain reaction. Ask: "If one country becomes Communist, what did US leaders fear would happen to its neighbors?"
15m
Concept: The Cold War Context
Use the slides to introduce the "Cold War" as a competition between Democracy (USA) and Communism (Soviet Union/China). Define Communism simply as a system where the government owns everything and individual freedoms are limited. Introduce President Eisenhower's 1954 speech where he coined the "Domino Theory."
20m
Guided Practice: Mapping the Region
Distribute the student worksheet. Guide students in identifying North and South Vietnam on the map. Use Red for Communist areas and Blue for Democratic/US-allied areas. This visual contrast helps students see why US leaders felt "surrounded" or threatened by the spread of communism.
Key Discussion Questions
Question 1: Was the Domino Theory a fact or a guess?
Desired insight: It was a theory/prediction used to justify military action, but not a guaranteed law of nature.
Question 2: Why might the people in Vietnam have different ideas about their government than the United States did?
Desired insight: To them, it might have been about independence from colonial rule rather than just a Cold War chess match.
Question 3: If you were a neighbor of a country in conflict, how would you feel about the Domino Theory?
Desired insight: Perspective-taking; fear of war vs. desire for sovereignty.
Differentiation
Support: Provide a map with the country names already filled in, allowing students to focus solely on the color-coding and the "flow" of the dominoes.
Extension: Ask students to research one other country in Southeast Asia (like Laos or Cambodia) and find out if it actually "fell" to communism after Vietnam.
Check for Understanding
Observe student maps for accuracy. The exit ticket should clearly show they understand the link between the geographic location of North Vietnam and the perceived threat to its neighbors.
REF: HIST-VNW-01-TG | TOPIC: GEOGRAPHY/DOMINO THEORY
L
Lenny Education
Mapping the Dominoes Slides Mapping the Dominoes
The Geography of the Vietnam War
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What is a "Theory"?
A theory is an idea used to explain why something happens or to predict what will happen.
"If you knock over the first domino, the last one will certainly go over very quickly."
— President Dwight D. Eisenhower, 1954
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The World in the 1960s
Democracy
A system where people vote for their leaders and have many individual freedoms.
Led by: USA
Communism
A system where the government owns everything and controls many parts of life.
Led by: USSR & China
Where is Vietnam?
Southeast Asia
Check your desk map for detail!
North Vietnam: Led by Communists
South Vietnam: Supported by the USA
The Goal:
Prevent the "Red" from spreading to the neighbors.
Stop and Think
If you were a leader in the United States, how would you feel looking at a map and seeing more and more countries turn "Red"?
Scared?
Responsible?
Confused?
Mapping the Dominoes Worksheet Mapping the Dominoes
Lesson 01: Geography & Geopolitics
Name:
Date:
Mission Briefing
During the Cold War, the United States was worried about the spread of Communism . Follow the instructions below to see how geography played a role in the decision to go to war.
Part 1: Key Terms
1. In your own words, what is the Domino Theory?
2. Why did US leaders think Vietnam was the first "domino"?
Part 2: Mapping Southeast Asia
Use colored pencils or markers to color the map regions according to the key below.
CHINA
NORTH VIETNAM (Communist)
SOUTH VIETNAM (US Allied)
LAOS
CAMBODIA
THAILAND
MAP ID: SE-ASIA-1965
Color Key
RED: Communist Controlled
BLUE: US / Democratic Allied
Checkered: Contested Areas
Critical Reflection
Imagine you are a reporter in 1964. Write a one-sentence headline that explains why the US is getting involved in Vietnam based on what you see on your map.
Letters from the Field Teacher Guide Teacher Guide
Letters from the Field
Lesson
02
Learning Objectives
Describe the physical environment and challenges faced by US soldiers in Vietnam.
Analyze primary source letters to understand the emotional experience of soldiers.
Identify the term "Grunt" and explain the daily routine of a soldier in the field.
Pedagogical Note
This lesson focuses on the human experience rather than graphic combat. Emphasize empathy, the environment (heat, rain, jungle), and the connection to home through letters. Be sensitive to students who may have family history related to the military.
Setup Requirements
A "Rucksack" (backpack) with sample items: (Canned food, letters, socks, heavy boots, flashlight).
Primary Source Handouts
Letters from the Field Slides
Lesson Roadmap
15m
The Hook: Rucksack Investigation
Place a heavy backpack in the center of the room. Invite a few students to try and lift it. Explain that a soldier's pack (rucksack) could weigh 60-90 lbs. Pull out items one by one and ask: "Why would a soldier carry extra socks?" "Why would they carry a picture from home?"
15m
Direct Instruction: Life in the Jungle
Use the slides to show the terrain. Explain the challenges: monsoon rains, thick jungle, heat, and "booby traps." Define the term Grunt (the nickname for infantry soldiers). Discuss how soldiers dealt with fear and boredom.
20m
Inquiry: Letters from Home
Students work in pairs to read age-appropriate excerpts from soldiers' letters. Use the "Investigating the Archives" worksheet. Focus on identifying what the soldier misses most and how they describe their surroundings.
Discussion Guide & Discussion
Debrief Prompt
"Many soldiers said the hardest part of the war wasn't the combat, but the 'waiting' and being away from family. Looking at the letters, what evidence can you find to support that?"
Check for Understanding
Students should be able to list three physical hardships (heat, heavy packs, rain) and one emotional hardship (missing family, fear, loneliness) mentioned in the letters.
Extension Activity
Ask students to write their own "Letter from the Field" pretending they are a 19-year-old soldier writing home. They must include at least two sensory details (smell, sound, touch) from the jungle.
REF: HIST-VNW-02-TG | TOPIC: SOLDIER EXPERIENCE
Letters from the Field Slides Letters Home
The Soldier's Life in Vietnam
Packing for the Jungle
A soldier's rucksack could weigh up to 90 pounds.
Imagine carrying your own body weight on your back for 10 miles in 100-degree heat.
C-Rations
Canned food for weeks in the field.
Extra Socks
To prevent "trench foot" in the mud.
Tools
Entrenching tool (shovel) and flashlight.
Memories
Letters and photos from home.
The "Invisible" Enemies
The Heat
Temperatures often hit 100°F with 90% humidity. Exhaustion was a constant threat.
The Monsoon
During rainy seasons, it rained for weeks. Boots rotted and clothes never got dry.
The Terrain
Tall elephant grass and thick vines made it hard to move and see the enemy.
The "Grunts"
This was the nickname for the infantry soldiers—the ones walking through the jungle every day.
"They were mostly 19 or 20 years old. Just a few years older than you are now."
Waiting for Mail
Mail was the only link to home.
No internet, cell phones, or video calls.
A letter could take weeks to arrive.
Investigation Time
We are going to read actual words written by soldiers in the field.
Your Task:
Find out what they missed, what they feared, and what they wanted you to know.
Letters from the Field Activity Pack Classified
Soldier's Archive
Excerpts from Letters Home (1965–1971)
Letter A: To a Mother
Date: June 12, 1966
"Dear Mom, I am writing this while sitting in a mud hole. It has rained for three days straight. Everything I own is soaked. My boots feel like they weigh a hundred pounds. Sometimes the jungle is so thick you can't see the person five feet in front of you. I miss your cooking more than anything. Tell Dad I'm doing okay."
Letter B: To a Sister
Date: October 4, 1968
"Hey Sis, thanks for the cookies. They were mostly crumbs by the time they got here, but they tasted like home. It’s strange here. One minute it’s completely silent, just the sound of the bugs, and the next minute everyone is on high alert. We spend a lot of time just waiting. I dream about having a cold glass of milk and a soft bed."
Letter C: To a Friend
Date: February 20, 1970
"I’m carrying about 70 pounds of gear today. We have to carry all our food, water, and extra ammo. My shoulders ache constantly. The mosquitoes are the size of airplanes. But the hardest part is not knowing what's happening back home. Write to me soon. It’s the only thing we have to look forward to."
SOURCE: HIST-VNW-DOC-A3 RESTRICTED FOR EDUCATIONAL USE
Archive Investigation
Student Evidence Sheet
Name:
Physical Hardships
Based on the letters, list three things that made the physical environment of Vietnam difficult for soldiers.
Emotional Hardships
What were the soldiers missing most? Find one specific quote from the letters that shows their connection to home.
Connecting Perspectives
Why was "Mail Call" (getting letters) so important for a soldier in the Vietnam jungle? Use evidence from the archive.
Bonus Question
If you were sending a care package to a soldier in 1968, what three things would you include and why?
The Luck of the Draw Teacher Guide Teacher Guide
The Luck of the Draw
Lesson
03
Learning Objectives
Explain the Selective Service System (the draft) and how the lottery worked.
Analyze the concept of "fairness" in the context of mandatory military service.
Understand why the draft became a source of major tension on the home front.
Handling Sensitive Content
The draft is a high-stakes topic. The simulation is meant to illustrate randomness and lack of control , not to cause anxiety. Remind students that today we have an all-volunteer military.
Simulation Prep
A container with slips of paper numbered 1–31 (representing days of the month).
Draft Lottery Simulation Worksheet
The Luck of the Draw Slides
Instructional Sequence
15m
The Hook: The Lottery Simulation
Ask students to write their birth day (1–31) on their worksheet. Announce that the school needs "volunteers" for a difficult clean-up task. Draw numbers from the container. If their number is drawn first, they are "Drafted" for the task. Draw 5–10 numbers. Ask: "How did it feel to have your fate decided by a drawing?"
15m
Instruction: The 1969 Draft Lottery
Use the slides to explain that in 1969, the US government used a lottery based on birthdays to determine who would go to Vietnam. Explain that young men aged 18–26 were eligible. Discuss Deferments (reasons people could skip the draft, like going to college) and why this felt "unfair" to those who couldn't afford college.
20m
Analysis: Fairness & Tension
In small groups, students discuss the "What Ifs." What if you were a college student? What if you were from a poor family? Students complete the data analysis portion of the worksheet, looking at who actually ended up serving.
Debrief Questions
If a country is in a war, should it be allowed to force citizens to fight? Why or why not?
Why did the "college deferment" make people angry? How did it change who was actually fighting the war?
How does the draft change how families at home feel about a war?
Key Vocabulary
Selective Service: The system used to draft people into the military.Deferment: An official delay or excuse from the draft.Lottery: A process determined by chance or random drawing.
The Luck of the Draw Slides 01
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The Luck of the Draw
The Draft & The Home Front
The Selective Service
The Draft is a system where the government requires citizens to serve in the military.
Who was eligible?
Men only (at the time)
Ages 18 to 26
Healthy and fit
Lottery
How did it work?
1
366 blue capsules
Each capsule had a birthday on it (example: Sept 14).
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The Sequence
They were pulled out one by one. The first birthday pulled was #1, the next #2, and so on.
1 to 195
High Chance
196 to 366
Low Chance
The "Deferment" Problem
College Students
If you were in college, you could get a deferment (permission to skip the draft).
Why was this controversial?
Only people with enough money could afford to go to college.
The Result:
Men from poor or working-class families were much more likely to be drafted and sent to war.
Was this a "Fair" system?
Simulation Time
We are going to run our own classroom lottery. Write down your "Draft Number" (your birth day) and let's see what happens.
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Write Birth Day
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Pull Numbers
3
Record Fate
The Luck of the Draw Worksheet Draft Lottery Log
SIMULATION ID: 1969-A
Name:
Date:
Step 1: Assign Your Number
Birth Day:
Example: If you were born on March 14, your number is 14.
Step 2: The Drawing
Record the first 10 numbers pulled in the lottery simulation below. If your birthday is pulled, circle it!
#1
#2
#3
#4
#5
#6
#7
#8
#9
#10
Was your number pulled in the top 10?
YES
NO
Step 3: Analyze Fairness
1. How did you feel while waiting for your number to be pulled? Why?
2. Some people avoided the draft by going to college or moving to other countries. Does this make the "random" lottery feel more or less fair? Explain.
The Fairness Scale
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Totally Unfair Completely Fair
Songs of Silence and Storm Teacher Guide Teacher Guide
Songs of Silence and Storm
Lesson
04
Learning Objectives
Contrast pro-war and anti-war perspectives through music and slogans.
Analyze how the "living room war" (television) influenced public opinion.
Identify the role of student protests in shaping government policy.
Handling Controversy
This lesson explores a deeply divided nation. Help students see that both sides felt they were acting out of patriotism—some by supporting the troops and others by trying to bring them home. Avoid taking a side; focus on the reasons for each perspective.
Media Prep
Audio clips of "Ballad of the Green Berets" and "Fortunate Son" (or lyrics).
Songs of Silence and Storm Slides
Sound of Protest Comparison Sheet
Lesson Roadmap
15m
The Hook: The Musical Battle
Play 1 minute of each song. "Ballad of the Green Berets" (Pro-war/Pride) vs. "Fortunate Son" (Anti-war/Criticism of the Draft). Ask students: "What kind of mood does each song create? If you were a 5th grader in 1969, which one would your parents probably be playing?"
15m
Direct Instruction: The Living Room War
Use the slides to explain how television changed the war. For the first time, people saw the reality of combat every night at dinner. Introduce the "Hawks" (pro-war) and "Doves" (anti-war). Show images of student protests at universities.
20m
Activity: Slogan Analysis
Students analyze common slogans of the era: "Peace with Honor," "Bring the Boys Home," "America: Love it or Leave it." They will categorize these on their comparison sheet and write about the perspective behind each one.
Discussion Questions
How does seeing a war on TV change how you feel about it compared to just reading about it in a newspaper?
Why do you think college students were the ones leading most of the protests?
Can someone be a "patriot" and still disagree with their government's war? Why or why not?
Differentiation
For ELL/Support: Provide a visual "Hawk" and "Dove" chart with simplified definitions. For Extension: Have students research the 26th Amendment (lowering voting age to 18) and explain how it was a response to the "old enough to fight, old enough to vote" slogan.
Exit Ticket
Ask students to create their own original protest or support slogan and explain which perspective it represents.
Songs of Silence and Storm Slides PEACE
NOW
VOTE
Songs of Silence & Storm
Protest & Public Opinion
The "Living Room War"
In the 1960s, almost every home in America had a television .
"For the first time, the reality of war was broadcast into people's living rooms every night at 6:00 PM."
A Nation Divided
The Hawks
Believed the US should use whatever force necessary to win and stop Communism.
Support the Troops
The Doves
Believed the war was a mistake and wanted to bring the soldiers home immediately.
Peace Now
The Sound of Protest
Song 1
"Fighting soldiers from the sky / Fearless men who jump and die / Men who mean just what they say / The brave men of the Green Beret."
— The Ballad of the Green Berets
Song 2
"It ain't me, it ain't me / I ain't no senator's son / It ain't me, it ain't me / I ain't no fortunate one, no."
— Fortunate Son
Stop & Discuss
If a war is controversial, is it better for the nation to speak out or stay silent for the sake of unity?
Next Step:
Categorize the slogans on your worksheet.
The Sound of Protest Comparison Sheet The Sound of Protest
Lesson 04: Public Opinion Comparison
Name:
1. Music as a Message
"Ballad of the Green Berets"
Describe the mood and message:
"Fortunate Son"
Describe the mood and message:
2. Slogan Sorting
Read the slogans below. Write HAWK (Pro-War) or DOVE (Anti-War) next to each one based on its message.
"Bring the Boys Home"
"America: Love it or Leave it"
"Peace with Honor"
"Draft Beer, Not Boys"
"Support Our Troops"
3. The Power of Pictures
How did seeing the war on television every night change the way many Americans felt about the conflict in Vietnam?
The Voice of the Public
Imagine you are a college student in 1970. Create your own original slogan that expresses your feelings about the war. Then, explain if you are a "Hawk" or a "Dove."
My Perspective:
The Healing Wall Teacher Guide Teacher Guide
The Healing Wall
Lesson
05
Learning Objectives
Analyze the design of the Vietnam Veterans Memorial and the symbolism of Maya Lin's work.
Understand how a memorial can serve as a place for both mourning and national healing.
Apply understanding of symbolism to design a personal commemorative monument.
Conceptual Focus
This lesson shifts from the conflict itself to remembrance . Focus on the controversy of the memorial's design—some found it too simple or "sad," while others found it powerful because of the names and the reflection. This mirrors the divide of the war itself.
Setup Requirements
Images of the Vietnam Veterans Memorial (The Wall).
The Healing Wall Slides
Designing a Memory Project Sheet
Instructional Sequence
10m
The Hook: Reflections
Show a photo of "The Wall." Explain that it is made of black granite so polished you can see your own face in it. Ask students: "Why would an artist want people to see their own reflection while they are looking at the names of those who died?"
20m
Direct Instruction: Maya Lin's Design
Tell the story of 21-year-old Maya Lin, a college student who won the design competition. Explain the "wound in the earth" concept. Discuss the controversy: Why did some people want a traditional statue instead? Explain how the memorial eventually helped bring people from both sides of the war together.
25m
Creative Project: Designing a Memory
Students design their own memorial for a person, event, or group they believe should be remembered. They must choose a material (stone, water, light) and explain the symbolism of their design choices.
Culminating Discussion
Return to the Essential Question: "How do different perspectives shape our understanding of a conflict?"
How did our understanding of the Vietnam War change when we looked at it through the eyes of a soldier vs. a protester?
Does "The Wall" represent the perspective of the Hawks or the Doves? Or is it something else entirely?
Why is it important for a nation to have places where people can go to remember difficult history?
Differentiation
Support: Provide a list of symbols (dove = peace, stone = strength) for students to choose from for their project. Extension: Research "The Three Servicemen" statue and discuss why it was added near the wall later.
The Healing Wall Slides The Healing Wall
Art, Memory, and Recovery
Maya Lin's Vision
In 1981, a 21-year-old college student won a competition to design the memorial.
"I thought about the earth opening up... a wound that would heal over time, but always leave a mark."
— Maya Lin
The "Wall"
Two long black granite walls that meet in a "V" shape, sunk into the ground.
The Power of Symbols
The Names
58,000+ names are carved into the stone in the order they were lost.
The Reflection
The polished stone acts as a mirror, showing your own face among the names.
The Offerings
People leave letters, photos, and flowers at the base of the wall every day.
Was it enough?
At first, many veterans were angry . They thought the memorial was too dark and too simple.
"It doesn't have any statues of soldiers. It doesn't look heroic. It looks like a grave."
The Healing
Eventually, most people grew to love it. It became a place where both Hawks and Doves could meet and cry together.
Designing a Memory
If you were asked to design a memorial for something important today, what would it look like?
Think about:
Materials (Stone? Glass? Water?)
Think about:
Symbols (Peace? Strength? Hope?)
Designing a Memory Activity Sheet Designing a Memory
Culminating Civic Reflection Project
Name:
The Challenge
"A memorial should be a place for all people to come together and remember." — Maya Lin.
Your task is to design a memorial for something you believe is important to remember. It could be a historical event, a person you admire, or a group of people who helped others.
1. Your Design Sketch
Draw your memorial design above. Consider its shape, size, and surroundings.
A. The Materials
What is it made of? (Stone, glass, water, light, trees?)
B. The Symbolism
Why did you choose those materials? What do they represent?
Final Perspective
Maya Lin's wall was designed to help a divided nation heal. How does your design help people connect with the memory you are honoring?
Dove
Hawk
