Vietnam Unit Standards
WHG ERA 8 – THE COLD WAR AND ITS AFTERMATH: THE 20TH CENTURY SINCE 1945
8.1.2 Cold War Conflicts – Describe the major arenas of conflict, including
• The ways the Soviet Union and the United States attempted to expand power and influence in Korea and Vietnam
USHG ERA 8 – POST-WORLD WAR 11 UNITED STATES (1945 -1989)
8.1 Cold War and the United States
Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States.
8.1.2 Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including
• U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and
practices, responses of citizens and mass media) (National Geography Standard 13, p. 210)
8.2.4 Domestic Conflicts and Tensions – Using core democratic values, analyze and evaluate the competing perspectives and controversies among Americans generated by U.S. Supreme Court decisions (e.g., Roe v Wade, Gideon, Miranda, Tinker, Hazelwood), the Vietnam War (anti-war and counter-cultural movements), environmental movement, women’s rights movement, and the constitutional crisis generated by the Watergate scandal. (National Geography Standard 16, p. 216)
8.3 Civil Rights in the Post-WWII Era
Examine and analyze the Civil Rights Movement using key events, people, and organizations.
8.3.1 Civil Rights Movement – Analyze the key events, ideals, documents, and organizations in the struggle for civil rights by African Americans including:
• The impact of WWII and the Cold War (e.g., racial and gender integration of the military)
CCSS/CCR: Key Ideas and Details
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CCSS/CCR: Integration of Knowledge and Ideas
7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s
“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
9. Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
NCSS: CULTURE AND CULTURAL DIVERSITY
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and Provide instruction at the appropriate school level for the study of culture and cultural diversity.
• assist learners to understand and apply the concept of culture as an integrated whole that governs the functions and interactions of language, literature, arts, traditions, beliefs, values, and behavior patterns;
• guide learners in constructing reasoned judgments about specific cultural responses to persistent human issues;
• Have learners explain and apply ideas, theories, and modes of inquiry drawn from anthropology and sociology in the examination of persistent issues and social problems.
NCSS: TIME, CONTINUITY, AND CHANGE
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and Provide instruction at the appropriate school level for the study of Time, Continuity, and Change.
• help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity;
• guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant.
NCSS: PEOPLE, PLACES, AND ENVIRONMENTS
Social studies teachers should possess the knowledge, capabilities, and dispositions to organize And provide instruction at the appropriate school level for the study of People, Places, and Environments.
• Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools;