​rethink.

Overview

Summary: In this lesson, students will be introduced to the photojournalism and documentation of the Vietnam War that was broadcasted throughout United States media. Because of the immediate coverage of the battlefields in IndoChina, the Vietnam War became quickly known as the “Living Room War.” This lesson will describe the images and scenes that were portrayed on television through photographs and video clips. Then, to add to the tension students should feel, I will introduce two art works created by Martha Rosier. “Balloons” and “Red Stripe Kitchen” will be analyzed through visual thinking strategies to have students see the contradicting juxtaposition of comfortable American life with the struggles of war. After students have experienced the controversy of how the war is being presented, they will reflect on how the media effects the American morale during the war, and how this caused the division of “hawks” and “doves.” Finally, students will create a protest poster describing the viewpoint they would take during the war, either supporting the hawk or dove perspective. 

 

Learning Objectives:

• • Students will be able to describe how the media affected Americans’ morale and support of the war.

  • Students will be able to interpret different works of art that depict the “Living Room War” and describe what message the art conveys. 

  • Students will synthesize opposing viewpoints and determine their own opinion on the United States involvement in Vietnam. 

 

Assessment Type:

• • Students will be assessed on their final project, creating their own protest/support poster, in terms of how their poster reflects their individual views and understanding of the Vietnam War. 

 

Preparation

Lesson Setup

• • Prior Student Knowledge

    • Students already have an understanding of the purpose for United State involvement in Vietnam. Students also have already had exposure to making sense of differing viewpoints. 

  • Materials

    • Famous Vietnam War photographs that were broadcasted

    • Short clips of Vietnam War footage that was televised

    • Images of “Balloons” and “Red Stripe Kitchen” by Martha Rosier

      • "Balloons"

      • "Red Stripe Kitchen"

    • Poster paper

    • Markers, crayons, colored pencils, paint and paintbrushes 

 

Instruction

1. Introduce the concept of journalism (the profession of reporting or photographing or editing news stories for one of the media). Ask students the following: 

   1. What do journalists do? What do photojournalists do? 

   2. Where can we find examples of journalism in our daily lives?

      1. examples: Television, newspaper, internet, radio

   3. How can journalism, or presenting information, change the way we think about something?

2. Explain to students that the Vietnam War was the first war that the American public could view immediate footage and photographs of. Describe the difference between this idea World War II, that easy access of information kept Americans informed and seemingly more involved. Ask students:

   1. How could showing Americans images of the war affect them? 

   2. How does it affect you today?

3. Show students examples of media of the War that was being viewed by Americans.

   1. http://www.archives.gov/education/lessons/vietnam-photos/  

      1. This document is based on a primary source, and has links to many different photographs that journalists used to show Americans what was occurring in Vietnam. 

   2. Vietnam Combat

      1. This video is a somewhat censored clip of what the action and destruction of the Vietnam war was like.

4. View two pieces of art by Martha Rosier (Balloons and Red Stripe Kitchen). This activity will involve a discussion of visual thinking strategies. Ask students:

   1. What do you see in this piece?

   2. What does the American home symbolize? 

   3. Who are the people?

   4. Why did the artist include war-like figures inside a usual home?

   5. What is the artist trying to tell us? 

   6. What is the media’s role in these artworks?

5. Have a discussion about how the students feel, given the primary sources and the artworks. Ask Students:

   1. What do you think about the idea of “war” invading our daily lives?

   2. How did the media instigate these feelings?

   3. How does the knowledge of the reality of war affect our perspective of it?

      1. Have a class discussion about the American opinion and support of the Vietnam war. Describe how many Americans opposed and protested the overall purpose, especially since the carnage was real and visible. 

6. Introduce the two sides Americans took during the war. Have a discussion about how the “hawks” supported the government and the war effort, and believed that communism was to be actively pursued and eliminated. Also present the “doves,” a group that identified with peace and ending the war, stopping the futile sacrifice of American soldiers. 

   1. Now that students have an understanding of how the two sides were in constant opposition, ask them to use their knowledge of the Vietnam War (its purpose, its consequences, etc) to define their own opinion of the war.

      1. If students were alive during the war, what side would you take and why? Have students create a poster, either in support or dissent of the war. Have them come up with a slogan and include at least one image to represent their viewpoint.

      2. Have the students share their posters with their class, giving an explanation as to why they chose that side. 

 

Standards

• • 8.3.4.B: Locate historical documents, artifacts, and places critical to United States history.

  • 8.3.4.D: Distinguish between conflict and cooperation among groups and organization that impacted the history and development of the United States.

    • Military Conflict