Alabama Social Studies SS24.US2.13b
The Standard
- SS24.US2.13
- Explain the evolution of America’s Cold War policy to defend democracy and contain communism around the world and how this led to an escalation in armed conflict during the 1960s.
Investigate and explain the effects of the domino theory and the Gulf of Tonkin Resolution on United States involvement in the Vietnam conflict.
2024 Alabama Course of Study: Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain why U.S. leaders feared that a communist victory in Vietnam could lead to communist victories elsewhere. They explain how Congress gave President Johnson broad authority to increase military action without declaring war.
What Mastery Looks Like
- A student can use a map and a speech excerpt to explain why leaders backed South Vietnam. They can use the resolution's wording to explain Johnson's later troop buildup and bombing, while noting that the second reported attack was disputed.
Common Misconceptions
- Students may treat the domino theory as a proven prediction rather than a belief held by U.S. leaders. They may say Congress declared war in 1964 or assume both reported attacks were confirmed.
How to Assess It
- On an exit ticket, ask: Why did the domino theory support U.S. involvement in Vietnam, and what did the Gulf of Tonkin Resolution allow Johnson to do?
Lesson moves
Ways to Teach It
Give pairs an Eisenhower quote, a Southeast Asia map, and 1965 troop totals; have them draw arrows linking the belief to U.S. actions.
Ask: Which did more to expand the war, the domino theory or the Gulf of Tonkin Resolution? Defend your answer with two documents.
Play a card match: pair each policy or law card with a card naming its role in U.S. involvement.
Give students a recent news article about U.S. airstrikes; ask them to highlight the stated reason and any mention of congressional authorization.
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