Daily Lesson Plan Outline for Social Studies Education - UW

Resident Teacher:
Date of Instruction:
Lesson Title: _Geographic Features of Vietnam_________________________________
Course Subject: Modern American Studies
Grade Levels: 9-10
Amount of Time (e.g. 45 minutes): 1 class, approx. 45 minutes
1. SOCIAL STUDIES STANDARDS
A. 1-3 Wyoming State Social Studies SS12.5.2 Describe regionalization and analyze how physical
Standards
characteristics distinguish a place, influence human trends, political

and economic development, and solve immediate and long-range

problems
SS12.5.3 Analyze, interpret, and evaluate how conflict,
demographics, movement, trade, transportation, communication,
and technology affect humans sense of place.
B. 1-3 National Council for the Social
Studies Thematic Standards

NCSS Standard 3: People, Places and Environments

NCSS Standard 9: Global Connections

C. 1-3 District/Department/School
Standards if applicable
2. LEARNING TARGETS/OBJECTIVES (Must be measurable. Bold the learning verbs.)
A. Students will be able to
Locate Vietnam on a world map
B. Students will be able to

Identify the major physical features of Vietnam

C. Students will be able to

Asses issues that US soldiers might have encountered because of

the unknown terrain of Vietnam.

3. CONTENT CONSIDERATIONS
A. Central Focus of the Lesson (1)

Spatial understanding of Vietnam

B. Essential Question (1)

How did the geographic layout of Vietnam impact the conflict?

C. Supporting Question (2-4)

What is the capital of Vietnam?

What are the major physical features of Vietnam?
What type of climate does Vietnam have?
Where was the country divided by the Geneva Accords?

D. Academic Language: [List

vocabulary words and any
prefixes/suffixes, academic terms]

North Vietnam
South Vietnam
Mekong River Delta
Red River Delta
Hanoi
Saigon

Daily Lesson Plan Outline for Social Studies Education - UW

Gulf of Tonkin
17th Parallel
E. Disciplinary Connections

It will give students a spatial sense of the perceived importance of

Vietnam, especially during communist containment, and it will add
more depth to their understanding of the Domino Theory.

F. Real World Connections

In a globalizing world it is becoming more important for students to

have a greater perception about the world. Knowing the major
cities, rivers, and land features of Vietnam will help them to build a
more nuanced understanding of the people and why they live where
they do.

4. OPENER (How will you catch or hook students to engage them in the beginning of your lesson?)
Hook:
For a warmup I will do a brief round of Geography Jeopardy.
Students will be shown a country on the map with no label and I will
ask who can name it. It will start easy but get progressively more
difficult.
5. INSTRUCTION (Not all parts of the lessons body may be utilized)
A. Beginning of lesson
I will pass out a worksheet with a blank map that asks students to
identify and label certain features and locations on the map. They
will be able to use the laptops that are already in the storage
cupboards in the classrooms.
Students can work with a partner on their worksheets, and I will be
available to answer questions, or help as necessary.
B. Middle of lesson

After students finish the worksheet I will use the document camera
to project a copy of the map on the whiteboard. I will ask volunteers
to come up and label a certain feature on the map. This way
students can see if they labeled their maps properly.

C. End of lesson

I will have students save their maps to use for studying, and explain
that they will have a map section on their upcoming exam.
The exit ticket will be to draw an outline of Vietnam and label one
geographic feature or city.

6. STUDENT ENGAGEMENT WITH CONTENT (Multiple pieces of evidence of student learning)

A. Low Level Questions
Students will locate Vietnam on a global map.
(Knowledge/Remembering and/or
Comprehension/Understanding)
B. Middle Level Questions
The geography worksheet helps students see the relationships
(Application/Applying and/or
between population centers and geographic features.
Analysis/Analyzing)
C. High Level Questions
Students can interpret how geography and climate would have
(Synthesis/Evaluating and/or
impacted US soldiers during the War in Vietnam.
Evaluation/Creating)
D. Explain how the data informs
Spatial knowledge about Vietnam will be a recurring theme
future instruction:
throughout the unit, so it is vital that students understand where
certain features are located and what their impact was to the war.

Daily Lesson Plan Outline for Social Studies Education - UW

7. ENRICHMENT/ELABORATION (Include one enrichment activity for students who might finish early)
What enrichment activities are
The exit ticket activity (draw the outline of Vietnam and label one
offered for students in this lesson?
feature).
8. LEARNING SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support Students will be able to work with a partner and use the laptops to
struggling learners?
locate all of the necessary features.
9. BEHAVIORAL SUPPORTS (Think about accommodations inside/outside of your classroom)
What supports are used to support I will encourage students to partner with someone that will not be
behavioral issues?
distracting to them, but if that does not work I will intervene.
10. MATERIALS & RESOURCES NEEDED (Describe any handouts, readings, materials, and resources)
What materials are needed to have Geography Jeopardy
ready to use for this lesson?
Worksheet with blank map
Laptops (already in the classroom)
Colored pencils to label the map
Exit ticket maps

Daily Lesson Plan Outline for Social Studies Education - UW