Lesson plan: Vietnam trade pact

August 22, 2000
Web posted at 7:11 p.m. EST (2311 GMT)

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Objectives

Students will:

• Review events that led to closed economic relations between the United States and Vietnam.
• Describe components of the new trade agreement.
• Illustrate possible effects of the trade agreement.

Standards

National Council for the Social Studies
IX. Global Connections

At the high school level, students are able to think systematically about personal, national and global decisions; interactions; and consequences, including addressing critical issues such as peace, human rights, trade and global ecology.

Suggested time

Two class periods

Materials

CNNfyi article, "Opening doors to Vietnam"
Internet access
Maps or globes

Procedures

1. Direct students' attention to a globe or a map of Vietnam to give them a frame of reference. Lead a brief discussion about the war and the impact on the economies of Vietnam and the United States.

2. Have students read the CNNfyi article "Opening doors to Vietnam." Upon completion, ask the following questions:

• What will the trade agreement do? How long did it take the countries to come to an agreement? Why? What two actions by American veterans in Congress and Vietnamese officials were key to securing backing for the trade deal? According to U.S. President Bill Clinton, what effect will the trade pact have on America and Vietnam?
• Clinton said the agreement "is one more reminder that former adversaries can come together to find common ground in a way that benefits all their people, to let go of the past and embrace the future, to forgive and to reconcile." What did he mean by this statement? Do you agree that the United States and Vietnam can let go of the past and mend relations? Why or why not? Why do you think that it has been so hard for these countries to reconcile? What other countries can you think of that have had long histories of adversarial relationships? Do you think that it is possible for these countries to improve relationships? Why or why not? What steps should they take?

3. Direct students to online and media resources to research the trade agreement and its effects on American and Vietnamese businesses. Students may work in groups or individually.

4. Have students interview Vietnam veterans, Vietnam War protesters or other Americans who lived during the time of the Vietnam War to find out their position on the conflict. Instruct them to ask the interviewees how they view the Vietnamese trade pact. Have students inquire about any change of heart an interviewee may have had about events surrounding the Vietnam War.

Assessment

Direct students to present their findings to the class. Students may choose either activity (procedure No. 3 or No. 4) to present to the class either in groups or by individuals.

Accommodations

Logical-mathematical: Students may create a Venn diagram to show opinions of people in their community who lived during the Vietnam War. Direct them to divide the graph into sections for those who were for and against the war. The center or common point may include opinions that both sides have expressed.