We can explain how the domino theory influenced U.S. involvement in foreign countries, including the Vietnam War.
After communist North Vietnam took over South Vietnam in 1976, the domino theory only held true for Laos and Cambodia. Why do you think it did not hold true for other Indochinese countries?
I think the domino theory did not hold true for other Indochinese countries because...
By studying this visual, students might:
- The domino effect is when one domino is pushed down and the rest follow.
- Countries like China, the USSR, and North Vietnam were communist countries.
- Countries like South Vietnam were democratic countries.
- Ho Chi Minh believed that all of Vietnam should be communist.
- Eisenhower, president of the United States, believed that if one country fell to communism, more countries in the area would also fall, just like the domino effect.
- Why did the U.S. believe so strongly in the domino theory?
- Did U.S. actions in Vietnam actually stop the spread of communism?
- Why did the theory only hold true for Laos and Cambodia?
- What strategies did the U.S. use to act on the domino theory?
- How did people in other countries respond to the U.S. involvement?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What was the domino theory?
The domino theory stated that...
How was the domino theory related to containment?
The domino theory was related to containment because...
After communist North Vietnam took over South Vietnam in 1976, the domino theory only held true for Laos and Cambodia. Why do you think it did not hold true for other Indochinese countries?
I think the domino theory did not hold true for other Indochinese countries because...
Example Student Responses to the Observational Question
The domino theory said if one country fell, others would too.
The domino theory stated that if one country in a region became communist, nearby countries would also fall under communism like a row of dominoes.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
The purpose of the reading is to understand how the domino theory influenced U.S. actions during the Vietnam War and its connection to containment.
- The meaning of the domino theory
- How the domino theory is connected to containment
- U.S. involvement in the Vietnam War
- Which countries became communist and which did not
- Why the domino theory only partly came true
How did the domino theory connect to the U.S. strategy of containment?
The domino theory connected to containment because…
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.