Teaching Resources and Strategies
The best way to start teaching this unit is by allowing students to visualise the region of study so that they may attain a holistic abstract understanding of the content that will be covered. For this reason a teacher could start by using a mapping activity with which students are required to locate the regions of Indochina and label them on the map. This segment of work should not take any longer than 3 lessons of 1 hour each.
(Your Childern Learns, 2015).
Ensuing this activity, the students should be aware of the form of government that Indochina was run by, prior to French Colonisation. A teacher may choose to relate this to the modern day Australian Government and its structure by conducting a comparative flowchart activity in which students are required to draw up the System of government for Indochina under the Nguyen Dynasty and the current modern day Australian government as shown below.
(Cantwell, 2005, p.9-15).
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(Parliament of Australia, 2015).
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Now that the basics have been covered, a teacher should start covering the bulk of the content by teaching students about the French Imperialism and its impact on the people of Vietnam, making sure to cover the missionaries and the Treaty of Saigon. The following resources are essential for teachers and students to look at and use.
After the content has been taught the teacher should conduct a student centered activity where they are required to journey into the daily life of a Vietnamese citizen living under French rule. Each student should write a journal entry of 'a day in the life of' a Vietnamese worker in the fields or at the plantation. Students may use the following image to allude to.
- http://blackcromer.weebly.com/uploads/2/5/7/9/25795195/indochina.pdf (Anderson, 2007, p.85-101).
- http://alphahistory.com/vietnam/conquest-and-colonisation-of-vietnam/ (Alpha History , 2015).
After the content has been taught the teacher should conduct a student centered activity where they are required to journey into the daily life of a Vietnamese citizen living under French rule. Each student should write a journal entry of 'a day in the life of' a Vietnamese worker in the fields or at the plantation. Students may use the following image to allude to.
(Anderson, 2007, p.85-101).
Other useful resources that the teacher can use for bettering the understanding of the living conditions of the Vietnamese workers and the French Colonists at the time could be the following:
Another useful activity that the teacher can implement during class would be a source analysis activity on the following photo.
(Cantwell, 2005, P25).
Some questions that can guide the students in this activity include:
- Is it a primary or secondary source?
- To whom was it addressed?
- What date was it based around?
- What message is the author trying to convey?
- How does Duval describe his rubber plantation?
- Tran Binh Don refers to 'the pigs'. Who were these people?
- Is there an element of bias in both sources?