H.S.I.E- Stage 3
Study of a Cultural GroupVietnam
Multiple
Intelligences
Knowing
Understanding
Bloom's Taxonomy: Six Thinking Levels
Applying
Analysing
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Creating
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Verbal
I enjoy reading,
writing & speaking
Mathematical
I enjoy working with
numbers & science
Visual
I enjoy painting
drawing &
visualising
Kinaesthetic
I enjoy doing
hands-on activities
Musical
I enjoy making &
listening to music
Interpersonal
I enjoy working with
others
Intrapersonal
I enjoy working by
myself
Write what you know
about Vietnam
KWL
Locate climate
statistics including
monthly Min. & Max.
temperatures,
rainfall, humidity etc
and record them in a
table.
Using colour pencils/
textas draw a
Vietnamese animals
inside the map of
Vietnam
Make a short skit of
a tourist bargaining
for a product with a
Vietnamese vender.
Video your skit.
Locate a song about
Vietnam. Read &
understand lyrics.
Teach song to class.
WINCE
Identify core purpose
of studies by using
the 5 W’s Tool. Start
with "Why are we
learning about
Vietnam?"
Read the history of
chopsticks.
Write a Procedure on
how to use
chopsticks.
Research Vietnam’s
animals and write an
Information Report.
Rank 8 cities in terms
of distance from the
capital. Mark the cities
on a map.
Create a mandala
reflecting aspects of
Vietnam life.
BROW
Design and make an
Artwork suitable for a
Vietnamese restaurant
TAP
Describe the
instruments in a
Vietnamese orchestra.
Download and listen to
Vietnamese music
Formulate reasons
and justification for
traditional Vietnamese
clothing.
Visualise you are in
Vietnam Y Chart
Complete an outline of a
five-day itinerary for
your own imaginary visit
to Vietnam.
Identify and compare
Vietnam /Australia
after watching the
‘Living in Vietnam’
video
Justify the need to
promote traditional
culture in Vietnam
Create a slideshow
highlighting interesting
aspects of Vietnam's
culture
Construct a map of
Vietnam showing major
cities /major landmarks.
Survey school
members on their
favourite overseas
holiday destination.
Record results on a
graph using Excel
Make a comparison
chart of distances, area,
population of Vietnam
/Australia
Venn Diagram
Find a suitable
Vietnamese recipe to
make -follow the
measurements and
make to share with
class.
Mark on the world map
showing the location of
Vietnam.
Use a Venn Diagram
to compare
Vietnamese and
Australian cultures
Look at the class display
of arts/artefacts &
resources and choose
your favourite. Justify
your choice
Create a tourist
brochure
Or poster promoting
Vietnam.
Create a ‘red envelope’
with message from the
‘Tet’ celebration
Design and make a silk
painting on Vietnamese
theme
TAP
Perform your rap from
the creating activity
Write a rap about
Vietnam.
In a small group use a
Fishbone Chart to
analyse the cause and
effect of tourism in
Vietnam
Organise a class debate
on the features of the
‘Tet’ celebration
Devise a plan to present
to the Vietnamese
Government to stop the
negative effects of
tourism.
Mind Map all the
things you have learnt
about Vietnam
Carry out a of SOWC
Analysis tourism in
Vietnam
Create a menu for a
Vietnamese Restaurant
Make a slideshow
depicting the various
modes of transport in
Vietnam.
BROW
Examine a piece of
Vietnamese music and
write new lyrics.
SCRAM
With a friend record how
our school compares
with a school in
Vietnam. Use the
activity sheet and a
Venn diagram.
Construct a LDC on
Buddhism in Vietnam
Investigate
Vietnamese games,
hobbies & leisure
activities. Teach or
demonstrate one to
the class.
Make up a jingle to
encourage tourists to
respect Vietnamese
culture & their
environment.
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Foundation Statement
Stage 3
Human Society and Its Environment
Change and Continuity, Cultures, Environments, Social Systems and Structures
Students explore the principles of Australian democracy and explain its development over time. They investigate significant
events in Australia's past and explain the implications for the development of Australian identity, heritage and cultural
diversity. They locate information from a variety of primary and secondary sources, presenting their findings in a range of
ways.
Students explain how shared culture, heritage and language, including those of Aboriginal peoples, contribute to Australian
and community identity. They explore cultural diversity by examining how cultures change through interactions with other
cultures and the environment.
Students analyse Australian and global environments, identifying environmental issues and problems and they explore in which
individuals and groups can contribute to solutions for these. They investigate human interactions with environments and
recognise ecologically sustainable development. Students recognise various beliefs and practices and explain how these
influence interactions with environments. They sketch, label and use maps, applying appropriate conventions and terminology.
Students identify Australia's social and economic connection to the world and the rights and responsibilities of Australian
and global citizens. They examine decision-making processes at state and federal levels and explain the structures, roles and
responsibilities of government. They examine changes in work practices and the rights and responsibilities of producers and
users of goods and services. Students apply knowledge of participatory democracy to formulate plans and create possible
solutions illustrating fairness and social justice for school, local, national and global problems.
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Overview: This unit provides opportunities for students to develop understanding and appreciation of traditional Vietnamese culture
and how it has changed as a result of interactions with other cultures. Vietnamese culture is used as an example only. Teachers may
wish to study another cultural group in Indonesia or from another country in the Asia–Pacific region.
Outcomes and Indicators
CUS3.4
Examines how cultures change through interactions with
ENS3.6
other cultures and the environment.
Explains how various beliefs and practices influence the ways in
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Examines cultures within another nation.
Compares cultural change in Australia with cultural
change in other nations.
Identifies the impact that the environment can have
on any culture.
Identifies the influence of technology on cultural
change, eg television, Internet, satellite, short-wave
radio, and fax.
Examines how cultural diversity causes cultural
change, including conflict.
Recognises examples of stereotyping, sexism and
racism.
Explores cultural change in their own country of origin
or in a country of interest.
which people interact with, change and value their environment.
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Examines factors that may give rise to different views about the
care of places, eg economic circumstances, occupation, age,
gender, interest in heritage.
Evaluates alternative views about the use of natural and built
environments, eg economic versus sociocultural perspectives.
Examines how natural, cultural, religious, historical, economic and
political factors can influence people’s interactions with
environments.
Examines issues associated with differing values about natural
and built environments, using a variety of sources, including the
media.
Resources
Links to other KLA’s
interviews with people who can provide information on
Vietnamese culture, eg former residents of Vietnam or people
who have lived in, worked in or visited Vietnam (parents,
teachers, friends), travel agents.
English: The structure and language features of the text types students
create and interpret (see above).
Science and Technology: Content from the Built Environments strand.
Creative and Practical Arts: Performance, models.
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Outcome Links:
English
 TS3.1 : Communicates effectively for a range of purposes and with a variety
of audiences to express well- developed, well organised ideas dealing with
more challenging topics.
 TS3.2: Interacts productively and with autonomy in pairs and groups for
various sizes and composition, uses effective oral presentation skills and
strategies and listens attentively.
 RS3.5: Reads independently an extensive range of texts with increasing
content and responds to themes and issues.
 RS3.6 Uses a comprehensive range of skills and strategies appropriate to the
type of text being read.
 W3.9: Produces a wide range of well- structured and well presented literary
and factual texts for a wide variety of purposes and audiences using
increasingly challenging topics, ideas, issues and written language features.
 WS3.12 : Produces texts in fluent and legible style and uses computer
technology to present these effectively in a variety of ways.
Mathematics
 DS3.1: Displays and interprets data in graphs with scales of many – to one
correspondence.
 MS3.3 : Selects and uses the appropriate unit to estimate and measure
volumes and capacity.
 MS3.4; Selects and uses the appropriate unit measuring device to find the
mass of objects.
 SGS3.3: Uses a variety of mapping skills.
Science and Technology
 DMS3.8: Develops and resolves a design task by planning, implementing,
managing and evaluating design process.
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Outcome Links:
Creative Arts
 VAS3.1 Investigates subject matter in an attempt to represent likenesses of
things in the world.
 VAS3.3 Acknowledges that audiences respond in different ways to artworks
and that there are different opinions about the value of artworks.
 MUS3.1 Sings, plays and moves to a range of music individually and in groups,
demonstrating a knowledge of musical concepts.
 MUS3.2 Improvises, experiments, selects, combines and orders sound using
musical concepts.
 DRAS3.1 Develops a range of depth and sustained roles.
 DRAS3.3 Devises, acts and rehearses drama for performance to an audience.
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Teachers need to check the suitability of the websites for their class/school
based upon cultural, parental and school expectations. Websites change
frequently so teachers need to vigilantly review them to assess ongoing
suitability
General Information
 http://www.teachers.ash.org.au/jmresources/countries6/vietnam.html
 http://www.thingsasian.com/goto_article/article.844.html
 http://vnca.org.au/sa/Arts_Culture/tet2004.htm
 http://www.griessersoftware.com/vietanhw/index.htm
 http://www.vietnamtourism.com/
(Tet Celebration)
 http://www.thingsasian.com/goto_article/article.844.html
Free Travel Brochures Online
 http://www.etbrochures.com/brochure_list.asp?ref=go7&sitecode=etb&sTyp
e=&DestinationID=104&ActivityID=0&SupplierID=0
Traditional Costumes
 http://www.acjc.edu.sg/Spectra/VibrantCulture/Vietnam/vietnamese_traditi
onal_custume.html
 http://www.trucxanh.org/myvsa/htmls/costumes.html
Clothing
 http://vietnameseartwork.com/Asian_Oriental/Art/AoDaiChildrenVietnames
eTraditionalDress.htm
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Learning Experiences
Learning Sequence 1: What Do We Know about Vietnam?
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Ask whether any students have visited Vietnam and what they know
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about
Vietnam.
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View Video Life in Vietnam.
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Discuss why people choose to visit Vietnam as tourists. .
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Brainstorm the differences between Vietnam and Australia.
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Students may be able to bring in Vietnamese artifacts to display..
Learning Sequence 2: Traditional Culture ––1. Chinese Zodiac
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Read information about Chinese zodiac.
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Discuss the differences between Chinese and western
Zodiac.
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Have the ‘year’ groups note characteristics of their animal.
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Colour and display Chinese Zodiac signs in classroom.
Learning Sequence 3: Traditional Culture – Tet Celebration
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Read and research information on ‘Tet’ celebration.
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Have students compare and debate issues related to the Tet Celebration.
Including:
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celebrating everyone’s birthday on the same day
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forgiving all ill feelings and bad doings.
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forgiving all debts.
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complete ‘Tet’ celebration by making a red envelope and accompanying promise/verse.
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Learning Sequence 4 : Customs and Clothing of Vietnam
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Locate images Vietnamese clothing.
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From the images write a description about the traditional style of clothing.
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Why do they wear this style – history of clothing,.
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Present an illustration and label the clothing.
Learning Sequence 5: Artwork and Symbolism of Vietnam
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Observe images of Vietnam – internet/video/artworks.
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Closely examine Vietnamese Silk paintings.
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Draw an image that bests represents Vietnam.
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Create a silk painting for display.
Learning Sequence 6: Food of Vietnam – History of
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Chopsticks / Rice Bowl
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Locate information and images of Vietnamese food.
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List ‘unknown’ foods (fruits/vegetables) for discussion -locate information about unknown
food.
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Locate recipes or names of traditional foods/ Prepare or arrange Vietnamese meals (week
10).
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Research information about chopsticks and learn how to use them.
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Learning Sequence 7: Tourist Industry
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Locate a number of Vietnamese travel brochures /List the main tourist attractions.
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Discuss the role played by the tourist industry in maintaining and highlighting traditional
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Vietnamese culture. Have students (in groups,) examine tourist brochures to identify how
traditional Vietnamese culture is presented in advertising/promotions/tours, noting
aspects that are not featured. They could then compare this with the way the Australian
culture is portrayed in similar brochures.
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Completing the following statement: ‘Traditional Vietnamese culture is promoted by:
Learning Sequence 8: Cultural Change – How and Why Is Traditional
Vietnamese Culture Changing?
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Interview people who are familiar with Vietnam.
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Research (eg using websites, factual texts and tourist guides), how people live in Vietnam
today. Answer:
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Are all people still living traditional village lifestyles? What traditions continue today? Why
do they continue (for what purpose/s)? What aspects of traditional lifestyle have changed
(eg dress, music, food, employment, technology, housing, land care)? What has caused
these changes (new industries, tourism)? Have these changes occurred amongst all people
in Vietnam? Have the changes occurred slowly or rapidly?
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Students complete a chart of the changes.
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Date
Learning Sequence 9 Reflection
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Evaluation
Have students reflect on ways in which Vietnamese culture has changed and is continuing to change.
Discuss positive/negative effects of these changes for the Vietnamese people. Add information to
a retrieval chart.
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Have students develop consequence charts so that they explore value positions based on some
current issues, eg environmental, religious or political issues, confronting the Vietnamese people
and tourists, eg land sales for the development of golf courses, the use of religious symbols on
holiday T-shirts, wealth disparities, pollution.
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Have students design a travel brochure for Vietnam including features identified during the unit.
Encourage the use of design/publishing software.
Culmination
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Prepare traditional Vietnamese meals.
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Set the table with a menu with artwork.
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Taste samples of different variations of Vietnamese food.
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Discuss like and dislikes
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Name:_________
Class:________
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Mapping Skills
Colour
Country
Red
Vietnam
L Green
Cambodia
Yellow
Thailand
Orange
Myanmar
Purple
China
D Green
Philippines
Pink
Taiwan
Brown
Indonesia
L Blue
Japan
Black
Laos
Locate and label the following:
* South China Sea
* Bay of Bengal
* East China Sea
* Equator
* Pacific Ocean
* Indian Ocean.
* Tropic of Cancer
* Sea of Japan
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VIETNAM - ATLAS ACTIVITY
Symbols on a map
1. Vietnam has many cities mark these important ones with a red dot
a. Hanoi
b. Ho Chi Minh City
c. _________________
d. _________________
2. An important river is the Mekong draw a blue line.
3. The highest mountain is Fan Si Pan draw a green triangle in it’s location.
4. Vietnam is in the South China Sea draw blue waves to mark it.
5. Draw a compass.
6. Record Vietnam’s land area.
7. Colour the Flag .
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Vietnam
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SIGNS OF VIETNAM
What is the significance of this symbol?
______________________________________________________
Vietnamese and Chinese New Year
Vietnamese people celebrate the Chinese Zodiac.
The Chinese Zodiac represents each year with an animal. What is your animal?
According to the Chinese calendar, the year you were born may determine your personality. Every year is represented by an
animal, and legend has it that people born under that animal have certain personality traits. So just for fun, find your birth
year and that year's animal, and see what the Chinese Zodiac says about you.
Write down the aspects and what you agree with and what you do not agree with.
These are the aspects of my animal
Vietnam at a
Glance
I agree or my comments
Depart Australia
Arrive at Noi Bai Airport.
Welcome by your guide and
transfer to your selected hotel
Day at leisure in Hanoi. Tour the
markets and meet the local people.
Evening: enjoy dinner and waterpuppet show, Overnight in Hanoi.
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After breakfast, Hanoi city tour which includes: Ho Chi Minh Mausoleum, One-Pillar Pagoda, Temple of Literature, Hoan Kiem
Lake, Ngoc Son Temple. After lunch, transfer to Ha Long Bay via Hai Phong Port. Sightseeing: Du Hang Pagoda, Hang Kenh
Temple. Arrive in Ha Long and check-in at your hotel. Dinner and overnight in Ha Long.
After breakfast, board your boat for a 6-hour cruise on Ha Long
Bay: visit Thien Cung and Bo Nau Grottoes. Stop for swimming if
weather permits. Seafood lunch on board.
After breakfast, early departure from Hue for drive to Da Nang
via the Hai Van Pass. Stop at the local fishing village and Lang Co
Beach. Arrive in Da Nang and visit the Cham Museum and the
Marble Mountain. Lunch en route. Continue to the Ancient Town of
Hoi An, visit the Japanese Bridge, Phuc Kien Pagoda, Phung Hung
Old Merchant House, and Quang Dong Assembly House. Dinner and
overnight in Hoi An.
After breakfast, transfer by coach to My Tho. Board a sampan for
cruise on the Mekong River and canals. Visit Thoi Son Islet, Qui
Islet. Return to Ho Chi Minh City. Free at leisure and shopping.
Dinner and overnight in Ho Chi Minh City.
After breakfast, transfer to the airport for
morning flight to Hue. Transfer to your Hotel. Then
take a boat cruise on the Perfume River. Stop at
Thien Mu Pagoda and Emperor Minh Mang Tomb.
Lunch. Afternoon, visit the Imperial Citadel and
Emperor Khai Dinh Tomb. Dinner and overnight in
Hue.
After an early breakfast, transfer to Da Nang
Airport for morning flight to Ho Chi Minh City.
Welcome at Tan Son Nhat Airport and transfer to
your selected hotel in Ho Chi Minh City. On the
same morning, visit the Old Colonial Residential
Quarter and Vinh Nghiem Pagoda. Lunch. After
lunch, visit the War Remnants Museum, China town,
Ben Thanh Market, Reunification Palace and NotreDame Cathedral. Dinner and Overnight in Ho Chi
Minh City.
Ho Chi Minh City and departure
Free until transfer to Tan Son Nhat Airport for departure to Australia
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English to Vietnamese
http://www.griessersoftware.com/vietanhw/index.htm
Downloaded website Vietnamese first 1000
The closest matching word will appear in the highlighted line in the dictionary. Any words in parentheses
are optional and simply help to clarify the meaning of the dictionary entry.
Locate these words and write the Vietnamese word
English
Vietnamese
Try some on your own
English
Vietnamese
Australia
boy
Bus
cat
dog
father
girl
Monday
mother
school
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Images of Vietnam
.
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CLOTHING OF VIETNAM
Tet Celebration
http://www.thingsasian.com/goto_article/article.844.html
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http://vnca.org.au/sa/Arts_Culture/tet2004.htm
Draw your own Tet Envelope using red brenex paper and a gold pen
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Vietnam- A Cultural Study (Stage3)
Name: __________ School ___________
Please spend a few minutes filling out this evaluation, so that we can continue to improve this unit over
time. Please email your evaluation to TESS. trish@tess.com.au
The areas which worked the best:
The areas which need to be improved:
I would like to see more:
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