A Cutting Edge PBL Pertaining to the Vietnam War

16 min readFeb 17, 2023

Designed for middle school and high school US History students and encouraging the students, with parent permission, to make significant use of ChatGPT

Close-up of a US marine at Khe Sanh base — Credit: Mondadori Portfolio

This learning activity will provide high school US history students with an opportunity to immerse themselves in the role of a major motion picture film scriptwriter.

The movie, entitled “The Khe Sanh DT,” will depict the life experience of Joe Titan, a US Marine Corps soldier who served during the Vietnam War’s Siege of Khe Sanh. Through this activity, students will explore the answers to several hotly contested questions relating to the Vietnam War, such as:

Was the defense of Khe Sanh strategically necessary or was it an unnecessary and costly diversion of resources?
Who's to blame for the loss of life at Kent State on May 4, 1970?
Did the government have the right to keep certain information (aka the Pentagon Papers) classified and hidden from the public?
Why did we lose the war?
Were those who avoided military service during the Vietnam War justified in doing so, or should they have been punished for not fulfilling their duty to their country?

For teachers wanting to place this learning activity before their students, I suggest taking the following steps.

Step #1:

Teach the topic of the Vietnam War as you usually do.

Step #2:

Provide your students with a copy of the italicized text appearing below:

Hey all:

Now that you’ve learned about the history of the Vietnam War, I want to you to assume that you’re a 35 years old major motion picture company script writer tasked to write a script for several scenes in a movie to be entitled The Khe Sanh DT: The Story of Joe Titan.

Joe is a fictional character who:

Was born at the Huntington Hospital in Pasadena, California on February 25, 1948.
Grew up in San Marino, California and graduated from San Marino High School in June of 1966, with the school having declared him the History Student of the Year Award during the graduation ceremony.
Attended UC Berkeley for only one semester — from September 10, 1966, to December 20, 1966 — dropping out of Cal after taking his last “first semester” final exam on December 21, 1966.
Returned to Los Angeles on January 1, 1967, to work as a sound technician for the famous Los Angeles rock band, The Doors.
Received his “US Marine Corps draft letter” on October 1, 1967, and reported for basic training at the Marine Corps Recruit Depot in San Diego, one month later.
Completed his basic training in eight weeks, earning the rank of Private First Class and was shipped to Vietnam on January 10, 1968.
Arrived at Khe Sanh on January 15, 1968, with the Siege of Khe Sanh starting six days later and not ending until July 9, 1968.
Was promoted to Lance Corporal on April 11, 1968, to Corporal on July 11, 1968 and was honorably discharged from the US Marine Corps on October 1, 1968.
Arrived back in Los Angeles on October 30, 1968, to live with his family in San Marino and to work as a manager at the Hat ( a restaurant known for its pastrami sandwiches that opened in 1951 in Alhambra, which is a nearby city to San Marino, and that expanded to Pasadena in the 1960s.)
Applied for admission to Cal State University Los Angeles in November of 1969 and received his Cal State University Los Angeles admission letter in March of 1970, with his first day of class scheduled for September 1970.
Received his BA Degree in US History from Cal State Los Angeles in September of 1974 and his California State Social Studies Teaching Credential in September of 1975.
Was hired to teach US History at San Marino High School in June of 1976, married in 1978, had his first child, a boy, in 1979, and a second child, a girl, in 1981 and retired from his San Marino High School teaching position at age 65 in June of 2013.
Lived out the remainder of his life in San Marino.

You may work in groups of 2–3, with each group assigned to produce a no more than three-page script for one of the scenes appearing below:

SCENE #1: Joe, on his 18th birthday, learning about all the different ways to avoid the draft and consequently contemplating what to do if drafted.
SCENE #2: Joe, sixteen days before The Doors’ famous Hollywood Bowl concert and at the end of a day of rehearsal at the bowl, reacting to the words of his draft letter.
SCENE #3: Joe, on April 3, 1968, while hunkering down in his bunker two days after the start of Operation Pegasus reflecting on America’s decision to defend Khe Sanh.
SCENE #4: Joe, while attending an SMHS football game with some of his fellow veterans on October 30, 1968 reflecting on the treatment of returning American war veterans.
SCENE #5: Joe, while watching TV at home on May 4, reflecting on the Kent State Shootings.
SCENE #6: Joe during a San Marino High School social studies department meeting reflecting on the New York Times’s June 13, 1971, release of the first installment of the Pentagon Papers, a top-secret history of the Vietnam War.
SCENE #7: Joe explaining to his students on June 1, 1975, one day after the fall of Siagon, why he thinks we lost the war.
SCENE #8: Joe, while attending the annual Lacy Park 4th of July celebration, reacting to President Jimmy Carter’s 1977 granting of an unconditional pardon to hundreds of thousands of men who evaded the draft during the Vietnam War.
SCENE #9: Joe, while visiting the Vietnam War Memorial in 1985, reflecting on seeing a fallen comrade’s name on the wall.
SCENE #10: Joe, in the last few minutes of his last US History class at San Marino High and minutes before being declared officially retired, revealing the origin of his “DT” nickname to his students.

Step #3:

Now, divide the class into groups of 2–3; then call on each group to write the script for one of the ten scenes appearing above. Also assign two students the role of Script Writing Manager, with these managers assigned to ensure that no one script contradicts information appearing in any other script.

Step #4:

Before releasing the students to work on their scripts, ask each student to reveal whether he/she intends to use CHatGPT; then for those who say yes, have them take home to their parents a copy of the letter appearing below:

Dear Parent,
I am reaching out to you today regarding your son or daughter’s experssed desire to use CHAtGPT for their upcoming movie scene script writing project. I am okay with students using this tool if parents give permission for its use.
That said, I want to make it clear that the movie scene scripts the students produce will not be graded (unless they wish this work to be graded and assure me that CHatGPT was not used in the process.)
In other words, the only aspect of this assignment that I will grade is the students’ ability to answer reasonably anticipatable follow-up questions related to the script.
If you are comfortable with your child using CHAtGPT, please let me know by providing your permission. I can be reached via email at (insert email address)
Additionally, if your child does use CHAtGPT for this project, I would appreciate it if they could add a paragraph to the end of their script detailing the extent to which the tool was utilized.
Thank you for your time, and please don’t hesitate to reach out if you have any questions or concerns.

Step #5:

Assign a due date.

Step #6:

Take on the role of The Khe Sanh DT movie director and ask each group to describe their script in no more than two minutes. Then ask the group members to answer a number of reasonably anticipatable follow-up questions related to their script. Assess the student’s ability to answer these follow-up questions. Maybe also at least a few of the Short Answer Questions appearing below in Sidenote #3.

Sidenote #1: Joe’s “US Armed Services Draft Letter”

[Official Letterhead of the Selective Service System]
October 1, 1967
Joe Titan
2701 Huntington Drive
San Marino, CA, 91107
Dear Joe,
Greetings:
You are hereby ordered for induction into the Armed Forces of the United States and to report to the Los Angeles Induction Center at 1031 S. Broadway on November 1, 1967, at 9:00 AM
You are to bring with you your Selective Service Registration Certificate (SSS Form 2) and any other documents in your possession which relate to your deferment or exemption.
Your failure to report on the date and at the time and place ordered may be a violation of the Selective Service Law and subject you to criminal prosecution.
Sincerely,
[Signature]
[Name of Selective Service Local Board Member]
[Selective Service Local Board Number and Address]

Sidenote #2: Joe’s “Discharge Letter”

[Official Letterhead of the US Marine Corps]
Dear Corporal Joe Titan:
This letter serves as confirmation of your honorable discharge from the United States Marine Corps, effective as of October 1, 1968. Your service to our country is deeply appreciated, and we thank you for your unwavering commitment to protecting our nation’s freedom.
Your service has been characterized by devotion to duty, honor, and selfless service. You have demonstrated the highest qualities of leadership, loyalty, and courage throughout your time in the Marine Corps. Your contributions have helped to ensure the safety and security of our great nation.
We extend our best wishes for your continued success in all your future endeavors. We thank you for your sacrifice and commitment, and we are proud to call you one of our own.
Sincerely,
[Officer’s Name and Signature]
[Officer’s Title]
[Commanding Officer, United States Marine Corps]

Sidenote #3: Short Answer Questions

Here are thirty short answer questions the students should be able to answer when done with this project.

Briefly explain ONE factor that contributed to the North Vietnamese decision to launch the Tet Offensive.
Briefly explain ONE historical difference between the Tet Offensive and Operation Rolling Thunder.
Briefly explain the concept of Vietnamization and how it was used as a strategy by the Nixon administration to end the Vietnam War.
Briefly explain ONE significant use of the Ho Chi Minh Trail in the Vietnam War.
Briefly explain ONE way in which the Kent State shooting impacted public opinion on the Vietnam War.
Briefly explain ONE impact of the Cambodian bombings on US public opinion during the Vietnam War.
Briefly explain ONE specific historical development that contributed to the siege at Khe Sanh.
Briefly explain ONE specific historical similarity between the siege at Khe Sanh and the Gulf of Tonkin Incident
Briefly explain ONE major difference between the siege at Khe Sanh and the Gulf of Tonkin Incident.
Briefly explain ONE specific way that the siege at Khe Sanh impacted US military strategy in the Vietnam War.
Briefly explain ONE specific outcome of the siege at Khe Sanh for the North Vietnamese and US forces.
Briefly explain ONE specific outcome of the Vietnam War for the Vietnamese people.
Briefly explain ONE specific outcome of the Vietnam War for the US military.
Briefly explain ONE specific outcome of the Vietnam War for US society.
Briefly explain ONE specific way that the Vietnam War impacted US foreign policy.
Briefly explain ONE specific historical situation that contributed to the escalation of the Vietnam War.
Briefly explain ONE specific historical factor that contributed to the US failure in the Vietnam War.
Briefly explain ONE specific way that the media’s coverage of the Vietnam War impacted public opinion.
Briefly explain ONE specific way that the Vietnam War impacted US relations with other countries in Southeast Asia.
Briefly explain ONE specific historical development that contributed to the Gulf of Tonkin Incident.
Briefly explain ONE specific way that the Gulf of Tonkin Incident impacted US involvement in the Vietnam War.
Briefly explain ONE significance of the Gulf of Tonkin Resolution in the Vietnam War.
Briefly explain ONE specific way that the Pentagon Papers impacted public perception of the Vietnam War.
Briefly explain ONE specific historical perspective on the US involvement in the Vietnam War.
Briefly explain ONE specific way that Johnson’s Vietnam War policy differed from Nixon’s.
Briefly explain ONE specific historical development that contributed to the US decision to withdraw from the Vietnam War.
Briefly explain ONE specific way that the Vietnam War impacted US military technology and tactics.
Briefly explain ONE specific way that the Vietnam War impacted US culture and society.
Briefly explain ONE specific way that the Vietnam War impacted the global political landscape.
Briefly explain ONE specific outcome of the Vietnam War that is still felt today.

Sidenote #4: Long Answer Questions

Here are four long answer questions the students should be able to answer when done with this project.

Evaluate the extent to which the Vietnam War impacted US foreign policy in the 1970s.
Evaluate the extent to which US military strategy in Vietnam changed between 1965 and 1975.
Evaluate the relative importance of the Tet Offensive in shaping public opinion and the course of the Vietnam War from 1968 to 1975.
Evaluate the relative importance of the causes of US involvement in the Vietnam War from 1954 to 1964,

Sidenote #5: Words, Terms, Phrases

Here are thirty words, terms, and phrases the students should be able to define when done with this project.

The Vietnam War: A conflict that took place from 1955 to 1975 between North Vietnam (supported by the Soviet Union and China) and South Vietnam (supported by the US and its allies).
Containment (in terms of the Vietnam War): A Cold War strategy of preventing the spread of communism.
The Siege at Khe Sahn: A key battle during the Vietnam War that took place from January to April 1968. The North Vietnamese Army (NVA) surrounded the US Marine base at Khe Sahn in an effort to draw US troops away from the cities during the Tet Offensive. The siege lasted for 77 days, with US forces receiving heavy artillery bombardment and ground attacks. In the end, the US was able to hold off the NVA and eventually force them to withdraw. However, the siege was a significant turning point in the war as it demonstrated the NVA’s ability to wage a prolonged battle against a well-defended position.
Vietnamization: A policy introduced by President Nixon in 1969, which aimed to gradually reduce the number of US troops in Vietnam and shift responsibility for the war effort to the South Vietnamese military. The policy involved increasing aid to the South Vietnamese government and military while reducing the number of US combat troops in Vietnam. The ultimate goal was for the South Vietnamese to take over the fighting of the war themselves, with the US providing logistical and financial support. While the policy did result in a reduction of US troop levels, it was criticized by many who saw it as prolonging the war and leading to greater destruction in Vietnam. The policy ultimately failed, as the South Vietnamese government and military were unable to withstand the North Vietnamese offensive in 1975, leading to the fall of Saigon and the end of the war.
Gulf of Tonkin Incident: An alleged attack by North Vietnamese boats on US naval vessels in August 1964, which served as a pretext for the US to escalate its involvement in Vietnam.
Gulf of Tonkin Resolution: Passed by the US Congress in response to the alleged attack on American destroyers in the Gulf of Tonkin by North Vietnamese naval vessels. The resolution gave President Lyndon B. Johnson broad powers to take military action in Vietnam without a formal declaration of war by Congress.
Operation Rolling Thunder: A bombing campaign carried out by the US against North Vietnam. The objective was to weaken the resolve of the North Vietnamese government and disrupt its ability to support the Viet Cong forces in South Vietnam. The campaign involved massive airstrikes on military targets, transportation infrastructure, and industrial facilities.
Vietnam Anti-War Protests: A series of demonstrations and marches that took place across the United States from the mid-1960s to the early 1970s. The protests were mainly organized by college students, peace activists, and other anti-war groups. They aimed to raise awareness about the cost and futility of the war, and put pressure on the government to withdraw US troops from Vietnam. The protests reached their peak in 1968, with the “Moratorium to End the War in Vietnam” drawing over a million people to the streets.
Kent State Shooting: A 1970 incident in which National Guard troops shot and killed four unarmed students during an anti-war protest at Kent State University.
Johnson’s Vietnam War Policy: President Johnson’s policy of escalating US military involvement in Vietnam in the mid-1960s (Operation Rolling Thunder).
Nixon’s Vietnam War Policy: Nixon’s strategy for ending the Vietnam War, which involved a combination of Vietnamization, diplomatic efforts, and military force (bombing of Cambodia).
The Ho Chi Minh Trail: A crucial logistical network used by the North Vietnamese Army to transport troops and supplies into South Vietnam during the Vietnam War. The trail consisted of a complex system of roads, bridges, tunnels, and paths that stretched through the jungles of Laos and Cambodia, and was used to evade detection by U.S. surveillance planes. The trail was a key factor in the North Vietnamese’s ability to wage a protracted guerrilla war against the South Vietnamese and their U.S. allies. The trail allowed the North Vietnamese to maintain a steady supply of soldiers, weapons, and food, which helped them to launch a series of successful attacks against the South Vietnamese and their U.S. counterparts. Despite extensive U.S. bombing campaigns aimed at destroying the trail, the North Vietnamese were able to adapt and continue using it throughout the war. The trail also played a significant role in the spread of the conflict beyond Vietnam, as it provided a supply route for communist insurgents in neighboring countries such as Laos and Cambodia. Overall, the Ho Chi Minh Trail was a crucial factor in the North Vietnamese’s ability to sustain the war effort and ultimately achieve victory.
Draft Dodger: Someone who evades the military draft.
Dove: Someone who opposes war and favors negotiation and diplomacy.
Hawk: Someone who advocates for military action and believes in using military force to achieve political goals.
The Tet Offensive: A major turning point in the Vietnam War and had a significant impact on American society. It marked the first time that the North Vietnamese had launched a coordinated attack on multiple targets throughout South Vietnam, including major cities like Saigon and Hue. The scale and ferocity of the attack took many Americans by surprise and shattered the optimistic view that the U.S. was making progress in the war. The media coverage of the Tet Offensive was extensive, and it portrayed a different reality from the optimistic reports that had been coming out of the Pentagon. The graphic images of the violence and destruction inflicted by the North Vietnamese, including the famous photo of the execution of a Viet Cong prisoner on a Saigon street, shocked and dismayed many Americans and fueled anti-war sentiment. The Tet Offensive also had a profound effect on the morale of U.S. troops serving in Vietnam. The fact that the enemy could launch such a large-scale attack despite the overwhelming military might of the U.S. was demoralizing, and many soldiers began to question the purpose and value of the war. This sentiment was further fueled by the revelation that the government had been lying to the American people about the progress of the war. In conclusion, the Tet Offensive was a significant event in the Vietnam War that had a profound impact on American society. It shattered the myth of progress in the war, fueled anti-war sentiment, and demoralized U.S. troops serving in Vietnam. Its legacy would continue to shape American attitudes towards war and foreign policy for years to come.
The US bombing of Cambodia: Had a significant impact on American society during the Vietnam War era. The bombing campaign was initially kept secret from the American public, but as the extent of the bombing was revealed, it sparked widespread protests and outrage. Many Americans saw the bombing as an escalation of the war and a violation of Cambodian sovereignty. The bombing also had a destabilizing effect on Cambodia and contributed to the rise of the Khmer Rouge, which went on to commit atrocities during its reign of power. The bombing campaign became a key part of the anti-war movement’s narrative against US involvement in Vietnam, and it further eroded public trust in the government’s handling of the war. The bombing of Cambodia also led to legal challenges, including a lawsuit filed by Congressman Ron Dellums in 1970 that sought to block further bombing. The lawsuit was unsuccessful, but it was part of a broader effort to hold the government accountable for its actions in Vietnam. Overall, the US bombing of Cambodia contributed to a sense of disillusionment and mistrust among many Americans, and it remains a controversial and debated aspect of the Vietnam War.
Peace with Honor: Nixon’s policy for ending the Vietnam War, which involved reaching a negotiated settlement that would allow the US to withdraw its troops while preserving its dignity and reputation.
Domino Theory: The idea that if one country falls to communism, neighboring countries will also fall like a row of dominos.
The Pentagon Papers: Ahighly classified government study of the Vietnam War that had been commissioned by the Department of Defense. The study was conducted between 1967 and 1969, and it contained a wealth of information about the U.S. government’s involvement in the war. When portions of the study were leaked to the press in 1971, it caused a major controversy and led to a legal battle over freedom of the press.
The Pentagon Papers Case: Officially known as New York Times Co. v. United States, was a landmark Supreme Court decision that was issued in 1971. The case arose after the New York Times and the Washington Post published excerpts from the Pentagon Papers. The Nixon administration argued that the publication of the papers was a threat to national security and sought an injunction to prevent the newspapers from continuing to publish them. However, the Supreme Court ruled in favor of the newspapers, stating that the government had not met the necessary burden of proof to justify prior restraint on the press. The ruling was a major victory for freedom of the press and has had far-reaching implications for government transparency and accountability in the years since.
The fall of Saigon: The capture of the South Vietnamese capital by North Vietnamese forces in 1975, which marked the end of the Vietnam War.
Boat People: Vietnamese refugees who fled the country by boat in the aftermath of the Vietnam War.
The treatment of returning American war veterans: Many veterans of the Vietnam War faced social and psychological challenges upon returning home, including PTSD and difficulties re-integrating into civilian life.
Agent Orange: A toxic chemical herbicide used by the U.S. military during the Vietnam War to destroy crops and forests.
Napalm: A flammable jelly-like substance used in bombs and flamethrowers that was frequently employed by the U.S. military in Vietnam.
My Lai Massacre: A horrific war crime committed by U.S. soldiers in which hundreds of unarmed Vietnamese civilians, including women and children, were killed.
Hanoi Hilton: A prison in North Vietnam where American prisoners of war (POWs) were held and subjected to torture and mistreatment.
Search and Destroy: A military strategy used by U.S. forces in Vietnam that involved locating and attacking enemy forces in their strongholds.
Credibility Gap: A term used to describe the disconnect between what the U.S. government was saying about the war and what was actually happening on the ground.

Sidenote #6: The Parents at my School and Where They Stand on the Question of CHatGPT in Education

Some of the parents at my school have told me they want their sons/daughters to learn to use CHatGPT, and they think a school is a great place for the students to do that. Others have expressly prohibited their sons/daughters from using the bot. And then are those, the majority it seems, who still haven’t decided what to make of CHatGPT and similar AI programs now stepping to the plate. This Learning Activity attempts to respond to all.

Sidenote #7: The Latest on CHatGPT in Education

Do you want to read the latest on the topic of CHatGPT in Education? If so, click here for a weekly “article digest update.”