WELCOMING RITUAL/CULTURAL ENERGIZER: An Introduction to Laos 

1. Ask: What is Laos? Where is Laos located?
   1. Students: Students share with a partner what they know about Laos and have them share their thoughts to the class. 
2. Say: “A landlocked nation in the center of the Southeast Asian peninsula, the country that is now the Lao People's Democratic Republic (LPDR, or Laos), is bordered by Cambodia, China, Burma, Thailand, and Vietnam (only Cambodia is smaller), neighbors which, to varying degrees, have influenced Laotian historical, cultural, and political development. Slightly smaller than the state of Oregon, Laos is largely mountainous and forested; only about four percent of its total land area is arable. The tropical monsoon climate is a major determining factor in agricultural productivity and transportation” (Federal Research Division, Library of Congress, 1995, xxix).
   1. Teacher Background on Laos: If needed, teachers can go deeper into the “Country Profile” from Laos: A Country Study, xxi-xxviii to provide more background around Geography, Society, Economy, Transportation and Telecommunications, Government and Politics, and National Security. 
3. Teacher: Show “Map of US Historical Records, 1965-1975” provided by Legacies of War (https://ucdavis.box.com/s/how18tj7q3e5o18vsr15c5dtwk7mn6py).  
   1. Students: Analyze the map and discuss the following:
      1. What do you notice about where the US dropped bombs in Laos?
      2. Why do you think the region was of strategic interest (economically, politically, and ideologically) for the US government?
4. Teacher: Show video “Bombies (Bullfrog Film Clips)” (Length - 3:13 minutes) https://www.youtube.com/watch?v=uJavG9cW60o.
   1. Have students share one thing that they learned and one question they still have from the video. We will dive deeper into the Secret War in Laos and learn about the secret bombings and the (political) role that the different parties played. 

SHARED LEARNING:

US and the Cold War in Southeast Asia

1. Students will learn how and why the United States got involved in Southeast Asia during the Cold War. The US government argued that the region was of strategic interest economically, politically, and ideologically. Students will see that the government’s goal was to stop the spread of communism by supporting their allies, with the Royal Lao Government being one of them.
2. Activity:
   1. As a class, begin by reading the documents. 
      1. This is a speech by President John F. Kennedy summarizing the US approach to Laos in 1961. At the link, you can also listen to the speech. https://www.jfklibrary.org/archives/other-resources/john-f-kennedy-press-conferences/news-conference-8 

      2. Optional: Another document referencing the danger the US sees in Laos and the threat of communism.

         202. Editorial Note https://history.state.gov/historicaldocuments/frus1958-60v16/d202

      3. While reading, make a list or annotate the following: What were the US leaders worried about regarding Laos’ national security? 
         1. Have students rate the reasons by what they think are the priorities (with number one being the most important issue for US leaders to worry about). Looking at your number one priority, what would you do to fix the problem(s)? 
         2. Have students share ideas with the class and have a discussion about some of the positives and negatives.  

US and Secret Bombings 

1. This topic is one of the most pivotal events in Lao history and students will learn that both the Royal Lao Government and US government decided to and orchestrated the aerial bombing of Laos, both in the north and the south. Students will study that the reasons for engaging in air bombing campaigns were to stop the infiltration of North Vietnamese troops through Laos and then into South Vietnam and wanting to stop Hanoi’s forces from aiding the Lao communists. Students need to understand that the decisions by US and Lao governments led to one of the most devastating military bombings campaigns in world history. 

   • Teacher Background on Bombing - The Beginnings of the Bombing of Laos, 1964 by Dr. Mike Rattanasengchanh (https://www.legaciesofwar.org/post/the-beginnings-of-the-bombing-of-laos-1964) 

   • This is a short essay about some of the conversations and debates US and Lao leaders engaged in when it came to what type of military action to take in the country as a result of the increasing political domestic instability and outside intervention by North Vietnam. Starting in 1954, the United States involved itself in Lao internal affairs to stop the spread of communism. One of its allies in the country was Prime Minister Souvanna Phouma. After failed attempts at seeking reconciliation with the Communist Pathet Lao and removing North Vietnamese troops from the country, Souvanna, with US support, decided to initiate one of the worst aerial bombing campaigns in world history with Operation Barrel Roll in December of 1964 and Operation Steel Tiger in April of 1965. From 1964 to 1973, the United States and Royal Lao governments orchestrated and planned military campaigns in order to fight communism in the country. 

2. Activity: 
   1. This next reading task will be done with a partner. 
   2. As student pairs read the documents together, have them annotate or write down notes on a piece of paper or GoogleDoc, paying special attention to the following questions: 1) Why did the US and Lao governments decide to use air power in Laos? and 2) What were the reasoning and consequences behind the secret bombings?

      1. Primary Documents:

         This document discusses the escalation of the use of air power in Laos and how the US leaders struggle with keeping it a secret: 101. Telegram From the Department of State to the Embassy in Laos (https://history.state.gov/historicaldocuments/frus1964-68v28/d101).

         This is about two years after the document above as now there is the use of napalm. The other importance is that Souvanna, the Lao Prime Minister, agrees on the use of napalm: 227. Telegram From the Department of State to the Embassy in Laos (https://history.state.gov/historicaldocuments/frus1964-68v28/d227).

   3. After reading, have students consider and reflect on some of the results of using bombs and napalm by posing the question: What do you think were some of the impacts on the environment and civilians?

COMMUNITY COLLABORATION: Special Guerilla Unit

1. Ask students if they have heard of the Special Guerilla Units? 
   1. Context: In the shadows of the Vietnam War, the CIA conducted a secret war in Laos that relied on Hmong soldiers to prevent the threat of communism from spreading deeper into Southeast Asia. Known as the ‘secret army,’ these soldiers, which mainly consisted of Hmong, were recruited by the Central Intelligence Agency (CIA) to conduct covert operations in Laos near North Vietnam where US forces were forbidden by Congress to enter due to the 1954 Geneva Accord. They were led by General Vang Pao, who was at the time a Major in the Royal Lao Army. They were called ‘Special Guerrilla Units,’ or SGUs. 
   2. Activity: Independently, have students read: Primary Document: The Special Guerrilla Units (SGU) Service History (https://ucdavis.box.com/s/95jly3fu0qp3rpq1sn90mkm34k2pmft0), 
      which provides a synopsis of how the SGU was created by the United States’ CIA to participate in the Secret War inside Laos, as part of the Vietnam War. 
      1. Discussion Questions:
         1. How did the SGU come about?
         2. Who initiated it?
         3. What was the objective behind the SGU?
         4. Who was recruited as part of the SGU?
         5. What were the responsibilities of the SGU?
         6. Why was it kept a secret?
         7. What was the result of the CIA-sponsored Secret War?
      2. Once students independently answer the questions, they can compare notes with a peer. 
         1. Note: If students are not comfortable with the topic, they can observe their peers as Accountability Leaders.

CULTURAL PRODUCTION: Four Corners Discussion

1. Four Corners Discussion Preparation
   1. To prepare for the Four Corners Discussion, allow students to preview the two statements they will be discussing in the activity: 
      1. America should go to war to support its ideological interests of liberty, democracy, and upholding human rights.
      2. The US had valid motives for orchestrating a secret proxy war (including bombings and SGU) in Laos.
   2. For each statement, students should prepare by choosing their opinion: Strongly Agree (SA), Agree (A), Disagree (D), or Strongly Disagree (SD), and a short description of why they agree/disagree. 
      1. Encourage students to cite evidence from their primary source documents to justify their opinions. 
   3. The teacher should have each corner of the room labeled with the following: Strongly Agree (SA), Agree (A), Disagree (D), or Strongly Disagree (SD) 
2. Conducting Four Corners Discussion Activity 
   1. Have the statement displayed on the screen
   2. Teachers will read each statement out loud and have students decide whether they Strongly Agree (SA), Agree (A), Disagree (D), or Strongly Disagree (SD) with each statement. 
      1. Alternative protocols: Take a Stand: Go to the north (agree) or south (disagree) of the classroom depending upon your position on the following statements. Discuss with the other students and be prepared to explain your position to the other side.
3. As students move to their corresponding corner, have them pair up with someone to share why they chose that corner. 
4. Once students pair-share, solicit volunteers from each corner to share their response, or something they heard their partner say. 

CONCLUSIVE DIALOGUE AND REFLECTION

1. Choose one of the discussion questions from today. Reflect on today’s discussion by responding to the following questions. (This written, visual, or recorded reflection can be done on an exit ticket, a class discussion, or a partner share.) 
   1. What is your final stance after participating in the four corners discussion activity?
   2. What would someone who does not have your same viewpoint believe about this topic?
   3. How did the discussion today change or reinforce your original beliefs?