Overview
Overview of Religion in Vietnam
Author: Joseph Nguyễn
Grades: 6-8
Suggested Amount of Time: 50-80 Minutes
Area of Study: Framing the Vietnamese American Experiences Model Curriculum
Compelling Question
Why is it important to learn about Vietnam, Vietnamese refugees, and Vietnamese American experiences?
Lesson Questions
- How do we think about diverse definitions of culture, identity, community, history, geography, and ethnicity and how do they contribute to the framing of Vietnamese America?
- What are the main organized religions in Vietnam, and what specific cultural practices do they entail?
- What makes something Vietnamese? Are all religions in Vietnam authentically Vietnamese?
Lesson Objective
Students will be able to analyze differences between the major religions in Vietnam, including Buddhism, Catholicism, Protestantism, Caodaism, Hòa Hảo Buddhism, and Chăm Islam, by conducting research and creating a poster.
Lesson Background
Vietnam is a melting pot of religious influences, each adapted and transformed over centuries to fit into the nation's unique cultural fabric. The first major religion to discuss is Buddhism, which arrived in the second century through trade routes with China and India. It is one of the oldest and most deeply embedded religions in Vietnam, incorporating elements of native belief systems and Confucian ethics. Catholicism, another significant religion, was introduced much earlier than the period of French colonization, specifically in the fifteenth century by Portuguese and French missionaries. It has grown over six centuries to become distinctly Vietnamese, challenging the notion that it is merely a byproduct of French colonialism in the nineteenth and twentieth centuries.
The twentieth century brought new religious movements to Vietnam, including Protestantism, introduced during the French colonial period and further expanded through American influence during the Vietnam War. Indigenous religious movements also emerged, such as Caodaism and Hòa Hảo Buddhism. Caodaism sought to create a unified religious philosophy incorporating elements from various world religions, while Hòa Hảo Buddhism originated in the Mekong Delta and emphasizes community service and good works. Another long-standing religious presence is that of Islam, particularly among the Cham peoples of Central Vietnam. Islam was introduced to the Champa Empire in the twelfth century and has blended with indigenous Cham beliefs.
Different narratives about history, about Vietnam, and about Vietnamese Americans have often used religion as a basis for an individual's or a nation's Vietnameseness, often synonymous with one's legitimacy and belonging. The religious demographics in Vietnam and in the Vietnamese American community are extremely different, due in part to refugees fleeing religious persecution from Vietnam. Mainstream narratives used by both the US. and Vietnam have purported believers of religions like Buddhism to be pure Vietnamese and representative of the nation, while believers of other religions such as Catholicism or Chăm Islam are viewed as products of foreign influence. A look into the history and practices of religions in Vietnam helps us understand that each religion is authentically Vietnamese, shaped uniquely by both non-Vietnamese and Vietnamese influences that have created unique practices, customs, and identities that only exist in Vietnam and become essential identity markers for many Vietnamese Americans today.
Image Citation: Buddhist temple. (n.d.). Calisphere. https://calisphere.org/item/88d7d630017cf14e7db882b312ef2a37/
Skills
This lesson will facilitate student proficiency in historical perspectives, one of Seixas’ historical thinking skills (Seixas & Morton, 2013). To demonstrate the use of evidence to write historical fiction that accurately conveys the beliefs, values, and motivations of historical actors. Students consider how we can better understand the people and the past and that an ocean of difference can lie between current world views (beliefs, values, and motivations) and those of earlier periods of history.
Materials
- Supplies:
- Access to laptop device
- Poster Paper
- Religious Affiliation of Asian-American Subgroups - Vietnamese Americans Pie Chart
- Handouts:
- Overview of Religions in Vietnam: Source Worksheet
- Gallery Walk Worksheet, suggested text in lesson
Link to Handouts: https://ucdavis.box.com/s/t680y0i2p3snhji0k8fm8hn8pzf6pqe5
Procedures
- Warm-up Question and Building Background (10–15 min)
- The teacher will ask the warm-up question: What do you know about Vietnamese religions? What religions are they, and what specific Vietnamese cultural practices do you know of?
- Students will take 1–2 minutes to write down their answer to the question
- After writing, students will have 1–2 minutes to share with a partner what they wrote down
- The class will then come together for a 5-minute sharing session:
- The teacher should let students share their responses.
- After sharing, the teacher will briefly introduce the six main organized religions (not including folk beliefs or Confucianism). The following notes can be provided on a slide deck or handout.
- Buddhism: introduced in Vietnam in the second century from trade with China and India.
- Catholicism: introduced in Vietnam in the fifteenth century through contact with Portuguese and French missionaries.
- Should emphasize the common misunderstanding that Catholicism did not begin with colonialism and subjugation in Vietnam, unlike other societies.
- French colonization was during the nineteenth and twentieth centuries, almost 400 years later.
- Six centuries of growth have made Catholicism uniquely Vietnamese.
- Address common misunderstandings that Vietnamese Catholicism is simply a Western outgrowth and Catholic culture in Vietnam is not “Vietnamese” culture.
- Protestantism: introduced during French colonialism in the twentieth century and achieved rapid growth during the Vietnam War with American influence.
- Caodaism: founded in the twentieth century as a “Vietnamese” perspective on uniting all world religions under one truth.
- Hòa Hảo Buddhism: founded in the twentieth century in the Mekong Delta that emphasizes service, community, and good works.
- Developed as many poor farmers in the South struggled to survive and banded together as a religious and political community against exploitation against French and later governments.
- Chăm Islam: introduced in the twelfth century to the Champa Empire in Central Vietnam, became extremely prevalent among Cham peoples and remained relevant when the Vietnamese advanced South and took over Champa.
- Blends many traditional Muslim and folk Cham cultural beliefs.
- After introducing the religions, the teacher should lead to the following question:
- What makes something Vietnamese? Are all these religions mentioned uniquely Vietnamese? Why or why not?
- Answers may vary from Catholicism to Buddhism to other religions, not all which were founded in Vietnam.
- The teacher should attempt to lead to the point that religions in Vietnam are uniquely Vietnamese and have unique cultural traditions despite the religions’ origins in different cultures and societies.
- The teacher can then ask what features make some of these religions uniquely Vietnamese that other cultures of the same religion do not have (ex: Buddhism, Catholicism, Islam, etc.).
- What makes something Vietnamese? Are all these religions mentioned uniquely Vietnamese? Why or why not?
- Shared Learning: Deeper Learning (15–20 minutes)
- The teacher will divide students into six groups and assign each group a religion. (Buddhism, Catholicism, Protestantism, Caodaism, Hòa Hảo Buddhism, Chăm Islam).
- The teacher will then handout a worksheet that students will have to complete by the end of the class period about their particular religion.
- Suggested Worksheet Content:
- Title: Gallery Walk Worksheet
- Categories:
- Brief Summary of the Religion
- History of the Religion
- Uniquely cultural beliefs or practices
- Connection to Vietnamese Americans
- Suggest to format as a table so that there is a row for each of the six religions and the four categories above are noted as columns.
- Suggested Worksheet Content:
- In each group, the students will read a prepared source document about their assigned religion and take notes.
- After reading, students will fill out the worksheet section for their assigned religion together and answer the following questions.
- All of the worksheet sections should ask for a brief summary of the religion, a brief history, and main uniquely Vietnamese cultural beliefs and practices.
- The worksheet will also have a section in which students will discuss and fill out the religion’s possible connection to Vietnamese Americans today.
- The teacher will encourage the groups to take notes and discuss the content.
- Cultural Production: Posters (20 min)
- Groups start working on their posters with the information they've gathered. Posters can be digitally created or hand-drawn.
- An alternative option is for students to create a concept or mind map of the information, presentation, or a handbook. The final product can be open to a written, visual, or audio narrative.
- The posters should have similar information to the worksheet they just filled out. Posters should be graded on the group’s ability to detail the following main points:
- Brief Summary of the Religion
- History of the Religion
- Uniquely cultural beliefs and practices
- Connection to Vietnamese Americans
- Teacher Note: In addition to the source readings, the teacher should emphasize that the students research extra information on the internet in order to supplement their posters if the readings were not sufficient.
- The teacher will instruct students that they have twenty minutes this period to finish their poster and prepare for a presentation.
- Teachers should emphasize that every group member will present alone, so each student must be knowledgeable of the material and the poster contents.
- The students may have assigned roles within the groups to manage time better (researcher, designer, writer, etc.).
- At the last five minutes, the teacher will instruct the group to tape their poster around the room for the presentations tomorrow.
- Groups start working on their posters with the information they've gathered. Posters can be digitally created or hand-drawn.
- Share Time: Gallery Walk (10–15 min)
- The teacher will remind the students of the rubric for the posters:
- Brief Summary of the Religion
- History of the Religion
- Uniquely Vietnamese cultural beliefs and practices
- Connection to Vietnamese Americans
- After students are done preparing, the teacher will number each student from each group.
- The teacher will have each student from one group number themselves from 1–6 (some groups may not have six people).
- The teacher will do this with every group.
- After numbering, the teacher will have “1s” get in a group, “2s” get in a group, and so on.
- These new groups will congregate by one poster with a specific religion. There should be at least one student who had done the poster in each group.
- Note, if there are less than 36 people (6 people for six groups), have the extra people join other groups. This means that there should be one empty poster when the students congregate.
- Instructions: During the gallery walk, you will spend four minutes at each poster. One member of your group who helped create that poster will present for three minutes, and you will have one minute to discuss. As you visit each poster, please fill in the following information for each religion. This will help you better understand the different religious practices and their relevance to Vietnamese culture and the Vietnamese American community.
- Students should be reminded of the lesson questions and prompted to connect the information on the posters to the questions:
- How do we think about diverse definitions of culture, identity, community, history, geography, and ethnicity and how do they contribute to the framing of Vietnamese America?
- What are the main organized religions in Vietnam, and what specific cultural practices do they entail?
- Students should be reminded of the lesson questions and prompted to connect the information on the posters to the questions:
- At each poster, there should be one person who worked at that poster in the new groups.
- One student from the new group will be given the task of presenting the poster for three minutes to the rest of the group.
- While the student is presenting, other students in the group should fill out a worksheet in which they fill out basic information about the Vietnamese religion being mentioned in the poster.
- Gallery walk worksheet can be found at the bottom of the lesson plan.
- Students will have one minute to discuss and fill out information in the poster.
- The groups will rotate six times, so that everyone in the groups has a chance to present and all students have a chance to fill out the worksheet given.
- Reflection Discussion (10 min)
- The teacher will then have the class come back together and have students share some new things they learned about each religion.
- Discussion questions for the teacher to consider (from previous discussion):
- Now that you’ve learned a little about Vietnamese religions, what makes something Vietnamese? Are all these religions mentioned uniquely Vietnamese? Why or why not?
- How do you think the discussion about the Vietnameseness of a religion affects how Vietnamese Americans see themselves?
- How do you think Vietnamese Americans would react if they said that their religion isn’t Vietnamese culture?
- Teacher can show religious demographics for Vietnamese and Vietnam and Vietnamese in America: Religious Affiliation of Asian-American Subgroups - Vietnamese Americans pie chart (see: https://www.pewresearch.org/religion/2012/07/19/asian-americans-a-mosaic-of-faiths-ov
- Optional discussion questions:
- How has history affected Vietnamese Americans in regards to religion?
- Why do you think organized religion is so much more represented in America than in Vietnam? Are there political, social, and history reasons?
- How do you think religion affects the values and community-building of Vietnamese Americans?
- Teacher can touch briefly on the fact that many Vietnamese Americans escaped Vietnam in order to practice their religion freely.
- Optional discussion questions:
- The teacher will remind the students of the rubric for the posters:
Assessments
Students will create a group poster (or equivalent product) that gives general information about the religion they chose. An alternative option is for students to create a concept or mind map of the information, presentation, or a handbook.
Scaffolds
- Engagement: Consider the following method to support with lesson engagement:
- Create expectations for group work (e.g., rubrics, norms, etc.)
- Create cooperative learning groups with clear goals, roles, and responsibilities
- Representation: Consider the following method to support with multiple means of representation:
- Display information in a flexible format so that the following perceptual features can be varied:
- The size of text, images, graphs, tables, or other visual content
- The contrast between background and text or image
- The color used for information or emphasis
- The layout of visual or other elements
- The font used for print materials
- Display information in a flexible format so that the following perceptual features can be varied:
- Action and Expression: Consider the following method to support in presenting their learning in multiple ways:
- Embed prompts to stop and think before acting as well as adequate space
For additional ideas to support your students, check out the UDL Guidelines at CAST (2018) http://udlguidelines.cast.org.
Multilingual Learner Supports
- Emerging: Consider the following method to support with emerging students
- Speaking: Provide sentence frames for pair interactions
- In response to a prompt, the teacher offers a sentence frame orally and/or in writing to support expression of student thinking. Frames are adjusted based upon specific grammatical structure, key vocabulary, content learning, and language proficiency level descriptors, etc. Frames are a temporary scaffold that require modification.
- Speaking: Provide sentence frames for pair interactions
- Expanding: Consider the following method to support with expanding students:
- Speaking: Prompt for academic language output
- In response to a prompt, the teacher offers a sentence frame orally and/or in writing to support expression of student thinking. Frames are adjusted based upon specific grammatical structure, key vocabulary, content learning, and language proficiency level descriptors, etc. Frames are a temporary scaffold that require modification.
- Speaking: Prompt for academic language output
- Bridging: Consider the following method to support with bridging students:
- Speaking: Require the use of academic language
- Apply domain-specific vocabulary and general academic vocabulary in open sentence frames to perform functions, like describing or explaining, that target specific grammatical structures.
- Speaking: Require the use of academic language
For additional guidance around scaffolding for multilingual learners, please consult the following resources:
- English Learner Toolkit of Strategies
https://ucdavis.box.com/s/ujkdc2xp1dqjzrlq55czph50c3sq1ngu
- Providing Appropriate Scaffolding https://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-toolkit/providing-appropriate-scaffolding#scaffolding
- Strategies for ELD
https://ucdavis.box.com/s/dcp15ymah51uwizpmmt2vys5zr2r5reu
- ELA / ELD Framework
https://www.caeducatorstogether.org/resources/6537/ela-eld-framework
- California ELD Standards
Enrichment
- Teacher can have students interact with the video by National Geographic about the Cao Đài religion (“Cao Đài's History in Vietnam | The Story of God”: https://www.youtube.com/watch?v=MHHZlCXV_HM)
- Ancestral Worship - Students can learn about how Vietnamese communities practice ancestral worship as part of their religion.
Works Cited
Basilica, T. 2021, June 11. Remembering the Martyrs of Vietnam. National Shrine of the Immaculate Conception. https://www.nationalshrine.org/blog/remembering-the-martyrs-of-vietnam/
Britt, K. 2020, May 11. English learner toolkit of strategies. California County Superintendents. https://cacountysupts.org/english-learner-toolkit-of-strategies/
California Department of Education & English Learner Support Division. (2012). California English Language Development standards (Electronic Edition) kindergarten through grade 12 (F. Ong & J. McLean, Eds.). California Department of Education. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
California Educators Together. (n.d.). ELA / ELD framework. https://www.caeducatorstogether.org/resources/6537/ela-eld-framework
CAST. 2018. The UDL guidelines. http://udlguidelines.cast.org
Diasporic Vietnamese Artists Network (DVAN). 2010, December. Cham American Muslim: A Triple Minority. DVAN. https://dvan.org/2010/12/cham-american-muslim-a-triple-minority/
Đỗ Hải Minh. 1965. "Dân Tộc Chàm Lược Sử," Hiệp Hội Chăm Hồi Giáo Việt Nam [Vietnam Cham Muslim Association] Printed for the first time in Sài Gòn, 1965. Tủ sách Chàm Châu Đốc [Cham Chau Doc Bookshelf]. Reprinted for the second time in California, USA, 2016.
Hays, J. 2014, May. Buddhism in Vietnam. Facts and Details. https://factsanddetails.com/southeast-asia/Vietnam/sub5_9d/entry-3377.html
Hoang, C.V. 2017, May 24. Evangelizing Post-Đổi Mới Vietnam: The Rise of Protestantism and the State’s Response. Perspective, 34, 1-8. https://www.iias.asia/sites/iias/files/nwl_article/2019-05/IIAS_NL81_19-2.pdf
Hourani, G.F. 1979. Arab Seafaring. Princeton University Press.
Mekong Delta map: A complete guide for this exciting region. (n.d.). Vinpearl.com. https://vinpearl.com/en/mekong-delta-map
Nguyen, W. 2021, August. The Tumultuous and Tragic History of Hoa Hao Buddhism. The Vietnamese. https://www.thevietnamese.org/2021/08/the-tumultuous-and-tragic-history-of-hoa-hao-buddhism/
O'Neil, L. 2012, May 13. In Vietnam, the Cao Đài Temple Mixes Religions and Styles. The New York Times. https://www.nytimes.com/2012/05/13/travel/in-vietnam-the-cao-dai-temple-mixes-religions-and-styles.html
Pew Research Center. 2012, July 19. Asian Americans: A Mosaic of Faiths. Pew Research Center. Retrieved from https://www.pewresearch.org/religion/2012/07/19/asian-americans-a-mosaic-of-faiths-overview/
Phan, P.C. 2005. Vietnamese-American Catholics. Paulist Press.
PHOTOS: Praising God as the Gospel Is Shared in Vietnam. (n.d.). Billy Graham Evangelistic Association. Retrieved November 30, 2023, from https://billygraham.org/gallery/photos-persistent-prayers-pay-off-in-hanoi-vietnam/
San Diego County Office of Education. (n.d.). Providing appropriate scaffolding. https://www.sdcoe.net/educators/multilingual-education-and-global-achievement/oracy-toolkit/providing-appropriate-scaffolding#scaffolding
Sexias, P. & Morton, T. 2013. The big six: Historical thinking concepts. Nelson Education.
Tarling, N. 1992. The Cambridge History of Southeast Asia, vol. 1. Cambridge University Press.
Tulare County Office of Education. (n.d.). Strategies for ELD. https://commoncore.tcoe.org/Content/Public/doc/Alpha-CollectionofELDStrategies.pdf
Supplementary Sources
Asia Society. 2019. Religion in Vietnam. Asia Society. https://asiasociety.org/education/religion-vietnam
DVAN. 2010, December. Cham American Muslim: A Triple Minority. Diasporic Vietnamese Artists Network. https://dvan.org/2010/12/cham-american-muslim-a-triple-minority/
National Geographic. 2019, April 7. Cao Đài's History in Vietnam | The Story of God [Video]. YouTube. https://www.youtube.com/watch?v=MHHZlCXV_HM