AfricanAmericansandtheVietnamWar
“Westillhaveachoicetoday:nonviolentcoexistenceorviolentcoannihilation.Wemustmovepastindecisiontoaction.Wemustfind
newwaystospeakforpeaceinVietnamandjusticethroughoutthedevelopingworld,aworldthatbordersonourdoors.Ifwedonot
act,weshallsurelybedraggeddownthelong,dark,andshamefulcorridorsoftimereservedforthosewhopossesspowerwithout
compassion,mightwithoutmorality,andstrengthwithoutsight…”~Dr.MartinLutherKing,Jr.
Overview
AlthoughAfricanAmericanshaveparticipatedinallAmericanwars,theyhavesometimesfacedbitterhostility
fromtheirfellowAmericans,evenwhileriskingtheirlivestoprotectthecountry.Inthislesson,studentswill
explorethecomplicatedperiodoftheconflictinVietnam,focusingontheroleofAfricanAmericansinthewar
aswellasonthediscriminationtheysimultaneouslyfacedathome.Throughclassdiscussion,examinationof
ananti-warcomicbook,explorationofpoliticalcartoons,andreviewofalessfamousspeechbyMartinLuther
King,Jr.,studentswillstudythevariousAfricanAmericanswhoprotestedtheVietnamWaraswellastheir
reasonsfordoingso.
Grade
11
NorthCarolinaEssentialStandardsforAmericanHistoryII
• AH2.H.1.1-Usechronologicalthinking…
• AH2.H.1.2-Usehistoricalcomprehensionto:
• AH2.H.1.3-Usehistoricalanalysisandinterpretation…
• AH2.H.1.4-Usehistoricalresearch…
• AH2.H.2.1-Analyzekeypolitical,economic,andsocialturningpointssincetheendofReconstructionin
termsofcausesandeffects(e.g.,conflicts,legislation,elections,innovations,leadership,movements,
SupremeCourtdecisions,etc.).
• AH2.H.2.2-EvaluatekeyturningpointssincetheendofReconstructionintermsoftheirlastingimpact
(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,etc.).
• AH2.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatessinceReconstruction
andthecompromisesthatresulted(e.g.,Populism,Progressivism,workingconditionsandlaborunrest,
NewDeal,WilmingtonRaceRiots,Eugenics,CivilRightsMovement,Anti-Warprotests,Watergate,etc.).
• AH2.H.4.3-Analyzethesocialandreligiousconflicts,movementsandreformsthatimpactedtheUnited
StatessinceReconstructionintermsofparticipants,strategies,opposition,andresults(e.g.,Prohibition,
SocialDarwinism,Eugenics,civilrights,anti-warprotest,etc.).
• AH2.H.4.4-AnalyzetheculturalconflictsthatimpactedtheUnitedStatessinceReconstructionandthe
compromisesthatresulted(e.g.,nativism,BacktoAfricamovement,modernism,fundamentalism,black
powermovement,women’smovement,counterculture,WilmingtonRaceRiots,etc.).
• AH2.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequality
contributedtothedevelopmentofAmericanpoliticalandeconomicsystemssinceReconstruction(e.g.,
“separatebutequal”,SocialDarwinism,socialgospel,civilservicesystem,suffrage,HarlemRenaissance,
theWarrenCourt,GreatSocietyprograms,AmericanIndianMovement,etc.).
• AH2.H.6.2-ExplainthereasonsforUnitedStatesinvolvementinglobalwarsandtheinfluenceeach
involvementhadoninternationalaffairs(e.g.,Spanish-AmericanWar,WWI,WWII,ColdWar,Korea,
Vietnam,GulfWar,IraqiWar,etc.).
• AH2.H.7.3-ExplaintheimpactofwarsonAmericansocietyandculturesinceReconstruction(e.g.,
relocationofJapaneseAmericans,Americanpropaganda,firstandsecondRedScaremovement,
McCarthyism,babyboom,CivilRightsMovement,protestmovements,ethnic,patriotism,etc.).
1
Materials
• “AfricanAmericansandtheVietnamWar,”readingattached
• Comicbookexcerpt,imageattached
• Vietnam:AnAntiwarComicBook,byJulianBondandTGLewis;availableat
http://www2.iath.virginia.edu/sixties/HTML_docs/Exhibits/Bond/Bond.html
o Teachersshouldeitherprintaclasssetofthis19-pagecomicbooktoreusewitheachclass,or
provideInternetaccessandhavestudentsreviewthecomicbookelectronically
o Asanaccompanimenttothecomicbook,teachersmayalsowanttoprovidecopiesoftheVietnam
timeline(oraccesstothewebsite),locatedat:http://www.learnnc.org/lp/editions/nchistpostwar/6040
• DiscussionQuestionsforVietnam:AnAntiwarComicBook,attached
• PoliticalCartoons(7attached),additionalcartoonsavailableat
http://www.aavw.org/special_features/homepage_cartoons.html
• AnalyzingPoliticalCartoons,questionsattached
• “MLKSpeechOnVietnamGrippedWashington,”installmentofNPR’s“TellMeMoreAboutBlackHistory”
o Transcriptandrecordingof5minutebroadcastavailableat
http://www.npr.org/templates/story/story.php?storyId=101240393
• ExcerptsfromMLK’sspeech“BeyondVietnam--ATimetoBreakSilence,”6excerptsattached
o Thefulltextandarecordingofthespeechisavailableat:
http://www.americanrhetoric.com/speeches/mlkatimetobreaksilence.htm
• “BeyondVietnam--ATimetoBreakSilence”ResponseQuestions&CulminatingActivity,attached
• Optional:YouTubeRecordingofInterviewwithMLKontheMikeDouglassShow:
o PartI:http://www.youtube.com/watch?v=9SfH2uMayks&feature=related
o PartII:http://www.youtube.com/watch?v=_FQIlE-WlM8&feature=related
• Posterpaperandartsupplies
EssentialQuestions
• WhileAfricanAmericanswereriskingtheirlivesoverseasintheVietnamconflict,whattypesof
discriminationweretheyfacingathome?
• WhoweresomeoftheprominentcivilrightsleadersduringtheperiodoftheVietnamconflictandwhydid
manyofthemdisagreewiththewar?
• WhatwereDr.MartinLutherKingJr.’sideasregardingtheVietnamWarandwhyaretheseideasless
widelyknown?
• Whatroleshoulddissentplayinademocracy?
Preparation
• StudentsshouldhaveabasicunderstandingoftheeventsandhistoryoftheVietnamWar;whilethecomic
bookwillprovidesomesummarizationoftheevents,studentsshouldalreadybefamiliarwiththecontent.
• Priortoteachingthislesson,assigntheattachedreading,“AfricanAmericansandtheVietnamWar,”for
homework.
Duration
60-90minutes(Teacherscanalterwhichactivitiestheyinclude/excludebasedontheirtimeavailable.)
Procedure
ExaminingVietnam:AnAntiwarComicBook
1. Asawarm-up,projecttheattachedimageofanexcerptfromJulianBond’sVietnam:AnAntiwarComic
Bookandinstructstudentstosilentlyexaminetheimageandjotdowntheirthoughtstothefollowing
questions:
• Whatdoyouthinkyouarelookingat?Whocreatedthisandwhy?Whatmessageisthisimagetrying
toconveyandwhatevidencemakesyouthinkthis?
2
2.
Afterafewminutesofsilentcontemplationandwriting,askstudentstodiscuss:
• Whatdidyounoticefirstregardingthisimage?Whatstruckyou?
• Whatdothesignssay?Whatdotheymean?
• Whosevoiceisthecaptionrepresenting?Whymightthisgroupofpeoplefeelthisway?
• Whohasanidearegardingwhatmessageisbeingconveyed?
• WhileAfricanAmericanswereriskingtheirlivesoverseasintheVietnamconflict,whattypesof
discriminationweretheyfacingathome?
• Howdoesthisimagerelatetothereadingyoudidforhomework?(Usethisasatransitiontoreview
thehomeworkreadinganddiscussionquestions.)
o StudentsmayneedasummaryofwhattheGreatSocietyprogramswere,whicharebriefly
mentionedinthehomeworkarticle.LetstudentsknowthattheGreatSocietywasasetof
domesticprogramsproposed/enactedintheUnitedStatesontheinitiativeofPresidentLyndonB.
Johnson.TwomaingoalsoftheGreatSocietysocialreformsweretheeliminationofpovertyand
racialinjustice.Newmajorspendingprogramsthataddressededucation,medicalcare,urban
problems,andtransportationwerelaunchedduringthisperiod.TheGreatSocietyinscopeand
sweepresembledtheNewDealdomesticagendaofFranklinD.Roosevelt,butdifferedsharplyin
typesofprogramsenacted.
• Doesanyonehaveanideaofwhatthisiswearelookingat?Whenmightthishavebeencreatedand
wheremightthishavebeenfound?
3. LetstudentsknowtheimageisactuallyoneframefromacomicbookcalledVietnam:AnAntiwarComic
Book,whichwaswrittenbyJulianBondin1967.JulianBondwasoneofeightAfricanAmericanselectedto
theGeorgiaHouseofRepresentativesin1965,followingthepassageofcivilrightslegislation,suchasthe
VotingRightsActof1965.OnJanuary10,1966,however,theGeorgiastaterepresentativesvoted184-12
nottoseathimbecausehepubliclyopposedtheU.S.’spolicyinVietnam,aswellaspublicallyendorsedthe
StudentNonviolentCoordinatingCommittee’s(SNCC)oppositiontotheVietnamWar.TheGeorgia
representativesalsodislikedBond'sstatedsympathyforpersonswhowere"unwillingtorespondtoa
militarydraft."AU.S.DistrictCourtpanelruled2-1thattheGeorgiaHousehadnotviolatedanyfederal
rights.However,in1966,theSupremeCourtoftheUnitedStatesruled9-0,inthecaseofBondv.Floyd
(385U.S.116),thattheGeorgiaHouseofRepresentativeshaddeniedBondhisrightoffreedomofspeech
andwererequiredtoseathim.Furtherdiscuss:
• Givenwhatyoureadandwhatwe’vediscussedthusfar,whymightBondhaveopposedtheVietnam
War?Whymighthehavesupportedpeoplewhododgedthedraft?
• WhatdoyoualreadyknowabouttheSNCC?
o RemindstudentsthattheSNCCwasoneoftheprincipalorganizationsoftheAmericanCivilRights
Movementinthe1960s.TheorganizationemergedfromaseriesofstudentmeetingsledbyElla
BakerheldatShawUniversityinRaleigh,NorthCarolinainApril1960.SNCCgrewintoalarge
organizationwithmanysupporters.Inthelate1960s,ledbyfieryleaderssuchasStokely
Carmichael,SNCCfocusedon"blackpower",andprotestingagainsttheVietnamWar.In1969,
SNCCofficiallychangeditsnametotheStudentNationalCoordinatingCommittee;itpassedoutof
existenceinthe1970s.
• WhydoyouthinktheSNCCwassimultaneouslyfocusedontherightsofAfricanAmericansaswellas
protestingthewarinVietnam?
• AsamemberoftheGAHouseofRepresentatives,doyouthinkBondhadarighttovoicehisanti-war
andanti-draftsentiments,aswellastosupportthestanceoftheSNCC?Whyorwhynot?
• Whatroleshoulddissentplayinademocracy?
• Whydoyouthink184Representativesvotedtothrowhimoutbasedonhisvocalanti-warstance?Do
youbelievesomethinglikethiscouldoccurtoday?Whyorwhynot?
4. Tellstudentsthattheyaregoingtospendapproximately20minutesreadinganddiscussingJulianBond’s
Vietnam:AnAntiwarComicBookinsmallgroups(3-4).(Teacherscaneitherprintaclasssetofthis19pagecomicbooktoreuseamongstudents,oralternativelycanprovideInternetaccessandhavestudents
3
5.
6.
7.
8.
reviewthecomicbookelectronically.)Optionally,teachersmayalsowanttoprovideaccess(viaaprint
outordirectInternetaccess)toLEARNNC’stimelineofVietnamevents,locatedat:
http://www.learnnc.org/lp/editions/nchist-postwar/6040.Thistimelinecanserveasagoodreferenceof
historicaleventsasstudentsread.
Passouttheattached“DiscussionQuestionsforVietnam:AnAntiwarComicBook.”Whileteacherscan
instructallgroupstodiscuss/answerall26questions,teacherscanalternativelyassigngroupscertain
numberstoanswer;eachgroupcanthenreportitscollectiveanswersbackduringtheclassdiscussionof
thecomicbook.(Anotheroptionisforteacherstoinstructgroupmemberstodivvyupall26questions
amongtheirgroup,witheachstudentassumingresponsibilityforansweringcertainnumbersthensharing
theanswerswiththeremainderoftheirgroupmates.)
Teachersshouldalsogivestudentssomepreparationforthematerialthecomicbookwilladdress.Let
studentsknowthattheywillencountertheterm“Negro,”andthatwhilethiswasthecommonwayto
refertoAfricanAmericansduringthe60s,thetermisnotusedtoday.Also,remindstudentsthatthetext
theyarereadingrepresentstheopinionofJulianBond–studentsmayfindthemselvesagreeingand/or
disagreeingwiththemessageofthecomicbook,eitherofwhichareacceptableandencouraged.Let
studentsknowtheywillhavetheopportunitytodiscusstheiropinionsofthecomicbookduringtheclass
discussionlater.
Oncestudentshavereadanddiscussedthecomicbookintheirsmallgroups,comebacktogetherasaclass
andhavegroupsreporttheirthoughtsonthequestionstheyaddressed.Furtherdiscuss:
• Isthiscomicbookpropaganda?Ifso,whatkindandwhy?
• WhatdoyouthinkBondhopedthiscomicbookwoulddo?Whatwashispurpose?Whatmakesyou
thinkthis?
• Bondfocusesonthepeoplewhodidnotsupportthewar,andthevariousreasonshedidnotsupport
thewar.Ontheotherhand,whomayhavesupportedtheVietnamWarandwhy?Whatarguments
canyounoteforwhytheVietnamconflictwasnecessary?
• Didanyparticularframesofthecomicbookconnecttothereadingyoudidforhomework?Which
framesandhowso?
• BondnotesmanyAfricanAmericanswhodidnotsupporttheVietnamconflict.Accordingtothecomic
andyourhomeworkreading,whymightanAfricanAmericaninparticularhavehadmorereasonto
disapproveofthewar?
• Whatisyouropinionofdissentduringtimesofwar?Doesdissentmeanthatyoudonotsupportthose
fightingthewar?Whyorwhynot?
• Doyouhaveanyparticularquestionsaboutanyframeofthecomic,ortheVietnamconflictingeneral?
FightingforaDeniedDemocracy:ExaminingPoliticalCartoons
Next,tofurtherexplorethecivilrightsinjusticestoAfricanAmericansduringtheVietnamtimeperiod,give
eachgrouponeoftheattachedpoliticalcartoonsforevaluation.Alsoprovidestudentswithacopyofthe
attached“AnalyzingPoliticalCartoons”questions.Oncestudentshavediscussedtheircartoon,havethem
sharethemessageofthecartoonandsummarizetheirdiscussionwiththeclass.Furtherdiscuss:
• Accordingtothesecartoons,wereAfricanAmericansabletoenjoyalloftherightsofdemocracy
everywhereintheUS?Explain.
• WhydoyouthinkmanyblacksoldiersenlistedtofightinVietnamfordemocracy,evenwhilethey
werebeingdenieddemocracyathome?
• Whatdidittaketocorrectsuchinjusticesduringthistimeperiod?
o Sharethefollowingquotewithstudentsandaskthattheysharetheirinterpretationtofurtherthe
discussion:“Thesearerevolutionarytimes.Allovertheglobemenarerevoltingagainstold
systemsofexploitationandoppression,andoutofthewoundsofafrailworld,newsystemsof
justiceandequalityarebeingborn.Theshirtlessandbarefootpeopleofthelandarerisingupas
4
neverbefore.Thepeoplewhosatindarknesshaveseenagreatlight.WeintheWestmust
supporttheserevolutions.”Dr.MartinLutherKing,Jr.
o WhoinparticulardoyouthinkMLKwasreferringtoandwhy?
o InwhatwayscouldhiscommentalsobeappliedtowhatwastakingplaceintheUSduringthe
Vietnamperiod?
• Whataresomewaystorealizedemocracyandensureitlivesuptoitspotentialtoday?
Beyond“IHaveaDream”–King’sViewsonVietnam
9. Next,askstudentstorememberwhothefirstcivilrightsactivistwasthatBondmentionedinhiscomic
bookasbeingagainsttheVietnamWar.AskstudentstosharewhattheyalreadyknowaboutDr.Martin
LutherKing,Jr.AlsoaskhowoftentheyhavelearnedaboutKing’sviewsregardingVietnam,ascompared
tohowoftentheyhavelearnedabouthiminthecontextofcivilrights,orhisfamousspeech,“IHavea
Dream.”Typically,ourunderstandingofDr.Kingislimitedtoamedia-generatedimageofapeacefuland
eloquentcivilrightsleader.Whilehecancertainlybecharacterizedinthisway,hisbreadthasascholar,
leader,andactivistwasalsomuchmorethanwhatmanypeopleareawareof.ManyofDr.Kings
philosophicaland(whatsomewouldconsider)radicalviewsarerarelycitiedintextbooksorintheclips
playedontelevisionthroughoutvariousholidays.TellstudentsthatoneissueDr.Kingspokeoutaboutbut
islesserknownishisanti-warstanceinregardstoVietnam,aswellashiscriticismofAmerica’s
internationalpolices.
10. TellstudentsthatwhileDr.Kinggavemanymemorablespeechesthroughouthislife,including“IHavea
Dream,”theyaregoingtospendsometimefocusingonalesser-knownspeechthatwasconsideredquite
revolutionaryforitstime.Thespeechwascalled“BeyondVietnam:ATimetoBreaktheSilence.”
11. Asanintroductiontothespeech,tellstudentsyouaregoingtoplayashort5-minuteexcerptfromNPR,in
whichthisspeechisdiscussedandseveralactualexcerptsfromtheoriginalspeechareplayed:
http://www.npr.org/templates/story/story.php?storyId=101240393.(Ifpossible,teachersshouldalso
projectthetranscriptoftheexcerpt,availableatthesamesiteandattached.)Afterplayingtheclipfor
students,discuss:
• WhydoyouthinkDr.King’sviewsregardingVietnam,andhisanti-warstance,arelesswell-known?
Whyisthisspeechinparticularnotaspopularasotherspeeches,suchas“IHaveaDream?”
• Whydoyouthinkthisspeechwasconsidered“revolutionary?”Ifsomeonegaveasimilarspeech
today,perhapspertainingtoAmerica’sconflictsintheMiddleEast,woulditalsobeconsidered
revolutionary?Whyorwhynot?
• WhydoyouthinkDr.King’s“radicalpresence”haslargelybeenforgottentoday?Whyarehismore
controversialviewslessdiscussedintextbooks?
• KainotesthatDr.King“saidthatwedon’thavetowaitfortheoppressorstosetthetimetablefor
liberation;that’ssomethingthatwedecide.”Whywasthisaradicalideainthe60s?(Discusswith
studentshow,asKaiWrightmentions,peopleconstantlysaid,“you’reaskingfortoomuch,toofast.”
Therewasa“bepatient”mentalitywhenitcametocivilrightsandissuesofsocialjustice,butinKing’s
mind,andrightfullyso,onemoresecondofsuchinjusticeswasfartoolongtowait.)
• WhatdoesitsayaboutDr.King’scharacterforspeakinghisviewsregardingthewar,eventhoughit
wasanunpopularviewthatangeredmany?
• WhatdoyouthinkDr.Kingmeantby“silenceisbetrayal?”
• WhatisDr.Kingreferringtowhenhecallsfora“radicalrevolutionofvalues?”
• Dr.Kingcalledformovingfroma“thing-orientedsociety”toa“person-orientedsociety.”Whatdidhe
meanbythis?Doyouthinkthistransitionhastakenplacetoday?Arewecurrentlya“thinkoriented”
or“peopleoriented”society?Whatmakesyouthinkthis?
12. Next,havestudentsreturntotheirgroupsandprovideeachgroupwithoneoftheattachedexcerptsfrom
MLK’s“BeyondVietnam:ATimetoBreaktheSilence.”(Sixexcerptsareattached.)Alsogiveeachstudent
5
theattachedhandoutofquestionsandinstructstudentstoreadtheirexcerpttogetherthendiscussthe
questionsprovided.
13. Afterstudentshavecompetedtheirdiscussion,eitherindividuallyorwiththeirgroupmembers,students
shouldcompletetheculminatingactivity,inwhichtheyhighlightwhattheyhavelearnedregardingAfrican
Americans,civilrights,andtheVietnamwarbycreatingaflyer/posterforMLK’sspeechregarding
Vietnam.Thefinalflyercanbecompletedonregulardrawingpaper,orteachersmaywanttoprovide
chartpaperandinstructstudentstocreateposter-sizedflyers.Encouragestudentstobecreative,but
accuratetothetimeperiod.(Thiscanbecompletedforhomeworkifnotfinishedinclass.)
Ø Optional:TeachersmayalsowanttoshowexcerptsfromtheNovember2,1967interviewwithDr.Martin
LutherKing,Jr.ontheMikeDouglassShow,duringwhichhediscusseshisviewsontheVietnamWar.
(Bothsegmentsarearound7minuteseach.)ThisisalsoagoodopportunityforstudentstoexperienceDr.
Kingbeyondhisfamous“IHaveaDreamSpeech,”sincetheinterviewisamoreintimatelookathisviews
onVietnam.(SincemanyschooldistrictsblocktheuseofYouTube,teachersshouldtesttheaccess
availabilityordownloadtheinterviewpriortoclass.)
o PartI:http://www.youtube.com/watch?v=9SfH2uMayks&feature=related
o PartII:http://www.youtube.com/watch?v=_FQIlE-WlM8&feature=related
Possiblequestionstodiscussafterviewing:
o HowdoesDr.Kingbelieveloyaltyshouldbemeasured?
o DoyouagreewithDr.KingthattheUnitedStatesabuseditspowerintheconflictwithVietnam?
o Shouldgovernmentsadmititwhentheymakemistakes?Whyorwhynot?DoesDr.Kingbelieve
governmentsshouldadmitmistakes?Explain.
o DoyouthinkDr.Kingwouldcharacterizehimselfaspatriotic?Whyorwhynot?Isheexpressing
supportforthetroopsinyouropinion?Explain.Canoneexpressdisagreementforawar,butstill
expressadmirationforthetroops?(Discusswithstudentsthatwhilesomemayfeeldissentina
timeofwarisdangerousandunpatriotic,othersbelievethatdissentisthebackboneofa
democracy,andthemostpatrioticthingyoucando.)
o WhydidsomepeopleduringthistimefeelthatDr.KingwasendangeringtheCivilRights
Movement?Washe?
o Dr.Kingcomments,“Themeasureofamanisnotwherehestandsinmomentsofcomfortand
momentsofconvenience,butwherehestandsinmomentsofchallengeandmomentsof
controversy.”Whatmessageishetryingtoconvey?Howdoesthismessagerelatetohisstance
onVietnam?
o WhatdoesDr.Kingmeanwhenhesaysatransformationisneededintermsofourthinking,
particularlyintermsofpeace?
o WhydoesDr.Kingbelieveallbombingsshouldbehalted?Doyouagree?Explain.
14. Oncestudentshavecompletedtheirflyers/posters,teachersmaywanttohavethemhangtheirwork
aroundtheroom.Inorderofthenumberedexcerpts,haveeachgroupreportbacktotheclassregarding
theexcerptassignedtothemandallowstudentstodoa“gallerywalk,”viewingeachother’s
posters/flyers.
6
AfricanAmericansandtheVietnamWar
AfricanAmericanshaveservedineverywarwagedbytheUnitedStates.Throughoutthenation'shistory,
AfricanAmericansoldiers,sailors,andmarineshavevastlycontributedtoAmerica'smilitaryefforts.
FromtheCivilWarthroughtheKoreanWar,segregatedAfricanAmericanunits,usuallyofficeredbywhites,
performedinbothcombatandsupportcapacities.In1948,PresidentHarryTrumanorderedthemilitary
establishmenttodesegregate.AlthoughtheNavyandAirForceaccomplishedintegrationby1950,theArmy,
withthevastmajorityofAfricanAmericanservicemen,didnotachievedesegregationuntilaftertheKorean
conflict.Vietnam,then,markedthefirstmajorcombatdeploymentofanintegratedmilitaryandthefirsttime
sincetheturnofthecenturythatAfricanAmericanparticipationwasactuallyencouraged.
In1962,PresidentJohnF.KennedyreactivatedthePresident'sCommitteeonEqualOpportunityintheArmed
Forces.ChairedbyattorneyGerhardGesell,andknownastheGesellCommittee,thepanelexploredwaysto
drawqualifiedAfricanAmericansintomilitaryservice.In1964AfricanAmericansrepresentedapproximately
13percentoftheU.S.populationbutlessthan9percentofthenation'smeninarms.Thecommitteefound
unevenpromotion,tokenintegration,restrictedopportunitiesintheNationalGuardandReserves,and
discriminationonmilitarybasesandtheirsurroundingcommunitiesascausesforlowAfricanAmerican
enlistment.Beforethegovernmentcouldreacttothecommittee'sreport,theexplosionofU.S.involvementin
SoutheastAsiachangedtheproblem.Anexpandedmilitary,adiscriminatorydraft,andothergovernment
programsbroughtnotonlyincreasedAfricanAmericanparticipationbutalsoaccusationsofnewformsof
discrimination.
U.S.involvementinVietnamunfoldedagainstthedomesticbackdropofthecivilrightsmovement.Fromthe
outset,theuse,orallegedmisuse,ofAfricanAmericantroopsbroughtchargesofracism.Civilrightsleaders
andothercritics,includingtheformidableDr.MartinLutherKing,Jr.,describedtheVietnamconflictas
racist—"awhiteman'swar,ablackman'sfight."Kingmaintainedthatblackyouthsrepresenteda
disproportionateshareofearlydrafteesandthatAfricanAmericansfacedamuchgreaterchanceofseeing
combat.
Thedraftdidposeamajorconcern.SelectiveServiceregulationsoffereddefermentsforcollegeattendance
andavarietyofessentialcivilianoccupationsthatfavoredmiddle-andupper-classwhites.Thevastmajority
ofdrafteeswerepoor,undereducated,andurban—blue-collarworkersorunemployed.Thisrealitystruckhard
intheAfricanAmericancommunity.Furthermore,AfricanAmericanswerewoefullyunderrepresentedonlocal
draftboards;in1966blacksaccountedforslightlymorethan1percentofalldraftboardmembers,andseven
stateboardshadnoblackrepresentationatall.
"Project100,000,"aGreatSocietyprogramlaunchedin1966,attemptedtoenhancetheopportunitiesof
underprivilegedyouthsfrompoverty-strickenurbanareasbyofferingmorelenientmilitaryentrance
requirements.Itlargelyfailed.Althoughmorethan350,000menenlistedunderProject100,000duringthe
remainderofthewar,41percentwereAfricanAmericanand40percentdrewcombatassignments.Casualty
ratesamongthesesoldiersweretwicethoseofotherentrycategories.FewProject100,000inducteesreceived
trainingthatwouldaidtheirmilitaryadvancementorcreatebetteropportunitiesforcivilianlife.
AfricanAmericanscomprisedadisproportionatenumberofcombattroops,manyofwhomhadvoluntarily
enlistedtorisktheirlifeforthecountry:
• Althoughtheymadeuplessthan10percentofAmericanmeninarmsandabout13percentoftheU.S.
populationbetween1961and1966,theyaccountedforalmost20percentofallcombat-relateddeathsin
Vietnamduringthatperiod.
• In1965alone,AfricanAmericansrepresentedalmostone-fourthofthosekilledinactionintheArmy.
7
•
In1968,AfricanAmericans,whomadeuproughly12percentofArmyandMarinetotalstrengths,
frequentlycontributedhalfthemeninfront-linecombatunits,especiallyinriflesquadsandfireteams.
Underheavycriticism,ArmyandMarinecommandersworkedtolessenblackcasualtiesafter1966,andbythe
endoftheconflict,AfricanAmericancombatdeathsamountedtoapproximately12percent—moreinline
withnationalpopulationfigures.FinalcasualtyestimatesdonotsupporttheassertionthatAfricanAmericans
suffereddisproportionatelossesinVietnam,butthisinnowaydiminishesthefactthattheyboreaheavy
shareofthefightingburden,especiallyearlyintheconflict.
DestructiveriotsintheWattsdistrictofLosAngelesandinHarlemhadnegativeeffectsonthemilitary,butthe
widespreadviolentreactiontothe1968assassinationofMartinLutherKingbroughtthegreatestracialturmoil
tothearmedforces.Racialstrifebecamemostevidentinrearareasandondomesticinstallations.AttheNavy
baseatCamRanhBay,RepublicofVietnam(RVN),whitesailorsdonnedKuKluxKlan-likeoutfits,burned
crosses,andraisedtheConfederateflag.AfricanAmericanprisonersriotedattheU.S.ArmystockadeatLong
Binh,RVN;onewhitesoldierwaskilledandseveralotherswerewoundedduringtheupheaval,whichspread
overweeks.TheMarinebaseatCampLejeuneandtheArmy'sFortBenningwereamongtheimportant
domesticpoststowitnessseriousracialproblems.
AfricanAmericansplayedamajorroleinVietnamand,intheprocess,changedthecomplexionoftheU.S.
ArmedForces.AfricanAmericanservicemenwerewell-trained,highlymotivatedprofessionals;some20
receivedtheMedalofHonor,andseveralbecamegeneralofficers.Despitethelikelihoodofseeinghazardous
duty,theyreenlistedatsubstantiallyhigherratesthanwhites.In1964blacksrepresentedlessthan9percent
ofallU.S.ArmedForces;by1976theymadeupmorethan15percentofallmeninarms.Althoughthe
percentageofAfricanAmericanofficersdoubledbetween1964and1976,theystillaccountedforlessthan4
percentofthetotal.
Source:EncyclopediaoftheVietnamWar:APolitical,Social,andMilitaryHistory
Answeronnotebookpaper:
1. ThearticlenotesthatVietnamwasthefirstmajormilitaryengagementwheretroopswereintegratedand
AfricanAmericanparticipationwasencouraged.Howdoyouimaginethatthisimpactedthetroopsand
thearmyasawhole?
2. AccordingtotheGesellCommittee,whywereAfricanAmericansinitiallynotenlistinginthewareffort?
3. Whatevidencesupportstheargumentthatthedraftwasdiscriminatory?
4. WhydoyouthinkDr.KingcharacterizedtheVietnamWarasa“awhiteman'swar,ablackman'sfight?”
Theslogan“arichman’swar,apoorman’sfight”hasalsobeenusedtodescribeVietnam.Whatmessage
dosuchslogansconvey?
5. WhatwasthegoalofProject100,000?Outofthe41%ofAfricanAmericanswhoenlisted,what
percentagewasputintocombat?
6. WhatstatisticsserveasevidencethatAfricanAmericansmadeupanunfairmajorityofcombattroops?
8
ComicBookExcerpt
9
DiscussionQuestions
Vietnam:AnAntiwarComicBook
byJulianBond
1. WhoarethevariouspeopleandgroupsthatBondnotesareagainstthewarinVietnamonpages
1-3ofthecomic?Noteanythingyoualreadyknowaboutthegroupsorpeoplementioned:
2. Whydoyouthinkgroupssuchasthisopposedthewar?
3. Onpagefour,aquestionregardingAfricanAmericansisposed:“Whyshouldwefightfora
countrythathasneverfoughtforus?”WhymightAfricanAmericansduringtheVietnamWarera
havefeltthatAmericandidn’tfightforthem?Whatparticularcircumstances(fromlawsto
societal“norms”ofthetime)wereatplaythatlikelycontributedtothisfeeling?
4. Page4mentionsthenecessityoffightingforfreeelectionsinthestatesofMississippiand
Alabama,ratherthandoingsooverseasinVietnam.Whathistoricalrealityisthiscaption
referringto?HowdidthisrealityleadmanyAfricanAmericanstobelievethattheU.S.policies
werehypocritical?
5. WhatstatisticdoesBondnoteonpage5?Basedonthisstatistic,writeastatementregarding
AfricanAmericansandtheVietnamWar:
6. WhydoesBondsaythatpeopleinVietnam“wanttobeleftalonebyeveryone?”
7. WhatwastakingplaceinVietnamwhilecivilwartookplacebetweenAmerica’sNorthandSouth?
8. WhatchangetookplaceinVietnamduringtheSecondWorldWar?
9. WhowasHoChiMinh?
10. BondreferstothebeginningoftheIndochinaWarin1946.WhatroledidtheUSplayinthis
conflict?
11. WhydoyouthinktheFrench,evenwithUSaid,wereunsuccessfulintheirtakeover?
12. WhatwasPresidentLyndonJohnson’sresponsetoAmericatakingoverthewar?Doyouthink
theauthor,JulianBond,agreedwithPresidentJohnson’sstance?Whyorwhynot?
13. WhydidtheUSnotsupporttheideaofanelectioninVietnam?
14. WhydoyouthinkEisenhowerandAmericafearedtheelectionofHoChiMinh?
15. WhatdidtheUSdotoinfluencethesituationinSouthVietnam?Evaluatethisdecision.
16. WhattypeofgovernmentwasestablishedunderNgoDinhDiem?
10
17. WhatwastheNationalLiberationFront?
18. AstheNationalLiberationFrontbegantofightagainstSouthVietnam,howdidtheUnitedStates
respond?
19. Page12ofthecomicnotestwoopposingviewsofthecommunistmovementinVietnam.
Summarizethesetwoviews.
20. WhywastheAmericangovernmentsoafraidofCommunism?
21. WhatinconsistenciesandalternatingviewpointsdoesBondpointoutonpages13-18?
22. Thethirdframeonpage18asks,“Whatdoyouthink?ShouldwebefightinginVietnam,or
shouldwelettheVietnamesepeople–Catholics,Buddhists,CommunistsandDemocrats–settle
theirownproblemstheirownway?”Giventhatwehavethebenefitofhistoricalperspective,
howwouldyourespond?
23. WhattypeofcivicresponsibilityandparticipationisBondencouraging?Whatframesofthe
comicsupportthis?
24. Intheverylastframetheauthoragainasks“Whatdoyouthink?”Howwouldyourespondto
him?
25. Overall,whatmessagedoyoubelievethatJulianBondistryingtoconvey?
26. WhydoyouthinkBondchosetowritethiscomicbook?Whydoyouthinkhepickedthismedium
inparticular?
11
PoliticalCartoons
Additionalcartoonsavailableathttp://www.aavw.org/special_features/homepage_cartoons.html
Cartoon1:
Cartoon2:
"OfcourseI'llfightformycountry-SoonasI'mthecitizenofone."
12
Cartoon3:
Cartoon4:
13
Cartoon5:
Cartoon6:
14
Cartoon7:
15
AnalyzingPoliticalCartoons
1. Listtheobjects,people,andsymbolsyouseeinthecartoon.
2. Identifythecartooncaption.
3. Recordanyadditionalwordsorphrasesusedbythecartoonist.
4. Listadjectivesthatdescribetheemotionsportrayedinthecartoon.
5. Describetheactiontakingplaceinthecartoon.
6. Whathistoricalrealitiesand/orinjusticesarebeinghighlightedinthiscartoon?
7. Whatmessageistheartistconveying?
8. Whowouldagree/disagreewiththecartoon'smessage?Why?
------------------------------------------------------------------------------------------------------------------------
AnalyzingPoliticalCartoons
1. Listtheobjects,people,andsymbolsyouseeinthecartoon.
2. Identifythecartooncaption.
3. Recordanyadditionalwordsorphrasesusedbythecartoonist.
4. Listadjectivesthatdescribetheemotionsportrayedinthecartoon.
5. Describetheactiontakingplaceinthecartoon.
6. Whathistoricalrealitiesand/orinjusticesarebeinghighlightedinthiscartoon?
7. Whatmessageistheartistconveying?
8. Whowouldagree/disagreewiththecartoon'smessage?Why?
16
Transcript:MLKSpeechonVietnamGrippedWashington
FromNPR:http://www.npr.org/templates/story/story.php?storyId=101240393
KORVACOLEMAN,host:
It'sBlackHistoryMonth.We'vebeencelebratingpeopleandeventsthathaveplayedkeyrolesinthiscountry's
historywithourseries,TellMeMoreaboutBlackHistory.EditorandwriterKaiWrighthasbeentellingus
sometimelystories,andtoday,weofferourfinalinstallment.MartinLutherKingJr.gavememorablespeeches
throughouthislife.OnApril4,1967,hedeliveredaspeechcalled"BeyondVietnam:ATimetoBreakthe
Silence."AlthoughthespeechisoneofKing'slesser-knownnowadays,itwasconsideredrevolutionaryforits
time.Tellmemoreaboutblackhistory,Kai.
(Soundbiteofmusic)
KAIWRIGHT:It'sreallybeenwonderfultalkingtoyouraudienceabouttheblackhistoryandbringingsomeof
thefirst-personvoicesintotheconversation.Today,wejumpaheadtothemanwhooftenheadlinesBlack
HistoryMonth:Dr.MartinLutherKingJr.WeoftenhearaboutKing'sdream.Sometimesifwewanttohear
somethingedgy,weturnedtohis"LetterfromaBirminghamJail."Butoneofthetragedies,Ithink,ofour
understandingofMartinLutherKingtodayishowmuchwe'veforgottenjusthowmuchofaradicalpresence
hewasontheAmericansceneduringhistime.Oneofhisbiggestchallengeswasthathesaidthatwedon't
havetowaitfortheoppressorstosetthetimetableforliberation;that'ssomethingthatwedecide.Andthat
wasthewayhepushedbackagainstpeoplethatconstantlysaid,you'reaskingfortoomuch,toofast.Andthat
wasaterriblyradicalidea.
Similarly,IwanttointroduceourlistenerstoaspeechthatoftengetslostinourunderstandingofKing,and
that'swhenhecamearoundtospeakoutontheVietnamWar.Hewasaheadofmanycivil-rightsleadersat
thetime,andindeed,hecaughtgreatdealsofflackforit.PresidentLyndonJohnsonwasangryathimforit;his
whiteallieswereangryathimforit;civil-rightsleaderswereangryathimforit.Buthesaidthataftermonths
andmonthsofbackandforthwithhisadvisersthathecanlonger,quote,"dividemyconscience."Andashe
saysinthespeech,atimecomeswhensilenceisbetrayal.ThesectionthatI'dlikeyourlistenerstohearisone
wherehesays,myoppositiontothewarisaboutsomethingmorethanjustVietnam.
(Soundbiteofspeech,"BeyondVietnam:ATimetoBreaktheSilence,"April4,1967)
ReverendMARTINLUTHERKING,JR.(CivilRightsLeader):ButIwishtogoonnowandtosaysomethingeven
moredisturbing.ThewarinVietnamisbutasymptomofafardeepermaladywithintheAmericanspirit,andif
weignorethissoberingreality...
(Soundbiteofapplause)
Rev.KING:Andifweignorethissoberingreality,wewillfindourselvesorganizingclergyandlaymenconcern
committeesforthenextgeneration.TheywillbeconcernedaboutGuatemalaandPeru;theywillbe
concernedaboutThailandandCambodia;theywillbeconcernedaboutMozambiqueandSouthAfrica.Wewill
bemarchingfortheseandadozenothernamesandattendingrallieswithoutend,unlessthereisasignificant
andprofoundchangeinAmericanlifeandpolicy.
(Soundbiteofapplause)
WRIGHT:Hegivesalonganddetailedspeech,asmanyofhisspeecheswere,wherehegoesintogreatdealsof
foreignimpressions,aboutforeignpolicy.Buthecomesaroundandsaysthere'ssomethingbiggerhere;
there'ssomethingaboutAmerica'sneedforwhathecallsaradicalrevolutionofvalues,andheoffersthis
passage.
(Soundbiteofspeech,"BeyondVietnam:ATimetoBreaktheSilence,"April4,1967)
17
Rev.KING:Iamconvincedthatifwearetogetontherightsideoftheworldrevolution,weasanationmust
undergoaradicalrevolutionofvalues.Wemustrapidlybegin...
(Soundbiteofapplause)
Rev.KING:Wemustrapidlybegintheshiftfromathing-orientedsocietytoaperson-orientedsociety,when
machinesandcomputers,profitmotivesandpropertyrights,areconsideredmoreimportantthanpeople,the
gianttripletsofracism,extremematerialismandmilitarismareincapableofbeingconquered.
WRIGHT:That'sthekindofmessagethatisdeeplyresonanttoday,still,whenwe'retalkingaboutnotjust
America'spresenceontheworldstagemilitarily,butourpresenceontheworldstageculturallyandtheway
weorderoursocietytoday.It'ssopropheticandofferssomanylessonsforlistenersandforpoliticiansaswe
moveinto2009inthiscurrentera.It'sashamethatthatkindofthinggetslostinourhistoryofKing,andso,I
thankyouforlettingmebringthattoyouraudience.
(Soundbiteofmusic)
COLEMAN:KaiWrightiseditorof"TheAfrican-AmericanExperience:BlackHistoryandCulturethrough
Speeches,Letters,Editorials,Poems,SongandStories."HejoinedusfromstudiosinNewYork.Tohearearlier
storiesinourTellMeMoreaboutBlackHistoryseries,pleasegotoourWebsite,theTellMeMorepageof
npr.org.
(Soundbiteofmusic)
COLEMAN:Comingup,Louisiana'sGovernorBobbyJindalgavetheRepublicanresponsetoPresidentObama's
firstjoint-sessionaddresstoCongressthisweek,butdidhisspeechhitthemark?Ordiditmissthepoint?
ARSALANIFTIKHAR:IfPresidentObama'sspeechwasahomerun,touchdownorathree-pointer,Jindal'swasa
squeezebunt,incompletepassandthreesecondsinthelane.
COLEMAN:TheBarbershopGuysarenextonTellMeMorefromNPRNews.I'mKorvaColeman.
18
BeyondVietnam--ATimetoBreaktheSilence
ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof
“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity
Excerpt1-
Icometothismagnificenthouseofworshiptonightbecausemyconscienceleavesmenootherchoice.Ijoin
youinthismeetingbecauseIamindeepestagreementwiththeaimsandworkoftheorganizationwhichhas
broughtustogether:ClergyandLaymenConcernedaboutVietnam.Therecentstatementsofyourexecutive
committeearethesentimentsofmyownheart,andIfoundmyselfinfullaccordwhenIreaditsopeninglines:
"Atimecomeswhensilenceisbetrayal."AndthattimehascomeforusinrelationtoVietnam.
Thetruthofthesewordsisbeyonddoubt,butthemissiontowhichtheycallusisamostdifficultone.Even
whenpressedbythedemandsofinnertruth,mendonoteasilyassumethetaskofopposingtheir
government'spolicy,especiallyintimeofwar.Nordoesthehumanspiritmovewithoutgreatdifficultyagainst
alltheapathyofconformistthoughtwithinone'sownbosomandinthesurroundingworld.Moreover,when
theissuesathandseemasperplexedastheyoftendointhecaseofthisdreadfulconflict,wearealwayson
thevergeofbeingmesmerizedbyuncertainty;butwemustmoveon.
Andsomeofuswhohavealreadybeguntobreakthesilenceofthenighthavefoundthatthecallingtospeak
isoftenavocationofagony,butwemustspeak.Wemustspeakwithallthehumilitythatisappropriatetoour
limitedvision,butwemustspeak.Andwemustrejoiceaswell,forsurelythisisthefirsttimeinournation's
historythatasignificantnumberofitsreligiousleadershavechosentomovebeyondtheprophesyingof
smoothpatriotismtothehighgroundsofafirmdissentbaseduponthemandatesofconscienceandthe
readingofhistory.Perhapsanewspiritisrisingamongus.Ifitis,letustraceitsmovementsandpraythatour
owninnerbeingmaybesensitivetoitsguidance,forwearedeeplyinneedofanewwaybeyondthedarkness
thatseemssoclosearoundus.
Overthepasttwoyears,asIhavemovedtobreakthebetrayalofmyownsilencesandtospeakfromthe
burningsofmyownheart,asIhavecalledforradicaldeparturesfromthedestructionofVietnam,many
personshavequestionedmeaboutthewisdomofmypath.Attheheartoftheirconcernsthisqueryhasoften
loomedlargeandloud:"Whyareyouspeakingaboutthewar,Dr.King?""Whyareyoujoiningthevoicesof
dissent?""Peaceandcivilrightsdon'tmix,"theysay."Aren'tyouhurtingthecauseofyourpeople,"theyask?
AndwhenIhearthem,thoughIoftenunderstandthesourceoftheirconcern,Iamneverthelessgreatly
saddened,forsuchquestionsmeanthattheinquirershavenotreallyknownme,mycommitmentormy
calling.Indeed,theirquestionssuggestthattheydonotknowtheworldinwhichtheylive…
19
BeyondVietnam--ATimetoBreaktheSilence
ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof
“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity
Excerpt2-
ThereisattheoutsetaveryobviousandalmostfacileconnectionbetweenthewarinVietnamandthe
struggleI,andothers,havebeenwaginginAmerica.Afewyearsagotherewasashiningmomentinthat
struggle.Itseemedasiftherewasarealpromiseofhopeforthepoor--bothblackandwhite--throughthe
povertyprogram.Therewereexperiments,hopes,newbeginnings.ThencamethebuildupinVietnam,andI
watchedthisprogrambrokenandeviscerated,asifitweresomeidlepoliticalplaythingofasocietygonemad
onwar,andIknewthatAmericawouldneverinvestthenecessaryfundsorenergiesinrehabilitationofits
poorsolongasadventureslikeVietnamcontinuedtodrawmenandskillsandmoneylikesomedemonic
destructivesuctiontube.So,Iwasincreasinglycompelledtoseethewarasanenemyofthepoorandtoattack
itassuch.
Perhapsthemoretragicrecognitionofrealitytookplacewhenitbecamecleartomethatthewarwasdoing
farmorethandevastatingthehopesofthepoorathome.Itwassendingtheirsonsandtheirbrothersand
theirhusbandstofightandtodieinextraordinarilyhighproportionsrelativetotherestofthepopulation.We
weretakingtheblackyoungmenwhohadbeencrippledbyoursocietyandsendingthemeightthousand
milesawaytoguaranteelibertiesinSoutheastAsiawhichtheyhadnotfoundinsouthwestGeorgiaandEast
Harlem.AndsowehavebeenrepeatedlyfacedwiththecruelironyofwatchingNegroandwhiteboysonTV
screensastheykillanddietogetherforanationthathasbeenunabletoseatthemtogetherinthesame
schools.Andsowewatchtheminbrutalsolidarityburningthehutsofapoorvillage,butwerealizethatthey
wouldhardlyliveonthesameblockinChicago.Icouldnotbesilentinthefaceofsuchcruelmanipulationof
thepoor.
Mythirdreason[forspeakingoutaboutthewar]movestoanevendeeperlevelofawareness,foritgrowsout
ofmyexperienceintheghettoesoftheNorthoverthelastthreeyears--especiallythelastthreesummers.As
Ihavewalkedamongthedesperate,rejected,andangryyoungmen,IhavetoldthemthatMolotovcocktails
andrifleswouldnotsolvetheirproblems.Ihavetriedtoofferthemmydeepestcompassionwhilemaintaining
myconvictionthatsocialchangecomesmostmeaningfullythroughnonviolentaction.Buttheyask--and
rightlyso--whataboutVietnam?Theyaskifourownnationwasn'tusingmassivedosesofviolencetosolveits
problems,tobringaboutthechangesitwanted.Theirquestionshithome,andIknewthatIcouldneveragain
raisemyvoiceagainsttheviolenceoftheoppressedintheghettoswithouthavingfirstspokenclearlytothe
greatestpurveyorofviolenceintheworldtoday--myowngovernment.Forthesakeofthoseboys,forthe
sakeofthisgovernment,forthesakeofthehundredsofthousandstremblingunderourviolence,Icannotbe
silent…
20
BeyondVietnam--ATimetoBreaktheSilence
ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof
“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity
Excerpt3-
Now,itshouldbeincandescentlyclearthatnoonewhohasanyconcernfortheintegrityandlifeofAmericatoday
canignorethepresentwar.IfAmerica'ssoulbecomestotallypoisoned,partoftheautopsymustread:Vietnam.It
canneverbesavedsolongasitdestroysthedeepesthopesofmentheworldover.Soitisthatthoseofuswhoare
yetdeterminedthatAmericawillbeareleddownthepathofprotestanddissent,workingforthehealthofour
land…
AndasIponderthemadnessofVietnamandsearchwithinmyselfforwaystounderstandandrespondin
compassion,mymindgoesconstantlytothepeopleofthatpeninsula.Ispeaknownotofthesoldiersofeachside,
notoftheideologiesoftheLiberationFront,notofthejuntainSaigon,butsimplyofthepeoplewhohavebeen
livingunderthecurseofwarforalmostthreecontinuousdecadesnow.Ithinkofthem,too,becauseitisclearto
methattherewillbenomeaningfulsolutionthereuntilsomeattemptismadetoknowthemandheartheirbroken
cries.
TheymustseeAmericansasstrangeliberators.TheVietnamesepeopleproclaimedtheirownindependence
in…1945…afteracombinedFrenchandJapaneseoccupationandbeforethecommunistrevolutioninChina.They
wereledbyHoChiMinh.EventhoughtheyquotedtheAmericanDeclarationofIndependenceintheirown
documentoffreedom,werefusedtorecognizethem.Instead,wedecidedtosupportFranceinitsreconquestofher
formercolony.OurgovernmentfeltthenthattheVietnamesepeoplewerenotreadyforindependence,andwe
againfellvictimtothedeadlyWesternarrogancethathaspoisonedtheinternationalatmosphereforsolong.With
thattragicdecisionwerejectedarevolutionarygovernmentseekingself-determinationandagovernmentthathad
beenestablishednotbyChina-forwhomtheVietnamesehavenogreatlove-butbyclearlyindigenousforcesthat
includedsomecommunists.Forthepeasantsthisnewgovernmentmeantreallandreform,oneofthemost
importantneedsintheirlives.
Fornineyearsfollowing1945wedeniedthepeopleofVietnamtherightofindependence.Fornineyearswe
vigorouslysupportedtheFrenchintheirabortiveefforttorecolonizeVietnam.Beforetheendofthewarwewere
meetingeightypercentoftheFrenchwarcosts.EvenbeforetheFrenchweredefeatedatDienBienPhu,theybegan
todespairoftheirrecklessaction,butwedidnot.Weencouragedthemwithourhugefinancialandmilitary
suppliestocontinuethewarevenaftertheyhadlostthewill.Soonwewouldbepayingalmostthefullcostsofthis
tragicattemptatrecolonization.
AftertheFrenchweredefeated,itlookedasifindependenceandlandreformwouldcomeagainthroughthe
GenevaAgreement.ButinsteadtherecametheUnitedStates,determinedthatHoshouldnotunifythetemporarily
dividednation,andthepeasantswatchedagainaswesupportedoneofthemostviciousmoderndictators,our
chosenman,PremierDiem.ThepeasantswatchedandcringedasDiemruthlesslyrootedoutallopposition,
supportedtheirextortionistlandlords,andrefusedeventodiscussreunificationwiththeNorth.Thepeasants
watchedasallthiswaspresidedoverbyUnitedStates'influenceandthenbyincreasingnumbersofUnitedStates
troopswhocametohelpquelltheinsurgencythatDiem'smethodshadaroused.WhenDiemwasoverthrownthey
mayhavebeenhappy,butthelonglineofmilitarydictatorsseemedtooffernorealchange,especiallyintermsof
theirneedforlandandpeace.
TheonlychangecamefromAmerica,asweincreasedourtroopcommitmentsinsupportofgovernmentswhich
weresingularlycorrupt,inept,andwithoutpopularsupport.Allthewhilethepeoplereadourleafletsandreceived
theregularpromisesofpeaceanddemocracyandlandreform.Nowtheylanguishunderourbombsandconsider
us,nottheirfellowVietnamese,therealenemy.Theymovesadlyandapatheticallyasweherdthemoffthelandof
theirfathersintoconcentrationcampswhereminimalsocialneedsarerarelymet.Theyknowtheymustmoveonor
bedestroyedbyourbombs…
21
BeyondVietnam--ATimetoBreaktheSilence
ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof
“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity
Excerpt4-
…they[theVietnamese]languishunderourbombsandconsiderus,nottheirfellowVietnamese,thereal
enemy.Theymovesadlyandapatheticallyasweherdthemoffthelandoftheirfathersintoconcentration
campswhereminimalsocialneedsarerarelymet.Theyknowtheymustmoveonorbedestroyedbyour
bombs.
Sotheygo,primarilywomenandchildrenandtheaged.Theywatchaswepoisontheirwater,aswekilla
millionacresoftheircrops.Theymustweepasthebulldozersroarthroughtheirareaspreparingtodestroy
theprecioustrees.TheywanderintothehospitalswithatleasttwentycasualtiesfromAmericanfirepowerfor
oneVietcong-inflictedinjury.Sofarwemayhavekilledamillionofthem,mostlychildren.Theywanderinto
thetownsandseethousandsofthechildren,homeless,withoutclothes,runninginpacksonthestreetslike
animals.Theyseethechildrendegradedbyoursoldiersastheybegforfood.Theyseethechildrensellingtheir
sisterstooursoldiers,solicitingfortheirmothers.
Whatdothepeasantsthinkasweallyourselveswiththelandlordsandaswerefusetoputanyactionintoour
manywordsconcerninglandreform?Whatdotheythinkaswetestoutourlatestweaponsonthem,justas
theGermanstestedoutnewmedicineandnewtorturesintheconcentrationcampsofEurope?Wherearethe
rootsoftheindependentVietnamweclaimtobebuilding?Isitamongthesevoicelessones?
Wehavedestroyedtheirtwomostcherishedinstitutions:thefamilyandthevillage.Wehavedestroyedtheir
landandtheircrops.Wehavecooperatedinthecrushingof--inthecrushingofthenation'sonly
noncommunistrevolutionarypoliticalforce,theunifiedBuddhistChurch.Wehavesupportedtheenemiesof
thepeasantsofSaigon.Wehavecorruptedtheirwomenandchildrenandkilledtheirmen.
Nowthereislittlelefttobuildon,savebitterness.Soontheonlysolidphysicalfoundationsremainingwillbe
foundatourmilitarybasesandintheconcreteoftheconcentrationcampswecall"fortifiedhamlets."The
peasantsmaywellwonderifweplantobuildournewVietnamonsuchgroundsasthese.Couldweblame
themforsuchthoughts?Wemustspeakforthemandraisethequestionstheycannotraise.These,too,are
ourbrothers.
22
BeyondVietnam--ATimetoBreaktheSilence
ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof
“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity
Excerpt5–
Perhapsamoredifficultbutnolessnecessarytaskistospeakforthosewhohavebeendesignatedasourenemies.What
oftheNationalLiberationFront,thatstrangelyanonymousgroupwecall"VC"or"communists"?Whatmusttheythinkof
theUnitedStatesofAmericawhentheyrealizethatwepermittedtherepressionandcrueltyofDiem,whichhelpedto
bringthemintobeingasaresistancegroupintheSouth?Whatdotheythinkofourcondoningtheviolencewhichledto
theirowntakingupofarms?Howcantheybelieveinourintegritywhennowwespeakof"aggressionfromtheNorth"as
iftherewerenothingmoreessentialtothewar?Howcantheytrustuswhennowwechargethemwithviolenceafterthe
murderousreignofDiemandchargethemwithviolencewhilewepoureverynewweaponofdeathintotheirland?
Surelywemustunderstandtheirfeelings,evenifwedonotcondonetheiractions.Surelywemustseethatthemenwe
supportedpressedthemtotheirviolence.Surelywemustseethatourowncomputerizedplansofdestructionsimply
dwarftheirgreatestacts.
Howdotheyjudgeuswhenourofficialsknowthattheirmembershipislessthantwenty-fivepercentcommunist,andyet
insistongivingthemtheblanketname?Whatmusttheybethinkingwhentheyknowthatweareawareoftheircontrol
ofmajorsectionsofVietnam,andyetweappearreadytoallownationalelectionsinwhichthishighlyorganizedpolitical
parallelgovernmentwillnothaveapart?TheyaskhowwecanspeakoffreeelectionswhentheSaigonpressiscensored
andcontrolledbythemilitaryjunta.Andtheyaresurelyrighttowonderwhatkindofnewgovernmentweplantohelp
formwithoutthem,theonlypartyinrealtouchwiththepeasants.Theyquestionourpoliticalgoalsandtheydenythe
realityofapeacesettlementfromwhichtheywillbeexcluded.Theirquestionsarefrighteninglyrelevant.Isournation
planningtobuildonpoliticalmythagain,andthenshoreitupuponthepowerofnewviolence?
Hereisthetruemeaningandvalueofcompassionandnonviolence,whenithelpsustoseetheenemy'spointofview,to
hearhisquestions,toknowhisassessmentofourselves.Forfromhisviewwemayindeedseethebasicweaknessesof
ourowncondition,andifwearemature,wemaylearnandgrowandprofitfromthewisdomofthebrotherswhoare
calledtheopposition….
So,too,withHanoi.IntheNorth,whereourbombsnowpummeltheland,andourminesendangerthewaterways,we
aremetbyadeepbutunderstandablemistrust.TospeakforthemistoexplainthislackofconfidenceinWesternwords,
andespeciallytheirdistrustofAmericanintentionsnow.InHanoiarethemenwholedthenationtoindependence
againsttheJapaneseandtheFrench,themenwhosoughtmembershipintheFrenchCommonwealthandwerebetrayed
bytheweaknessofParisandthewillfulnessofthecolonialarmies.ItwastheywholedasecondstruggleagainstFrench
dominationattremendouscosts,andthenwerepersuadedtogiveupthelandtheycontrolledbetweenthethirteenth
andseventeenthparallelasatemporarymeasureatGeneva.After1954theywatchedusconspirewithDiemtoprevent
electionswhichcouldhavesurelybroughtHoChiMinhtopoweroveraunitedVietnam,andtheyrealizedtheyhadbeen
betrayedagain.Whenweaskwhytheydonotleaptonegotiate,thesethingsmustberemembered.
Also,itmustbeclearthattheleadersofHanoiconsideredthepresenceofAmericantroopsinsupportoftheDiemregime
tohavebeentheinitialmilitarybreachoftheGenevaAgreementconcerningforeigntroops.Theyremindusthattheydid
notbegintosendtroopsinlargenumbersandevensuppliesintotheSouthuntilAmericanforceshadmovedintothetens
ofthousands.
HanoiremembershowourleadersrefusedtotellusthetruthabouttheearlierNorthVietnameseoverturesforpeace,
howthepresidentclaimedthatnoneexistedwhentheyhadclearlybeenmade.HoChiMinhhaswatchedasAmericahas
spokenofpeaceandbuiltupitsforces,andnowhehassurelyheardtheincreasinginternationalrumorsofAmerican
plansforaninvasionoftheNorth.Heknowsthebombingandshellingandminingwearedoingarepartoftraditional
pre-invasionstrategy.Perhapsonlyhissenseofhumorandofironycansavehimwhenhehearsthemostpowerfulnation
oftheworldspeakingofaggressionasitdropsthousandsofbombsonapoor,weaknationmorethaneight…thousand
milesawayfromitsshores.
23
BeyondVietnam--ATimetoBreaktheSilence
ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof
“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity
Excerpt6–
AtthispointIshouldmakeitclearthatwhileIhavetriedintheselastfewminutestogiveavoicetothevoicelessin
Vietnamandtounderstandtheargumentsofthosewhoarecalled"enemy,"Iamasdeeplyconcernedaboutour
owntroopsthereasanythingelse.ForitoccurstomethatwhatwearesubmittingthemtoinVietnamisnotsimply
thebrutalizingprocessthatgoesoninanywarwherearmiesfaceeachotherandseektodestroy.Weareadding
cynicismtotheprocessofdeath,fortheymustknowafterashortperiodtherethatnoneofthethingsweclaimto
befightingforarereallyinvolved.Beforelongtheymustknowthattheirgovernmenthassentthemintoastruggle
amongVietnamese,andthemoresophisticatedsurelyrealizethatweareonthesideofthewealthy,andthe
secure,whilewecreateahellforthepoor.
Somehowthismadnessmustcease.Wemuststopnow.IspeakasachildofGodandbrothertothesufferingpoor
ofVietnam.Ispeakforthosewhoselandisbeinglaidwaste,whosehomesarebeingdestroyed,whosecultureis
beingsubverted.IspeakforthepoorofAmericawhoarepayingthedoublepriceofsmashedhopesathome,and
deathandcorruptioninVietnam.Ispeakasacitizenoftheworld,fortheworldasitstandsaghastatthepathwe
havetaken.IspeakasonewholovesAmerica,totheleadersofourownnation:Thegreatinitiativeinthiswaris
ours;theinitiativetostopitmustbeours.
ThisisthemessageofthegreatBuddhistleadersofVietnam.Recentlyoneofthemwrotethesewords,andIquote:
EachdaythewargoesonthehatredincreasesintheheartoftheVietnameseandintheheartsofthoseof
humanitarianinstinct.TheAmericansareforcingeventheirfriendsintobecomingtheirenemies.Itis
curiousthattheAmericans,whocalculatesocarefullyonthepossibilitiesofmilitaryvictory,donotrealize
thatintheprocesstheyareincurringdeeppsychologicalandpoliticaldefeat.TheimageofAmericawill
neveragainbetheimageofrevolution,freedom,anddemocracy,buttheimageofviolenceandmilitarism
(unquote).
Ifwecontinue,therewillbenodoubtinmymindandinthemindoftheworldthatwehavenohonorable
intentionsinVietnam.IfwedonotstopourwaragainstthepeopleofVietnamimmediately,theworldwillbeleft
withnootheralternativethantoseethisassomehorrible,clumsy,anddeadlygamewehavedecidedtoplay.The
worldnowdemandsamaturityofAmericathatwemaynotbeabletoachieve.Itdemandsthatweadmitthatwe
havebeenwrongfromthebeginningofouradventureinVietnam,thatwehavebeendetrimentaltothelifeofthe
Vietnamesepeople.Thesituationisoneinwhichwemustbereadytoturnsharplyfromourpresentways.Inorder
toatoneforoursinsanderrorsinVietnam,weshouldtaketheinitiativeinbringingahalttothistragicwar…
Wearenowfacedwiththefact,myfriends,thattomorrowistoday.Weareconfrontedwiththefierceurgencyof
now.Inthisunfoldingconundrumoflifeandhistory,thereissuchathingasbeingtoolate.Procrastinationisstill
thethiefoftime.Lifeoftenleavesusstandingbare,naked,anddejectedwithalostopportunity.Thetideinthe
affairsofmendoesnotremainatflood--itebbs.Wemaycryoutdesperatelyfortimetopauseinherpassage,but
timeisadamanttoeverypleaandrusheson.Overthebleachedbonesandjumbledresiduesofnumerous
civilizationsarewrittenthepatheticwords,"Toolate."…
Westillhaveachoicetoday:nonviolentcoexistenceorviolentcoannihilation.Wemustmovepastindecisionto
action.WemustfindnewwaystospeakforpeaceinVietnamandjusticethroughoutthedevelopingworld,aworld
thatbordersonourdoors.Ifwedonotact,weshallsurelybedraggeddownthelong,dark,andshamefulcorridors
oftimereservedforthosewhopossesspowerwithoutcompassion,mightwithoutmorality,andstrengthwithout
sight…
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Name:_____________________________
BeyondVietnam--ATimetoBreaktheSilence
ResponseQuestions&CulminatingActivity
Discussthefollowingwithyourgroup-matesandwriteyourfinalanswersonnotebookpaper:
1. Summarizethemainpointsofthisexcerpt:
2. WhatoverallmessageisDr.Kingtryingtoconveyinthisexcerpt?
3. Chooseonequotethatyoufindparticularlystriking,interesting,relevant,orcontroversialandwriteit
here.Interpretthequote–whatmessageisDr.Kingsending?
4. WhomighthaveagreedwithDr.King’smessageinthisexcerptandwhy?
5. WhomighthavedisagreedwithDr.King’smessageinthisexcerptandwhy?
6. Howdoesthisexcerptconnectwiththeinformationyoulearnedinthehomeworkreading,inBond’s
comicbook,inthepoliticalcartoonsviewed,etc.?
7. Ifyouweregoingtogivethisparticularexcerptatitle,whatwouldyoucallitandwhy?
8. We’vediscussedhowmanyofKing’sviews,suchashisanti-warsentiments,disagreementwiththe
VietnamWar,anddisapprovalofmanyofAmerica’sforeignpolicies,areoftenlessdiscussedintoday’s
society.Whydoyouthinkthisis?
CulminatingAssignment:
Imaginetheyearis1967andthatyouareoneofDr.MartinLutherKing,Jr.’sadvisors.Itisoneweekbeforeheisto
givehis“BeyondVietnam:ATimetoBreaktheSilence”speech.Inordertospreadthewordregardingthesituation
inVietnamandhowitrelatestocivilrights,aswellastosolicitaudiencemembersforDr.King’sspeech,createan
informationalflyerorposterfortheApril4,1967event.Flyers/postersmustcontain:
• InformationregardingthesituationinVietnam(aslearned/discussedinclass)
• InformationregardingcivilrightsduringtheperiodofVietnam(aslearned/discussedinclass)
• “Teaser”informationregardingKing’sspeechthatwillconvincepeopletoshowupandlisten(ashis
advisor,youwouldknowwhatthespeechsaysbeforehand)
• AquotefromDr.MartinLutherKing,Jr.oranothercivilrightsleaderduringtheVietnamera
• Avisualimage(thismightbeincomicbookstyle,politicalcartoonstyle,astandarddrawing(literalor
abstract),etc.
• Accurateinformationregardingthedateandplacethespeechwasheld
• Flyersshouldbecreativebuthistoricallyaccurate
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