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Document-Based Activities on the Vietnam War
Using Primary Sources and the Internet
Stephanie Vargas, MA, Writer
Kerry Gordonson, Editor
Bill Williams, Editor
Dr. Aaron Willis, Project Coordinator
Katie Brown, Editorial Assistant
Social Studies School Service
10200 Jefferson Blvd., P.O. Box 802
Culver City, CA 90232
http://socialstudies.com
[email protected]
(800) 421-4246
All the Web addresses in this book can be found on our Web site:
http://www.socialstudies.com/uslinks.html
Sixth Printing September 2002
© 2001 Social Studies School Service
10200 Jefferson Blvd., P.O. Box 802
Culver City, CA 90232
United States of America
(310) 839-2436
(800) 421-4246
Fax: (800) 944-5432
Fax: (310) 839-2249
http://socialstudies.com
[email protected]
Cover art courtesy of the National Archives and Records Administration
http://media.nara.gov/media/images/36/30/36-2926a.gif
Permission is granted to reproduce individual worksheets for classroom use only.
Printed in the United States of America.
ISBN 0-934508-78-x
Product Code: ZP186
iii
TABLE OF CONTENTS
Teacher Introduction ................................................................................................ v
Overview: The Vietnam War ..................................................................................... vii
LESSONS
1. French Colonialism
Teacher’s Page ................................................................................................... 1
Student Worksheet ............................................................................................... 3
2. The Gulf of Tonkin Resolution
Teacher’s Page ................................................................................................... 5
Student Worksheet ............................................................................................... 7
3. Massacre at My Lai
Teacher’s Page ................................................................................................... 9
Student Worksheet ............................................................................................... 11
4. Antiwar Protests
Teacher’s Page ................................................................................................... 13
Student Worksheet ............................................................................................... 15
5. Vietnamization, the Paris Accords, and the End of the War
Teacher’s Page ................................................................................................... 17
Student Worksheet ............................................................................................... 19
Culminating Activity .............................................................................................. 21
Appendix
Answer Key ......................................................................................................... 27
Related Web Sites ................................................................................................ 29
Rubrics ................................................................................................................ 31
Suggested Curriculum Materials ........................................................................ 37
iv
v
DOCUMENT-BASED ACTIVITIES ON THE
VIETNAM WAR
TEACHER INTRODUCTION
Description:
Students will learn about the Vietnam War, and how the United States became involved
in the conflict between the years of 1960 and 1975. The unit begins with an exploration
of French colonialism in Vietnam and ends with the Paris Accords. Students discuss both
the national and international implications of the Vietnam War, analyze U.S. policy
decisions and debate student protest movements. Students are exposed to speeches,
written documents, political cartoons, music, and photographs. The unit as a whole
centers around the following question: Should the United States have gotten involved in
Vietnam?
Unit objectives:
Knowledge: students will
• understand the nature of French colonialism in Vietnam
• evaluate U.S. war policies and resolutions
• debate and discuss the antiwar protest movement
Skills:
• analyze, evaluate, and interpret primary source documents
• discuss and debate issues
• use evidence to draw conclusions
Prior Knowledge Required:
Students will need to have a thorough understanding of the Cold War. Students will need
to be familiar with French Colonialism in Vietnam, the Eisenhower administration’s
policies, 1960s counterculture, the civil rights movement and Lyndon B. Johnson’s Great
Society.
Teachers should use these lessons to teach the Vietnam War in conjunction with other
activities, lessons and lectures. Although these lessons discuss French Colonialism,
Lyndon B. Johnson, the My Lai Massacre, antiwar protests, and the Paris Accords,
students will also need to be introduced and exposed to the Tet Offensive, controversies
over prisoners of war, the structure of the South Vietnamese army and government, and
more.
vi
Lesson Format:
Each lesson consists of two parts: a teacher page and a student handout or worksheet. The
teacher page contains an overview, objectives, materials (including Web addresses),
directions, discussion questions, and an extension activity. Each student handout contains
an introduction, directions, Web addresses, and questions to be answered about the
source.
Assessment:
Most questions on the student handouts are short-answer questions and evaluation should
be done based on the precision and accuracy of answers. Suggested answer keys can be
found in the Appendix. Point values are not assigned to questions on the worksheets in
order to allow teachers to evaluate students according to standards that have been
previously developed and maintained in the classroom. It is recommended, however, that
teachers evaluate student worksheets in conjunction with their involvement in class
discussions. Suggested rubrics can found in the Appendix.
Additional Sources:
The Appendix contains answer keys, an annotated list of Web sites on the Vietnam War,
rubrics, and supplementary materials available from www.socialstudies.com.
vii
OVERVIEW: The Vietnam War
“I knew from the start that I was bound to be crucified either way I moved. If I left the
woman I really loved—the Great Society—in order to get involved with that bitch of a
war on the other side of the world, then I would lose everything at home. . . But if I left
that war and let the Communists take over South Vietnam, then I would be seen as a
coward and my nation would be seen as an appeaser and we would both find it
impossible to accomplish anything for anybody anywhere on the entire globe.”1
- President Lyndon B. Johnson
.
The roots of the conflict between the United States and the North Vietnamese
went all the way back to when French authorities and military personnel arrived on
Vietnamese soil during the second half of the nineteenth century. The French conquest of
Indochina was part of a larger pattern of European imperialism, as the French took
advantage of the Vietnamese land and people to export rice, rubber, and coal. During the
early 20th century, however, resentment of French rule helped spur the rise of
Vietnamese nationalism. It was during this time that Ho Chi Minh, who would later lead
the North Vietnamese in the war against the United States, became a committed
Communist revolutionary.2
In 1945, at the end of World War II and Japanese/French occupation, Ho Chi
Minh declared Vietnam to be an independent country, free of imperial rule. Years of
fighting between the French and Vietnamese followed. The U.S. sent aid, committing
money and resources to support the French in the hopes of preventing the spread of
communism. Ultimately, however, the French were dealt a devastating defeat at Dien
Bien Phu; shortly afterward at the Geneva Conference, they formally withdrew from
Vietnam, and a treaty divided the country at the 17th parallel. The northern half of
Vietnam, ruled by Ho Chi Minh, was committed to communism and the southern half of
Vietnam was committed to democracy. The Kennedy and Johnson administrations, in the
wake of the Cold War, felt it necessary to prevent the spread of communism into South
Vietnam at all costs. The “Domino theory,” subscribed to by Secretary of Defense Robert
McNamara and other Johnson advisers, maintained that if one country became
1
“Vietnam, An American Ordeal” by George Donelson Moss pg. 157.
Please note that it is difficult to summarize the entirety of the Vietnam War in two pages or less. I recommend,
“Vietnam, An American Ordeal” by George Donelson Moss as an excellent resource on the U.S./Vietnam Conflict.
2
viii
communist, neighboring countries would themselves become communist, falling like
dominoes.
In 1964, after a skirmish between North Vietnamese ships and U.S. destroyers in
the Tonkin Gulf just off Vietnam, Johnson presented Congress with what came to be
known as the Gulf of Tonkin resolution. The resolution essentially gave Johnson the
power to increase the American military presence in Southeast Asia, and marked the
beginning of full-scale U.S. involvement in the conflict between North Vietnam and
South Vietnam. It would take roughly fifteen years for the United States to find peace
both at home and abroad. The fighting in Vietnam was characterized by “search and
destroy” missions, often leading frustrated U.S. soldiers into poor and/or unoccupied
villages. Troops neither spoke the language, nor could they easily identify the enemy.
The Vietcong—familiar with the climate, terrain, and seasons—engaged the United
States in guerilla warfare on their own territory,. The U.S. engaged in massive bombing
campaigns that often spilled over into neighboring Laos or Cambodia. Atrocities occurred
on both sides; the most famous case involved American soldiers occurred in 1968 and
came to be known as the My Lai Massacre. In the Quang Ngai Province U.S. troops
killed roughly 300 to 400 innocent civilians while searching for Vietcong guerrillas. The
incident received widespread media attention, and provoked both shock and outrage back
home. Lt. William Calley became the public face of the massacre, and was the first
American to be court-martialed for committing atrocities during war.
Antiwar protests became more and more prevalent as the U.S. commitment in
Vietnam escalated. They were fueled by and joined with many of the social movements
going on at the same time such as the civil rights movement, the Women’s Liberation
movement, and 1960s counterculture, and “flower power.” Protesters engaged in acts of
civil disobedience, and although most rallies were peaceful, some turned violent, leading
to beatings, arrests, and even the deaths of some antiwar advocates. Students rioted on
university campuses, conscientious objectors rose in numbers, and draft dodgers fled to
Canada or Mexico.
ix
The war finally came to an end for the U.S. in 1973, when Secretary of State
Henry Kissinger and President Nixon agreed to sign the Paris Accords, ending U.S.
involvement and bringing soldiers (and prisoners of war) home. Two years later, North
Vietnamese troops captured Saigon, the South Vietnamese capital, bringing the war to an
end and unifying the country under communist rule. Although the American War in
Vietnam ended in 1973, the United States did not normalize its relations with the
Vietnamese government until the 1990s.
x
1
French Colonialism
Teacher Page
Overview:
The goal of this activity is to give students an understanding of French colonialism in
Vietnam. Students read the Vietnamese Declaration of Independence, a speech delivered
by Ho Chi Minh in Hanoi on September 2nd, 1945.
Objectives:
Students will:
• understand and interpret the Vietnamese Declaration of Independence
• draw conclusions on Vietnamese society under French colonial rule
Web Sites Used in this Lesson:
The Vietnamese Declaration of Independence can be found at
http://coombs.anu.edu.au/~vern/van_kien/declar.html
In addition, these Web pages from the Library of Congress can help students get
background information on French colonial rule in Vietnam:
•
•
•
http://coombs.anu.edu.au/~vern/van_kien/indagree.html
http://coombs.anu.edu.au/~vern/van_kien/anthem.html
http://web.archive.org/web/19990117021309/coombs.anu.edu.au/WWWVLPages
/VietPages/WWWVL-Vietnam_10.html
Strategies:
Discuss French colonialism in Vietnam and the transition of power from the French to the
Japanese. Have students complete the worksheet, then discuss the document’s historical
significance with the whole class. Following this lesson, the class should discuss the
Geneva Accords and developments in Vietnam prior to 1960 in order to learn how the
U.S. became involved in defending democracy in South Vietnam.
Wrap-Up:
After students complete the worksheet, review answers as a class and use the following
questions to lead a discussion.
1. Why was Vietnam a politically unstable country following World War II?
2. Was Ho Chi Minh an effective leader? What do we learn from his speech that leads
us to believe he would become an effective leader?
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3. How might the spirit of Ho Chi Minh’s declaration have functioned later in the war
against the United States?
Extension Activity:
Have students read the Geneva Accords and debate the conclusions drawn in the Geneva
Accords. Pose the following question: “In their involvement in Vietnam, did the U.S.
repeat mistakes made earlier by the French?”
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French Colonialism
Student Worksheet
Introduction:
France established a stronghold in the southern region of Vietnam during the later half of
the nineteenth century. By 1883, French authority extended over the entire country. The
French conquest of Indochina was part of a larger pattern of European imperialism, as the
French took advantage of both the Vietnamese land and people to export rice, rubber, and
coal. During the early 20th century, however, resentment of French rule helped spur the
rise of Vietnamese nationalism. It was during this rise of nationalism that Ho Chi Minh
stepped onto the scene and became a committed communist revolutionary. He would
later lead the North Vietnamese in the war against the United States.
All web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html
Directions:
The Vietnamese Declaration of Independence
Go to http://coombs.anu.edu.au/~vern/van_kien/declar.html
President Ho Chi Minh delivered this address in Hanoi on September 2nd, 1945. Answer
the following questions regarding this document:
1. Why might Ho Chi Minh have borrowed phrases from the United States Declaration
of Independence and the French Rights of Man and the Citizen?
2. According to the Vietnamese Declaration of Independence, how were the Vietnamese
treated under French Imperial rule?
3. What are some of the Vietnamese grievances against the French? Provide two or
three specific examples.
4. Who ruled Vietnam after 1940? Why?
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5. How and why did the Vietnamese justify their independence from France?
6. Was Vietnam an independent nation following World War II? Why or why not?
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The Gulf of Tonkin Resolution
Teacher Page
Overview:
Students will read Lyndon B. Johnson’s August 5, 1964 message to Congress. Students
will also be introduced to the Gulf of Tonkin Resolution. Students will discuss the
speech, the resulting resolution, and its historical significance.
Objectives:
Students will
• read, analyze, and interpret a speech and a U.S. foreign policy document
• understand the political climate and context within which Johnson committed
U.S. troops to Vietnam
• discuss the broader implications of the Gulf of Tonkin Resolution
Web Sites Used in this Lesson:
President Johnson’s message to Congress can be found at:
http://www.luminet.net/~tgort/johnson.htm
The Gulf of Tonkin Resolution can be found at: http://www.luminet.net/~tgort/tonkin.htm
These Web sites have background information on the Gulf of Tonkin Resolution and the
Johnson Administration:
•
•
•
http://www.militaryhistory.com/Vietnam/articles/1997/08972_text.htm
http://www.yale.edu/lawweb/avalon/tonkin-g.htm
http://members.aol.com/warlibrary/vwton.htm
Strategies:
Provide a historical context within which students can understand the document. Discuss
the factors leading up to the resolution, including Kennedy’s commitment to upholding
democracy in South Vietnam.
Wrap-Up:
Use the following questions to lead a class discussion:
1. Do you believe the Gulf of Tonkin Resolution was legal and/or just? Why or why
not?
2. Which leadership/party/government was more stable: Ho Chi Minh’s or Johnson’s ?
Justify your choice.
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3. Of the two leaders, whose policy decisions were more effective? Why?
Extension Activity:
Have students participate in a simulated Senate debate regarding the Gulf of Tonkin
Resolution. Each student can play or represent a different Senator with a specific position
on the document. Lead a simulated Senate debate in the classroom regarding the
Resolution.
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The Gulf of Tonkin Resolution
Student Worksheet
Introduction:
Welcome to 1964…“The picture as Johnson painted it was bound to inflame people in America.
Sailing peacefully at night in the Gulf of Tonkin on August 4, 1964, two U.S. destroyers had been
attacked by 22 torpedoes launched from North Vietnamese patrol boats. It was the second
“unprovoked” attack in two days. It was time to teach them a lesson! Johnson went on national
television on August 4 and said the “repeated” acts of violence required the reply that was being
given as he spoke. At 10:43 p.m. U.S. naval aircraft began 64 sorties against patrol boat bases and
oil storage depots in North Vietnam . . .The Gulf of Tonkin Resolution, which had been prepared
months earlier, was the justification for committing 550,000 U.S. troops to Vietnam without further
consultation.” 1
All web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html
Directions:
Lyndon B. Johnson’s August 5, 1964 message to Congress
Go to http://www.luminet.net/~tgort/johnson.htm
The Gulf of Tonkin Resolution
Go to http://www.luminet.net/~tgort/tonkin.htm
Read Johnson’s speech and the Gulf of Tonkin resolution. Answer the following
questions regarding the speech and the resolution below.
1. Why did Johnson claim that North Vietnam deliberately attacked the United States?
What evidence does he offer to support this assertion?
2. What four propositions does Johnson make in his speech?
3. How does Johnson rationalize U.S. involvement in Vietnam?
1
The American Century, Harold Evans, Knopf, New York, 2001.
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4. In the Gulf of Tonkin Resolution, what does the United States regard as its national
interest?
5. Why do you think the Senate passed the Gulf of Tonkin Resolution instead of just
declaring war?
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9
The My Lai Massacre
Teacher Page
Overview:
Students view photographs of the My Lai Massacre, as well as photographs of U.S.
soldiers in action. Students will discuss how the media portrayed the incident, and will
also consider the court-martial of Lieutenant Calley.
Objectives:
Students will
• analyze photographs and read an article
• understand different perceptions of the actions of U.S. soldiers in Vietnam
• discuss the nature of warfare
Web Sites Used in this Lesson:
Robert Haeberle’s photographs of the My Lai Massacre, printed in the December 5, 1969
issue of Life magazine, can be found at
http://www.bedfordstmartins.com/historymodules/modules/mod35/frame4.htm
The Life magazine article “The Massacre at Mylai” can be found at
http://karws.gso.uri.edu/Marsh/Vietnam/mylait01.htm (Please note that the article
is five pages long. You may want to have students focus on the first two pages.)
These Web sites can help students get background understanding on the My Lai
Massacre and the nature of guerilla warfare:
•
•
•
•
http://www.pbs.org/wgbh/amex/vietnam/trenches/mylai.html
http://www.law.umkc.edu/faculty/projects/ftrials/mylai/Myl_intro.html
http://www.law.umkc.edu/faculty/projects/ftrials/mylai/mylai.htm
http://www.pathfinder.com/photo/essay/mylai/mylaicon.htm
Here are other photographs of troops in action:
•
http://semperfiheart1.homestead.com/Whispers.html
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Strategies:
Introduce the students to the nature of guerilla warfare. If you like, you can read the class
excerpts from Dear America, Letters Home from Vietnam, edited by Bernard Edelman.
(See Appendix for ordering information). Students should understand the nature of
warfare in Vietnam, and the psychological, emotional, and physical toll it took on U.S.
troops.
Wrap-Up:
After students complete the worksheet, review answers as a class and use the following
questions to lead a discussion.
1. How does one define “atrocity” in a time of war?
2. Should we apply legal rules to incidents arising out of warfare? Was justice done
in the court-martial of Calley?
3. What is the lasting significance of My Lai? Did it substantially change public
attitudes toward the Vietnam War?
Extension Activity:
Have students engage in an activity that displays the Vietnamese treatment of U.S.
prisoners of war. It is important for students to have multiple perspectives.
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11
The My Lai Massacre
Student Worksheet
“The war was mostly a matter of enduring weeks of expectant waiting and, at random
intervals, of conducting vicious manhunts through jungles and swamps where snipers
harassed us constantly and booby traps cut us down one by one.”
- Philip Caputo in A Rumor of War
Introduction:
In March of 1968, the frustrated men of Charlie Company, 1st Battalion, the 11th Infantry
Brigade, embarked on yet another endless “search and destroy” mission in the Quang
Ngai Province. When they arrived at My Lai, the American soldiers, using pistols,
automatic rifles, and machine guns, killed an estimated 300 to 400 civilians. The
American people were not informed of the incident for over twenty months until late
November of 1969, when independent media sources exposed the Army’s attempted
cover-up of the incident. Lieutenant William Calley’s platoon was estimated to have
killed over 200 of the villagers that morning, and he later received a court martial in a
controversial case.
All web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html
Directions:
My Lai Massacre photograph
Go to http://www.pathfinder.com/photo/essay/mylai/mylai08.htm
This photograph, taken by Robert Haeberle of Life magazine, appeared in magazines and
newspapers throughout the country.
Answer the following questions:
1. Roughly how many people appear to be dead in the photograph?
2. What appear to be the ages of the people in the photograph?
3. How are these people dressed?
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4. What can we assume about these people based on their dress?
5. How did these people die?
6. What message do you think the photographer is trying to send? Give reasons for your
answer.
“The Massacre at Mylai” magazine article
Go to http://www.pathfinder.com/photo/essay/mylai/mylait01.htm
This article on the Massacre at My Lai appeared in Life magazine on December 5, 1969
(Vol. 67 No. 23). Read the article and answer the following questions:
1. Why do you think the My Lai Massacre occurred?
2. Why would U.S. soldiers kill innocent Vietnamese civilians?
3. How do you think Americans at the time reacted to these photographs?
4. How did the My Lai Massacre affect public support for the war?
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13
Antiwar Protests
Teacher Page
Overview:
Those evading the draft—conscientious objectors, students, academics, and many
others—protested the U.S involvement in the Vietnam War. The protests varied in
intensity and in size. Domestic opposition to the Vietnam War mounted throughout the
late 1960s. In this lesson, students listen to Country Joe McDonald’s “I-Feel-Like-I’mFix’n-to-Die-Rag.”
Objectives:
Students will
• listen to a song
• analyze and interpret the lyrics of the song
• debate tactics and strategies used by antiwar protesters
Web Sites Used in this Lesson:
The song can be found at http://www.countryjoe.com/rag.htm
These Web sites provide background information on the antiwar protests:
•
•
•
http://library.thinkquest.org/27942/indexf.htm
http://library.thinkquest.org/27942/intro.htm
http://lists.village.virginia.edu/sixties/HTML_docs/Stories/Narratives/017story.ht
ml
Strategies:
Review with students the civil rights movement and other forms of social protest at the
time. Provide examples of different perspectives on the antiwar protests (see:
http://library.thinkquest.org/27942/modern.htm)
Wrap-Up:
After students complete the worksheet, review comparisons as a class and use the
following questions to lead a discussion.
1. What were some of the different methods used to protest the war? Which do you
think were most effective? Why?
2. What did the antiwar protesters hope to accomplish?
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3. What role did the media play in the antiwar protest movement?
4. Why did America experience a “War at Home” during the Vietnam War whereas it
did not during World War II or the Korean War?
Extension Activity:
Have students role-play different types of Americans from the 1960s (e.g., college
student, middle-aged conservative, African American, Vietnam vet, a soldier’s mother or
father) and hold a debate over the issue of whether the U.S. should be involved in
Vietnam.
Permission granted to reproduce for classroom use only.  2001 Social Studies School Service. (800) 421-4246 socialstudies.com
15
Antiwar Protests
Student Worksheet
Introduction:
In addition to the war abroad, the U.S. faced a “war at home.” Antiwar demonstrators,
students, draft dodgers, and many others protested U.S. foreign policy towards Vietnam.
Not all antiwar demonstrators were united in their protests, however. Students for a
Democratic Society (SDS) generated a sophisticated political analysis and ideological
rationale for their activities, but many other activists did not. Radicals were dedicated to
acts of civil disobedience, while others tried to work through the political system, and
even tried to use music to win the “hearts and minds” of the public.
All web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html
Directions:
Country Joe McDonald’s “I-Feel-Like-I’m-Fixin’-to-Die-Rag”
Go to http://www.countryjoe.com/rag.htm and click on the “Listen” tab to hear the song.
To read the song lyrics click on “sheet music and guitar tabs.”
Answer the following questions:
1. What kind of music is this? What instruments are used?
2. What does Country Joe McDonald accuse Wall Street of?
3. What is his attitude towards the Vietnam War? How can we tell?
4. Why do you think he wrote this song?
5. How does he handle the “horror of war?” Explain.
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6. Do you think this song was more or less effective than other forms of protest against
the war (e.g., public demonstrations, civil disobedience)? Be sure to explain your
reasoning.
7. If you were drafted to fight in the Vietnam War in 1969, would you have gone? Why
or why not? What factors would have influenced your decision? Explain.
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Vietnamization, the Paris Accords, and the End of the War
Teacher Page
Overview:
In this lesson, students will understand how and why the U.S. withdrew troops from
Vietnam in 1973. Students analyze two speeches given by President Nixon.
Objectives:
Students will
• interpret two speeches by President Nixon
• analyze the Vietnamization and the Paris Peace Accords
• understand how and why the “U.S.” withdrew from Vietnam
Web Sites Used in this Lesson:
Nixon’s November 3, 1969 speech on Vietnamization can be found at
http://oll.temple.edu/hist249/course/Documents/good_evening.htm
Nixon’s 1973 “Peace with Honor” speech can be found at
http://oll.temple.edu/hist249/course/Documents/peace_with_honor.htm (text)
http://www.mtholyoke.edu/acad/intrel/nixonwar.wav (audio clip).
These Web sites can help students gain an understanding of the Paris Peace Accords:
•
•
http://www.richmond.edu/~ebolt/history398/Notes_Paris_Peace.html
http://www.aiipowmia.com/sea/ppa1973.html
Strategies:
Usually the end of a war comes after a major defeat in battle; however, this was not the
case with U.S. involvement in the Vietnam War. Have the class discuss why the war
ended when it did, and what the major factors were in changing the U.S. government’s
goals in Vietnam.
Have students complete the worksheet.
Wrap-Up:
After students complete the worksheet, review the answers and use the following
questions to lead a discussion.
1. Was Nixon critical of Lyndon B. Johnson’s policies towards Vietnam?
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2. Compare Nixon and Henry Kissinger’s attitudes towards the Vietnam War in 1969
with their positions in 1973. Did they change substantially in these four years? What
was the rationale behind their positions?
3. Whom did the Paris Peace Accords benefit most? Why? Did they bring peace?
4.
Why did the Vietnam War last as long as it did?
Extension Activity:
Have students create timelines showing the changes of U.S. policy towards Vietnam
during the Vietnam War.
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Vietnamization, the Paris Accords, and the End of the War
Student Worksheet
Introduction:
In his November 3, 1969 “Vietnamization” speech, President Nixon declared that,
“Tonight I do not tell you that the war in Vietnam is the war to end wars. But I do say
this: I have initiated a plan which will end this war in a way that will bring us closer to
that great goal to which Woodrow Wilson and every American President in our history
has been dedicated to the goal of a just and lasting peace.” It would take another five
years before Nixon gave his “Peace with Honor” speech to the United States and a ceasefire was declared.
All web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html
Directions:
Your goal is to interpret and explain President Nixon’s speeches. Answer the following
questions:
Nixon’s 1969 speech on Vietnamization
Go to http://oll.temple.edu/hist249/course/Documents/good_evening.htm
1. What does Nixon say are the questions that are “on the minds of many of you
listening to me?”
2. What is “the great question” that Nixon asks?
3. What did Nixon conclude in January? Why?
4. What was the Vietnamization plan?
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5. What does Nixon say are the two choices “open to us if we want to end this war?”
Which of the two did he choose? Why?
6. How did Nixon justify his course of action?
7. What did Nixon mean by the following statement: “Because let us understand: North
Vietnam cannot defeat or humiliate the United States. Only Americans can do that?”
Explain.
Nixon’s “Peace with Honor” speech
Go to http://oll.temple.edu/hist249/course/Documents/peace_with_honor.htm (text)
http://www.mtholyoke.edu/acad/intrel/nixonwar.wav (audio clip).
8. Why did Nixon keep his negotiations secret?
9. Did Vietnamization provide a solution to the “quagmire” of the war? Explain.
10. Did the Paris Accords end the war? Explain.
11. Do you think the United States achieved “peace with honor?” Give evidence to
support your conclusion.
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Culminating Activity
Directions:
Assign a culminating essay using the following question:
“I knew from the start that I was bound to be crucified either way I moved.
If I left the woman I really loved–the Great Society–in order to get
involved with that bitch of a war on the other side of the world, then I
would lose everything at home…But if I left that war and let the
Communists take over South Vietnam, then I would be seen as a coward
and my nation would be seen as an appeaser and we would both find it
impossible to accomplish anything for anybody anywhere on the entire
globe.”2
- President Lyndon B. Johnson
Do you agree that President Johnson was in a “damned if I do, damned if I don’t”
position regarding Vietnam? Should the United States have gotten involved in Vietnam?
Students should critically assess Lyndon B. Johnson’s quote and defend their position
using primary source documents. The Culminating Activity instruction sheet for students
can be found on the following page.
Evaluation:
Teachers should evaluate students according to their own grading systems. However, a
grading rubric for the essay is available and can be found in the Appendix.
2
“Vietnam, An American Ordeal” by George Donelson Moss pg. 157.
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Culminating Activity
Student Worksheet
Directions:
1. You goal is to write an essay critically evaluating U.S. involvement in Vietnam.
Assess the following statement by President Johnson:
“I knew from the start that I was bound to be crucified either way I moved.
If I left the woman I really loved–the Great Society–in order to get
involved with that bitch of a war on the other side of the world, then I
would lose everything at home…But if I left that war and let the
Communists take over South Vietnam, then I would be seen as a coward
and my nation would be seen as an appeaser and we would both find it
impossible to accomplish anything for anybody anywhere on the entire
globe.”3
- President Lyndon B. Johnson
Do you agree that President Johnson was in a “damned if I do, damned if I don’t”
position regarding Vietnam? Should the United States have gotten involved in
Vietnam?
2. Evaluate Johnson’s statement in light of your position on U.S. involvement in the
Vietnam War. After determining which argument you would like to support (either
yes or no), use primary source documents from our previous lessons (or other primary
source documents you can find) to provide you with evidence to support your thesis
statement and your arguments (see the argument example below).
3. Create an outline for your essay.
4. Write and/or type your essay. Make sure to proofread for spelling and grammar
errors!
5. Cite your sources at the end of your essay.
3
“Vietnam, An American Ordeal” by George Donelson Moss pg. 157.
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Culminating Activity Evaluation Rubric
Guidelines:
Introduction:
Do you place your research in
historical context?
Do you provide a research
question?
Do you provide a solid thesis
statement, answering your
research question?
Body:
Do your body paragraphs support
your thesis statement?
Do you provide good supporting
evidence and consider multiple
perspectives?
Is your paper well organized?
Conclusion:
Do you summarize your main
arguments, restate your thesis and
explain what your reader should
walk away with after reading
your paper?
Logistics:
Is your paper clear, concise and
historically accurate?
Is your grammar and spelling
correct?
Did you follow directions, using
primary documents and sources?
Is your essay 5 paragraphs long?
Final Evaluation: Teacher Comments
Grade
15 points
30 points
15 points
15 points
Bibliography:
Did you include 5 sources?
Are they in proper bibliographic
format?
10 points
Outline:
Did you include your original
essay outline? Was your outline
clear and well-organized? Did
your outline provide argument
and evidence?
15 points
Overall comments:
100 points
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APPENDIX
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Answer Key
Lesson 1: French Colonialism
1. To use a common language that Western countries would understand and to point out
their own double standards between policies at home and those abroad
2. Poorly
3. Taking advantage of the land’s natural resources (the primary source document lists
many examples)
4. Japan during WWII
5. Claimed to side with and help the French against the Japanese during WWII
6. Answers will vary
Lesson 2: The Gulf of Tonkin Resolution
1.
2.
3.
4.
To have an excuse to declare war/Claimed a U.S. submarine was attacked
Four propositions are listed in the primary source document
U.S. defense against the spread of communism
U.S. national interest is world peace
5. Answers will vary
Lesson 3: My Lai Massacre
1. Roughly 10–15 people
2. Young children and mothers
3. Shorts, t-shirts
4. Peasant villagers
5. Shot
(Answers #6–10 will vary)
Lesson 4: Anti-War Protesters
1. Guitar, country
2. Making money off the war
3. The war was a death-trap
4. To protest the war
(Answers #5–7 will vary)
Lesson 5: Paris Accords
1. How and why did America get involved in Vietnam in the first place?
How has this administration changed the policy of the previous administration?
What has really happened in the negotiations in Paris and on the battle-front in
Vietnam?
What choices do we have if we are to end the war?
What are the prospects for peace?
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2. How can we win America's peace?
3. “In January I could only conclude that the precipitate withdrawal of American forces
from Vietnam would be a disaster not only for South Vietnam but for the United
States and for the cause of peace. For the South Vietnamese, our precipitate
withdrawal would inevitably allow the Communists to repeat the massacres which
followed their takeover in the North 15 years before.”
4. “The policy of the previous administration not only resulted in our assuming the
primary responsibility for fighting the war, but even more significantly did not
adequately stress the goal of strengthening the South Vietnamese so that they could
defend themselves when we left.The Vietnamization plan was launched following
Secretary Laird's visit to Vietnam in March. Under the plan, I ordered first a
substantial increase in the training and equipment of South Vietnamese forces.”
Opinions will vary on whether this worked or not.
5. “My fellow Americans, I am sure you can recognize from what I have said that we
really only have two choices open to us if we want to end this war. -I can order an
immediate, precipitate withdrawal of all Americans from Vietnam without regard to
the effects of that action. -Or we can persist in our search for a just peace through a
negotiated settlement if possible, or through continued implementation of our plan for
Vietnamization, if necessary, a plan in which we will withdraw all our forces from
Vietnam on a schedule in accordance with our program, as the South Vietnamese
become strong enough to defend their own freedom.
I have chosen this second course.”
6. “It is a plan which will end the war and serve the cause of peace not just in Vietnam
but in the Pacific and in the world.”
(Answers #7–11 will vary)
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Recommended Web Sites on the Vietnam War
The Vietnam War Internet Project
Created by John Tegtmeier, the Vietnam War Internet Project provides photographs,
documents, links, articles, personal narratives, and much more on the Vietnam War. A
book-style comprehensive index to Vietnam resources on the Web organized by topic and
author provides a good starting point for further research.
http://www.vwip.org/vwiphome.html
The Lyndon B. Johnson Library and Museum
The National Archives and Records Administration Lyndon B. Johnson Library and
Museum Web site offers audio archives, streaming media, photographic archives, oral
history interviews, and more regarding Johnson’s administration and U.S. policy towards
Vietnam. A new section of the site, LBJ for Kids, offers a timeline, fast facts, and activity
pods geared to students.
http://www.lbjlib.utexas.edu/
The American Experience: Vietnam
PBS provides an excellent Web site featuring articles, photographs and timelines on the
U.S. involvement in Vietnam as a companion to their television documentary series on
the topic. Additional reference material on the site include a “who’s who” of major
players in the war, maps, primary source documents, and a glossary of Vietnam War
terms.
http://www.pbs.org/wgbh/amex/vietnam/index.html
Vietnam: Echoes from the Wall
The Vietnam Veterans Memorial Fund Web site provides excellent links and resources
on teaching the Vietnam War (aimed at educators and students). The site claims to have
4000 primary source documents online as well as lesson plans and timelines.
http://www.teachvietnam.org/
Vietnam Veterans Home Page
The wide variety of resources on Vietnam veteran supporter Bill McBride’s home page
provides a unique glimpse into the lives of U.S. soldiers who served in Vietnam. The site
gives the opportunity for Vietnam veterans and their friends and families to share their
stories, pictures, songs, art, poetry, and experiences.
http://grunt.space.swri.edu/
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Argumentative Paragraph/Essay Rubric
Structure-Introduction
- states thesis/main idea
- introduces main points
Weighting
Level 1 (50-59)
- simple opening statement
- limited identification of main points
SCORE
Level 2 (60-69)
- thesis stated but unclear
- main points unclear
Level 3 (70-79)
- thesis is stated but somewhat unclear
- main points introduced with moderate clarity
Level 4 (80-100)
- thesis is precisely stated
- main points clearly introduced
Structure-Conclusion
– summarizes thesis/main
idea
– summarizes main points
Weighting
Level 1 (50-59)
- abrupt ending; limited summarizing of main
points
SCORE
Level 2 (60-69)
- thesis summarized but unclear
- main point summarized but unclear
Level 3 (70-79)
- thesis summarized but somewhat unclear
- main points summarized but unclear
Level 4 (80-100)
- thesis clearly summarized
- main points clearly summarized
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Supporting Reasons or
Arguments
- arguments are related to
the main idea logically
Weighting
Level 1 (50-59)
- arguments are unrelated
SCORE
Level 2 (60-69)
- arguments are unclear and not logically related
to the main idea
Level 3 (70-79)
- arguments are usually clear and logically related
to the main idea
Level 4 (80-100)
- arguments are quite clear and logically
related to the main idea
Level 1 (50-59)
Evidence and Examples
- relevant supporting evidence - limited support of points, evidence mostly
- sufficient quantity of facts
irrelevant
used
- limited or unrelated facts used
Weighting
SCORE
Level 2 (60-69)
- some points have been supported, some
evidence not relevant
- insufficient or missing some facts
Level 3 (70-79)
- most points have been supported with relevant
evidence
- sufficient use of facts
Level 4 (80-100)
- each point has been supported with relevant
evidence
- substantial facts used
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Mechanics of Writing
- correct grammar and
spelling used
- use of correct citation
method
Weighting
Level 1 (50-59)
- grammar and spelling used with limited
accuracy and effectiveness
- citation method not followed or absent
SCORE
Level 2 (60-69)
- grammar and spelling used with some accuracy
and effectiveness
- citation method used but with significant errors
Level 3 (70-79)
- grammar and spelling used with considerable
accuracy and effectiveness
- minor errors in citation method
Level 4 (80-100)
- correct grammar and spelling used with
accuracy and effectiveness almost all of the time
- precise use of citation method
Additional Criteria
Weighting
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Debate Rubric
Clear articulation of position
Level 1
- position is not clearly stated
SCORE
Level 2
- position is recognized, but only clarified
through prompting
Level 3
- a clear position is stated
Level 4
- a clear position is stated and fully articulated
Provides support for position
Level 1
- limited support for initial position
SCORE
Level 2
- support for initial position is present but lacks
clarity of presentation
Level 3
- support for initial position is clearly presented
and reasoned based on evidence
Level 4
- supporting arguments for position are both
reasoned and persuasively presented
Considers other positions
Level 1
- limited sensitivity to other positions
SCORE
Level 2
- other positions acknowledged but not
considered
Level 3
- other positions acknowledged and considered
Level 4
- other positions considered and effectively
incorporated or countered
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Effectively critiques positions
Level 1
- limited sensitivity to other positions
SCORE
Level 2
- other positions acknowledged but not
considered
Level 3
- other positions acknowledged and considered
Level 4
- other positions considered and effectively
incorporated or countered
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Oral Presentation Rubric
Your Name: ______________________
Topic:_____________________________
Criteria
Possible
Self-Assessment
Points
Provided depth in coverage of topic.
Presentation was well planned and
coherent.
Presenters were models of thoughtfulness.
Personal experience integrated where
relevant and appropriate. Explanations
and reasons given for conclusions.
Teacher
Assessment
10
10
10
Communication aids were clear and useful.
10
Bibliographic information for others was
complete.
10
Total Possible Points
50
Rate each category according to the following scale:
•
•
•
•
•
•
9–10 = excellent
7–8 = very good
5–6 = good
3–4 = satisfactory
1–2 = poor
0 = unsatisfactory
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Resources on Vietnam available from
Social Studies School Service
To order, go to http://www.socialstudies.com/mproduct.html and enter the code and
quantity of the desired titles or call toll-free 800-421-4246.
DEAR AMERICA: Letters Home From Vietnam. In this compelling documentary, the
Vietnam war experience unfolds through the letters of American soldiers. Dramatic news
footage, home movies, and a period rock music score accentuate the anger, frustration,
boredom, heroism, and horror which the letters so poignantly express. Among the actors
reading the letters are Robert DeNiro, Robin Williams, Howard Rollins, and Michael
J. Fox. Note: some brief nudity. Mature students. Period music score. Black-and-white
and color. 84 minutes. HBO.
SV753V
VHS videocassette
$19.98
VIETNAM—HOW WE WENT TO WAR: 20th Century With Mike Wallace. This
telling documentary reveals how fear of communism propelled the United States into a
conflict which divided the nation, ended a Presidency, and killed or wounded 200,000
Americans—and countless Vietnamese. Powerful images recall the French disaster at
Dien Bien Phu, America’s rejection of Ho Chi Minh, the assassination of U.S.-backed
Ngo Dinh Diem (three weeks before Dallas), fiery Buddhist protests, the war’s expansion
after Tonkin, and the suffering that appeared nightly on American television.
Retrospectives by Stanley Karnow, Neil Sheehan, Robert McNamara, and others are
juxtaposed with historical footage. Grades 7 and up. Color and black-and-white. 50
minutes. History Channel. ©1998.
FE426V
VHS videocassette
$24.95
THE VIETNAM WAR: Jackdaw®. Did America enter Vietnam to champion a
fledgling democracy or to shore up an out-of-touch regime? What, if anything, did the
war accomplish? Reproductions of 16 historic documents plus five illustrated broadsheets
and a guide with 15 reproducible activity pages help students answer these and other
questions. Documents include “Nine Rules of Combat for U.S. Soldiers,” “Vietcong
Policy toward POW’s,” front pages from the San Francisco Chronicle, and a portion of
the 1954 peace agreement signed by the Vietnamese and French. Grades 7–12. ©1997.
DJ269
Primary source collection, guide
$41.00
VIETNAM POSTERS. America’s longest war is portrayed through dramatic
photographs and compelling text. Black-and-white and full-color laminated posters offer
a vivid depiction of the country itself, the Tet Offensive, protests at home, My Lai, POWs
and MIAs, war statistics, and viewpoints from American and world leaders. Three of the
posters provide an overview and timeline of America’s involvement in Vietnam. A
teacher’s guide is included. 21"h x 16"w. Perfection Learning.
PFF104
10 full-color posters, guide
$55.50
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THE VIETNAM WAR: Events to Remember. Twenty-four graphic black-and-white
photographs portray events in war-torn Vietnam. Subjects include key Vietnamese and
American decision makers, a variety of U.S. military operations, a downed American
helicopter, the Tet offensive, soldiers taking cover behind a tank, Americans transporting
their dead, a Vietcong prisoner, and Saigon. The captioned photographs are printed on
11" x 14" heavy glossy stock. Documentary Photo Aids.
DPA160
24 photo aids
$42.00
THE LESSONS OF THE VIETNAM WAR. Insightful readings and activities on
America’s Vietnam experience.
• The 355-page student text covers the land, history, and culture of Vietnam; the
consequences of American decisions about Vietnam; the legality of American
intervention; who the GIs were; how the war was fought; My Lai as a case study;
the war at home; how the war was reported in the media; the wounds of war and
the healing process; the boat people; women’s perspectives; and the lessons
learned from the war.
• The 47-page teacher’s manual introduces the rationale for the program and
provides reproducible activity sheets, extension activities, and lists of audiovisual
resources.
• The 74-page annotated guide assesses historical works and personal accounts, novels,
poetry, plays, commercial and documentary films, and speakers.
• Teaching the Vietnam War: Classroom Strategies is a dynamic 72-minute video
incorporating the lessons and the testimony of Vietnam veterans.
• The 132-page teacher trainer handbook supplies lesson plans, activity ideas,
primary source materials, annotated resource lists, and guidelines for handling
controversy in teacher-led workshops.
Grades 9 and up. Center for Social Studies Education. Fourth Edition. ©1989–99.
CZ102
Paperback student text
$22.95
CZ102TG
Teacher’s manual
$10.00
CZ103
Annotated guide
$11.95
CZ101V
VHS videocassette
$44.95
CZ105
Teacher trainer handbook
$29.95
THE WAR IN VIETNAM: A Multimedia Chronicle From CBS News and the New
York Times. This CD-ROM combines the comprehensive coverage and factual accuracy of
the New York Times with the impact of CBS footage from America’s first “television war.”
Nearly 1000 Times articles include field dispatches, personality profiles, and historic
documents such as the Paris Peace Accords and the Pentagon Papers. Meanwhile, CBS
video clips highlight poignant moments in the war (a monk’s immolation, American
soldiers ambushed, the naked “Napalm Girl,” pistol-wielding Loc Loan’s snap execution of
a prisoner) and are linked to the Times stories. Other features: detailed area maps; reports
on Medal of Honor winners, POWs, MIAs, and monuments; a searchable database of
names on the Wall; and an extensive filmography, a bibliography, and a glossary. Grades 7
and up. Macmillan Digital USA. ©1995.
SSH532CD
CD-ROM for Mac/Windows
$39.95
SSH532LCD
LAB PACK: 5 CD-ROMs for Mac/Windows $159.95
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