vietnam war quiz show prompts (1)

Transcription

WELCOME
Hours of Instruction: Flexible, up to 45 Days
Grades: 7–11
Overview: This comprehensive teaching unit covers American involvement in Vietnam beginning in 1961, and
hostilities from 1964–1975. Use all of the lessons or select activities to enhance student understanding of
America’s involvement in the quagmire of undeclared war.
Your students will:
s %XPLORETHEMILITARYANDPOLITICALDECISIONSTHATLEDTO!MERICANINVOLVEMENT
s %XPERIENCETHE6IETNAM7ARASCIVILIANSSOLDIERSONBOTHSIDES0/7SANDPOLITICIANS
s %XPRESSHISTORICALUNDERSTANDINGCREATIVELYTHROUGHDRAWINGPOETRYWRITINGHINDSIGHTREVISIONISTHISTORIES
designing a war memorial, etc.)
s 2EENACTBATTLESSTUDYHISTORICPERSONALITIESLEARNABOUT6IETNAMESECULTUREANDLANGUAGEANDEXPERIENCETHE
turbulent war years from the perspective of “Hawks” and “Doves”
s )NTERVIEW6IETNAM7ARVETERANSCIVILIANSORPOSTWARIMMIGRANTSFROM3OUTHEAST!SIA
w w w. t e a c h i n t e r a c t . c o m
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VIETNAM
A Resource-rich Teaching Unit on the Vietnam War 1964–1975
"),,,!#%9AUTHOROF6)%4.!-HASBEENAWRITERAND
EDITORFOR).4%2!#4SINCEWHENHISFIRSTWORK
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of the AMERICAN HISTORY ACTIVATORS, GREEKS,
6)+).'3AND3+).3AMONGOTHERS3INCERETIRINGFROM
FULLTIMETEACHINGAFTERYEARSINTHEHISTORYCLASSROOM
"ILLSPENDSHISTIMEWORKINGASASTUDENTTEACHINGSUPERVISOR
FORTHE#ALIFORNIA3TATE5NIVERSITYSYSTEMCONSULTINGAND
PRESENTINGWORKSHOPSRUNNINGANDPLAYINGGOLF
Copyright ©2003 Interact
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ISBN# 978-1-57336-384-6
Project Editor: Sharon Keenan
Graphics Editor: Steve Roberts
Managing Editor: Stacy Yount
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INTENDEDFORSTUDENTUSEASHANDOUTSMAYBEREPRODUCED
BYTHETEACHERWHOHASPURCHASEDTHISTEACHINGUNITFROM
)NTERACT.OPARTOFTHISPUBLICATIONMAYBEREPRODUCEDSTORED
INARETRIEVALSYSTEMORTRANSMITTEDINANYFORMORBYANY
MEANSELECTRONICMECHANICALPHOTOCOPYINGRECORDING
WITHOUTPRIORWRITTENPERMISSIONFROMTHEPUBLISHER
read
or
tell
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or Cooperative
Groups
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Partners
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Select a few appropriate Glossary
words for your students that relate
to this activity.
Select a few appropriate Glossary
words for your students that relate
to this activity.
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S TA N D A R D S
National Standards for History
STANDARDS
4HENATIONWIDEMOVEMENTFORHIGHSTANDARDSHASNOTONLYDETERMINEDWHAT
STUDENTSSHOULDLEARNBUTALSOHASMANDATEDTHATSTUDENTSdemonstrateWHATTHEY
KNOW6)%4.!-ISASTANDARDSBASEDPROGRAMADDRESSING.ATIONAL(ISTORY
4HINKING(ISTORY#ONTENT%NGLISH,ANGUAGE!RTSAND4HEATER3TANDARDS
4HISCOMPREHENSIVEUNITABOUTTHE6IETNAM7AROFFERSMANYOPPORTUNITIESFOR
PERFORMANCEASSESSMENTS3TUDENTSWILLEXERCISEESSENTIALSOCIALSTUDIESAND
LANGUAGEARTSSKILLS7ORKINGINDIVIDUALLYINPAIRSORINTEAMSSTUDENTSCOMPLETE
MANYACTIVITIESINCLUDINGROLEPLAYINGRESEARCHANALYSISANDCREATIVEWRITING
4HEYGAINANUNDERSTANDINGOF!MERICASINVOLVEMENTINTHEQUAGMIREOF
UNDECLAREDWAR4HECOOPERATIONNEEDEDTOSUCCESSFULLYCOMPLETEGROUPACTIVITIES
ADDRESSMANY!PPLIED,EARNING3TANDARDS
Standards in Historical Thinking
Standard 1: Chronological Thinking
The student is able to:
s )DENTIFYTHETEMPORALSTRUCTUREOFAHISTORICALNARRATIVEORSTORY.
s %STABLISHTEMPORALORDERINCONSTRUCTINGHISTORICALNARRATIVESOFTHEIR
own: WORKINGFORWARDFROMSOMEBEGINNINGTHROUGHITSDEVELOPMENTTO
SOMEENDOROUTCOMEWORKINGBACKWARDFROMSOMEISSUEPROBLEMOR
EVENTTOEXPLAINITSORIGINSANDITSDEVELOPMENTOVERTIME
Standard 2: Historical Comprehension
s 2ECONSTRUCTTHELITERALMEANINGOFAHISTORICALPASSAGE by identifying
WHOWASINVOLVEDWHATHAPPENEDWHEREITHAPPENEDWHATEVENTSLED
TOTHESEDEVELOPMENTSANDWHATCONSEQUENCESOROUTCOMESFOLLOWED
s $IFFERENTIALBETWEENHISTORICALFACTSANDHISTORICALINTERPRETATIONS
BUTACKNOWLEDGETHATTHETWOARERELATEDTHATTHEFACTSTHEHISTORIAN
REPORTSARESELECTEDANDREFLECTTHEREFORETHEHISTORIANSJUDGMENTOF
WHATISMOSTSIGNIFICANTABOUTTHEPAST
s 2EADHISTORICALNARRATIVESIMAGINATIVELYTAKINGINTOACCOUNTWHAT
THENARRATIVEREVEALSOFTHEHUMANITYOFTHEINDIVIDUALSANDGROUPS
INVOLVEDTHEIRPROBABLEVALUESOUTLOOKMOTIVESHOPESFEARS
STRENGTHSANDWEAKNESSES
s !PPRECIATEHISTORICALPERSPECTIVES
A $ESCRIBETHEPASTONITSOWNTERMSTHROUGHTHEEYESANDEXPERIENCES
OFTHOSEWHOWERETHEREASREVEALEDTHROUGHTHEIRLITERATUREDIARIES
LETTERSDEBATESARTSARTIFACTSANDTHELIKE
B #ONSIDERTHEHISTORICALCONTEXTINWHICHTHEEVENTUNFOLDEDTHE
VALUESOUTLOOKOPTIONSANDCONTINGENCIESOFTHATTIMEANDPLACE
C !VOIDhPRESENTMINDEDNESSvJUDGINGTHEPASTSOLELYINTERMSOF
PRESENTDAYNORMSANDVALUES
INTERACT | /rder Direct: 8) 359961 | ©3 Interact
VIETNAM Teacher Guide
STANDARDS
S TA N D A R D S
s $RAWUPONDATAINHISTORICALMAPSin order to obtain or clarify
INFORMATIONONTHEGEOGRAPHICSETTINGINWHICHTHEHISTORICALEVENT
occurred, its relative and absolute location, the distances and directions
INVOLVEDTHENATURALANDMANMADEFEATURESOFTHEPLACEANDCRITICAL
relationships in the spatial distributions of those features and historical
event occurring there.
Standard 3: Historical Analysis and Interpretation
The student engages in historical analysis and interpretation.
s #OMPAREANDCONTRASTDIFFERINGSETSOFIDEAS, values, personalities,
behaviors, and institutions.
s #ONSIDERMULTIPLEPERSPECTIVES of various people in the past by
DEMONSTRATINGTHEIRDIFFERINGMOTIVESBELIEFSINTERESTSHOPESANDFEARS
s !NALYZECAUSEANDEFFECTRELATIONSHIPSBEARINGINMINDMULTIPLE
CAUSATION, including
A 4HEIMPORTANCEOFTHEINDIVIDUALINHISTORY
B 4HEINFLUENCEOFIDEASHUMANINTERESTSANDBELIEFS
c. The role of chance, the accidental and the irrational.
s #OMPARECOMPETINGHISTORICALNARRATIVES.
s (OLDINTERPRETATIONSOFHISTORYASTENTATIVE, subject to changes
ASNEWINFORMATIONISUNCOVEREDNEWVOICESHEARDANDNEW
interpretations broached.
s %VALUATEMAJORDEBATESAMONGHISTORIANS concerning alternative
interpretations of the past.
Standard 4: Historical Research Capabilities
The student conducts historical research.
s /BTAINHISTORICALDATAFROMAVARIETYOFSOURCESincluding library and
MUSEUMCOLLECTIONSHISTORICSITESHISTORICALPHOTOSJOURNALSDIARIESx
ORALTESTIMONYFROMLIVINGWITNESSESxCENSUSESTAXRECORDSETC
s 3UPPORTINTERPRETATIONSWITHHISTORICALEVIDENCe in order to construct
CLOSELYREASONEDARGUMENTSRATHERTHANFACILEOPINIONS
Standard 5: Historical issues-analysis and decision-making
4HESTUDENTENGAGESINHISTORICALISSUESANALYSISANDDECISIONMAKING
s )DENTIFYISSUESANDPROBLEMSINTHEPAST and analyze the interests,
VALUESPERSPECTIVESANDPOINTSOFVIEWOFTHOSEINVOLVEDINTHESITUATION
s &ORMULATEAPOSITIONORCOURSEOFACTIONONANISSUE by identifying
THENATUREOFTHEPROBLEMANALYZINGTHEUNDERLYINGFACTORSCONTRIBUTING
TOTHEPROBLEMANDCHOOSINGAPLAUSIBLESOLUTIONFROMACHOICEOF
carefully evaluated options.
©3 Interact | www.teachinteract.com | INTERACT
.ATIONAL3TANDARDSFOR53(ISTORY#ONTENT
STANDARDS
S TA N D A R D S
%RA0OSTWAR5NITED3TATESTOEARLYS
3TANDARD#: 4HESTUDENTUNDERSTANDSTHEFOREIGNANDDOMESTIC
CONSEQUENCESOFTHE53INVOLVEMENTIN6IETNAM
s !SSESSTHE6IETNAMPOLICYOFTHE+ENNEDY*OHNSONAND.IXON
ADMINISTRATIONSANDTHESHIFTSOFPUBLICOPINIONABOUTTHEWAR
s %VALUATEHOW6IETNAMESEAND!MERICANFORCESEXPERIENCEDTHEWARAND
HOWTHEWARCONTINUEDTOAFFECTPOSTWARPOLITICSANDCULTURE
s !NALYZECONSTITUTIONALISSUESINVOLVEDINTHEWARANDEXPLORETHELEGACY
OFTHE6IETNAM7AR
.#4%3TANDARDSFORTHE%NGLISH,ANGUAGE!RTS
Standard 33TUDENTSAPPLYAWIDERANGEOFSTRATEGIESTOCOMPREHENDINTERPRET
EVALUATEANDAPPRECIATETEXTS4HEYDRAWONTHEIRPRIOREXPERIENCETHEIR
INTERACTIONSWITHOTHERREADERSANDWRITERSTHEIRKNOWLEDGEOFWORD
MEANINGANDOFOTHERTEXTSTHEIRWORDIDENTIFICATIONSTRATEGIESANDTHEIR
understanding of textual features (e.g., sound-letter correspondence,
sentence structure, context, graphics).
Standard 4: 3TUDENTSADJUSTTHEIRUSEOFSPOKENWRITTENANDVISUALLANGUAGE
EGCONVENTIONSSTYLEVOCABULARYTOCOMMUNICATEWITHDIFFERENT
audiences for a variety of purposes.
Standard 5:3TUDENTSEMPLOYAWIDERANGEOFSTRATEGIESASTHEYWRITEANDUSE
DIFFERENTWRITINGPROCESSELEMENTSAPPROPRIATELYTOCOMMUNICATEWITH
different audiences for a variety of purposes.
Standard 6:3TUDENTSAPPLYKNOWLEDGEOFLANGUAGESTRUCTURELANGUAGE
CONVENTIONSEGSPELLINGANDPUNCTUATIONMEDIATECHNIQUESFIGURATIVE
LANGUAGEANDGENRETOCREATECRITIQUEANDDISCUSSPRINTANDNONPRINTTEXTS
3TANDARDStudents conduct research on issues and interests by generating
IDEASANDQUESTIONSANDBYPOSINGPROBLEMS4HEYGATHEREVALUATEAND
SYNTHESIZEDATAFROMAVARIETYOFSOURCESEGPRINTANDNONPRINTTEXT
ARTIFACTSPEOPLETOCOMMUNICATETHEIRDISCOVERIESINWAYSTHATSUITTHEIR
purpose and audience.
Standard 8: 3TUDENTSUSEAVARIETYOFTECHNOLOGICALANDINFORMATIONALRESOURCES
EGLIBRARIESDATABASESCOMPUTERNETWORKSVIDEOTOGATHERAND
SYNTHESIZEINFORMATIONANDTOCREATEANDCOMMUNICATEKNOWLEDGE
Standard 12: 3TUDENTSUSESPOKENWRITTENANDVISUALLANGUAGETOACCOMPLISH
THEIROWNPURPOSESEGFORLEARNINGENJOYMENTPERSUASIONANDTHE
EXCHANGEOFINFORMATION
STANDARDS
S TA N D A R D S
.ATIONAL3TANDARDSFOR!RTS%DUCATION4HEATER
#ONTENT3TANDARD3CRIPTWRITINGTHROUGHIMPROVISINGWRITINGANDREFINING
SCRIPTSBASEDONPERSONALEXPERIENCEANDHERITAGEIMAGINATIONLITERATURE
and history.
#ONTENT3TANDARD!NALYZINGCRITIQUINGANDCONSTRUCTINGMEANINGS
FROMINFORMALANDFORMALTHEATERFILMTELEVISIONANDELECTRONICMEDIA
productions.
#ALIFORNIA!PPLIED,EARNING3TANDARDS
Standard 63TUDENTSWILLUNDERSTANDHOWTOAPPLYCOMMUNICATIONSKILLSAND
TECHNIQUES3TUDENTSWILLDEMONSTRATEABILITYTOCOMMUNICATEORALLYANDIN
WRITING
Standard 83TUDENTSWILLUNDERSTANDTHEIMPORTANCEOFTEAMWORK3TUDENTSWILL
WORKONTEAMSTOACHIEVEPROJECTOBJECTIVES
AUTHOR’S REFLECTION
January, 2003
,IKEMOSTPEOPLEOVERTHEAGEOFFIFTY6IETNAMTHEWAR!MERICA
FOUGHTFROMTOSTILLFASCINATESMEEVENMORENOWIN
THEEARLYYEARSOFTHESTCENTURYTHANITDIDINTHESWHENAS
ATEACHER)LIVEDTHROUGHIT3OMETHINGSGROWONYOUANDTHISWAR
SEEMSTODOTHATTOME)REALLYCANTEXPLAINITFULLY)WASBUSY
BACKTHENJUMPSTARTINGMYCAREERTRYINGTOCARVEOUTMYPERSONAL
CLASSROOMNICHEANDHELPINGTORAISETWODAUGHTERS4HEDAILY
HEADLINESANDTHESOMBERNIGHTLYNEWSWASALMOSTATURNOFFANDTO
BEHONEST)WASPASTTHEDRAFTAGEIN3OUNTILTHE6IET#ONG
EITHERBLEWUPOURLOCALPIERORTHE.6!WADEDUPONTHESANDSOF
(UNTINGTON"EACH)WASCONTENTTOIGNORETHEUNFOLDINGTRAGEDYOF
THISSTRANGEUNPOPULARWARIN!SIA
&ASTFORWARDTOTHESWHENNEWTEXTBOOKSSHOWCASEDASEPARATE
CHAPTERON6IETNAMANDEVERYWORKSHOPSEEMEDTOHIGHLIGHTh(OW
TOTEACHTHEWARIN6IETNAMv7ITHINAFEWYEARS6IETNAMBECAME
ONEOFMYFAVORITEUNITSANDMYSTUDENTSRESPONDEDTOMYUSUALLY
UNORTHODOXSTRATEGIESTOMAXIMIZETHEIRINTEREST6IETNAMASASUBJECT
DIDNTEVENFADEOUTORGOAWAYWHEN)RETIREDFROMFULLTIMETEACHING
IN4HENWHATSEEMEDLIKEACONSPIRACYTOGETMETOWRITETHIS
UNITRECENTEVENTSSOMEPERSONALPROPELLEDMETOWARDMYFATE4HE
FIRSTWASINTHESPRINGOFAS)CONTEMPLATEDTHEHEAVYWORKLOAD
OFTAKINGONANEWPROJECTFOR).4%2!#47HILEATTENDINGMY
CHURCHSERVICEOURLITURGISTBEGANWITHADEDICATIONTOTWOFELLOW
SOLDIERSWHODIEDDURINGTHE4ET/FFENSIVESOMEYEARSBEFORE
4HROUGHHISTESTIMONY)WASGIVENACLEARILLUSTRATIONOFTHETENACIOUS
GRIPOFTHATWARONOURPSYCHE
!BOUTTHESAMETIMEFORMERSENATOR"OB+ERREYMADEHEADLINES
WHENHEADMITTEDTOhWASTINGvAVILLAGEANDKILLINGCIVILIANSIN
6IETNAMWHILELEADINGASEARCHANDDESTROYMISSIONIN&OR
SEVERALDAYS+ERREYSRAIDTHIRTYTWOYEARSBEFOREDOMINATEDTHE
NEWSANDMEDIATALKSHOWSDISSECTEDEVERYASPECTOFTHESTORY
!GAIN!MERICANSINCLUDINGMEREFOCUSEDTHEIRATTENTIONONOUR
ROLEINTHE6IETNAM7AR/NTHEHEELSOFTHE+ERREYREVELATIONSCAME
ONEMORE6IETNAMCONNECTIONANAIRPLANECARRYINGRELATIVESOF53
SOLDIERSMISSINGINACTION-)!SDURINGTHE6IETNAM7ARCRASHED
OFFTHECOASTOF6IETNAM7ITHONLYASCINTILLAOFEVIDENCETHATANYOF
THEMENUNACCOUNTEDFORCOULDPOSSIBLYBEALIVEAFTERSURVIVING
INTHEJUNGLESORASCAPTIVESINA.ORTH6IETNAMESEPRISONCAMPTHE
hopeful passengers on this flight all died, creating headlines once
MOREREMINDINGUSTHATUNRESOLVEDISSUESFROMTHEWARARESTILLVERY
MUCHALIVE
AUTHOR’S REFLECTION
!SIFTHEABOVEEVENTSWERENTENOUGHTOCONVINCEMETOWRITE
6)%4.!-THREELASTANDUNCONNECTEDEPISODESHELPEDMEMAKE
the decision.
7ITHINMONTHSOFEACHOTHER)SAWAMANWALKINGATTHEBEACH
WEARINGA4SHIRTEMBLAZONEDWITHh)MPROUDTOBEA6IETNAM6ETv
!ND)READCLOSELYWITHFASCINATIONTHEUNFOLDINGSTORYOFONE
UNIVERSITYPROFESSORA0ULITZERPRIZEWINNINGHISTORIANFACING
CHARGESHEHADEMBELLISHEDHIS6IETNAMRECORDBYBRAGGINGTOHIS
CLASSESTHATHEWASACOMBATOFFICERINTHEWAR4HECOMPELLING
EVIDENCETOTHECONTRARYALTHOUGHHEHASBEENMUMINREBUTTING
THECHARGESHASFORMANYCASTDOUBTONHISINTEGRITYASATEACHER
ANDWRITERASWELLASGENERATINGHUNDREDSOFEDITORIALSANDMEDIA
hPIECESvONCOMBATIN6IETNAM
&ORMETHELASTCONNECTIONORREMINDEROFTHEWARWASSHOCKINGLY
EXPOSEDINTHEAFTERMATHOFTHE3EPTEMBER7HENHIJACKED
!MERICANCOMMERCIALJETSFLEWINTOTHE7ORLD4RADE#ENTERTOWERS
ANDTHE0ENTAGONHISTORIANSANDJOURNALISTSDREWLENGTHYAND
appropriate parallels not only to Pearl Harbor, but to the Tet Offensive
ANDTHE'ULFOF4ONKIN)NCIDENTINTHEWARIN6IETNAMASWELL
)NSHORT6IETNAMREFUSESTOGOAWAY)THASAGRIPONOURMEMORIES
SOSTRONGTHATITISEMBEDDEDDEEPINOURNATIONSCONSCIOUSNESSOVER
25 years after the fall of Saigon.
!LTHOUGHTHE6IETNAM7ARISFAMILIARGROUNDTOUShGEEZERSvWHOLIVED
through it, the conflicts and the divisive issues it caused are ancient
HISTORYTOOURSTUDENTS3O6)%4.!-WASCREATEDTOHELPTEACHERS
PUTTINGINTOYOURHANDSHOPEFULLYSTIMULATINGCLEVERANDTHOUGHTFULLY
PROVOCATIVELESSONSWITHWHICHTOINSTRUCTSTUDENTS!SONEWRITER
EXPRESSEDh%XPLAININGTHE6IETNAM7ARISLIKEUSINGCHOPSTICKSTO
PURSUETHELASTGRAINOFRICEINACOMPLEX!SIANDISHv.OTIMPOSSIBLE
but difficult.
X VIETNAM Teacher Guide
0URPOSE.................................................................................................................1
/VERVIEW ..............................................................................................................2
5NIT%LEMENTS ......................................................................................................3
3ETUP$IRECTIONS ..................................................................................................6
)NTEGRATING6IETNAMINTOYOUR#URRICULUM .....................................................9
2ESOURCES ...........................................................................................................10
QUOTATIONS (1–5) ..........................................................................................15
LEARNING LOG PROMPTS (1–2) ..................................................................20
COOPERATIVE GROUP WORK RUBRIC ......................................................22
ESSAY RUBRIC.................................................................................................22
QUALITATIVE RUBRIC ...................................................................................23
PRESENTATION RUBRIC: Content .................................................................23
5NIT4IME#HART ................................................................................................24
,ESSON/VERVIEW
Teaching Directions ............................................................................................26
PRETEST/POSTTEST ON THE VIETNAM WAR (1–2) .................................29
MAP OF INDOCHINA ......................................................................................31
VIETNAM GLOSSARY (1–2)...........................................................................32
4EACHER2EFERENCE
6IETNAM#ONFLICT4IMELINE .........................................................................34
,ESSON3TORYBOARD
CHASING CHARLIE ........................................................................................37
STORYBOARD TASK .......................................................................................38
THE VIETNAM WAR STORYBOARD (1–2) ..................................................39
,ESSON#ARTOONING
CARTOONING ..................................................................................................43
,ESSON'ULFOF4ONKIN)NCIDENT
GULF OF TONKIN NEWS REPORT ...............................................................46
GULF OF TONKIN INCIDENT........................................................................47
HINDSIGHT CARDS (set of 36).......................................................................48
GULF OF TONKIN DIALOGUE (1–4) ............................................................54
,ESSON!#ONTRASTOF#ULTURES
A CONTRAST OF CULTURES 1965 (1–3) .....................................................60
TANKA POEMS ................................................................................................63
TANKA POEM FORM ......................................................................................64
4EACHER2EFERENCE
3PEAKING6IETNAMESE ..................................................................................65
CONTENTS
TA B L E O F C O N T E N T S
CONTENTS
,ESSON7HATMADETHE6IETNAM7ARSODIFFERENT
!'25.437!2n ....................................................................................70
RENGA POEMS ................................................................................................75
RENGA POEM FORM ......................................................................................76
!'25.437!24!",%!54!3+3 .............................................................77
!'25.437!24!",%!5/2'!.):%2 ..................................................78
4EACHER2EFERENCE
7HATMADETHE6IETNAM7ARSODIFFERENT(1–2) ....................................79
#OMPARING6IETNAMWITH/THER-AJOR7ARS..........................................81
53!RMY#HAINOF#OMMAND .................................................................82
,ESSON(AWKSVS$OVES
PROTEST DURING THE VIETNAM WAR (1–2) ...........................................85
AM I A HAWK OR A DOVE?...........................................................................87
4EACHER2ESOURCE
(AWKSVS$OVES ..........................................................................................88
,ESSON4HE6IETNAM7AR$RAFTAND2ESISTANCE
THE MILITARY DRAFT: A Brief History (1–4)..............................................93
SELECTIVE SERVICE CLASSIFICATIONS...................................................97
PETITIONER PROFILES (4) ............................................................................98
DRAFT BOARD HEARING GUIDELINES ..................................................100
DRAFT BOARD HEARING OBSERVATIONS .............................................101
4EACHER2EFERENCE
3TATISTICSOF$RAFT!GE-ENDURINGTHE6IETNAM7AR ...........................102
4HE$RAFT,OTTERY .....................................................................................103
,ESSON4HE/THER3IDE
Teaching Directions ..........................................................................................104
SOLDIERS OF THE NORTH: The Other Side (1–4) .....................................108
4(%/4(%23)$%2EADERS4HEATERn ...................................................112
THE VIETNAM WAR GAME .........................................................................114
OP. ORDERS (Confidential) ............................................................................115
NVA/VC (Confidential) ....................................................................................116
"!44,%:/.%'2)$ .....................................................................................117
FATE CARDS (set of 24) .................................................................................118
VIETNAM WAR (VW) POINTS (2 per page) ................................................121
WAR GAME SCORE SHEET .........................................................................122
,ESSON0/7SAND-)!S
AMERICANS IN CAPTIVITY: POWs AND MIAs (1–2)..............................126
HANOI HILTON PRISON CODE ...................................................................128
,ESSON,EADERS3UMMITIN(AWAII
SUMMIT GUIDELINES ..................................................................................132
SUMMIT BACKGROUND (2 per page) .........................................................133
HISTORY HEAD, HISTORY HEART ............................................................134
,ESSON"IOGRAPHIES
BIO BRIEFS (36) .............................................................................................138
BIOGRAPHY SKETCH (1–2) .........................................................................144
BIOGRAPHY TASK A: Poetry ........................................................................146
BIOGRAPHY TASK B: Poster, Bio Cube, or Rap ..........................................147
BIOGRAPHY TASK C: Poetry Puzzle ............................................................148
4EACHER2EFERENCE
6IETNAM7AR"IOGRAPHIES ........................................................................149
,ESSON,EGACIESAND-EMORIALS
LEGACIES OF THE VIETNAM WAR (1–3)..................................................153
THE VIETNAM VETERANS MEMORIAL ...................................................156
DESIGN A COMMUNITY WAR MEMORIAL .............................................157
VIETNAM VETERAN INTERVIEW (1–2) ....................................................158
VIETNAM ERA CIVILIAN INTERVIEW (1–2)............................................160
ASIAN IMMIGRANT INTERVIEW (1–2) .....................................................162
,ESSON5NIT2EVIEW
ANALOGIES ....................................................................................................168
SCAFFOLDING ...............................................................................................169
HAIKU POETRY TASK ..................................................................................170
VIETNAM WAR MIND MAP .........................................................................171
PERSUASIVE ESSAY RUBRIC .....................................................................172
4EACHER2EFERENCE
6IETNAM0ERSPECTIVE!NALOGIES...............................................................173
3CAFFOLDING-ODELS1–2) ..........................................................................174
3CAFFOLDING-ODELS!NSWER+EY .............................................................176
6IETNAM7AR1UIZ3HOW0ROMPTS(1–2) ...............................................177
6IETNAM7AR1UIZ3HOW2ESPONSES(1–2) ............................................179
CONTENTS
PURPOSE
PURPOSE
4HE6IETNAM7ARnWASTHELONGESTANDMOSTUNPOPULARWARIN
5NITED3TATESHISTORY4HECONTROVERSIALWARIMPACTEDALLASPECTSOFLIFEINTHE
5NITED3TATESPOLITICALECONOMICSOCIALANDCULTURAL6)%4.!-INCLUDES
activities certain to involve, fascinate, and educate your students as it brings
THEERATOLIFE9OURCLASSROOMWILLREFLECTCIVILIANANDMILITARYATTITUDESAND
EXPERIENCES%ACHLESSONINCLUDESOBJECTIVESPROCEDURESANDMATERIALS
7ITHINTHELESSONSANDACTIVITIESYOURSTUDENTSWILLEXPERIENCETHEFOLLOWING
+NOWLEDGE
s 2EADINGESSAYSANDPARTICIPATINGINACTIVITIESTOCLARIFYDEMYSTIFYINSPIRE
educate, unify, and entertain
s 5NDERSTANDINGTHEISSUESPERSONALITIESANDEVENTSWHICHSURROUNDAND
PERMEATETHEERAOFTHEWARIN6IETNAM
s ,EARNINGUNDERSTANDINGANDUSINGADISTINCTANDVIVIDGLOSSARYOFLANGUAGE
USEDBYMILITARYPERSONNELDURINGTHEWAR
s %XPLORINGPOLITICALFACTORSANDCONTROVERSIESSURROUNDINGMILITARYSTRATEGIES
ANDDECISIONSONTHECONDUCTOFTHEWAR
s 5NDERSTANDINGCONTRIBUTIONSMADEBYh(AWKSvANDh$OVESv
s "ECOMINGFAMILIARWITHDIFFERENTVIEWPOINTSABOUTTHEWARANDEXPRESS
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Skills
s 2EADINGANDFOLLOWINGDIRECTIONSTOMEETOBJECTIVES
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s /RGANIZINGANDDIRECTINGINDIVIDUALANDGROUPWORKACTIVITIES
s !NALYZINGDATATHENPREPARINGANDORALLYPRESENTINGINFORMATIONOFTENROLE
playing) as an individual and/or part of a group
s 2EADINGFORUNDERSTANDINGANDWRITINGTOREFLECTKNOWLEDGEANDCOMPREHENSION
s #REATINGDESIGNINGCOMPOSINGINTERVIEWINGANDDRAWINGTOREFLECT
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!TTITUDES
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s !PPRECIATINGTHEEFFORTSOFTHECOMMONFOOTSOLDIERSIN6IETNAMANDTHEIR
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s !PPRECIATINGTHEEFFORTSOFANEVOLVINGANDVOCALANTIWARMOVEMENTIN
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s !PPRECIATINGTHEEFFORTSOFAFORMIDABLEENEMYBENTONINDEPENDENCE
s !PPRECIATINGTHEDYNAMICSANDACCOMPLISHMENTSOFSUCCESSFULGROUP
interaction and cooperation
s 5NDERSTANDINGTHATHARDWORKUSUALLYPRODUCESBETTERRESULTS
s 'AININGSATISFACTIONANDEMPATHYFROMEFFECTIVEROLEPLAYING
VIETNAM Teacher Guide 1
OVERVIEW
OVERVIEW
!#OMPREHENSIVE2ESOURCE
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teaching objectives.
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reinforce student learning and enhance student understanding of events, people,
and issues.
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ANDACADEMICAPTITUDES
3PECIAL.EEDS3TUDENTS
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SKILLSANDATTITUDESTHROUGHALLDOMAINSOFLANGUAGEREADINGWRITINGSPEAKING
ANDLISTENING4HEACADEMICCRAFTANDKINESTHETICACTIVITIESAPPEALTOAVARIETY
of learning styles and aptitudes. Adjust the choice of activities to best fit your
students and encourage their strengths.
2 VIETNAM Teacher Guide
UNIT ELEMENTS
"ACKGROUND%SSAYS
Including the Student Guide essay, VIETNAM includes readings
of different length for each lesson. These readings include detailed
INFORMATIONFROMAVARIETYOFSOURCESANDPROVIDEBACKGROUND
INFORMATIONFORRELATEDACTIVITIES)TISRECOMMENDEDTHATTHEESSAYS
BEREADALOUDINCLASS!LTERNATIVELYALLOWTIMEINCLASSFORSTUDENTS
TOREADSILENTLYWITHPERIODICCHECKSFORUNDERSTANDING#OLLECTTHE
PAPERSFORUSEWITHTHENEXTCLASS!SSIGNINGTHEREADINGASHOMEWORK
WOULDREQUIREMUCHDUPLICATION7HATEVERTHECASELEADCLASS
DISCUSSIONSTOENSURESTUDENTUNDERSTANDINGFOLLOWINGALLREADINGS
!CTIVITIES
4HEMANYCREATIVEACADEMICTASKSANDACTIVITIESOFFERAVARIETYOF
EXPERIENCESTOENLIVENYOURCLASSROOMANDENRICHYOURSTUDENTS
UNDERSTANDINGOFTHE6IETNAM7ARANDTHEERAINWHICHITOCCURRED
-OSTACTIVITIESFOCUSONTHECOMMONSOLDIERSPERSPECTIVEOFTHEWAR
5NIT3UMMARY
3TUDYTHEFOLLOWING6)%4.!-LESSONSUMMARIES7HENYOUARE
FAMILIARWITHITSSUBSTANCEANDVARIETYYOUWILLBEBETTERABLETO
incorporate VIETNAM into your teaching schedule.
,ESSON/VERVIEW
!SSESSYOURSTUDENTSPRIORKNOWLEDGEOF6IETNAM
s 4HEPRETESTPOSTTESTINDICATESWHATSTUDENTSALREADYKNOWTHISMAY
BEUTILIZEDINPARTORWHOLEASAFINALTEST
s #OMPLETEAMAPOF6IETNAMLOCATINGKEYLANDFORMSCITIESAND
neighboring countries.
,ESSON3TORYBOARD
2EINFORCEYOURSTUDENTSOVERVIEWOFTHESCOPEANDSEQUENCEOFTHE
WARFROM,ESSON
s #REATEANDCOMPLETEAnEVENTSTORYBOARDOFILLUSTRATIONSBUT
NOWORDSBASEDONTHE3TUDENT'UIDEREADING
,ESSON#ARTOONING
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ANASSIGNMENT)NTHISLESSONTHEYDO
s 2EADDESCRIPTIONSOFEDITORIALCARTOONSFROMTHEEARLYS
3TUDENTSVISUALIZETHEPICTURESTHENDRAWCARTOONSDEPICTINGKEY
FIGURESCONCEPTSANDELEMENTSOFHOWANDWHYTHE53GOT
INVOLVEDIN6IETNAM
The Student Guide is essentially
an overview essay on the Vietnam
War. There is enough detail to
provide an historical outline and
scope and whet students’ interest
for further study and involvement.
Statistics of troop strength,
number of combatants, number
and percentage of casualties, etc.,
appear throughout the lessons.
The information comes from many
government and military sources,
and numbers do not always agree.
Every effort has been made to
be as accurate as possible when
inserting these statistics, but there
are slight discrepancies in some
totals, and some information
is not readily available.
Discrepancies are indicative of
general confusion about all wars
and this war in particular. We did
not alter any statistics (to make
all numbers agree) because it is
impossible to know which source
is most accurate.
Even stick figure “artists” can
produce respectable work in this
rather simple but creative task.
UNIT ELEMENTS
As revisionist historians, students
write accurate versions of the
incident.
%XPLOREWHATHAPPENEDINTHEDARKANDMURKYWATERSOFTHE'ULFOF
4ONKININ!UGUST
s 'ROUPSSORTOUTTHEFACTSFROMTHEDECEPTIONSSURROUNDINGTHE
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'OVERNMENTSVERSIONOFTHECONTROVERSIALEVENT
s 0ARTICIPATEINASCRIPTEDDIALOGUEBASEDONCURRENTSCHOLARLY
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WHILEWEAVINGINTHEMANYCONTRASTSTOTHE!MERICANWAYOFLIFE
s 2EADANESSAYONTHE6IETNAMESEANDCOMPOSEA4ANKAPOEM
s ,EARNSOMEKEYWORDSANDPHRASESIN6IETNAMESEANDSPEAK
THEMINCLASS
)MMERSEYOURSTUDENTSINTHEWORLDOFTHEGRUNTTHE53INFANTRYMAN
s ,EARNWHATMADETHE6IETNAM7ARSODIFFERENTFROMPREVIOUS53
CONFLICTSANDUNDERSTANDTHE53!RMY#HAINOF#OMMAND
s 2EADABACKGROUNDESSAYTHATDESCRIBESCOMBATFROMTHEFOOT
SOLDIERSPERSPECTIVE
s #OMPOSEA2ENGACHAINPOEMANDCREATEANDPERFORMATABLEAU
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.OWARIN53HISTORYGENERATEDASMUCHPROTESTORDIVIDEDTHE
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BASICDIFFERENCESBETWEENHawks and Doves.
s #REATEAh(AWKvORh$OVEvBUMPERSTICKERLICENSEPLATEORRAP
The focus here is on draft classifications, statistics, the 1970 draft
lottery, and draft evasion.
s ,EARNASHORTHISTORYOFTHEMILITARYDRAFTANDSTATISTICSPERTINENT
TODRAFTAGEMENINTHE6IETNAMERA
s 5NDERSTAND3ELECTIVE3ERVICE3YSTEMCLASSIFICATIONSOFDRAFT
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4HISLESSONTEACHERSSTUDENTSABOUTTHE6IETNAMESENATIONALIST
adversaries of the United States.
s 2EADANESSAYPROFILINGTHERESPECTED.ORTH6IETNAMESESOLDIERS
THE6IET#ONGAND'ENERAL'IAPWHOSESTRATEGIESDEFEATEDTHE
French, and eventually the U.S.
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.ORTH6IETNAMESEAND6IET#ONG
UNIT ELEMENTS
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,ESSON0/7SAND-)!S
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s 2EADABOUTTHEBRUTALINHUMANITYOF.ORTH6IETNAMESEPRISONS
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s #REATEASNAPPYSCRIPTEDDIALOGUEBETWEENTHETWOLEADERSAND
THENPERFORMTHESHORTDRAMAS
,ESSON"IOGRAPHIES
"IOGRAPHYSOMEONEWROTEISPAINLESSHISTORY4HISLESSONWILLINFLICT
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s #OMPLETEARESEARCHEDBIOGRAPHICALSKETCHOFONEPERSON
s #OMPOSESEVERALPOETRYTASKSABOUTTHESELECTEDPERSON
INCLUDINGANORIGINALPOEMAPOSTERBIOCUBEORRAPANDA
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3TUDENTSLEARNOFTHECHAOTICENDOFTHEWARTOAPPRECIATEITSLEGACIES
for the next generations, and to understand the personal and national
healing that has occurred since 1975.
s 2EADANESSAYONLEGACIESOFTHE6IETNAM7ARTHENGROUPS
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IMMIGRANT
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(ELPSTUDENTSTOREVIEWTHEVASTCOMPLEXITIESOFTHE6IETNAM7AR
TOSEETHEBIGPICTUREANDTOPUTAFRAMEWORKAROUNDTHEMANY
concepts and facts they have learned.
s #OMPLETEASERIESOF6IETNAMPERSPECTIVEANALOGIES
s #ONSTRUCTSCAFFOLDANDMINDMAPREVIEWCLUSTERS
s #OMPOSEANDPERFORM(AIKUPOEMS
s 0ARTICIPATEINA1UIZ3HOWREVIEWCOMPETITION
SETUP DIRECTIONS
VIETNAM includes a wide range
of interactive, engaging, and
stimulating lessons to excite
and delight both you and your
students.
The Student Guide is essentially
an 8–page condensed history of
the Vietnam War and American
involvement. We suggest that
students keep these handbooks
at the conclusion of the unit, but
you may collect them for use in
subsequent years.
Your own personal enthusiasm and
your motivational techniques will
generate interest in the Vietnam
War era and will greatly enhance
your students’ experiences.
Music can be extremely effective
in engaging your students in this
historical era. Try to locate lists of
top songs of 1964–1975 to play at
appropriate times.
Consider playing the soundtrack
of the film Platoon. Besides
the popular songs of the era,
the soundtrack includes the
incredibly moving Adagio for
Strings composed years earlier
by Samuel Barber.
1. 5NDERSTANDING6)%4.!Read the entire 4EACHER'UIDEand the3TUDENT'UIDE.
$ECIDEHOWMUCHTIMEANDWHICHACTIVITIESASSIGNMENTSAND
ESSAYSYOUWILLINCLUDEEITHERASANEWINSTRUCTIONALUNITORTO
SUPPLEMENTYOUREXISTINGUNITON6IETNAM3EE5NIT%LEMENTS
(page 3) and )NTEGRATING6IETNAM)NTO9OUR#URRICULUM(page
9) for ideas. Throughout the 4EACHER'UIDE)NTERACTEMPLOYS
CERTAINEDITORIALCONVENTIONSTOIDENTIFYMATERIALS
A )NPREPARINGMATERIALSclass setMEANSone per student.
b. One Day on the 5NIT4IME#HARTISTHELENGTHOFANORMAL
class periodMINUTESTOONEHOUR
C !LLTRANSPARENCYMASTERSANDSTUDENTHANDOUTSARELISTEDBY
NAMEUSING!,,#!0)4!,,%44%23
D 4EACHERREFERENCEPAGESANDMOSTTRANSPARENCYMASTERSARE
NAMEDIN"OLD.
E 3TUDENTCREATEDMATERIALSARENAMEDWITHPLAINTEXT
BEGINNINGWITHCAPITALLETTERSEGTHE"IO#UBES
2. %STABLISHA#LASSROOM!TMOSPHERE
9OURROOMENVIRONMENTWILLAFFECTYOURSTUDENTSEXPERIENCES
4AKEADVANTAGEOFTHEEFFECTSOFSIGNSPLACARDSANDBANNERSIN
CREATINGTHEPROPERATMOSPHERE
a. Bulletin Boards
s #REATEASATMOSPHEREINYOURCLASSROOMBY
INCLUDINGGRAPHICSDRAWINGSONYOURBOARDSANDWALLS
s 0OSTPHRASESTHATBROADCASTCLEARSUPPORTOFTHEWAR
ORANTIWARPROTESTSLOGANS%XAMPLESMIGHTINCLUDE
“America: Love it or leave it!” … “My country, right or
wrong” … “Make love not war!” … “Hey! Hey! LBJ!
How many kids did you kill today?” … “Suppose they
gave a war and nobody came?” … or JUSTx“Imagine.”
B -USICHASAPROFOUNDEFFECTINCREATINGAMOODFORSTUDYING
historical eras. The 1960s and 1970s produced hundreds of
MEMORABLESONGSTOUTILIZEINOURCLASSROOMS
3. 'ROUPING3TUDENTS
3OMEACTIVITIESINVOLVESTUDENTSINGROUPS)TISRECOMMENDEDTHAT
you balance groups for ability, gender, and ethnicity. Also, consider
ARTISTICDRAMATICKINESTHETICANDLEADERSHIPSKILLS
4. 2OOM!RRANGEMENTS
/VERTHECOURSEOFTHE6)%4.!-UNITSEVERALDIFFERENTDESK
CONFIGURATIONSWILLBEAPPROPRIATE9OURCHOICEOFACTIVITIESWILL
DICTATEHOWYOUARRANGEYOURCLASSROOM3EEEACH,ESSONFOR
SPECIFICINFORMATION
SETUP DIRECTIONS
5. 3TUDENT)NCENTIVES
4HEREARENOEXTRINSICREWARDSFORPARTICIPATINGIN6)%4.!-
4HEAUTHORREJECTEDANINCENTIVEPOINTSSYSTEMASBEINGTOO
FRIVOLOUSFORSUCHASERIOUSSUBJECT/NLYINTHE6IETNAM
7AR'AMEISTHEREAPOINTSYSTEMANDTHATISTODETERMINEA
hWINNERvBETWEENPAIRSOFCOMBATANTSONABATTLEZONEGRID!T
your discretion add a point incentive flourish, especially if you
AWARDEXTRINSIChDOLLARSvORPOINTSDURINGOTHERTEACHINGUNITS
6. $UPLICATION
!LLDUPLICATIONINSTRUCTIONSANDSPECIFICQUANTITIESARECLEARLY
LISTEDWITHINEACHLESSONPLAN4EACHER2EFERENCE pages are
GENERALLYTRANSPARENCIESTHATYOUUSETOILLUSTRATEINFORMATIONOR
as teaching aids.
7. -ATERIALS
3PECIALIZEDMATERIALSPROPSETCARELISTEDWITHINEACHLESSON
8. !SSESSMENT
6)%4.!-INCLUDESAWEALTHOFCROSSCURRICULARACADEMIC
ARTISTICANDDRAMATICACTIVITIESFROMWHICHYOUMAYASSESS
STUDENTACCOMPLISHMENTANDLEARNING
A $ETERMINEYOURCOURSEOBJECTIVESANDASSESSSTUDENTSON
THEIRSUCCESSINSATISFYINGYOURCLASSROOMSTANDARDS
b. 0RETEST0OSTTEST
3TUDENTSWILLWITNESSTHEIROWNGROWTHOFUNDERSTANDINGBY
COMPARINGTHEIRRESPONSESONTHETWOEXAMS
c. 2UBRICS
6IETNAMINCLUDESSEVERALRUBRICS5SETHEMASTHEYAREOR
ADAPTTOMEETYOURCLASSROOMSITUATION
COOPERATIVE GROUP WORK RUBRIC )NTRODUCTION
!PPROPRIATEFORANYSTUDENTPAIRORGROUPASSIGNMENTS
ESSAY RUBRIC
)NTRODUCTION
Appropriate for any ,EARNING,OGWRITINGCOMPOSITION
ASSIGNMENTS
QUALITATIVE RUBRIC
)NTRODUCTION
!PPROPRIATEFORANYCREATIVEWRITINGORHANDSONASSIGNMENTS
PRESENTATION RUBRIC: Content
)NTRODUCTION
!PPROPRIATEFORANYRECITATIONORDRAMATICREADINGACTING
ASSIGNMENTS
PERSUASIVE ESSAY RUBRIC
,ESSON
!PPROPRIATEFORASUMMARIZINGORREVIEWESSAYASSIGNMENT
D 0OSTORDISTRIBUTETHERUBRICSATTHETIMEOFTHEASSIGNMENT
to enable students to understand their objectives and your
expectations.
SETUP DIRECTIONS
Consider using transparencies
highlighting appropriate
QUOTATIONS or VIETNAM
GLOSSARY words throughout the
unit.
Tableaus are an effective learning
technique that require students’
interaction. For the most part
students ad lib from a general
script and act out their tableau in
a 1–2 minute performance.
Whatever choice you make about
the Learning Logs, allow time in
class for the reflection process.
Keep in mind that reflection is “to
think deeply, to consider, to remind
oneself of past events.”
The Learning Log prompts
reinforce the composition
principles of Interact’s BASIC
STEPS writing program. The
prompts will guide your students to
write clear, organized short essays.
For more information call Interact
at 1-800-359-0961 or visit us on
the Internet at teachinteract.com
This lesson finale is one more
“arrow for your quiver.” You
might show suggested videos (see
Resources, pages 12–14), invite
guest speakers, share additional
information, or conduct in-depth
class discussions.
9. %NHANCING3TUDENT,EARNING
a. QUOTATIONS
)NTRODUCTION
%NLARGECUTAPARTANDPOSTAFEWOFTHESEVARIEDAND
COLORFULVIEWPOINTSONYOURBOARDEACHDAYOFYOURUNIT
ORWRITETHEMONTHEBOARD%NCOURAGECLASSDISCUSSIONS
PROMPTEDBYTHEVIEWPOINTSEXPRESSED
b. VIETNAM GLOSSARY
,ESSON
4HESEWORDSANDPHRASESGIVESTUDENTSANESSENTIALWORKING
VOCABULARYASWELLASACOLORFULVERNACULARDESCRIPTION
OF6IETNAM7ARERAWORDSPHRASESANDCULTURE4HELISTING
HASBEENKEPTASBRIEFASPOSSIBLE-ANYOFTHEWORDSBUTNOT
all) are used and defined in the readings.
c. Tableaus
4HESEMINIPLAYSFOCUSINONHISTORICALEVENTSOREPISODESAS
EXPERIENCEDBYGROUPSOFPEOPLE3CENESFROMHISTORYCOME
ALIVEWHENTHETEACHERUNFREEZESTHEPLAYERSWITHACERTAIN
gesture and a dialogue begins. As the play transpires, the
AUDIENCERECEIVESASNAPSHOTORAPEEKINTHEWINDOWOF
ANHISTORICALMOMENTINTIME
10. ,EARNING,OGS
2EFLECTIVEWRITINGALLOWSSTUDENTSTOMAKESENSEOFWHATTHEY
HAVEJUSTEXPERIENCEDANDSHARPENTHEIRWRITINGSKILLS"UILTINTO
EACHLESSONAREREFLECTIVEWRITINGPROMPTSFOR,EARNING,OGS
A 4HE,EARNING,OGPROMPTSALLOWSTUDENTSTOCONNECTEACH
lesson to their personal lives.
B 5SETHE,EARNING,OGSASAREQUIREDCOMPONENTOFTHELESSON
or for extra credit.
C %NCOURAGESTUDENTSTOKEEPTHEIR,EARNING,OGRESPONSESIN
ASINGLENOTEBOOK
D 2EADTHEPROMPTSORDISPLAYEACHLESSONSPROMPTUSINGA
TRANSPARENCYFROMTHIS)NTRODUCTION (pages 20–21). Students
COPYTHEPROMPTTOTHEIROWNPAPERTHENRESPOND
E 3OME,ESSONSHAVEMORETHANONEPROMPT$ECIDEIN
ADVANCEIFSTUDENTSWILLRESPONDTOALLORONE
F 3TUDENTSCANALSOEXTENDTHE,EARNING,OGBYWRITINGDOWN
EXACTLYWHATHAPPENEDINCLASSDURINGEACHLESSONWHAT
THEIRPERSONALPARTICIPATIONWASANDHOWTHEYFELTABOUT
WHATHAPPENEDDURINGANDAFTERTHEIRPARTICIPATION
11. To %XTENDTHE,ESSON
4HISLESSONPLANELEMENTALLOWSANOPPORTUNITYTOFURTHER
DEVELOPLESSONIDEAS3TUDENTSMIGHTEXPLORENEWINFORMATION
ANDORRELATEDIDEAS4HEYMIGHTTHENPREPAREANDPRESENTTHEIR
ideas for you and/or the class.
INTEGRATING VIETNAM INTO YOUR CURRICULUM
!FTERSTUDYINGTHESCOPESEQUENCEANDMATERIALSWITHIN
6)%4.!-DECIDEHOWTOUSETHISINSTRUCTIONALPROGRAMTOMEET
your curricular needs.
1. 5SEALLOF6)%4.!2EPLACEALLORAPARTOFYOURTRADITIONALINSTRUCTIONON6IETNAM
WITHTHISNEWUNITON6IETNAMBUTPERHAPSRETAINASPECTSOF
your old unit).
2. 5SE3ELECTED!CTIVITIES
3ELECTSPECIFICLESSONSTOINTEGRATEINTOYOUREXISTING6IETNAM
7ARUNIT4IMEMAYDICTATEHOWMANYLESSONSORACTIVITIESYOU
choose.
3. !UTHOR2ECOMMENDATIONS
4HEAUTHORRECOMMENDSTHEFOLLOWINGLESSONSASCRUCIALTOSTUDENT
UNDERSTANDINGANDASSTIMULATINGMOTIVATORSOFLEARNING
,ESSON/VERVIEW
s 3TUDENT'UIDE"ACKGROUND%SSAY
s -!0/&).$/#().!)NDIVIDUAL!CTIVITY
s 6IETNAM#ONFLICT4IMELINE4EACHER2EFERENCE
,ESSON4HE'ULFOF4ONKIN)NCIDENT
s '5,&/&4/.+)..%732%0/24"ACKGROUND
)NFORMATION
s Gulf Of Tonkin Incident 'ROUP!CTIVITY
s !'25.437!2"ACKGROUND%SSAY
s A Grunt’s War Tableau'ROUP!CTIVITY
s 4(%-),)4!29$2!&4!"RIEF(ISTORY"ACKGROUND
Essay
s Classroom Draft Lottery )NDIVIDUAL!CTIVITY
,ESSON4HE/THER3IDE
s The Enemy Readers Theater 'ROUP!CTIVITY
s The Vietnam War Game3TUDENT0AIR!CTIVITY
,ESSON0/7SAND-)!S
s !-%2)#!.3).#!04)6)490/7SAND-)!S
"ACKGROUND%SSAY
s Hanoi Hilton Prison Code )NDIVIDUAL!CTIVITY
s Design a Community War Memorial 'ROUP!CTIVITY
Each Group Activity listed here
may have one or more handouts
for student use. See the Lesson
Daily Directions for duplication
instructions.
RESOURCES
NON-FICTION BOOKS
)NDICATESWORKSSUITABLEFORYOUNGERSTUDENTS
Anderson, Charles R. The Grunts. San Rafael, CA: Presidio Press, 1976.
*Ashabranner, Brent. Always to Remember: The Story of the Vietnam Veterans Memorial.EW9ORK
$ODD-EAD#OMPANY
"AKER-ARKNam: The Vietnam War in the Words of the Men and Women Who Fought.EW9ORK
7ILLIAM-ORROWAND#OMPANY
Bonds, Ray, editor. The Vietnam War: The Illustrated History of the Conflict in Southeast Asia.EW9ORK
#ROWN0UBLISHERS)NC
Caputo, Philip. A Rumor of War..EW9ORK(ENRY(OLTAND#OMPANY(One of the best!)
Chant, Christopher. The Military History of the United States: The Vietnam War—The Early Days.
.EW9ORK-ARSHALL#AVENDISH
*Donnelly, Judy. A Wall of Names.EW9ORK2ANDOM(OUSE
$UNNIGAN*AMES&AND!LBERT!.OFIDirty Little Secrets of the Vietnam War.EW9ORK4HOMAS
$UNNE"OOKS
%DELMAN"ERNARD%DITORDear America: Letters Home from Vietnam.EW9ORK77.ORTON
#OMPANY
Fitzgerald, Frances. Fire in the Lake: The Vietnamese and the Americans in Vietnam. Boston: Little,
"ROWNAND#OMPANY
'IBSON*AMES7The Perfect War: Techno-War in Vietnam.EW9ORK4HE!TLANTIC-ONTHLY0RESS
Gibson, Michael. The War in Vietnam 7ITNESSTO(ISTORYSERIES.EW9ORK4HE"OOKWRIGHT0RESS
Gottlieb, Sherry Gershon. Hell No We Won’t Go!: Resisting the Draft during the Vietnam War.EW9ORK
6IKING
Greene, Bob. Homecoming: When the Soldiers Returned from Vietnam.EW9ORK'00UTNAMS3ONS
Herring, George C. America’s Longest War: The United States and Vietnam, 1950–1975. 2nd edition.
No publisher or date listed.
(ILLSTROM+EVINAND,AURIE#OLLIER(ILLVietnam WarVOLUMES$ETROIT58,ANIMPRINTOFTHE
Gale Group), 2001.
)SSERMAN-AURICEThe Vietnam War: America at War.EW9ORK&ACTSON&ILE
Just, Ward. To What End: Report from Vietnam.EW9ORK0UBLIC!FFAIRS
Kaiser, David. American Tragedy: Kennedy, Johnson and the Origins of the Vietnam War#AMBRIDGE
MA: Harvard University Press, 2000.
+ARNOW3TANLEYVietnam: A History. .EW9ORK0ENGUIN"OOKS
Kovic, Ron. Born of the Fourth of July.EW9ORK0OCKET"OOKS
Kutler, Stanley I. Editor. Encyclopedia of the Vietnam War.EW9ORK#HARLES3CRIBNERS3ONS
Langguth, A. J. Our Vietnam: The War, 1954–1975.EW9ORK3IMONAND3CHUSTER
Maclear, Michael. The Ten Thousand Day War: Vietnam, 1945–1975.EW9ORK!VON"OOKS
RESOURCES
NON-FICTION BOOKS
-C.AMARA2OBERT3In Retrospect: The Tragedies and Lessons of Vietnam.EW9ORK2ANDOM(OUSE
1995.
Mahony, Phillip, Editor. From Both Sides Now: The Poetry of the Vietnam War and its Aftermath.
.EW9ORK3CRIBNER0OETRY3IMONAND3CHUSTER)NC
Mann, Robert. A Grand Delusion: America’s Descent into Vietnam.EW9ORK"ASIC"OOKS
Morrison, Wilber H. The Elephant and the Tiger: The Full Story of the Vietnam War.EW9ORK
(IPPOCRENE"OOKS
.ICKELSON(ARRYVietnam/VERVIEW3ERIES3AN$IEGO#!,UCENT"OOKS
/LSON*AMES3%DITORDictionary of the Vietnam War.EW9ORK'REENWOOD0RESS
/LSON*AMES3%DITORANDOTHERSThe Vietnam War: Handbook of the Literature and Research.
7ESTPORT#4'REENWOOD0RESS
/LSON*AMES3AND2ANDY2OBERTSWhere the Domino Fell: America and Vietnam, 1945–1990.
.EW9ORK3T-ARTIN0RESS
*Rice, Earle, Jr. Battles of the Twentieth Century: The Tet Offensive3AN$IEGO#!,UCENT"OOKS
Santoli, Al. To Bear Any Burden: The Vietnam War and its Aftermath in the Words of Americans and
Southeast Asians.EW9ORK%0$UTTON)NC
Santoli, Al. Everything We Had: An Oral History of the Vietnam War by Thirty-three American Soldiers
Who Fought It.EW9ORK2ANDOM(OUSE
Scott, Peter Dale. The War Conspiracy: The Secret Road to the Second Indochina War. Indianapolis and
.EW9ORK4HE"OBBSn-ERRILL#OMPANY)NC
3CRUGGS*ANAND*OEL,3WERDLOWTo Heal a Nation: The Vietnam Veterans Memorial..EW9ORK
(ARPER2OW
Shafer, D. Michael, Editor, and others. The Legacy: The Vietnam War in the American Imagination.
Boston, MA: Beacon Press, 1990.
Sheehan, Neil. A Bright Shining Lie: John Paul Vann and America in Vietnam.EW9ORK6INTAGE"OOKS
1989.
3MITH7INNIEAmerican Daughter Gone to War: On the Front Lines with an Army Nurse in Vietnam.
.EW9ORK0OCKET"OOKS
Terry, Wallace. Bloods: An Oral History of the Vietnam War by Black Veterans.EW9ORK2ANDOM(OUSE
1984.
Van deVanter, Lynda, editor, and Joan A. Furey. Visions of War, Dreams of Peace: Writings of Women in
the Vietnam War.EW9ORK7ARNER"OOKS
7ARREN*AMES!Portrait of a Tragedy: America and the Vietnam War.EW9ORK,ATHROP,EE
3HEPARD"OOKS
*Wright, David. Causes and Consequences of the Vietnam War!USTIN482AINTREE3TECKn6AUGHN
Publishers, 1996.
:EINART+ARENThe Valiant Women of the Vietnam War"ROOKFIELD#44HE-ILLBROOK0RESS
RESOURCES
F I L M O G R A P H Y: F E AT U R E F I L M S
#OUNTLESSFEATUREFILMSSHOWCASETHE6IETNAM7ARORHAVEASUBPLOTDEALINGWITHIT4HELISTBELOWISIN
NOWAYEXHAUSTIVEANDNOTEVERYFILMISRECOMMENDEDFORCLASSROOMUSE3OMEMATERIALISNOTSUITABLE
FORSTUDENTS0REVIEWBEFORESHOWINGTOYOURCLASSES.OTETHEFILMSARELISTEDBYTHEIRRELEASEDATE
The Quiet American3TARS7ORLD7AR))HERO!UDIE-URPHY"ASEDONTHE'RAHAM'REENE
NOVELITPORTRAYS6IETNAMBEFORETHE!MERICANESCALATION
2EMAKEOFTHEFILMSTARS-ICHAEL#AINEAND"RENDAN&RASER
The Ugly American!NUNUSUALBUTMEMORABLEROLEFOR-ARLON"RANDOASAN!MERICAN
AMBASSADORTOAN!SIANCOUNTRYREAD6IETNAM
The Green Berets*OHN7AYNETRIEDTOMAKEANOTHER7ORLD7AR))FILMBUTWITHA6IETNAM
SETTING0ATRIOTICANDPRO53PARTICIPATIONTHEFILMHADBOTHSTRONGSUPPORTERSANDCRITICS
JUSTLIKETHEWARITDEPICTS
The Boys in Company C 4HEFIRST6IETNAM7ARFILMPRODUCEDBYAMAJORSTUDIOBUTTHISFACT
DOESNTMAKEITMEMORABLEORNOTEWORTHY$EPICTSCOMBATIN6IETNAMINn
The Deer Hunter2OBERT$E.IROAND-ERYL3TREEPHEADACASTOFTOPDRAWERACTORSINTHIS
AWARDWINNING6IETNAM7ARDRAMASODEPRESSINGYETPOWERFULANDINTENSEMANY!MERICANS
COULDNOTWATCHITESPECIALLYTHESCENESWITH/SCAR¤WINNER#HRISTOPHER7ALKENPLAYING
Russian roulette.
Go Tell the Spartans3UPERSTAR"URT,ANCASTERSTARREDINTHIShINTELLIGENTvFILMINSHOWINGINTHE
EARLYDAYSOFTHEWARWHENONLY!MERICANADVISORSWEREIN6IETNAM
Coming Home"ESTACTING/SCARS¤WENTTO*ON6OIGHTAND*ANE&ONDAFORTHEIRPORTRAYALS
OF!MERICANSDEALINGWITHVETSRECONNECTINGWITH53SOCIETYESPECIALLYTHOSELIKE6OIGHTS
CHARACTERWHOHAVEBEENLEFTPARALYZEDFROMBATTLEWOUNDS4HEFILMTAKESASTRONGANTI6IETNAM
7ARSTANCE3OMELANGUAGEANDNUDITYUNLESSVERSIONISFROMNETWORK46
Apocalypse Now$IRECTOR&RANCIS&ORD#OPPOLASSURREALBUTRIVETING6IETNAM7ARDRAMA
STARRING-ARLON"RANDO2OBERT$UVALLAND-ARTIN3HEEN3OMECALLITAhFLAWEDMASTERPIECEv
NODOUBTBECAUSEOFITSMEMORABLEVISUALIMAGESOFWAR
First Blood0OPULAR3YLVESTER3TALLONEMOVIEINWHICHTHECHISELEDACTORPLAYSAHEROICVET
WHOGOESTOWARAGAINSTATOWNSHERIFFBECAUSE*OHN2AMBO3TALLONESCHARACTERISUNFAIRLY
MISTREATED/NECRITICCALLEDTHEFILMhCHEAPxVIOLENTxEXCITEMENTv3OPOPULARWASITTHAT
TWOSEQUELSFOLLOWEDRambo: First Blood Part IIFINDS2AMBOIMPLAUSIBLYRETURNING
TO6IETNAMTOEXTRICATESOME-)!SRambo III (1988) has Stallone in Afghanistan to fight
#OMMIES!LLTHREEAREVIOLENT
Full Metal Jacket,EGENDARYDIRECTOR3TANLEY+UBRICKSTAKEONTHETRAININGOFSOLDIERSENROUTE
TO6IETNAMJUSTINTIMEFORTHE4ET/FFENSIVE4HOUGHMEMORABLERIVETINGANDDISTURBINGASAWAR
FILMROUGHSOLDIERLANGUAGEMAKESITALMOSTUNWATCHABLEESPECIALLYINSCHOOLCLASSROOMS
Hamburger Hill7ITHNOBIGNAMEACTORSTHISFILMTELLSTHESTORYOFTHEBLOODYSTRUGGLEBY
53INFANTRYMENTOSECUREAPARTICULARHILLIN6IETNAMWITHTHEMESSAGEOFHOWFUTILETHEIR
EFFORTSWERE
Hanoi Hilton!CASTOFRELATIVELYUNKNOWNACTORSTRIESTODIGNIFYTHEORDEALOFTHOSE0/7SWHO
SPENTMOSTOFTHE6IETNAM7ARIN(OA,OPRISONDUBBEDBYINMATESTHEh(ANOI(ILTONv
RESOURCES
F I L M O G R A P H Y: F E AT U R E F I L M S
Platoon4HEFIRSTOF/LIVER3TONES6IETNAM7ARTRILOGYANDCERTAINLYONEOFTHEBESTWARFILMS
DEPICTINGASMALLBANDOFWARRIORSINCOMBAT4HEFILMSTARS#HARLIE3HEEN7ILLEM$AFOEAND
4OM"ERENGER"EST0ICTUREAND"EST$IRECTORFOR
Gardens of Stone4HISFILMWHICHSTARRED*AMES#AAN!NJELICA(USTONAND*AMES%ARL*ONES
WAS&RANCIS#OPPOLASFOLLOWUPTOHISApocalypse Now.
Good Morning Vietnam2OBIN7ILLIAMSPLAYSA$*IN6IETNAMWHOhRUFFLESFEATHERSvOFHIS
SUPERIORSBYPLAYINGMUSICTORAISETROOPMORALE4HEROLEFITS7ILLIAMSHUMORPERFECTLY
Bat 21'ENE(ACKMANBATTLESTHE6IET#ONGWITHHISWITSANDARADIOAFTERBEINGSHOTDOWNIN
THE6IETNAMJUNGLE(ACKMANANDHELICOPTERPILOT$ANNY'LOVERDELIVERSOLIDPERFORMANCES
Born on the Fourth of July4OM#RUISERECEIVEDA"EST!CTORNOMINATIONANDDIRECTOR/LIVER
3TONECAPTUREDHISSECOND/SCAR¤FORA6IETNAM7ARFILMINTHESCREENVERSIONOFVETERAN2ON
+OVICSMOVINGMEMOIROFHISTRANSFORMATIONFROMZEALOUSSOLDIERTOWARCRITICINAWHEELCHAIR
In Country"RUCE7ILLISAND%MILY,LOYDSTARINTHISPOWERFUL.ORMAN*EWISONFILMABOUTA
hMENTALLYALIENATEDv6IETNAMVETTRYINGTOADJUSTTOCIVILIANLIFEANDONEGIRLSEFFORTSTOFINDOUT
HOWHERFATHERDIEDIN6IETNAM4HELASTnMINUTESATThe WallLEAVEALUMPINYOURTHROAT
Casualties of War7ITH-ICHAEL*&OXAND3EAN0ENNTHISFILMSPLOTREVOLVESAROUNDASQUAD
OF!MERICANGRUNTSWHOKIDNAPRAPEANDMURDERA6IETNAMESEGIRL/NEMEMORABLESCENE
SHOWSHOWEFFECTIVELYTHE.ORTH6IETNAMESEAND6#USEDTHEIRTUNNELSYSTEM
Heaven and Hell%PISODETHREEANDTHELASTOFDIRECTORSCREENWRITER/LIVER3TONESTRILOGY
4OMMY,EE*ONESSTARSINTHESTORYOFA6IETNAMESEGIRLSJOURNEYFROM6#SYMPATHIZERTO
3AN$IEGOHOUSEWIFE"ASEDONTHEBOOKBY,ELY(AYSLIP
Forrest Gump4OM(ANKSPORTRAYSAMENTALLYCHALLENGEDMANEXPERIENCING!MERICANLIFEFROM
THES#IVIL2IGHTS-OVEMENTTHROUGHTHESINCLUDINGHISDIRECTPARTICIPATIONINTHE
6IETNAM7AR4HEBATTLESCENESARECOMMENDABLEANDSHOWINGAnMINUTESEGMENTWOULD
be a bonus.
Tigerland4HISFILMCASTACOUPLEOFACTINGUNKNOWNS#OLIN&ARRELLAND-ATTHEW$AVIS
ASYOUNGRECRUITSINFACINGTHECHALLENGESOFBOOTCAMPINTHEINFAMOUSh4IGERLANDv
,OUISIANASWAMPWHICHSUPPOSEDLYRESEMBLES6IETNAMPRIORTOBEINGSENTTO6IETNAM
"RUTALDEPICTIONOF53SOLDIERSORDEAL,ANGUAGEANDONESEXSCENEMAKETHISWELLMADE
FILMHARDTORECOMMENDFORSTUDENTS
Path to War4HISTHREEHOUR("/MOVIESHOWS$EFENSE3ECRETARY2OBERT-C.AMARAWITH
APOWERFULINFLUENCEOVER0RESIDENT*OHNSONASTHE6IETNAM7ARESCALATEDUNCONTROLLABLYIN
THEMIDTOLATES%NGLISHACTOR-ICHAEL'AMBONISDEADONPORTRAYINGTHESALTYTONGUED
AGONIZEDPRESIDENTWHOFINALLYREALIZESTHATHIS'REAT3OCIETYPROGRAMSAREBEINGDESTROYEDBY
MONEYDIVERTEDTO6IETNAM!NALLSTARCASTINCLUDING!LEC"ALDWINAS-C.AMARAMAKETHIS
ANEXTREMELYWATCHABLEIFLENGTHYFILM
We Were Soldiers!NOUTSTANDINGFILMSTARRING-EL'IBSONASALEADEROFMENINTHEFIRSTPITCHED
BATTLEAGAINSTTHE.6!INTHE)A$RANG6ALLEYIN'RITTYREALISMMARKSTHISPOWERFULMOVIE
RESOURCES
F I L M O G R A P H Y: D O C U M E N TA RY F I L M S / M U S I C
4HEREAREMANYFINEDOCUMENTARIESAVAILABLEONVIDEOOR$6$4HOSELISTEDBELOWAREGENERALLY
RECOMMENDEDFORCLASSROOMUSEESPECIALLYIFORIGINALLYSHOWNONTELEVISION
Vietnam: A Television History (1983) Originally aired on PBS (13 hours).
VIDEOCASSETTESDEALINGWITHEVERYASPECTOFTHEWAR
Vietnam—How We Went to War: The 20th Century7ITH-IKE7ALLACEMIN
No Time for Tears: Vietnam—The Women Who Served7EST%ND&ILMSMIN
Vietnam: The War that Divided America'UIDANCE!SSOCIATESMIN
Dear America: Letters Home from Vietnam!NOUTSTANDINGDOCUMENTARYFROM("/MIN
.ONARRATIONBUTVOICEOVERSOFAUTHENTICLETTERSREADBYPROMINENTACTORS3OMEBRIEFNUDITY
Letters from Vietnam: The Daring American/RIGINALLYSHOWNON!"#MIN
Vietnam: Ordinary Americans#LOSEUP&OUNDATIONMIN
The War at Home/RIGINALLYSHOWNONTHE(ISTORY#HANNELMIN
Back to My Lai/RIGINALLYSHOWNASA60 MinutesSEGMENTON#"3MIN
Remembering My Lai/RIGINALLYSHOWASAFrontline special on PBS
4HISISASADBUTPOWERFULDOCUMENTARYOFTHOSEINFANTRYMENWHOSELIVESWEREALTEREDAFTER
TAKINGPARTINTHE-Y,AIMASSACREOF
Return with Honor. (2000) 0RODUCEDBY4ERRY3ANDERSAND&REIDA,EE-OCK0RESENTEDBY4OM(ANKS
0"3(OME6IDEOMIN
h0AYSTRIBUTETO!MERICAN0/7SxDURINGYEARSOFIMPRISONMENTIN6IETNAM&IRSTPERSON
ACCOUNTSANDNEVERBEFORESEENFOOTAGEFROMTHE6IETNAMESE-INISTRYOF#ULTUREAND)NFORMATION
PROVIDEPOWERFULEVIDENCEOFTHEPRICETHOSESOLDIERSPAIDINSERVINGTHEIRCOUNTRYv
The Encyclopedia of the Vietnam War: The War Collection#$n2/-FOR7INDOWSFROM!"##,)/
The War in Vietnam: A Multimedia Chronicle from CBS News and the New York Times. CD–ROM for
-AC7INDOWS
This was America—1968/RIGINALLYSHOWNONTHE$ISNEY#HANNEL
The Personal Experience: Helicopter Warfare in Vietnam/RIGINALLYSHOWNONTHE(ISTORY#HANNEL
Time Machine: The Grunts of Vietnam/RIGINALLYSHOWNONTHE(ISTORY#HANNEL
-USIC
Sadler, Staff Sergeant Barry. The Ballad of the Green Berets. RCA Records, 1966.
4HISSONGWASINCLUDEDINTHEFILMThe Green Berets, starring John Wayne, based on a novel by
2OBIN#OOK)TWASTHESINGLEFORFIVEWEEKSAFTERITSRELEASEIN*ANUARY
0OLITICAL#ARTOONS
Mauldin, Bill. What’s so funny monsieur? I’m only trying to find my way#HICAGO3UN4IMES.OV
.ATIONAL!RCHIVESHTTPLCWEBLOCGOVRRPRINTCATALOGHTML
"LOCK(ERBERTOur position hasn’t changed at all. Washington Post, Jun. 10, 1965. Library of
#ONGRESS%XHIBITION,#53:HTTPLOCGOVRRPRINTSWANNHERBLOCKASCENTHTML
QUOTATIONS (1)
,ESSONSn
h7EWANT!MERICASMORALSUPPORT7EASKFORNOTHINGMOREv
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h9OUSEETHECOMMUNISTSWANTTORULETHEWORLDANDIFWEDONTSTANDUPTOTHEMTHEYWILLDOIT!ND
WELLBESLAVESv
0RESIDENT,YNDON*OHNSON
h7ETHOUGHTWEWEREGOINGINTOANOTHER+OREAN7ARBUTTHISWASADIFFERENTCOUNTRYv
'ENERAL-AXWELL4AYLOR!MBASSADORTO3OUTH6IETNAM*OHNSON!DMINISTRATION
h)F)HADBEENAYOUNGLADGROWINGUPIN6IETNAMBETWEENn)WOULDHAVEBEENA6IET#ONGv
*OHN0AUL6ANN53!DVISOR
h!LL6IETNAMISNOTWORTHTHELIFEOFASINGLE!MERICANBOYv
%RNEST'RUENING$n!LASKAVOTINGAGAINSTTHE'ULFOF4ONKIN2ESOLUTION
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,ESSONSn
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*AMES7EBB
h!SOLDIERMUSTBEPREPAREDTOCOPEWITHTHEHARDSHIPSOFWARANDBEARITSSCARSv
'ENERAL7ILLIAM7ESTMORELAND
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AN!MERICAN'ENERAL
h)FWEGETINVOLVEDINTHATBITCHOFAWARMY'REAT3OCIETYWILLBEDEADv
QUOTATIONS (2)
h/NCEWEBROUGHTANYTROOPSINTHATWASTHENOSEOFTHECAMEL)TWOULDBEDIFFICULTTOKNOWHOWMUCH
WASENOUGHv
'ENERAL-AXWELL4AYLOR
[On Rolling Thunder=h4HEBOMBINGSTARTEDATABOUTEIGHTOCLOCKxANDLASTEDFORHOURSxSOMEOFUS
CLIMBEDOUT;DURINGABOMBINGPAUSE=TOSEEWHATWECOULDDOANDTHESCENEWASTERRIFYING"ODIES
HADBEENTORNTOPIECESLIMBSHANGINGFROMTREESxTHENTHEBOMBINGBEGANAGAIN4HENAPALMHIT
MEx)FELTLIKE)WASBURNINGALLOVERLIKECHARCOALxMYSISTERINLAWANDTHREENEPHEWSxWEREBURIED
ALIVEWHENTHEIRTUNNELCOLLAPSEDv
(O4HANH$AM
h)VOLUNTEEREDYOUKNOW%VERSINCETHE!MERICAN2EVOLUTIONMYFAMILYHADPEOPLEINALLWARSAND
THATWASALWAYSTHETHINGWHENYOURCOUNTRYNEEDSYOUYOUGO9OUDONTASKALOTOFQUESTIONS
BECAUSETHECOUNTRYSALWAYSRIGHT4HISTIMEITDIDNTTURNOUTTHATWAYv
$AVID2OSEINEverything We Had
h7EWERETHEUNWILLINGWORKINGFORTHEUNQUALIFIEDTODOTHEUNNECESSARYFORTHEUNGRATEFULv
+IT"OWEN53)NFANTRYMANIN6IETNAM
h)REMEMBERxGOINGTO$ANANGANDWATCHINGALLTHESE;6IETNAMESE=RIDEON(ONDAMOTORCYCLESx
EIGHTEENORNINETEENYEAROLDSANDMESEEINGTHEDAYBEFOREMYBUDDIESGETTINGBLOWNAWAYAND
SAYING@(EYWHATTHEHELLISHAPPENINGHERE4HESEGUYSINVITEDMEOVERHERETOFIGHTFORDEMOCRACY
ANDTHESEGUYSARERUNNINGAROUNDON(ONDAMOTORCYCLES7HATTHEHELLISHAPPENINGHEREv
*ACK-C#LOSKY-ARINE-EDIC
h7ARISNOTKILLING+ILLINGISTHEEASIESTPARTxSWEATINGTWENTYFOURHOURSADAYSEEINGGUYSDROPALL
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6IETNAM6ET
h)TSEEMEDLIKETHEWHOLECOUNTRYWASTHEENEMY4HEANIMALSTHEREPTILESTHEINSECTSTHEPLANTSAND
THEPEOPLEYOUJUSTCOULDNTRESPECTEMANYMORE9OUKNEWTHEYWERE@%H')NUMBERONEDURING
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WHOWOULDCLEANMYRIFLEFORME4HISLITTLEKIDSEVENYEARSOLDKNEWHOWTOTAKEMY-nRIFLEAPART
)DIDNT4HERESEEMEDTOBEAMESSAGEINTHATv
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QUOTATIONS (3)
h4OSURVIVEWARYOUVEGOTTOBECOMEWARv
3YLVESTER3TALLONEAS*OHN2AMBOINFILMRambo: First Blood, Part II (1985)
h/NCEONTHETIGERSBACKWECANNOTBESUREOFPICKINGTHEPLACETODISMOUNTv
'EORGE"ALL*OHNSON!DMINISTRATION5NDERSECRETARYOF3TATELATER6IETNAM7ARCRITIC
h3OMEONEONCEWROTE@HELLISTHEIMPOSSIBILITYOFREASON4HATSWHATTHISPLACEFEELSLIKE(ELL)HATE
ITALREADYANDITSONLYBEENAWEEKv
#HARLIE3HEENAS0VT#HRIS4AYLORIN/LIVER3TONESFILMPlatoon (1986)
h4HISWASNOTAWARTHATCOULDBEWONORNOTATTHECOSTTHATCOULDBEJUSTIFIEDEITHERTOTHE!MERICAN
PEOPLEORTOTHEJURYOFTHECIVILIZEDWORLD)TWASATERRIBLEMISTAKETOHAVEGOTTENINTOITxv
2OBERT-C.AMARAYEARSAFTERESCALATION
h7HENTHEHELICOPTERSLANDEDxSIXMENJUMPEDOUTOFEACH@CHOPPER;THEN=WEWEREFIRINGTHE
MOMENTWEHITTHEGROUNDxWEBURNEDALLTHEHUTSxEVERYONEISCRYINGBEGGINGANDPRAYINGTHAT
WEDONTSEPARATETHEMxTHEWOMENWAILANDMOAN4HENTHEYWATCHEDINTERRORASWEBURNEDTHEIR
HOMESPERSONALPOSSESSIONSANDFOOD9ESWEBURNALLRICEANDSHOOTALLLIVESTOCKv
53SOLDIERTOHISFAMILY
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)NDYv
-ARTIN3HEENIN&RANCIS&ORD#OPPOLASFILMApocalypse Now (1978)
h(EY(EY,"*(OWMANYKIDSDIDYOUKILLTODAYv
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h4HEGREATINITIATIONISOURS4HEINITIATIONTOSTOPITMUSTBEOURSv
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QUOTATIONS (4)
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QUOTATIONS (5)
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h;4HE6IETNAM7AR=WASPROBABLYTHEGREATESTSINGLEERRORMADEBY!MERICAINITSHISTORYv
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LIVESTOFINDTHEGOODNESSANDMEANINGTOTHISLIFEv
#HARLIE3HEENAS#HRIS4AYLORIN/LIVER3TONESFILMPlatoon (1986)
LEARNING LOG PROMPTS (1)
,ESSON
4OPIC7HATAREMYFIRSTIMPRESSIONSOFTHE53INVOLVEMENTINTHE6IETNAM7AR
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,ESSON
4OPIC0RESIDENT*OHNSONAND$EFENSE3ECRETARY2OBERT-C.AMARAWANTEDTHE
5NITED3TATESTOBEMOREINVOLVEDIN6IETNAM4OACCOMPLISHTHISTHEYLIEDTO
THE!MERICANPEOPLE3HOULDTHEYBECHARGEDANDBROUGHTTOTRIALFORTHEIRLIES
ANDDECEPTION7HATWOULDBETHEOUTCOMEOFSUCHATRIAL
,ESSON
4OPIC&ROMWHAT)KNOWABOUTTHE6IETNAMESE)THINKTHESEDIFFERENCESBETWEEN
THETWOSOCIETIESMIGHTHAVECAUSEDPROBLEMSFOROURSOLDIERS
s 7RITEAPARAGRAPHESSAYWITHANINTRODUCTIONBODYPARAGRAPHAND
SUMMARY
,ESSON
4OPIC7HATWASCOMBATLIKEFORTHECOMMONhGROUNDPOUNDERv
4OPIC7HATSPECIFICASPECTOFBEINGAGRUNTWASTHEMOSTDISTASTEFULFEARFUL
unsatisfying?
,ESSON
4OPIC$URINGTHE6IETNAM7AR)WOULDBEAHawkBECAUSEx
4OPIC$URINGTHE6IETNAM7AR)WOULDBEADoveBECAUSEx
,ESSON
4OPIC)WOULDORWOULDNOTBECOMFORTABLETRYINGTOEVADETHEDRAFTBECAUSEx
4OPIC)F)HADSERVEDONTHELOCALDRAFTBOARDINOURCLASS)WOULDGRANTTHE
REQUESTOFTHIS0ETITIONERFORTHESEREASONS
LEARNING LOG PROMPTS (2)
,ESSON
4OPIC%XPLAINYOURKNOWLEDGEOFTHE6IETNAMESEOPPOSITIONANDCOMBAT
EXPERIENCEIN6IETNAM
s 7RITEAPARAGRAPHESSAYWITHANINTRODUCTIONBODYPARAGRAPHANDSUMMARY
,ESSON
4OPIC9OUAREA0/7INTHE(ANOI(ILTON7RITEALETTERHOME
s 4RYTOCONVEYTHEINHUMANETREATMENTANDPRISONCONDITIONS9OUMUSTNOT
OFFENDANYENEMYCENSORWHOWILLNEVERLETTHEtruth of prison conditions
BEBROADCASTTOTHEWORLD9OUARELIMITEDTOWORDS
,ESSON
4OPIC!RGUEISSUESFROMTHEPERSPECTIVEOFBOTH0RESIDENT*OHNSONAND(O#HI
-INHASTHEYTRYTOREACHASETTLEMENTORCEASEFIREINLATE
s 5SINGA4nCHARTFORMWRITEDOWNTHREEISSUESYOUWOULDBRINGUPINSUCH
a conference. Place the issues for one leader on one side, those for the other
leader on the other side of the T-chart.
s 0REPAREARGUMENTSTOCOUNTEREACHOFTHEISSUES
s $ECIDEWHATYOUWOULDBEWILLINGTOGIVEUPASAhBARGAININGCHIPvIFTHE
OTHERDEMANDED
,ESSON
4OPIC4HEPERSON)RESEARCHEDDESERVESTOBEAMAJORHISTORICALPERSONALITYFROM
THISERABECAUSEx
s 7RITEAPARAGRAPHESSAYWITHANINTRODUCTIONBODYPARAGRAPHANDSUMMARY
,ESSON
4OPIC7RITEAPARAGRAPHESSAYEXPLAININGWHATONEPERSONEVENTORIDEASTANDS
OUTTHEMOSTFROMTHEENTIREUNIT$EFENDYOURTHESISSTATEMENTWITHTHREEPOINTS
s /NEPARAGRAPHINTRODUCESYOURTHESISASTOWHATIS4(%MOSTIMPORTANT
person, event, or idea in the unit.
s 4HREEBODYPARAGRAPHSSUPPORTYOURTHESISWITHTHREEMAINPOINTSREASONS
s /NEPARAGRAPHSUMMARIZESYOURARGUMENTSANDRESTATESYOURTHESIS
GENERIC QUALITATIVE RUBRICS
Cooperative Group Work Rubric
.AME __________________________________________
Exemplary
You consistently and actively help your group achieve its goals by encouraging the group to
WORKTOGETHERANDBYWILLINGLYACCEPTINGANDCOMPLETINGTHENECESSARYDAILYWORK
Expected
9OUUSUALLYHELPYOURGROUPACHIEVEITSGOALSBYCOMMUNICATINGWITHOTHERGROUP
MEMBERSBYENCOURAGINGTHEGROUPTOWORKTOGETHERANDWILLINGLYACCEPTINGAND
COMPLETINGDAILYWORK
Nearly There
9OUSOMETIMESHELPYOURGROUPACHIEVEITSGOALS
Incomplete
You do very little to help your group achieve its goals.
Essay Rubric
.AME __________________________________________
%XCEEDSTHE3TANDARD Exemplary
s 9OURESSAYDEMONSTRATESATHOROUGHWELLDEVELOPEDUNDERSTANDINGOFCONCEPTSADDRESSED
s 9OUUSEAMPLEDETAILSTOCLEARLYSUPPORTSTATEMENTSANDORPOSITIONS
s 9OUCONSISTENTLYUSEPROPERMECHANICSPARAGRAPHFORMSENTENCESTRUCTUREGRAMMAR
punctuation, spelling, and capitalization.
-EETSTHE3TANDARDWITH1UALITYExpected
s 9OURESSAYDEMONSTRATESAGENERALADEQUATELYDEVELOPEDUNDERSTANDINGOFCONCEPTS
addressed.
s 9OUUSESOMEDETAILSTOSUPPORTSTATEMENTSANDORPOSITIONS
s 9OUUSEPROPERMECHANICS
)NCONSISTENTLY-EETSTHE3TANDARDNearly There
s 9OURESSAYDEMONSTRATESALIMITEDPARTIALLYDEVELOPEDUNDERSTANDINGOFCONCEPTSADDRESSED
s 9OUUSEDFEWDETAILSTOSUPPORTSTATEMENTSANDORPOSITIONS
s 9OUSOMETIMESUSEPROPERMECHANICS
(ASNOT-ETTHE3TANDARD— Incomplete
s 9OURESSAYDEMONSTRATESAMINIMALUNDEVELOPEDUNDERSTANDINGOFCONCEPTSADDRESSED
s 9OUUSEDNODETAILSTOSUPPORTSTATEMENTSANDORPOSITIONS
s 9OUDONOTUSEPROPERMECHANICSPARAGRAPHFORMSENTENCESTRUCTUREGRAMMAR
punctuation, spelling, and capitalization.
GENERIC QUALITATIVE RUBRICS
Qualitative Rubric
.AME __________________________________________
%XCEEDSTHE3TANDARD— Exemplary
s 9OURWORKEXCEEDSTHESTANDARDFORTHISACTIVITYDOINGMORETHANEXPECTED
s 9OURWORKISWELLPRESENTEDVISUALLYAPPEALINGANDCONTAINSNOERRORS
s 9OUCONSISTENTLYWILLINGLYANDACTIVELYDEMONSTRATEMASTERYOFBOTHCONTENTANDEXPECTATIONS
-EETSTHE3TANDARDWITH1UALITY — Expected
s 9OURWORKMEETSTHESTANDARDFORTHISACTIVITYDOINGWHATISEXPECTED
s 9OURWORKISWELLPRESENTEDVISUALLYAPPEALINGANDCONTAINSFEWERRORS
s 9OUMASTEREDTHECONTENTANDCANDEMONSTRATEUNDERSTANDINGWITHGOODQUALITY
s 9OURWORKNEARLYMEETSTHESTANDARDFORTHISACTIVITYBUTSTILLNEEDSALITTLEEXTRA
s 9OURWORKISNOTWELLPRESENTEDANDCONTAINSSEVERALERRORS
s 9OUREFFORTISINCONSISTENTORYOUDONOTFULLYUNDERSTANDTHECONTENTOREXPECTATIONS
s 9OURWORKDOESNOTMETTHESTANDARDINCONTENTANDORINQUALITY
s 9OUNEEDTOREDOTHEASSIGNMENTMEETWITHTHETEACHERTOCLARIFYCONTENTANDOREXPECTATIONS
Presentation Rubric: Content
Preparation, Organization, and Detail
.AME __________________________________________
%XCEEDSTHE3TANDARD— Exemplary
s 9OUCONSISTENTLYprovided an EXCELLENTEXPLANATION of your project and detailed descriptions.
s 4HEINFORMATIONWASVERYWELLORGANIZED, and you provided MOREINFORMATION than expected.
s 9OUSPOKEWITHEXCELLENTVOLUMEANDCLARITYMADEEYECONTACT, and effectively usedVISUAL
AIDSANDORPROPS.
-EETSTHE3TANDARDWITH1UALITY— Expected
s 9OUPROVIDEDANACCURATEAPPROPRIATEEXPLANATION of your project in an ORGANIZEDMANNER
s 9OUPROVIDEDSOMEdetailed descriptions.
s 9OUSPOKEWITHGOODVOLUMEANDCLARITYMADEEYECONTACT, and usedVISUALAIDSANDORPROPS.
s 9OUOFFEREDONLYSOMEINFORMATIONABOUTYOURPROJECTANDORWASSOMEWHATDISORGANIZED.
s 9OUSELDOMPROVIDED detailed descriptions.
s 9OUSPOKEWITHINCONSISTENTVOLUMEANDCLARITYSELDOMMADEEYECONTACT, and did not
effectively useVISUALAIDSANDORPROPS.
s 9OURPRESENTATIONOFFEREDTOOLITTLEINFORMATIONORWASDISORGANIZED.
s 9OUSPOKEWITHPOORVOLUMEANDORCLARITYDIDNOTMAKEEYECONTACT, and did not useVISUAL
AIDSANDORPROPS.
UNIT TIME CHART
,%33/.
0(!3%
,%33/.
0(!3%
,%33/.
0(!3%
4WO$AYS
$!9
4WO$AYS
$!9
/NE$AY
$!9
s /VERVIEWTHECHRONOLOGYAND
s 2EVIEWHISTORYANDCHRONOLOGYOF
SCOPEOFTHEWAR
THE6IETNAM7AR
s #OMPLETEAMAPOF3OUTHEAST!SIA s !PPLYACQUIREDINFORMATIONTOA
WITH6IETNAMASAFOCUS
CREATIVESTORYBOARDTASK
s 3TUDENT'UIDES
s 02%4%340/344%34/.4(%
VIETNAM WAR (1–2)
s -!0/&).$/#().!
s 6)%4.!-',/33!29n
4EACHER2EFERENCE
s 6IETNAM#ONFLICT4IMELINE
s $RAWEDITORIALCARTOONSBASEDON
WRITTENTEXT
s #!24//.).'
s 3TUDENT'UIDES
s #(!3).'#(!2,)%
s 34/29"/!2$4!3+
s 4(%6)%4.!-7!2
STORYBOARD (1–2)
,%33/.
0(!3%
,%33/.
0(!3%
,%33/.
0(!3%
4WO$AYS
$!9
/NE$AY
$!9
&OURnFIVE$AYS
$!9
s %XAMINETHE'ULFOF4ONKIN
s #REATIVELYILLUSTRATEASPECTSOF
)NCIDENTINLIGHTOFhNEWvEVIDENCE
6IETNAMESECULTURE
and re-interpretation of facts
s #ONTRAST6IETNAMESEAND!MERICAN
s 0RODUCEAhREVISIONISTvVERSIONOF
values
THE'ULFOF4ONKIN)NCIDENT
s !#/.42!34/&#5,452%3
s '5,&/&4/.+)..%73
1965 (1–3)
REPORT
s 4!.+!0/%-3AND0/%-&/2 s '5,&/&4/.+).).#)$%.4
s PRESENTATION and ESSAY
s ().$3)'(4#!2$3SETOF
RUBRICS
s '5,&/&4/.+).$)!,/'5% 4EACHER2EFERENCE
(1–4)
s 3PEAKING6IETNAMESE
s %XPLORECOMBATEXPERIENCESOFTHE
COMMONFOOTSOLDIER
s ,EARNUNIQUEASPECTSOFTHE
6IETNAM7AR
s !'25.437!2n
s 2%.'!0/%-3
s 2%.'!0/%-&/2s !'25.437!24!",%!5
TASKS
s !'25.437!24!",%!5
/2'!.):%2
,%33/.
0(!3%
,%33/.
0(!3%
,%33/.
0(!3%
&OURnFIVE$AYS
$!9
/NEnTWO$AYS
$!9
4WO$AYS
$!9
s %XPLORECOMBATEXPERIENCESOFTHE
COMMONFOOTSOLDIER
s 5NIQUEASPECTSOFTHE6IETNAM7AR
s PRESENTATION RUBRIC: Content
4EACHER2EFERENCE
s 7HATMADETHE6IETNAM7ARSO
DIFFERENT (1–2)
s #OMPARING6IETNAMWITH/THER
-AJOR7ARS
s 53!RMY#HAINOF#OMMAND
s !RGUMENTSOFSUPPORTERSAND
s 3HORTHISTORYOFMILITARYDRAFTAND
OPPONENTSOF53INVOLVEMENT
DRAFTSTATISTICSOF6IETNAM%RA
s !PPLYLEARNINGINAREFLECTIONPIECE s 3ELECTIVESERVICECLASSIFICATIONS
THATTAKESA(AWKOR$OVEPOSITION
and the national draft lottery
s 3TUDENT'UIDES
s 02/4%34$52).'4(%
VIETNAM WAR (1–2)
s !-)!(!7+/2!$/6%
4EACHER2EFERENCE
s (AWKSVS$OVES
s 4(%-),)4!29$2!&4!"RIEF
History (1–4)
s 3%,%#4)6%3%26)#%
CLASSIFICATIONS
s 0%4)4)/.%202/&),%3
s $2!&4"/!2$(%!2).'
GUIDELINES
UNIT TIME CHART
,%33/.
0(!3%
0(!3%
,%33/.
0(!3%
4WO$AYS
$!9
$!9
4WO$AYS
$!9
s 3HORTHISTORYOFMILITARYDRAFTAND
DRAFTSTATISTICSOF6IETNAM%RA
s 3ELECTIVESERVICECLASSIFICATIONS
and the national draft lottery
s $2!&4"/!2$(%!2).'
OBSERVATIONS
4EACHER2EFERENCE
s 3TATISTICSOF$RAFT!GE-EN
DURINGTHE6IETNAM7AR
s 4HE$RAFT,OTTERY
s ,EARNABOUT.ORTH6IETNAMESEMILITARYLEADERSHIPANDSTRATEGIES
s 3IMULATETHENATUREOFCOMBATPECULIARTO6IETNAM7AR
s 3/,$)%23/&4(%./24(
The Other Side (1–4)
s 4(%/4(%23)$%2EADERS
Theater (1–2)
s 4(%6)%4.!-7!2'!-%
s /0/2$%23#ONFIDENTIAL
s .6!6##ONFIDENTIAL
s "!44,%:/.%'2)$
s &!4%#!2$3PERSET
s 6)%4.!-7!2670/).43
s 7!2'!-%3#/2%3(%%4
s %33!925"2)#
,%33/.
0(!3%
,%33/.
0(!3%
,%33/.
0(!3%
/NE$AY
$!9
/NEnTWO$AYS
$!9
4HREEnFIVE$AYS
$!9
s 5NDERSTANDINHUMANETREATMENTOF
5NITED3TATESSOLDIERSIMPRISONED
BYTHE.ORTH6IETNAMESE
s ,EARNANDUSETHETAPPINGCODE
developed by POWs to enable
THEMTOCOMMUNICATE
s Create a dialogue for a hypothetical
CONFERENCEBETWEEN0RESIDENT
Johnson and Ho Chi Minh in 1968
s Apply concepts and content learned
s "ECOMEFAMILIARWITHMAJOR
PERSONALITIESOF6IETNAM7AR%RA
s !PPLYACQUIREDINFORMATIONTO
SHOWCASEONEPERSON
s 35--)4'5)$%,).%3
s 35--)4"!#+'2/5.$
s ()34/29(%!$()34/29
HEART
s PRESENTATION RUBRIC:
Content
s ")/"2)%&3
s ")/'2!0(93+%4#(n
s ")/'2!0(94!3+!"AND#
s %33!925"2)#
4EACHER2EFERENCE
s 6IETNAM7AR"IOGRAPHIES
s !-%2)#!.3).#!04)6)49
POWs and MIAs (1–2)
s (!./)(),4/.02)3/.#/$%
,%33/.
0(!3%
0(!3%
,%33/.5.)42%6)%7
0(!3%
4WOnFOUR$AYS
$!9
s ,EARNABOUTTHELEGACIESAND
IMPACTOF7ARIN53AND6IETNAM
s 3TUDENT'UIDES
s ,%'!#)%3/&4(%6)%4.!-
WAR (1–3)
s 4(%6)%4.!-6%4%2!.3
MEMORIAL
s $%3)'.!#/--5.)497!2
MEMORIAL
s 4HREE).4%26)%7FORMSn
s PRESENTATION RUBRIC
$!9
&OUR$AYS
s 2EVIEWANDRELEARNCONCEPTSAND
content of VIETNAM unit
s 'RASPTHETOTALITYOFTHE6IETNAM
War experience for United States
s 3TUDENT'UIDES
s !.!,/')%3
s 3#!&&/,$).'
s (!)+50/%4294!3+
s 6)%4.!-7!2-).$-!0
s 0%235!3)6%%33!925"2)#
$!9
4EACHER2EFERENCE
s 6IETNAM0ERSPECTIVE!NALOGIES
s 3CAFFOLDING-ODELS (1–2)
s 3CAFFOLDING-ODELS!NSWER+EY
s 6IETNAM7AR1UIZ3HOW
0ROMPTS(1–2)
2ESPONSES (1–2)
LESSON 1
TEACHING DIRECTIONS
,ESSON/VERVIEW
Two Days
Individuals
/BJECTIVES
s $ISCOVEREXTENTOFPRIORKNOWLEDGEOFTHE6IETNAM7AR
s /VERVIEWTHECHRONOLOGYANDSCOPEOFTHEWAR
s #OMPLETEAMAPOF3OUTHEAST!SIAWITH6IETNAMASAFOCUS
-ATERIALS
s 3TUDENT'UIDES— class set
s 02%4%340/344%34/.4(%6)%4.!-7!2n —
class set
s -!0/&).$/#().!— class set + transparency
s 6)%4.!-',/33!29n— class set
s #OLOREDPENCILS— class set
s ,INEDPAPER— class set
4EACHER2EFERENCE
s 6IETNAM#ONFLICT4IMELINE— transparency
3ETUP$IRECTIONS
0OSTAWORLDMAPINAPROMINENTPLACEINTHECLASSROOM
9OURREGULARCLASSROOMCONFIGURATIONISADEQUATEFORALL
COMPONENTSOFTHISLESSON
-OTIVATOR
"EGINTHISLESSONBYASKINGSTUDENTSTOTELLYOUWHERE6IETNAM
ISLOCATED!SKONEORTWOSTUDENTSTOCOMEFORWARDTOIDENTIFY
THECOUNTRYONALARGEWALLMAP
!SKSTUDENTSWHYTHE53MIGHTCOMETOTHEAIDOFASMALL
Asian country in the early 1960s.
$ISCUSSTHEQUESTIONANDTHEROLETHE53PLAYEDAShPOLICEMAN
OFTHEWORLDvDURINGTHETHCENTURY
15–20 minutes
Decide in advance if students
will answer on the handout or
on lined paper. Distribute paper
or have them use their own. The
essay questions may be optional
at this time.
0ROCEDURE
4ELLSTUDENTSYOUWANTTOFINDOUTWHATTHEYALREADYKNOWABOUT
!MERICASMOSTUNPOPULARANDCONTROVERSIALWAR$ISTRIBUTETHE
PRETEST/POSTTEST ON THE VIETNAM WAR.
-ONITORSTUDENTSASTHEYTAKETHE02%4%340/344%34/.
THE VIETNAM WAR. Collect as they finish. Consider scoring
THETESTINCLASSWITHSTUDENTSREADINGQUESTIONSANDPOSSIBLE
ANSWERS
LESSON 1
TEACHING DIRECTIONS
02%4%340/344%34!NSWERS
1. F
7. F
13. F
2. F
8. F
14. F
3. F
9. F
15. T
4. T
10. T
16. F
5. T
11. T
17. T
6. T
12. F
18. T
.ORTH6IETNAM5NITED3TATES
32. Lyndon Johnson
33. Pentagon Papers
(ANOI3AIGON
35. Ho Chi Minh
36. Viet Cong (VC)
37. grunt
6IETNAM7AR-EMORIALThe Wall)
!NSWERSWILLVARY
!NSWERSWILLVARY
19.
20.
21.
22.
23.
24.
F
T
F
F
F
T
25.
26.
27.
28.
29.
30.
F
T
T
T
F
T
3. Distribute the Student Guides and read aloud as a class. Choose
several students (perhaps one per section) to share in reading this
VITALHISTORICALSWEEPOFTHEWAR3ILENTREADINGWILLNOTGETTHE
TASKDONE2EADINGALOUDISBETTERANDAFFORDSYOUOPPORTUNITIESTO
MONITORUNDERSTANDINGANDADDCOLORANDDETAIL
!SAFOLLOWUPTOTHEREADINGILLUMINATETHE6IETNAM#ONFLICT
4IMELINETRANSPARENCYANDDISCUSSTHESEKEYEVENTSAND
PERSONALITIESWITHSTUDENTS
$ISTRIBUTETHE-!0/&).$/#().!TOTHECLASSh0RIMETHE
PUMPvFORSTUDENTSBYLOCATINGAFEWITEMSFORTHEMUTILIZING
THETRANSPARENCYYOUMADEOFTHESAMEMAP
Consider the “popcorn” method:
The student reading can stop
anytime (after at least three
sentences) and call on someone
else to read, which means the
new reader has to “pop up” and
continue the flow, even if it is in
the middle of a sentence.
Use the QUALITATIVE RUBRIC
(on page 23) to evaluate map
work.
!LLOWSTUDENTSTOWORKONTHEIRMAPSINCLASS#ONSIDERFURNISHING
ALARGEBOXOFCOLOREDPENCILSFORTHISTASK
7. Distribute the VIETNAM GLOSSARY. Suggest that students
KEEPTHISRESOURCEAVAILABLEASTHEYCOMPLETEASSIGNEDREADINGS
or activities throughout the unit.
LESSON 1
TEACHING DIRECTIONS
$EBRIEFING#LOSURE
#HECKFORUNDERSTANDINGBYHAVINGSTUDENTSSTANDANDTELLTHECLASS
WHATNEWKNOWLEDGEOFTHE6IETNAM7ARTHEYHAVELEARNED
Two minutes
Distribute lined paper or have
students use their own notebooks.
2. ,EARNING,OG
4OPIC7HATAREMYFIRSTIMPRESSIONSOFTHE53INVOLVEMENTIN
THE6IETNAM7AR
4O%XTENDTHE,ESSON
s #ONSIDERSHOWINGAVIDEOTOGETSTUDENTSTHINKINGANDTOCREATE
VISUALIMAGESOF!MERICANSFIGHTINGIN6IETNAM3EE2ESOURCES
PAGESnFORPOSSIBLEFILMS
a. For younger students, consider Forrest Gump.
B &OROLDERSTUDENTSCONSIDERABATTLESCENEFROMAFILMTHAT
you have seen and can rent.
C 4HEFIREFIGHTSCENEFROMPlatoon is suggested as part of the
-OTIVATOR for ,ESSON)TISAVERYGRAPHICSCENEUSEWITH
CAUTIONWITHYOUNGERSTUDENTS
PRETEST/POSTTEST
ON THE VIETNAM WAR (1)
.AME ________________________________________
Period __________
Score _________ /40
4RUEOR&ALSE
1.
_____ 4HE6IETNAM7ARWASFOUGHTIN.ORTH6IETNAMBETWEEN#HINAANDTHE5NITED3TATES
2.
_____ 4HROUGHOUTTHEWARTHE53PEOPLESUPPORTED53MILITARYPARTICIPATIONIN6IETNAM
3.
_____ !TTHEWARSENDTHE53OCCUPIED6IETNAMANDSETUPADEMOCRATICGOVERNMENT
4.
_____ 4HE6IETNAM7ARWAS!MERICASLONGESTWARLASTINGnYEARS
5.
_____ 6IETNAMISLOCATEDIN3OUTHEAST!SIAJUSTWESTOF*APANANDBORDEREDBY#HINA,AOS
AND#AMBODIA
6.
_____ 4HE6IETNAM7ARHASHADALINGERINGIMPACTON!MERICANSOCIETYANDFOREIGNPOLICY
7.
_____ 4HE.ORTH6IETNAMESESURRENDEREDTOTHE53IN*ANUARYENDINGTHELONGSTRUGGLE
8.
_____ 7HEN53SOLDIERSRETURNEDAFTERTHEIRTOURSOFDUTYIN6IETNAMTHEYWERETREATEDAS
HEROESANDRESPECTEDWARRIORS
9.
_____ !MERICANSWITHOPPOSINGVIEWSONTHE6IETNAM7ARWERECALLEDEagles and Pigeons.
10. _____ 4HE6IETNAM7ARWASPARTOFALARGERSTRUGGLEBETWEEN#OMMUNISMAND$EMOCRACY
KNOWNTODAYASTHE#OLD7AR
11. _____ 4HE53MILITARYLEARNEDTORESPECTTHEIR.ORTH6IETNAMESEENEMIESASDETERMINEDAND
hard fighters.
12. _____ &ORMOST6IETNAMESETHE53MERELYREPLACED'REAT"RITAINASTHEINVADERENEMYAFTER
THE"RITISHWEREDEFEATEDANDLEFT6IETNAMIN
13. _____ 7HILESERVINGIN6IETNAMMOST!RMYFOOTSOLDIERSWERECALLED')S
14. _____ h4HE'OOD7ARvISOFTENUSEDASALABELFORTHE!MERICANINVOLVEMENTIN6IETNAM
15. _____ &ORTHEMOSTPARTTHE53SIDEDWITHTHE3OUTHAGAINSTTHE.ORTHINA6IETNAMCIVILWAR
16. _____ &ORTHE53THE6IET#ONGATTACKANDSIEGEOF+HE3ANHWASTOTHE6IETNAM7ARWHAT
0EARL(ARBORWASTO7ORLD7AR))
17. _____ )NTHEFIRSTFEWYEARSOFTHEWARUNLIKETHELASTYEARSTHEREWASLITTLEDISSENTOR
OPPOSITIONFROM!MERICASCOLLEGEAGEPOPULATIONORMAINSTREAMMEDIA
18. _____ 4HE6IETNAM7ARWASUNIQUEINTHATTHE!MERICANPUBLICCOULDWATCHHIGHLIGHTSOFEACH
DAYSCOMBATONNIGHTLYTELEVISIONNEWSPROGRAMS
19. _____ 4HROUGHOUTTHEWARTHE53ANDA#HINASUPPLIED.ORTH6IETNAMWEREEQUALSIN
FIREPOWERWEAPONSANDWARTECHNOLOGYYETTHEDIFFERENCEINVICTORYFORTHE53WAS
THESUPERIORANDTENACIOUS!MERICANSOLDIERSFIGHTINGFORDEMOCRACYIN3OUTHEAST!SIA
20. _____ 4HEATTACKONTWO!MERICANSHIPSINTHE'ULFOF4ONKINTHATPROVOKEDTHE53
ESCALATIONOFTHEWARINPROBABLYWASEXAGGERATEDIFITHAPPENEDATALL
21. _____ 4HE53USEDNUCLEARWEAPONSTOBRINGANENDTOTHE6IETNAM7ARASITHADDONE
against Japan in World War II.
PRETEST/POSTTEST
ON THE VIETNAM WAR (2)
22.
_____ (ISTORIANSGENERALLYAGREETHE6IETNAM7ARLASTEDFROMTO
23.
_____ 4ANKSANDLARGEARTILLERYPROVEDTOBETHEMOSTEFFECTIVE53WEAPONSIN6IETNAM
24. _____ &ORFRUSTRATED53TROOPSIN6IETNAMTHEWARCONSISTEDOFCHASINGANELUSIVEALMOST
HIDDENENEMYTHROUGHJUNGLESANDRICEPADDIESANDOCCUPYINGNAMELESSNUMBEREDHILLS
WHILESUFFERINGOPPRESSIVEHEATTORRENTIALRAINSSHARPELEPHANTGRASSANDDEHYDRATION
25.
_____ /DDLYENOUGHTHE53MILITARYDIDNOTBRINGTHEWARTO6IETNAMSCIVILIANPOPULATIONOR
DESTROYMUCHOFTHELANDITSELF
26.
_____ $RAFTEVADERSINLARGENUMBERSAVOIDEDMILITARYSERVICEIN6IETNAMBYFLEEINGTO#ANADA
%UROPEOR-EXICOORSEEKINGDEFERMENTSTHROUGHLOCALDRAFTBOARDS
27.
_____ 4HE4ET/FFENSIVEOF*ANUARYSHOWEDTHE53THATTHE.ORTH6IETNAMESEWOULD
never give up.
28.
_____ 4HEYEARWASONEOFTHEMOSTVIOLENTANDCHAOTICTIMESIN53HISTORYINPART
BECAUSETHE53WASINVOLVEDINANUNPOPULARWARIN3OUTHEAST!SIA
29.
_____ 0RESIDENT.IXONUPONHISINAUGURATIONIN*ANUARYGAINEDPOPULARITYAMONGYOUNG
PEOPLEWHENHEBROUGHTASWIFTANDHONORABLEENDTOTHEWARIN6IETNAM
30.
_____ 4HEMASSACREOFCIVILIANSATTHEVILLAGEOF-Y,AIINDEMONSTRATEDTHAT53
SOLDIERSWERENOTABOVEATROCITIESINAWARWHERETHEENEMYWASNOTCLEARLYIDENTIFIED
&ILLINS
4HETWOMAJORNATIONSORCOMBATANTSINTHE6IETNAM7ARWERE _______________ and
__________________________________________ .
4HE530RESIDENTnWHOESCALATEDTHEWARIN6IETNAMATTHEEXPENSEOFHISDOMESTIC
PROGRAMSATHOMEWAS _________________________________________ .
4HECLASSIFIEDANDSECRET53'OVERNMENTVERSIONOFTHEWARILLEGALLYGIVENTOTHEMEDIAIN
ISKNOWNASThe _________________________________________ .
4HETWORIVALCAPITALSIN6IETNAMWERE _______________________
and
______________________________________________________ .
4HEINSPIRINGANDTENACIOUSLEADEROF.ORTH6IETNAMWHOFOUGHTTIRELESSLYTOOUSTFOREIGNINVADERS
ANDUNIFY6IETNAMWAS _______________________________________________ .
&IGHTINGINTANDEMWITHTHEREGULARUNIFORMED.ORTH6IETNAMESE!RMY.6!FORMOSTOFTHEWAR
WERETHEhGHOSTLIKEvSECRETSOLDIERSINCIVILIANCLOTHESKNOWAS ___________________ .
4HEAVERAGE53FOOTSOLDIERINFANTRYMANIN6IETNAMWASCALLEDA _________________.
4HEMOSTVISIBLEREMINDERSOFTHE6IETNAM7ARIN!MERICATODAYARETHEVETERANSWHOSERVEDAND
the ______________________________________________ in Washington D.C.
3HORT%SSAY
7HYSHOULDWESTUDYTHE6IETNAM7AR
7HATMOREDOYOUWANTTOLEARNABOUTTHISWAR
95
D NATIONS
MAP OF INDOCHINA
25
20
15
,OCATEANDLABELTHEFOLLOWING
.ORTH6IETNAM
3OUTH6IETNAM
'ULFOF4ONKIN
Gulf of Thailand
South China Sea
-EKONG$ELTA
-EKONG2IVER
Red River
Hanoi
Saigon
Danang
Laos
#AMBODIA
China
Thailand
Hainan Island
Ho Chi Minh City
My Lai
$EMILITARIZED:ONE
10
17th Parallel
"ANGKOK
Haiphong
0HNOM0ENH
0
100
200
300
400
500 km
Dien Bien Phu
0
100 | ©3 Interact
INTERACT | /rder Direct: 8) 359961
105
100
200
300 mi
VIETNAM 110
Teacher Guide 31
5
Department of Public Information
Cartographic Section
VIETNAM GLOSSARY (1)
!GENT/RANGE CHEMICALDEFOLIANTDROPPEDTOSTRIPLEAVESSOTHEENEMYISMOREVISIBLE
!/ area of operations
!26. 3OUTH6IETNAMESEREGULARARMY!RMYOFTHE2EPUBLICOF6IETNAM53ALLY
"ASIC BASICTRAININGBOOTCAMP
"ODYBAG APLASTICBAGUSEDTOTRANSPORTDEADBODIESFROMTHEFIELDBACKTOTHE3TATES
"ODYCOUNT NUMBEROFCASUALTIESINAFIREFIGHTOFTENTODETERMINEOPERATIONSSUCCESS
"OUNCING"ETTY U. S. LANDMINETHATBOUNCESWAISTHIGHANDSPRAYSSHRAPNEL
"USH !REAOFJUNGLEMOUNTAINSORFLOODEDRICEPADDIESTHROUGHWHICH53TROOPSMARCHED
#HARLIE THE6IET#ONGANELUSIVEENEMYFOR53ALSO#HUCK6ICTOR6##HARLIES-R#HARLES
4HENAMEDERIVEDFROMTHEMILITARYALPHABETViet = V = Victor and Cong = C = Charlie.)
#HERRY (also Newby, FNG53INFANTRYMANNEWLYARRIVEDIN6IETNAM
#HOPPER helicopter, Huey
#/ COMMANDINGOFFICER
#/STATUS CONSCIENTIOUSOBJECTORONEWHOHASMORALORRELIGIOUSREASONSTOAVOIDCOMBAT
#LAYMORE53ANTIPERSONNELMINEWHICHTHROWSOFFAFANSHAPEDSPRAYOFFRAGMENTSDURINGITS
EXPLOSIONUSEDFORDEFENSE
#LICKSTHEMEASUREMENTINKILOMETERSFORMARCHESWHENCOMPANIESWENTINTOTHEBUSHFOREVERY
METERSKILOMETER53UNITSMARCHEDCLICKALMOSTFOOTBALLFIELDS
$ECEITCONVINCINGSOMEONETOBELIEVEANUNTRUTHGIVINGMISLEADINGFALSEORINCOMPLETE
INFORMATION
$%2/3 $ate of %xpected 2ETURNFROM/verSeas
$INK (also Gook, Slope, Oriental53SOLDIERTERMFOR!SIANSESPECIALLY6IETNAMESEALLOWED
SOLDIERSTODEPERSONALIZETHEENEMYMAKINGITEASIERFORTHEMTOSHOOTANDKILL
$-: DEMILITARIZEDZONETHEhBUFFERvNONCOMBATZONESEPARATING.ORTHAND3OUTH6IETNAM
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$RAFT$ODGERAPERSONUSINGLEGALORILLEGALMETHODSTOAVOIDTHEDRAFTANDMILITARYSERVICE
%LUSIVETENDINGTOELUDECAPTUREPERCEPTIONCOMPREHENSIONORMEMORYDIFFICULTTODEFINEORDESCRIBE
&IREFIGHT ABATTLEOREXCHANGEOFFIREWITHTHEENEMY
&IVE/CLOCK&OLLIES NICKNAMEFORTHEREGULARAFTERNOONPRESSBRIEFINGSFOR53JOURNALISTSIN
3AIGONOFTENCHARACTERIZEDBYREPORTSOFEXAGGERATEDENEMYBODYCOUNTSANDQUESTIONABLECLAIMS
OF53VICTORIESINTHEWAR4HESEDERIDEDOFFICIALPRONOUNCEMENTSLEDSOMEREPORTERSTOVENTURE
INTOWARZONESTOPURSUETHETRUTH
&REEFIREZONE ENEMYTERRITORYTHISDEFINITIONWASOFTENALICENSETOKILLANYONEINTHEREGION
&RIENDLYFIRE WHENALLIESOROUROWNPERSONNELAREACCIDENTALLYKILLEDBYFRIENDLYFORCESNOTBYTHE
ENEMY
'RUNT (also ground pounder53INFANTRYMANIN6IETNAMCOMPARABLETO')IN7ORLD7AR))
'UERRILLAAMEMBEROFANIRREGULARMILITARYUNITOPERATINGINSMALLBANDSTOUNDERMINETHEENEMY
'UNSHIP ARMEDHELICOPTERUSEDTOSUPPORTGROUNDTROOPS
VIETNAM GLOSSARY (2)
(AMLETASMALL6IETNAMESEVILLAGE
Hooch AHUTORSIMPLEDWELLINGFOR!SIANCIVILIANSUSUALLYBUILTWITHFLAMMABLETHATCHEDROOFS
(OT,: ALANDINGZONEFOR53HELICOPTERSTHATISUNDERENEMYATTACK
)NCOUNTRY BEINGIN6IETNAM
)NDIANS ASINKILLINGh)NDIANSvORTHE53ENEMYIN6IETNAM
+)! KILLEDINACTION
,IFER CAREERSOLDIERMOSTIN6IETNAMWERENOTLIFERS
-ILLIONDOLLARWOUND AWOUNDSERIOUSENOUGHTOWARRANTARETURNTOTHE53
-)! MISSINGINACTION
.APALM JELLIEDPETROLEUMSUBSTANCEUSEDINFLAMETHROWERSANDBOMBSTHATSTICKSTOSURFACES
INCLUDINGHUMANFLESH
h.UMBERv THEBESTAS6IETNAMESEWOULDSAYTO53SOLDIERSh9OU.UMBERv4HEOPPOSITE
h.UMBERv
.6! .ORTH6IETNAMESE!RMYFOEOF53ALSO0EOPLES!RMYOF6IET.AMOR0!6.
0 0IASTER6IETNAMESEMONEYWORTHABOUT`
043$ 0OST4RAUMATIC3TRESS$ISORDERBATTLEFATIGUEILLNESSSUFFEREDBY6IETNAMVETS
0OGUESSOLDIERSANDOFFICERSASSIGNEDTOSUPPORTPOSITIONSIN6IETNAMWHONEVERSAWTHEBUSH
highly resented by grunts in the line of fire
0OINTMAN ON53PATROLSINTOTHEBUSHTHEEXPOSEDMANINFRONTUSUALLYAhCHERRYv
0UNJISTAKES SHARPENEDWOODENSTAKESHIDDENINDEEPHOLESDIPPEDINHUMANEXCREMENTTHESE
STAKESINFECTED53SOLDIERSIFTHEYFELLINPITANDSTAKESPENETRATEDFLESH
22RESTANDRELAXATIONAnDAYVACATIONFROMTHEWAROFTENTO3AIGON*APANOR(AWAII
2OLLING4HUNDER 0RESIDENT,YNDON"*OHNSONSCAMPAIGNOFBOMBING.ORTH6IETNAMESE
continuously
3HORTTIMER 53SOLDIERWITHASHORTTIMELEFTTOSERVEIN6IETNAM
3PIDERHOLE AHIDDENENEMYFOXHOLEORPIT
Third worldDEVELOPINGNATIONSOF!FRICA!SIAAND,ATIN!MERICAUSUALLYNOTALIGNEDWITHANY
MAJORPOLITICALPOWER
4OUROFDUTY THEPERIODOFTIMEASOLDIERSERVESHISMILITARYOBLIGATIONFORTHEARMYDAYSFOR
THEMARINESDAYS
6#THE6IET#ONGGUERRILLAFIGHTERSIN3OUTH6IETNAMWHOFOUGHTAGAINSTTHE3AIGONGOVERNMENT
and the U.S.
7)! WOUNDEDINACTION
7AROF!TTRITION STRATEGYOFWEARINGDOWNTHEENEMYBYKILLINGTHEMRATHERTHANCONQUERINGTERRITORY
4HEWORLD THE53!ASINARETURNTOTHEREALWORLD
:IPPORAID PARTOFAMILITARYOPERATIONWHICHINCLUDESBURNINGDOWN6IETNAMESEVILLAGESOFTEN
IGNITEDWITHACIGARETTELIGHTER
VIETNAM CONFLICT TIMELINE
Ford
Nixon
Johnson
Kennedy
Eisenhower
France–
Truman
KEY EVENTS AND PEOPLE OF VIETNAMESE HISTORY
S
4HE&RENCHOCCUPY)NDOCHINAINCLUDING6IETNAMTOBUILDANOVERSEASEMPIRE
0RESIDENT4RUMANSENDSMILLIONTOAIDTHE&RENCHIN6IETNAM
4HE6IETNAMESEDEFEATTHE&RENCHAT$IEN"IEN0HUTHE'ENEVA!CCORDSDIVIDE
6IETNAMATTHETHPARALLELCREATINGACOMMUNIST.ORTH6IETNAMANDASOMEWHAT
hDEMOCRATICv3OUTH6IETNAMSUPPORTEDBYTHE53
#OMMUNISTTHREATTOALL3OUTHEAST!SIACONCERNSTHE53DOMINOTHEORY
S
53AIDTO3OUTH6IETNAMPROPSUPSHAKYREGIMES
0RESIDENT+ENNEDYSENDShADVISORSvTO6IETNAM
53ADVISORSANDMILITARYPERSONNELSENTTO6IETNAM6IETNAMRELIGIOUS
STRUGGLESBETWEEN#HRISTIANSAND"UDDHISTS0RESIDENT+ENNEDYKILLEDIN$ALLAS
,YNDON*OHNSONBECOMESPRESIDENTdomino theoryBECOMESCENTERPIECEOF53
foreign policy.
'ULFOF4ONKIN)NCIDENTOFF.ORTH6IETNAMLEADS#ONGRESSTOGRANTWARPOWERSTO
0RESIDENT*OHNSON53INVOLVEMENTIN6IETNAMBEGINSTOESCALATE
6IET#ONGATTACKON0LEIKUIN3OUTH6IETNAMLEADSTORAPID53TROOPBUILDUPAND
MASSIVEBOMBINGOF.ORTH6IETNAMh/PERATION2OLLING4HUNDERv
53TROOPSTRENGTHIN6IETNAMREACHESNEARLY
4ET/FFENSIVEBY.ORTHSTUNS53MILITARY"ATTLEOF+HE3ANH-Y,AIMASSACRE
EXHIBITS53ATROCITIESINTHEWAR53TROOPSOVERANTIWARPROTESTSLEADTO
TURMOILANDVIOLENCEONTHEHOMEFRONT0RESIDENT*OHNSONRETIRES2ICHARD.IXONWINS
THEPRESIDENCYPROMISINGhPEACEWITHHONORv
.ORTH6IETNAMSLEADERANDGUIDINGLIGHT(O#HI-INHDIES
53STARTSh6IETNAMIZATIONvPOLICYSECRETBOMBINGOF,AOSAND#AMBODIALEADSTO
WIDESPREADPROTESTS+ENT3TATEAND*ACKSON3TATESTUDENTSSHOTBY.ATIONAL'UARD
and State Police forces.
New York Times publishes the Pentagon PapersASECRETHISTORYOFTHEWAR
.IXONREELECTED#HRISTMASBOMBINGOF.ORTH6IETNAM53TROOPSTRENGTHDOWNTO
24,000.
0ARIS0EACE!CCORDSEND53INVOLVEMENTIN6IETNAM53TROOPSANDSOME0/7S
RETURN#ONGRESSENACTS7AR0OWERS!CTOVERVETOBY0RESIDENT.IXON
7ATERGATESCANDALFORCES.IXONTORESIGN'ERALD&ORDASSUMESPRESIDENCYANDOFFERS
CLEMENCYTO53DRAFTDESERTERSANDEVADERS
,AST!MERICANSEVACUATE3OUTH6IETNAM3AIGONFALLSTOCOMMUNISTS(O#HI-INHS
DREAMOFAhFREEvANDUNITED6IETNAMBECOMESREALITY
LESSON 2
TEACHING DIRECTIONS
,ESSON3TORYBOARD
/BJECTIVES
s 2EVIEWHISTORYANDCHRONOLOGYOFTHE6IETNAM7AR
s !PPLYACQUIREDINFORMATIONTOACREATIVESTORYBOARDTASK
-ATERIALS
s 3TUDENT'UIDES— class set (from previous day)
s #(!3).'#(!2,)%— one + transparency (optional)
s 34/29"/!2$4!3+— class set or transparency
s 4(%6)%4.!-7!234/29"/!2$n— class set
/2
$RAWINGPAPERX— class set
s #OLOREDPENCILSORMARKERS— class set
s 2ULERS— class set
4EACHER2EFERENCE
s 6IETNAM#ONFLICT4IMELINE— transparency (from Lesson 1 for
motivator)
s "LANKPAPERX— 12–14 (motivator)
3ETUP
1. The day before beginning ,ESSONCALLASIDEONEDRAMATIC
CHARISMATICSTUDENTANDASKHIMHERTOREADTHE#(!3).'
CHARLIE letter to introduce ,ESSON. (Gender is not significant:
THEREADERCOULDBETHEPERSONWHOWROTETHELETTERORAFAMILY
MEMBERRECEIVINGTHELETTER'IVETHESTUDENTTHELETTEROFFER
assistance as necessary.
Two Days
Individuals or Student Pairs
Reading CHASING CHARLIE with
some dramatic flair will set the
tone for the Student Guide essay
review that follows.
&ORTHE-OTIVATORWRITEnEVENTSFROMTHE6IETNAM
#ONFLICT4IMELINEONINDIVIDUALPIECESOFXPAPER
/MITTHEDATES
$ECIDEIFSTORYBOARDSWILLBEDONEINPAIRSORINDIVIDUALLYAND
ARRANGEDESKSASNECESSARY
-OTIVATOR
#HOOSEnSTUDENTSTOCOMEFORWARD$ISTRIBUTETHEPREPARED
TIMELINEEVENTSPAPERS!SYOUREVIEWTHESEQUENCEOFEVENTS
HAVETHESTUDENTSARRANGETHEMSELVESINPROPERCHRONOLOGICAL
ORDERHOLDINGTHEPAPERSCHESTHIGHASTHEYTAKETHEIRPOSITION
3EEIFSTUDENTSCANAPPROXIMATELYDATEEACHEVENTASTHEYSTAND
in order earliest to latest.
LESSON 2
TEACHING DIRECTIONS
read
or
tell
Adapt this to your classroom
situation—you might instead
introduce the student reader as the
writer of this letter.
0ROCEDURE
1. Call on the selected student to read CHASING CHARLIE.
Introduce the letter by saying,
h)MAGINERECEIVINGTHISLETTERFROMYOURBROTHERWHO
SHIPPEDOUTTO6IETNAMTWOMONTHSAGOv
!FTERTHEREADINGUSETHETRANSPARENCYTOTRANSLATETHESOLDIERS
SLANGANDTOHELPTHESTUDENTSUNDERSTANDWHATTHEYHAVEJUST
heard. Read or tell,
h4HESPECIALLANGUAGE$AVIDUSESANDTHEMOODHE
CREATESCLEARLYCOMMUNICATEHISCOMBATEXPERIENCES
ANDFEELINGS7HATINITIALLYSOUNDSLIKEAFOREIGN
LANGUAGEORhMUMBOJUMBOvISACTUALLYANHONESTAND
PERSONALACCOUNTOFAFOOTSOLDIERINTHE6IETNAM7ARv
You could lecture to recap the
content of the Student Guide essay;
however, a class discussion and
question-and-answer format will be
more engaging for the students.
The Storyboard Task is an excellent
tool for reinforcing knowledge,
and appeals to more visual and
kinesthetic learners. For students
who are challenged to draw even a
straight line, emphasize that stick
figures and outlines are acceptable.
The key of this assignment is to
capture the essence of information
within the Student Guide. This is
not a test of artistic abilities.
,EADADISCUSSIONTOREINFORCETHEINFORMATIONINTHE3TUDENT
'UIDE!FTERTHEREVIEWDISTRIBUTETHE34/29"/!2$4!3+OR
ILLUMINATETHETRANSPARENCYANDREADALOUDWITHSTUDENTS
!NSWERALLQUESTIONSBEFOREDISTRIBUTING4(%6)%4.!-7!2
34/29"/!2$n2EMINDSTUDENTSOFTHERESOURCESATTHEIR
DISPOSALASTHEYPREPARETHEIRASSIGNMENT
s 3TUDENT'UIDES
s 6)%4.!-',/33!29
s -!0/&).$/#().!
!LLOWTIMEINCLASSFORSTUDENTSTOWORK-ONITORTHEIRWORK
'IVETHEMAREALISTICCOMPLETIONDATEFORTHESTORYBOARDS
$EBRIEFING#LOSURE
7HENFINISHEDHAVESTUDENTSSTANDANDTELLTHECLASSWHATEVENTS
THEYCHOSETOILLUSTRATE3OMEOFYOURhARTISTSvMAYWISHTO
exhibit their illustrations.
!SKQUESTIONSTOREINFORCETHEINFORMATIONPRESENTEDTHUS
far in the Student Guide, the 4IMELINE, and the MAP OF
INDOCHINA.
Two minutes
Distribute lined paper or have
students use their own paper.
3. ,EARNING,OG
4OPIC7HATPIECEOFINFORMATIONCONFIRMEDWHAT)ALREADY
KNEWABOUTTHEHISTORYOFTHE6IETNAM7AR
4OPIC7HATINFORMATIONFACTISNEWTOMYTHINKINGAND
COMESASSORTOFASHOCK
4O%XTENDTHE,ESSON
s )LLUMINATEATRANSPARENCYOF#OMPARING6IETNAMWITH/THER
-AJOR7ARSSTATISTICSFROM,ESSONPAGE5SINGTHISNOW
WILLGIVESTUDENTSSOMEADDITIONALPERSPECTIVE
CHASING CHARLIE
Dear Kim,
Our AO here in Nam is near the DMZ. Since my last letter just after
my arrival in-country, our platoon, Tango 3, was ordered on an S-and-D
mission to nail as many Indians as possible near the city of Hue. At 0800
a Huey dropped us into a hot LZ and soon we were humping the boonies—
doing what we do most of the time—chasing Charlie. Because I’m a Cherry,
or Newby, with little experience, the other Grunts stayed away from me.
Lt. Walker made me point man. I felt buku exposed to enemy fire, booby
traps, and large snakes hidden in the tall elephant grass. By 0900 the
heat and dust was almost unbearable. My buddy from Cleveland, Rusty,
went down with dehydration. Eventually we reached a village suspected
of aiding the VC and zippoed the hooches. As we did, I was shot in the
shoulder from a spider hole nearby. I was in a world of hurt. A Huey lifted
me out to a MASH unit and from there to a hospital in Danang. I have been
in the hospital for 3 weeks. I am healing, but not fast enough for the docs.
I-guess I got myself a million-dollar wound. Tell Mom I should be back in the
world to see you all in a month or so.
Love to all,
David
42!.3,!4)/.
$AVIDSAREAOFOPERATIONAOISNEARTHEDEMILITARIZEDZONEDMZBETWEENWARRING
.ORTHAND3OUTH6IETNAM(ETELLSOFAHELICOPTERHuey) dropping his platoon off in a
LANDINGZONEUNDERENEMYFIREhot LZ) as it prepares to go out (humping the boonies) on
another search and destroy (S and DMISSIONTHROUGHUNFAMILIARHILLSANDJUNGLEFOLIAGE
$AVIDWASORDEREDTOLEADTHEWAYpoint man) facing dangerous conditions and dangers
(buku exposed4HEYREACHEDANENEMYVILLAGEsuspected of aiding the VC4HEMEN
set the houses on fire (zippoed the hooches7HILEINTHEVILLAGE$AVIDWASSHOTBYA
Viet Cong sniper (from a spider holeAWOUNDTHATHETHINKSISSERIOUSENOUGHTOALLOW
HIMTOLEAVE6IETNAMmillion-dollar wound) and return to the States (the world).
STORYBOARD TASK
3TORYBOARDSAREANEATANDFUNWAYTOCAPTURETHEESSENCEOFANHISTORICALESSAY4HEYAREESPECIALLY
HELPFULTOSORTOUTIMPORTANTINFORMATIONINCLUDEDINLENGTHYCHRONOLOGIES
'UIDELINES
5SETHE3TUDENT'UIDEASYOURSTORYBOARDRESOURCE3ELECTMAJOREVENTSORTOPICSFROMTHAT
BACKGROUNDINFORMATION3ELECTTHOSETHATYOUTHINKARETHEMOSTINTERESTINGORIMPORTANT
EVENTSORTOPICS!SATESTASKh)F)LEFTITOUTWOULDTHESTORYBOARDSFLOWANDCONTINUITY
STILLMAKESENSEv
With the no words
restriction, you must
5SINGPENCILSKETCHEACHOFTHOSEEVENTSORTOPICSINONEOFTHE
clearly illustrate
SQUARESONTHEPAPERwith no words except for the project title.
your ideas. Be very
A 4HEVIEWEROFYOURFINISHEDWORKSHOULDBEABLETOIDENTIFY
accurate in sketching,
WHATTHEEVENTTOPICIS
say, the “The Gulf of
b. Only a date (if applicable) can adorn each illustration to add
Tonkin Incident” or “Home Front
Protests.”
chronology.
-AKEANYADJUSTMENTSTOYOUR
PENCILSKETCHESBEFOREADDING
color to your illustrations and
any other finishing touches to
COMPLETEYOURSTORYBOARDONTHE
6IETNAM7AR
4. Give your storyboard an
appropriate and eye-catching title.
Does a pithy and colorful title
LEAPOFFTHEPAGESOFYOURWORK
THATWOULDGRABTHEATTENTIONOF
ANYVIEWERS7RITEDOWNAFEW
thoughts and then choose the
PERFECTTITLEFORYOURMASTERPIECE
THE VIETNAM WAR
W
STORYBOAR
R
D (1)
Adrian Collier
4
8
/NTHEBACKOFTHEPAPERORONA
separate paper) identify the events
THATMAKEUPYOURSTORYBOARDAND
EXPLAINWHYYOUINCLUDEDTHEM
(their significance).
| Order Direct: (800) 359-0961 | © 2003 Interaction Publishers, Inc.
VIETNAM Teacher
T
Guide 39
THE VIETNAM WAR STORYBOARD (1)
THE VIETNAM WAR STORYBOARD (2)
LESSON 3
TEACHING DIRECTIONS
,ESSON#ARTOONING
/BJECTIVES
s $RAWEDITORIALCARTOONSBASEDONWRITTENTEXT
-ATERIALS
s #!24//.).'— class set
s $RAWINGPAPERX— class set
s ,INEDPAPER— class set (or students’ own)
s 2ECENTPOLITICALCARTOONS— at least two per student (students
bring to class)
s 2ULERS— class set or one per student pair
3ETUP
3ELECTAFAMOUSANDORRECENTPOLITICALCARTOONANDMAKEA
TRANSPARENCY)FYOUHAVEPLENTYOFTIMEUSEPERHAPSTWOOR
three cartoons.)
3EVERALDAYSINADVANCEASSIGNSTUDENTSTOBRINGINATLEASTTWO
POLITICALCARTOONSFROMNEWSPAPERSORWEEKLYNEWSMAGAZINES
3TUDENTSMAYWORKINPAIRSARRANGEDESKSTOPROVIDEADEQUATE
WORKSPACE
One Day
Individuals or Student Pairs
Three or four cartoons would be
better; students will have a wider
choice when they must do their
analysis during the lesson.
-OTIVATOR
!LTHOUGHWARDOESNOTSEEMANAPPROPRIATESUBJECTFORCARTOONS
COMMUNICATINGIDEASTHROUGHDRAWNIMAGESREQUIRESSOME
HIGHERLEVELTHINKING'IVEYOURSTUDENTSAQUICKOVERVIEWOF
this lesson.
2. Use the transparency of the cartoon(s) you selected and analyze
ITUSINGTHESAMECRITERIASTUDENTSWILLUSE&OLLOWTHESIX
QUESTIONSPOINTSINTHE&ROM0ICTURETO0RINTsection of
#!24//.).'4HISWILLTEACHTHESTUDENTSHOWTOLOOKAT
ANDCRITICALLYANALYZEAVISUALIMAGE
&ROM0ICTURETO0RINT
1. Describe the people/objects in the cartoon.
7HEREDOESTHESCENETAKEPLACE7HEN
3. What is the first thing you noticed? Why?
$EFINEANYSYMBOLSINTHECARTOON
7HATISTHEPOINTOFVIEWORTHEMEOFTHECARTOON
7HOISTHECARTOONISTTRYINGTOCONVINCE7HATWILLBETHE
reaction(s)?
This text is from the student
handout.
LESSON 3
TEACHING DIRECTIONS
0ROCEDURE
1. Distribute CARTOONING and go over its contents, including
the explanation and procedural steps.
(AVESTUDENTSTAKEOUTTHEIRPOLITICALCARTOONS#ALLON
individuals to stand and describe one of their cartoons
WITHOUTSHOWINGANYONETHEACTUALCARTOON4HISWILLHELP
STUDENTSWHENTHEYDRAWCARTOONSFROMDESCRIPTIONSTHEYREAD
%VENTUALLYPASSAROUNDTHECARTOONSTHATWEREDESCRIBED
3. Next, have students select the best of the cartoons they brought
INANDUSETHISONECARTOONTOANSWERTHESIXQUESTIONSIN&ROM
0ICTURETO0RINT. Monitor student progress.
Copyright protections make it
impossible for Interact to print the
actual cartoons in this publication.
You may find copies of the cartoon
by Bill Mauldin in the National
Archives, and the cartoon by
Herbert Block through the Library
of Congress. See Resources (page
14) for web addresses current at
the time of publication. Be aware
the web addresses can change
without notice.
If possible, scan and print the
drawings, make transparencies,
and illuminate. Students could
also present their drawings
within small groups, circulating
the pictures during or after their
explanations. Post drawings on the
board to reach a wider audience.
4. When students have finished their analyses, briefly discuss
SOMEORALLOFTHEIRWORKBEFOREALLOWINGSTUDENTSTOMOVE
AHEADTODRAWTHETWOCARTOONSDESCRIBEDIN#ARTOON and
#ARTOON.
!LLOWSTUDENTSTIMEINCLASSTOCOMPLETETHECARTOONINGTASK
)FTHEYDONTFINISHASSIGNASHOMEWORK
)FYOUCARRYTHISASSIGNMENTOVERTOASECONDDAYCONSIDER
USINGANOPAQUEPROJECTORTOILLUMINATESTUDENTSDRAWINGS
/THERWISEITWILLBEDIFFICULTFORSTUDENTSTODISPLAYAND
EXPLAINTHEIRWORK
$EBRIEFING#LOSURE
1. Reinforce for students the purpose of political cartoons. A perfect
WAYTOBRINGAhWOWvCLOSURETOTHISLESSONISTOFINDANDTHEN
ILLUMINATEFORYOURSTUDENTSTHEACTUALCARTOONSDESCRIBEDINTHIS
ASSIGNMENT4HISWOULDAFFORDSTUDENTSANOPPORTUNITYTOSEETHE
CARTOONSANDCOMPARETHEIRMASTERPIECESWITHTHEORIGINALS
2. ,EARNING,OG
4OPIC: What does each cartoon reveal about U.S. opinion at the
TIME
Two minutes
Have students reflect on the
content and meaning of the two
cartoons. Place the cartoons at
a time when the U.S. considered
deeper involvement in Vietnam, but
before massive escalation.
4O%XTENDTHE,ESSON
s (AVESTUDENTSCOLLECTANDINTERPRETSEVERALPOLITICALCARTOONS
OVERAMONTHORSOWITHAFOCUSONONEORTWOONGOINGCURRENT
EVENTSORTHEPRESENTPRESIDENTIALADMINISTRATION
CARTOONING
"YONEDEFINITIONCARTOONSAREhAMUSINGDRAWINGSESPECIALLYASCOMMENTSONPUBLICMATTERSv4HIS
APPLIESTOPOLITICALCARTOONS-OSTNEWSPUBLICATIONSINCLUDEPOLITICALCARTOONS0OLITICALCARTOONSMAKE
SERIOUSPOINTSABOUTSENSITIVETOPICS4HEYCANMAKEUSSMILEBYIRONY7ITHAFEWSTROKESOFTHEPEN
THECARTOONISTBRANDSAPERSONORSITUATIONASNOBLEOREVILADMIRABLEORDESPICABLE!WELLDRAWNCARTOON
EFFECTIVELYCUTSTOTHETRUTHOFASITUATION(OWDOPOLITICALCARTOONSWORK
&ROM0ICTURETO0RINT
4ODISCOVERHOWPOLITICALCARTOONSWORKANALYZEAPOLITICALCARTOON3UBMITYOURANALYSISTOYOUR
TEACHER/NASEPARATEPAPERWRITEYOURANALYSISOFTHECARTOONBASEDONTHESEQUESTIONSPOINTS
1. Describe the people/objects in the cartoon.
7HEREDOESTHESCENETAKEPLACE7HEN
3. What is the first thing you noticed? Why?
$EFINEANYSYMBOLSINTHECARTOON
7HATISTHEPOINTOFVIEWORTHEMEOFTHECARTOON
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B !NALYZETHECARTOONBYANSWERINGTHEQUESTIONSPOINTSABOVE
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A $EVELOPIMAGESTHATFITTHEDESCRIPTIONS
B )NAFEWSENTENCESEXPRESSYOURINTERPRETATIONANDTHOUGHTSABOUTTHEORIGINALCARTOON
#ARTOON
4WOSOLDIERSDOMINATETHISCARTOON/NEISA53INFANTRYMANMAKESURETHISISCLEARSTANDING
ANDTALKINGTOA&RENCHSOLDIER4HELATTERISACTUALLYASKELETONINA&RENCHUNIFORM4HE&RENCH
SOLDIERISSITTINGPROPPEDAGAINSTATREEINTHEJUNGLEFOLIAGEEVERYWHEREHOLDINGHISRIFLEWHICH
ISDRAPEDACROSSHISKNEES4HE53SOLDIERLOOKINGATHISDEADCOUNTERPARTANDNOTREALIZINGTHE
&RENCHMANISLONGTIMEDECEASEDHASHISRIGHTHANDOUTGESTURINGASHESAYSh7HATSSOFUNNY
MONSIEUR)MONLYTRYINGTOFINDMYWAYv.AILEDONTOTHETREEJUSTABOVETHE&RENCHMANSHEAD
ARETWOSIGNS!CROSSEDOUTIndochina and a clearly printed Vietnam.
4HISCARTOONBY0ULITZER0RIZEWINNER"ILL-AULDINAPPEAREDIN-R-AULDINWASFAMOUSFORHIS7ORLD7AR
))h7ILLIEAND*OEvDRAWINGS
#ARTOON
4HISCARTOONHASTHECAPTIONh/URPOSITIONHASNTCHANGEDATALLv4WOMENAREFACINGEACHOTHERON
an escalator (labeled Vietnam EscalatorONTHESIDEANDWITHANARROWPOINTINGUP4HEESCALATORIS
OBVIOUSLYINMOTIONHEADINGUP4HETALLERMANIS0RESIDENT,YNDON*OHNSONSPEAKINGANDGESTURING
WITHHISARMSATHISSIDESHANDSFACINGUP4HESHORTERMANREPRESENTSTHE!MERICANPUBLIC(EHASAN
INQUISITIVEPERHAPSEVENDOUBTFULLOOKONHISFACE
4HISCARTOONBY0ULITZER0RIZEWINNER(ERBLOCK(ERBERT"LOCKAPPEAREDIN
LESSON 4
TEACHING DIRECTIONS
Two Days
Cooperative
Groups
of 4–6
The news report is similar to the
official versions that appeared in
the mainstream media immediately
after the incident. Decide if
students will have their own copies
of the news report or if groups will
share this resource as they read
and discuss.
The GULF OF TONKIN
DIALOGUE includes phrases from
Barry Sadler’s Ballad of the Green
Berets. Playing that stirring song
as background music prior to the
lesson will set the mood for the
patriotic attitude prevalent in the
United States in the early 1960s.
See Resources (page 14) for more
information about the song.
/BJECTIVES
s %XAMINETHE'ULFOF4ONKIN)NCIDENTINLIGHTOFhNEWvEVIDENCE
and re-interpretation of facts
s 0RODUCEAhREVISIONISTvMOREACCURATEVERSIONOFTHE'ULFOF
4ONKIN)NCIDENT
-ATERIALS
s '5,&/&4/.+)..%732%0/24 — one per group or class set
s '5,&/&4/.+).).#)$%.4 — one per group
s ().$3)'(4#!2$3SETOF— one set per group (cut apart)
s '5,&/&4/.+).$)!,/'5%n— class set or one per
participant
s ,INEDPAPERX— one per group
s 3CISSORS — class set (optional)
3ETUP
$ECIDEMEMBERSHIPOFHETEROGENEOUSGROUPSOFFOURTOSIX
$ECIDEIFYOUWILLCUTAPARTANDPREPARESETSOF().$3)'(4
#!2$3FOREACHGROUPORIFSTUDENTSWILLCUTAPARTTHEIRSETS
WHENYOUDISTRIBUTETHEM
-OTIVATOR
!SKSTUDENTSIFTHEYHAVEEVERDONESOMETHINGDECEITFULORLIED
TOGETTHEIRWAYINORDERTOACCOMPLISHANHONORABLEGOAL/NE
ASPECTOFTHEDISCUSSIONIShDOESTHEENDJUSTIFYTHEMEANSv
(AVESTUDENTSCITEEXAMPLESOFTHISBEHAVIOR0OINTOUTTHE
parallels to 1964 and President Johnson.
0ROCEDURE
%XPLAINTHATSTUDENTSWILLWORKINGROUPSTOEXPLORETHE'ULFOF
4ONKIN)NCIDENTANDRESULTING2ESOLUTIONPASSEDOVERWHELMINGLY
by Congress in August 1964. Move students into their groups.
This article includes the essentials
of the Gulf of Tonkin Incident.
It was published before close
analysis would bring questions,
doubt, and protest, and…a call
for facts, testimony, and evidence.
Unfolding events can be grossly
misreported and misinterpreted,
especially if the government is the
primary agent of information.
2. Distribute GULF OF TONKIN NEWS REPORT to individuals
ORGROUPSANDALLOWTIMEFORTHEMTOREAD3OMEDISCUSSION
SHOULDFOLLOWESPECIALLYABOUTPOINTSTHATSEEMVAGUEOROPEN
to interpretation.
3. Distribute GULF OF TONKIN INCIDENT. Read over and
CLARIFYEXACTLYWHATSTUDENTSARETODO
LESSON 4
TEACHING DIRECTIONS
$ISTRIBUTE().$3)'(4#!2$3ANDSCISSORSANDQUICKLY
REITERATEHOWSTUDENTSUSETHECARDSANDFILLINTHETOPSECTIONS
!LLOWGROUPSTOWORKSORTINGOUTTHECARDSASDIRECTED
6. When groups have selected their final 10 HINDSIGHT CARDS,
YOUMIGHTCONSIDERREREADINGONTHE'5,&/&4/.+).
).#)$%.4$ISTRIBUTEPAPERORHAVESTUDENTSUSETHEIROWN
!LLOWTIMEFORGROUPSTOSHARETHEIRINSIGHTSANDWRITETHEIR
REVISIONISTVERSIONSOFTHEINCIDENT2EQUIRETHATEACHSTUDENT
WRITEAVERSIONANDFINISHASHOMEWORKIFNECESSARY4HEGROUP
CANDECIDEWHICHREVISIONISTHISTORYTOSHAREWITHTHECLASS
8. /PTIONAL
The next day, have group representatives stand and read their
BRIEFREVISIONISTHISTORYOFTHE'ULFOF4ONKININCIDENT
A $ISCUSSWHATEVIDENCEINCOMMONWHICHSAME
().$3)'(4#!2$3WERESELECTEDBYALLGROUPSFORTHEIR
revisionist histories.
B $ISCUSSTHEGOVERNMENTSMOTIVESTOBEDECEITFUL)SDECEIT
ever justifiable?
$EBRIEFING#LOSURE
1. Distribute GULF OF TONKIN DIALOGUE and select four
GOODREADERSTOPLAYTHETWOHISTORIANSANDTHETWOSTUDENTS
7ITHINTHECONTEXTOFTHEDIALOGUETHEFOURSPEAKERSCLARIFYAND
DRAWCONCLUSIONSABOUTTHEINCIDENT
2. Carefully going over this dialogue should provide an excellent
CLOSURETOTHEEVENTANDSETUPAhPOLITELYSKEPTICALvATTITUDEFOR
the rest of the unit.
3. ,EARNING,OG
4OPIC: President Johnson and Defense Secretary Robert
-C.AMARAWANTEDTHE5NITED3TATESTOBEMOREINVOLVED
IN6IETNAM4OACCOMPLISHTHISTHEYLIEDTOTHE!MERICAN
people. Should they be charged and brought to trial for
THEIRLIESANDDECEPTION7HATWOULDBETHEOUTCOMEOF
such a trial in 1965? Today?
4O%XTENDTHE,ESSON
s #ONSIDERSHOWINGANAPPROPRIATESCENEFROMIn Love and War,
ATELEVISIONMOVIETHATINCLUDES,T#OM*AMES"3TOCKDALE
RETURNINGTOHISCARRIERAFTERSEEINGFROMHISPLANENOENEMY
PATROLBOATSFROMTHESECONDATTACKINTHE'ULFOF4ONKIN
3–5 minutes for groups to cut
apart HINDSIGHT CARDS.
30–40 minutes for the sorting.
Make sure that students evolve
through the discard process
(20, then 15, then 10— and not
from 36 to 10 in one jump).
Consider allowing students to
bring back 2–3 cards for this
revisionist work, making a total
of 12–13 cards.
Historians are continually trying
to portray past events (and people)
as accurately as possible. This is
a painstaking task. The official
information available about the
Gulf of Tonkin Incident affected
an entire nation and involved
international consequences. What
happened (or didn’t happen) in the
Gulf of Tonkin near North Vietnam
altered the already tense situation
in Southeast Asia.
Many in education believe that
turning students into “polite
skeptics” is our ultimate goal.
Two minutes
Students need to reflect on their
exposure to the government’s role
in deceiving the American people,
an act that precipitated decades of
public mistrust of its officials.
GULF OF TONKIN NEWS REPORT
August 8, 1964
The attackers continued their course
and launched torpedoes at the Maddox.
The Maddox returned fire and called for
By Richard T. Sharpe
air support. These defensive measures
Washington Bureau Correspondent
drove off the attack boats, except one,
which was “dead in the water.” Why the
WASHINGTON, D. C. — Congress
attack took placed remains unclear, said
has given President Johnson authority to
Defense Secretary Robert McNamara. U.S.
wage war in Southeast Asia. The action
officials warned that further attacks would
follows attacks by the North Vietnamese on
result in retaliation.
two U.S. ships in international waters. The
The Maddox continued on routine patrol
destroyers Maddox and Turner Joy were
in the Gulf of Tonkin. The U.S.S. Turner
on routine patrol. The attacks occurred on
Joy accompanied the Maddox for added
August 2 and 4 in the Gulf of Tonkin. The
protection. On August 4, North Vietnamese
President told of the aggression in a radiotorpedo boats again launched an attack
television address to the nation after the
on the destroyer. The second attack lasted
second attack. He made a clear case for
two hours. Dark and murky conditions
retaliation. He announced the launching of
interfered with actual visual sightings
a military offensive against North Vietnam.
of torpedo boats. Both ships detected
U.S. planes began an aerial bombardment
numerous “blips” on their radar screens.
of ports early Wednesday. It is the first U.S.
One U.S. pilot reported seeing the wake
air strike against a communist country
of a torpedo boat. A shipboard officer
since the Korean War (1950–1953).
reported seeing cockpit lights from an
In his dramatic speech, the president
attacking gunboat. Sonar equipment on
noted that there were two separate attacks.
the Maddox detected several torpedoes.
The first occurred on Sunday, August 2,
The attack of August 4 was successfully
in the early morning. The second attack
repelled. Sources claim that two of the
was on Tuesday, August 4 and “required
torpedo boats were sunk. A thorough
me,” said Johnson, “to order the military
search of the attack site revealed no oil
forces of the United States to take action in
slicks or debris. There were no American
reply.” “Air action,” he continued, “is now in
casualties from either attack.
execution…against…North Vietnam.”
The Congress quickly passed the
The Department of Defense has
Gulf of Tonkin Resolution. There were
released this information: On August 2 the
two dissenting votes in the Senate. There
U.S.S. Maddox was under the command of
were no negative votes in the House of
Captain John J. Herrick. It was on a routine
Representatives. The Resolution authorizes
patrol in international waters between the
the president “to repel any armed attack
Vietnam coast and the island of Hainan. It
against the forces of the United States
was at least 30 miles from North Vietnam.
and to prevent further aggression.”
Usually a coastal nation claims control of
President Johnson has a blank check to
waters only 12 miles from shore. The attack
wage a limited war in Southeast Asia. The
came from three North Vietnamese torpedo
government is hoping to avert a major war
boats. To defend the Maddox, Captain
that might potentially involve China or the
Herrick ordered warning shots fired at the
Soviet Union.
approaching gunboats.
HOSTILE ACTION BY NORTH VIETNAM
FORCES U.S. HAND IN SOUTHEAST ASIA
GULF OF TONKIN INCIDENT
7HOSE6ERSIONOF(ISTORY)S4HIS
9OUNOWKNOWWHATTHE!MERICANPUBLICKNEWIN4HEREPORTERBASEDHISNEWSARTICLEON
INFORMATIONPROVIDEDBYTHEGOVERNMENT4HE$EPARTMENTOF$EFENSEISSUEDALLFACTSDETAILSAND
CONCLUSIONS4HE#ONGRESSBELIEVEDTHEREWASAGREATURGENCYTOACT4HISURGENCYOVERRODECAREFUL
ANALYSISOFWHATREALLYHAPPENED5NDEROUR#ONSTITUTIONONLYTHE#ONGRESSHASTHEPOWERTODECLARE
WAR4HE'ULFOF4ONKIN2ESOLUTIONGAVETHEPRESIDENTTHEPOWERTOWAGEWARWITHOUTADECLARATIONOF
WARBYTHE#ONGRESS4HE'ULFOF4ONKIN)NCIDENTWASTHEhSPARKvTHATIGNITEDTHE6IETNAM7ARFORTHE
5NITED3TATES!SARESULTTHE5NITED3TATESPLUNGEDINTOAWARWITHOUTCAREFULANALYSISANDDEBATE
Hindsight
HindsightISTHEABILITYTOEVALUATEANEVENTLONGAFTERITHASOCCURRED)FWESTUDYANEVENTAFTERMANY
YEARSWECANMORECLEARLYUNDERSTANDWHATREALLYHAPPENED)NFEWDOUBTEDTHEGOVERNMENTS
ACCOUNTOFTHOSETWOFATEFULNIGHTSINTHEDARKMURKYWATERSOFFTHECOASTOF.ORTH6IETNAM)TWOULD
TAKEYEARSTODISCOVERTHETRUTHABOUTTHE'ULFOF4ONKINhATTACKSv
!.EW,OOKAT(ISTORY
9OUWILLNOWGAINAVERYDIFFERENTVERSIONOFTHE'ULFOF4ONKIN)NCIDENT7ORKINGWITHINAGROUPYOU
WILLCOMPARETHENEWSARTICLEWITHDATAON(INDSIGHT#ARDS4HESECONTAINFACTUALINFORMATIONTHAT
WASINTENTIONALLYWITHHELDFROMTHEPUBLICIN4HEDATAISFROMEYEWITNESSACCOUNTS)TISALSO
FROMMETHODICALHISTORICALANALYSISOFTHEEVENTS
2EADALLCARDS$ISCUSSDECIDEANDCLASSIFYTHEINFORMATION
s )FTHEDATAagreesWITHTHENEWSARTICLEWRITEConfirms in the upper right corner of the card.
s )FTHEDATAdisagreesWITHTHENEWSARTICLEWRITEContra in the upper right corner.
s )FTHEDATAneither confirms nor contradictsTHENEWSARTICLEWRITENew Info in the upper right
CORNER(INT-OSTOFTHECARDSWILLBEContra cards.)
%VALUATETHEINFORMATIONONTHE(INDSIGHT#ARDS.
s %LIMINATECARDS4HESECARDSCONTAININFORMATIONTHATYOUTHINKYOUCANIGNOREANDSTILL
UNDERSTANDWHATREALLYHAPPENED-ARKANh8vINTHEUPPERLEFTCORNEROFTHESECARDS
s 9OUNOWHAVE(INDSIGHT#ARDSTHATACCURATELYEXPLAINTHE'ULFOF4ONKIN)NCIDENT
s %LIMINATEMORECARDS4HESECARDSCONTAININFORMATIONTHATYOUTHINKYOUCANIGNOREAND
STILLUNDERSTANDWHATREALLYHAPPENED-ARKANh8vINTHEUPPERLEFTCORNEROFTHESECARDS
s %LIMINATEMORECARDS4HESECARDSCONTAININFORMATIONTHATYOUTHINKYOUCANIGNOREAND
STILLUNDERSTANDWHATREALLYHAPPENED-ARKANh8vINTHEUPPERLEFTCORNEROFTHESECARDS
!SAGROUPDISCUSSWHATHAPPENEDINTHE'ULFOF4ONKIN
a. Arrange the (INDSIGHT#ARDSINASEQUENCETHATMAKESSENSEANDHASASMOOTHNARRATIVE
B )NDIVIDUALLYWRITEYOUROWNREVISIONISTVERSIONENTIRELYINYOUROWNWORDS
C 5SETRANSITIONWORDSmoreover, however, furthermore, nevertheless, in contrast, likewise,
on the other hand, consequently, therefore, most (least) important, etc.) to connect
sentences or ideas.
HINDSIGHT CARDS
(INDSIGHT#ARD
&ORMONTHSBEFORE!UGUSTTHE53.AVY
WASOPERATINGINTHE'ULFOF4ONKIN.AVYSHIPS
TRANSPORTED3OUTH6IETNAMESECOMMANDOS
to locations above the 17th parallel. These
COMMANDOSSTAGEDRAIDSONTHE.ORTH
(INDSIGHT#ARD
0RESIDENT*OHNSONRUSHEDTHE!MERICANPEOPLE
through the finer details of the incident. He
WANTED#ONGRESSTOSUPPORTHISRESOLUTION
QUICKLY(EWANTEDTOCONDUCTTHE6IETNAM7AR
and reach his foreign policy goals.
(INDSIGHT#ARD
President Johnson based his foreign policy
ONFEARSOF#OMMUNISM(EUSEDTHE'ULF
OF4ONKIN)NCIDENTTOSTOKETHEFIRESOFANTI
COMMUNISM(EUSEDTHISSENTIMENTTOGET
ELECTEDTHREEMONTHSLATER
(INDSIGHT#ARD
0RESIDENT*OHNSONCOMPAREDTHE'ULFOF4ONKIN
2ESOLUTIONTOAhGRANDMASNIGHTSHIRTv(E
MEANTTHATTHERESOLUTIONCOVEREDhEVERYTHINGv
This proves deception and perhaps dishonesty
ABOUTHISROLEINEXPANDINGTHEWARIN6IETNAM
(INDSIGHT#ARD
4HROUGHTHESPRINGANDSUMMEROFTHE
53WASRUNNINGALLKINDSOFCOVERTSECRET
OPERATIONS/NEWAS/0,!.!WHICH
ASSISTED3OUTH6IETNAMESEINTRUSIONSINTOTHE
North. The U.S. also participated in propaganda
efforts. Navy pilots dropped leaflets designed
TOPRODUCEFEARAMONGCIVILIANS
(INDSIGHT#ARD
4HECREWOFTHEU.S.S. Maddox WAS
INEXPERIENCEDANDTHESONAROPERATORWASNOT
confident and nervous.
HINDSIGHT CARDS
(INDSIGHT#ARD
WASAPRESIDENTIALELECTIONYEAR!LL
THATYEAR0RESIDENT*OHNSONCAMPAIGNEDFOR
REELECTION(EPROMISEDTOKEEP!MERICANBOYS
OUTOFANY3OUTHEAST!SIAWARS
(INDSIGHT#ARD
4HE6IETNAMESEHADNEVERREALLYOFFICIALLY
DEFINEDTHEIRTERRITORIALWATERS4HEYSTILL
RECOGNIZEDAnMILELIMITNOTORMILES
(INDSIGHT#ARD
U.S. officials developed a scenario to increase
53INVOLVEMENTIN3OUTHEAST!SIA4HEY
DREWUPAROUGHDRAFTFORAh4ONKIN'ULFTYPEv
RESOLUTION4HISRESOLUTIONWOULDGIVETHE
0RESIDENTAUTHORITYTOCOMMIT53FORCESTO
DEFEND3OUTH6IETNAM4HISHAPPENEDIN-AY
THREEMONTHSBEFORETHE)NCIDENT
(INDSIGHT#ARD
4HESONAREQUIPMENTONTHEMaddoxWASNOTIN
good shape and often gave inaccurate readings.
(INDSIGHT#ARD
4HEATTACKOF!UGUSTPROBABLYLASTEDABOUT
MINUTES)TCOULDBECONSIDEREDA53VICTORY
(INDSIGHT#ARD
3OMESAILORSONBOTHTHEMaddox and Turner
JoyCLAIMEDTHEYSAWhSOMETHINGvDURINGTHE
ATTACKOF!UGUST4HEYWERENEVERREALLYSURE
HINDSIGHT CARDS
(INDSIGHT#ARD
#APTAIN(ERRICKOFTHEMaddox intercepted
MESSAGESAFTERTHEFIRSTATTACK(EMISINTERPRETED
THEM(ETHOUGHTTHE.ORTH6IETNAMESEWERE
PREPARINGFORhMILITARYOPERATIONSv
(INDSIGHT#ARD
4HE.ORTH6IETNAMESEHAVEREPEATEDLYDENIED
THESECONDATTACKON!UGUST4HEYHAVENOT
DENIEDTHEFIRSTATTACKON!UGUST
(INDSIGHT#ARD
In 1968 Secretary of Defense Robert
-C.AMARATESTIFIEDBEFOREA3ENATEHEARING
(ESAIDHEHADhUNIMPEACHABLEPROOFvOFTHE
ATTACKON!UGUST4HEPROOFWASINFOUR
INTERCEPTED.ORTH6IETNAMESERADIOMESSAGES
These intercepts have never been declassified
for historians.
(INDSIGHT#ARD
.OMEDIACORRESPONDENTSWEREINTHE'ULFOF
4ONKINTOWITNESSTHEATTACKS-OSTNEWSREPORTS
RELIEDONINFORMATIONSUPPLIEDBYTHE0ENTAGON
-AJORNEWSMAGAZINESWROTEVERYSIMILARARTICLES
DESCRIBINGTHE'ULFOF4ONKIN)NCIDENT
(INDSIGHT#ARD
#APTAIN(ERRICKWASUNSUREABOUTWHATREALLY
HAPPENEDON!UGUST(EWASPRESSUREDBY
officials in the White House to support the
VIEWSOFTHE0RESIDENT4HECAPTAINFINALLY
DECLAREDTHATASECONDhATTACKvHADTAKENPLACE
(INDSIGHT#ARD
)MMEDIATELYFOLLOWING!UGUST53PILOTS
WEREDEBRIEFED4HEYREPORTEDTHATTHEYHAD
SEENNOENEMYSHIPSATTHATTIME7EEKSAND
MONTHSLATERTHESEPILOTSWEREhREDEBRIEFEDv
They changed their versions. This gave
0RESIDENT*OHNSONAhPROOFPACKAGEvOFAN
ACTUALATTACK
HINDSIGHT CARDS
(INDSIGHT#ARD
(OWARD:INNISAREVISIONISTHISTORIAN)N
HEWROTETHATh4HE'ULFOF4ONKINEPISODE
WASAFAKETHATx!MERICANOFFICIALSHADLIED
TOTHEPUBLICxTHEMaddoxWASONASPECIAL
ELECTRONICSPYINGMISSIONANDxITWASxIN
6IETNAMESEWATERSv
(INDSIGHT#ARD
#APTAIN(ERRICKONTHEMaddox reported the
ATTACKON!UGUST(ECABLEDTOHISSUPERIORS
h%NTIREACTIONLEAVESMANYDOUBTSSUGGEST
COMPLETEEVALUATIONBEFOREANYFURTHERACTIONv
(INDSIGHT#ARD
7HATREALLYHAPPENEDINTHE'ULFOF4ONKIN
DIDNOTMATTERTO0RESIDENT*OHNSON&ORHIM
THEMOSTIMPORTANTRESULTWASTOGETACTION(E
WANTEDTOMOTIVATE#ONGRESSANDTHECOUNTRYTO
accept a larger U.S. role in stopping the spread
OF#OMMUNISMIN6IETNAM
(INDSIGHT#ARD
The destroyer U.S.S. CraigWASSCHEDULEDTO
carry out covert operations in March 1964. Bad
WEATHERCANCELLEDTHENAVYSPLANS4HEU.S.S.
MaddoxWASTHENASSIGNEDTOCOVERTOPERATIONS
in the Gulf in August 1964.
(INDSIGHT#ARD
/NTHEMORNINGOF!UGUSTTHEMaddox sailed
WITHINMILESOFTHECOASTOF6IETNAM4HESHIP
WASNEARTHE2ED2IVER$ELTA
(INDSIGHT#ARD
!FTERTHEFIRSTATTACKON!UGUST0RESIDENT
*OHNSONSENTADIPLOMATICNOTETO(ANOI(E
WARNEDAGAINSTFURTHERUNPROVOKEDACTION
(ETHREATENEDTHE6IETNAMESEWITHhGRAVE
CONSEQUENCESv
HINDSIGHT CARDS
(INDSIGHT#ARD
Officers on the Maddox gave conflicting reports
OFTHE53RESPONSETOTHE.ORTH6IETNAMESE
ATTACK#APTAIN(ERRICKORDEREDTHATWARNING
shots be fired. Another officer recalled later that
(ERRICKWAShSHOOTINGTOKILLv
(INDSIGHT#ARD
0RESIDENT*OHNSONWANTEDCONGRESSIONAL
APPROVALTOFIGHT#OMMUNISMIN6IETNAM(IS
advisors plotted to get that support (a resolution)
WITHOUTADECLARATIONOFWAR4HEYDIDTHISBY
MANIPULATINGEVENTSINTHE'ULF4HISINCLUDED
PROVOKINGANATTACKBYTHE.ORTH6IETNAMESE
(INDSIGHT#ARD
h&REAKWEATHERvPROBABLYCAUSEDTHE
RADARSCOPEhBLIPSvONTHESCREENABOARDTHE
Maddox. A young, jittery sonar technician,
WHOMISREADHISEQUIPMENTMADETHE
PROBLEMWORSE
(INDSIGHT#ARD
.AVY#OMMANDER*AMES"3TOCKDALEWAS
senior pilot on the nearby aircraft carrier,
U.S.S. Ticonderoga(EFLEWOVERTHEREGION
AFTERTHESECONDATTACK(EWASLATERDEBRIEFED
After the incident he told an intelligence
OFFICERTHATHEDIDNTSEEANYENEMYBOATS
h.OBOATSNOBOATWAKESxNOBOATFIRENO
TORPEDOWAKESNOTHINGv
(INDSIGHT#ARD
3OMEHAVESUGGESTEDTHATANOTHERSOURCEFOR
the sonar readings on August 4. These sounds
MIGHTHAVEBEENTHESOUNDSOFTHEMaddoxS
RUDDERNOTINCOMINGENEMYTORPEDOES
(INDSIGHT#ARD
0RESIDENT*OHNSONWENTON46TOANNOUNCE
THEATTACKSOF!UGUSTAND*USTBEFORETHE
BROADCASTHEORDEREDRETALIATORYAIRSTRIKESON
.ORTH6IETNAM#APTAIN(ERRICKWASNOTCERTAIN
ABOUTTHESECONDATTACKON!UGUST4HISMADE
it difficult for Secretary of Defense Robert
-C.AMARATOJUSTIFYTHE0RESIDENTSACTION
HINDSIGHT CARDS
(INDSIGHT#ARD
-ANYHIGHRANKINGGOVERNMENTOFFICIALSHAD
SERIOUSDOUBTSABOUTTHESECONDATTACK-ILITARY
personnel shared these doubts. Evidently
President Johnson shared these doubts. Only
days after August 4, he confidentially told an
AIDEh(ELLTHOSEDUMBSTUPIDSAILORSWERE
JUSTSHOOTINGATFLYINGFISHv
(INDSIGHT#ARD
!FTERTHEFIRSTATTACKON!UGUSTITAPPEARSTHAT
the Maddox and the Turner JoyTRIEDTOPROVOKE
ASECONDATTACKBYTHE.ORTH6IETNAMESE4HEY
WEREESSENTIALLYBAITINATRAPTAUNTINGTHE
COMMUNISTS"OTHSHIPSSAILEDWITHINMILESOF
THE.ORTH6IETNAMCOAST4HEYGOTASCLOSEAS
MILESTOSOME.ORTH6IETNAMESEISLANDS
(INDSIGHT#ARD
!FTER#OM3TOCKDALEANDHISPILOTSRETURNED
to the TiconderogaTHEYFLASHEDAMESSAGETO
7ASHINGTON4HEYCLAIMEDhNOVISUALSIGHTING
OFANY;ENEMY=VESSELSv4HEYRECEIVEDAREPLY
STATINGhEVIDENCEOFASECONDATTACK;NEEDED
TO=CONVINCE5NITED.ATIONSTHATANATTACKIN
FACTDIDOCCURv
(INDSIGHT#ARD
0RESIDENT*OHNSONDIDNOTWAITTOFINDTHETRUTH
ABOUTTHE'ULFINCIDENT(EIMMEDIATELYSETOUT
TOMOBILIZE#ONGRESS(ESOUGHTSUPPORTFORHIS
ANTICOMMUNISTAGENDA(EDRAFTEDARESOLUTION
hTOTAKEALLMEASURESvTOREPELATTACKS(E
FOUNDVERYFEWCRITICS#ONGRESSANDTHEMEDIA
supported the resolution. Over 85% of the
!MERICANPUBLICSUPPORTEDTHERESOLUTION
(INDSIGHT#ARD
$R$ANIEL%LLSBERGWASADEFENSEDEPARTMENT
analyst. He released the secret history of the
WARCALLEDTHE Pentagon Papers(ELATERWROTE
THATTHEFIRSTATTACKWAShNOTUNPROVOKEDANDTHE
MISSIONOFTHEMaddoxWASNOTAROUTINEPATROL
THATTHEREWASNOSECONDATTACKxITWASALIEv
(INDSIGHT#ARD
In August 1964, the U.S.S. MaddoxWASIN
THE'ULFOF4ONKINTOSPYON.ORTH6IETNAM
4HE53SHIPWASALSOASHUTTLETOHELP3OUTH
6IETNAMESECOMMANDOSRAID.ORTH6IETNAMESE
coastal installations.
GULF OF TONKIN DIALOGUE (1)
2OLES4WOHISTORIANSANDTWOSTUDENTSEATINGLUNCH
)NTRO-ANYSTUDENTSOF!MERICANHISTORYMAYSTILLBEPUZZLEDABOUTTHEFACTSANDCONCLUSIONS
SURROUNDINGTHECONTROVERSIAL'ULFOF4ONKIN)NCIDENTIN!UGUST4HISDIALOGUEMAY
help.
3TUDENT: What reallyHAPPENEDOUTTHEREINTHEDARKANDMURKYWATERSOFTHE'ULFOF4ONKIN
)MSTILLCONFUSED
3TUDENT!LLTHEDATAWEJUSTLEARNEDINCLASSWASNTENOUGH
3TUDENT.OxITWASALMOSTTOOMUCH)FEELOVERWHELMED%SPECIALLYINTHECONCLUSIONS
7ASTHEREASECONDATTACKORNOT
(ISTORIAN!FADINGIN3TILLPUZZLEDEH7EHISTORIANSLOVEITWHENTOPICSGENERATEMORE
QUESTIONSTHANANSWERS
3TUDENT0ROFESSORTHERESSOMUCHTOABSORB)TSLIKEGETTINGLOSTINTHE6IETNAMJUNGLE
(ISTORIAN!!HHA!NAPTMETAPHORFORSCHOLARSOFHISTORYESPECIALLYTHEWARIN6IETNAM
3TUDENT: Well, the (INDSIGHT#ARDS suggest that President Johnson deceived the people of the
5NITED3TATES(EWANTEDEVERYONETOBELIEVETHATTHEREWASASECONDATTACKBYTHE.ORTH
6IETNAMESE4HATWAYHECOULDJUSTIFYTHE5NITED3TATESTAKINGONAWIDERROLEIN6IETNAMS
CIVILWAR
(ISTORIAN!9ESTHATISATHEORYMANYHISTORIANSHAVE
3TUDENT0ROFESSORISITPOSSIBLEWECOULDGOTHROUGHTHEFACTSWITHYOUJUSTTOMAKESUREWERE
FAIRLYACCURATEWITHTHEDATAbeforeWEBLAME0RESIDENT*OHNSONFORTHEWARIN6IETNAM
(ISTORIAN!3URE&IREAWAY
3TUDENT/KAYxFIRSTTHE53WASALREADYASTRONGPRESENCEIN6IETNAMBEFOREAS
FARBACKAS0RESIDENTS4RUMANAND%ISENHOWER2IGHT!NDWESTEPPEDITUPABITUNDER
0RESIDENT+ENNEDYBYSENDINGMORETROOPSLIKE3PECIAL&ORCES
(ISTORIAN"COMINGINx4HE'REEN"ERETS
3TUDENT: Yeah (pause), The Green Berets(ERECITESSINGSh3ILVERWINGSUPONTHEIRCHESTS
THESEAREMEN!MERICANSBESTxv
(ISTORIAN"(EFINISHESSONGh/NEHUNDREDMENWILLTESTTODAYx"UTONLYTHREEWINTHE
'REEN"ERETv!H!BITOFPOPULARCULTURETOREMINDUSOFATIMEWHENTHEWARSEEMED
WINNABLE"ARRY3ADLERSHITSONG4HEMEMORIES(ESIGHS(MM7ELLYES
'ETTINGBACKTOHISCOMMENTS9ESWEWEREASTRONGPRESENCEBEFORE
3TUDENT!NDINTHE'ULFOF4ONKINOFF.ORTH6IETNAMOURDESTROYERTHEMaddoxWASONAN
ELECTRONICSPYMISSIONSTUDYINGSHIPMOVEMENTSANDCOMMUNICATIONSINTHEAREA
(ISTORIAN!0ROBABLY!NDCONVEYING3OUTH6IETNAMESECOMMANDOSTOTHE.ORTHSCOASTSO
THEYCOULDSTAGERAIDSONENEMYINSTALLATIONS
3TUDENT3PYINGMISSIONS)THOUGHTTHE53WASBEYONDTHIS,ETTHEOTHERGUYSRESORTTOTHIS
)GUESSTHE#OLD7ARWASATITSHEIGHT!NDWEHADTODOWHATTHEYTHE2USSIANSANDTHE
2ED#HINESEWEREDOINGTOUS4HATOLD#OLD7ARMENTALITYSECRECYANDMISTRUST
(ISTORIAN"4HE#OLD7ARBROUGHTOUTTHEWORSTINALLOFUS!CTIONSWEREJUSTIFIEDINTHENAME
of survival.
3TUDENT3OxTHEMaddoxWASnotONAROUTINEPATROLITWASSPYING!NDFROMWHATWEVE
READTHESHIPWASINSIDETHEMILELIMIT)FTHATSTHECASETHE.ORTH6IETNAMESETORPEDO
BOATSWEREJUSTIFIEDINTHEIRATTACKSON!UGUSTNDPAUSE7ASTHEMaddoxWITHINTHE
MILELIMIT
(ISTORIAN!(ARDTOSAY!NDWHATSTHEACCEPTEDLIMITTOCLAIMNATIONALWATERSMILES
4HE.ORTH6IETNAMESENEVERREALLYDEFINEDTHEIRLIMIT
3TUDENT/KAY)TSAGREEDTHATTHEFIRSTATTACKACTUALLYTOOKPLACE4HE.ORTH6IETNAMESE
NEVERDENIEDTHEFIRSTATTACKUNPROVOKEDORNOTBYTHE53EVENTHOUGHOURPRESENCE
WITHINTHEMILELIMITOURROLEINCARRYING3OUTH6IETNAMESECOMMANDOSTOTHEIRRAIDS
ANDSUCHWASENOUGHTOGETFIREDUPON"UTITSTHESECONDATTACKTHEONEON!UGUST
THATBOTHERSME4HE(INDSIGHT#ARDSSUGGESTTHATTHEREWASNOATTACKFROM.ORTH
6IETNAMESEBOATSATALL
(ISTORIAN!'ATHERINGALLTHEEVIDENCELISTENINGTOEYEWITNESSTESTIMONYAFTERALLTHESEYEARS
LEADSMOSTREPUTABLEHISTORIANSTOSHAREYOURVIEWTHATTHESECONDATTACKNEVERHAPPENED
3TUDENT3O)TSTHESECONDATTACKTHATREALLYJUSTIFIEDOURDEEPINVOLVEMENTIN6IETNAM
(ISTORIAN"#ORRECT"UTDOESTHATMEANTHE53WOULDNEVERHAVEESCALATEDTHEWARIFNOT
FORTHEhFRAUDvOFFAKINGTHESECONDATTACK)THINKNOT3OMEHOWSOMEWAYTHE53HAD
TOMEETITSOBJECTIVESIN3OUTHEAST!SIA!NDWASITREALLYFRAUD
3TUDENT: %XPLAINWHATYOUMEANPROFESSOR
(ISTORIAN"!TTHETIMETHEMaddoxFIREDITSTORPEDOESATATTACKING.ORTH6IETNAMESE
GUNBOATSONTHENIGHTOF!UGUSTITWASPERCEIVEDBYALLTHATWEWEREINFACTUNDER
ATTACK)TWASANIGHTOFANXIETYANDILLUSION7EACTEDONWHATWETHOUGHTWESAWAND
SENSED4HATITWASANOTHERUNPROVOKEDATTACK.OONEATTHETIMEFALSIFIEDWHATTHEY
THOUGHTTHEYSAW
(ISTORIAN!: Correct. That perception guided our actions that night.
3TUDENT: !NDxITNEVERHAPPENEDTHESECONDATTACKONTHEMaddox and its protection, the
destroyer the Turner Joy, on August 4.
(ISTORIAN")TLOOKSTHATWAY
3TUDENT#ONCLUSIVELYNOATTACKON!UGUSTTH
(ISTORIAN"0ROBABLYNEVERCONCLUSIVELYIF)CANUSETHOSEWORDSTOGETHER
3TUDENTh.OONEONTHE53SHIPSFALSIFIEDFACTSATTHETIMEvYOUSAID(OWABOUTLATER
4HEPRESIDENTAPPARENTLYDIDNTFOLLOWTHATPHILOSOPHY
(ISTORIAN!!HHA4HATSWHERETHEDECEPTIONTOOKPLACE)N7ASHINGTONATTHEHIGHESTLEVEL
THE0RESIDENTRUSHEDTHE#ONGRESSTOJUDGMENT(EWANTEDTOPURSUEHISAND!MERICAS
foreign policy objectives in Southeast Asia.
(ISTORIAN"#ERTAINLYONEOFTHOSEOBJECTIVESORGOALSWASTOHALTTHESPREADOFCOMMUNISM
(O#HI-INHSCOMMUNISTSWEREASIZABLETHREATTOALL3OUTHEAST!SIA2EMEMBERTHE
6IET#ONGWEREMAKINGSTEADYGAINSAGAINSTTHE3OUTH6IETNAMESE-OREANDMOREARMS
FROMTHE.ORTHWERESUPPLYINGTHE6#ANDTHE3OUTHWASFALLINGAPART4HUSTHEWARWAS
NOTGOINGWELLFOROURALLY
3TUDENT3OxTHEDomino Theory WASINFORCEANDFORTHE53ITWASVALIDIN
(ISTORIAN!9ES4HELOSSOF6IETNAMANDTHENEVERYNATIONINTHEREGIONTO#OMMUNISMWAS
ALEGITIMATENIGHTMARETOTHE5NITED3TATESTHEBEACONOFLIBERTYINTHEWORLD)TWAS
FOREMOSTTHATWESTOPTHECOMMIESIN6IETNAM#ONTAINMENT4HATWASOURPOLICY
(ISTORIAN"!ND0RESIDENT*OHNSONWASNOTGOINGTOBETHEFIRSTPRESIDENTTOLOSEANALLYTO
#OMMUNISMORLOSEAWARJUSTBECAUSEWEWAITEDUNTILTHEENEMYLANDEDONA#ALIFORNIA
BEACHBEFOREWETOOKACTION
3TUDENT: )TSSOHARDTOBELIEVETHEWHOLE6IETNAM7ARWASSTARTEDx(EISINTERRUPTED
(ISTORIAN!xESCALATED
x2EMEMBERWEWEREALREADYINAWAR
*EscalateTOINCREASEININTENSITY
3TUDENT2IGHTxESCALATEDxBECAUSEOFAMAJORDECEPTIONALIE
3TUDENTWITHRESIGNATIONSADNESS4HESECONDATTACKNEVERHAPPENED(EPAUSES!LLTHOSE
!MERICANLIVESLOSTOVERYOUNGMENANDWOMEN
3TUDENT: Even the captain of the MaddoxEXPRESSEDDOUBTWHENHECABLEDHISSUPERIORSIN
7ASHINGTONMENTIONINGhFREAKWEATHERvANhOVEREAGERvSONARMANANDNOEVIDENCEOF
hVISUALSIGHTINGSvh3UGGESTCOMPLETEEVALUATIONBEFOREFURTHERACTIONvHESAID
3TUDENT"UTTHE0ENTAGONIGNOREDTHECAPTAINSCAUTIONANDMAINTAINEDTHATTHEATTACK
had occurred.
(ISTORIAN!2IGHT)TSEEMSTHE7HITE(OUSEANDTHE0ENTAGONWANTEDTOESCALATETHEWARHAD
planned to do so before August. This incident gave President Johnson his opportunity to
carry out a secret or prearranged plan.
3TUDENT!CONSPIRACYINTHE7HITE(OUSETHATSWHATITWAS
(ISTORIAN"(ARDLYACONSPIRACY)THINK"UTHEDIDINTENTIONALLYMISLEADUSANDUSETHE'ULF
OF4ONKIN)NCIDENTSON!UGUSTANDASAPRETEXTTOESCALATETHEWAR
3TUDENT: Lies. Deception. Fraud. Conspiracy. President Johnson should be vilified.* That goes
FOR2OBERT-C.AMARAHIS3ECRETARYOF$EFENSETOO!NDSOMEADMIRALSANDGENERALS
*VilifiedTOSAYBADEVILORDESPICABLETHINGSABOUTSOMEONE
(ISTORIAN!,YNDON*OHNSONSREPUTATIONASAPRESIDENThasPLUMMETED)THURTS!MERICANS
TOTHINKTHATTHE0RESIDENTANDHISADVISORSMILITARYANDCIVILIANALIKEDECEIVEDUSALL
"UTAGAINTHE0RESIDENTSAWTHEBIGGERPICTURETHENEEDFORTHE53TOTAKEALARGER
MOREDECISIVEROLEIN6IETNAM)GUESSYOUCOULDSAYHEDECEPTIVELYMISLEDUS
(ISTORIAN"!NDxATTHETIMEAWARIN6IETNAMATHIRDWORLDCOUNTRYWITHOUTFANCY
TECHNOLOGYANDWEAPONRYLOOKEDLIKEANEASYONEFORTHE53)TWOULDBEANOTHERSUCCESS
in the Cold War.
3TUDENT(OWWRONGWEWERE
3TUDENT!NDMAYBETHESADDESTCHAPTEROFALLTHIS(OWEASY#ONGRESSROLLEDOVERAND
HANDEDTHE0RESIDENTABLANKCHECKTOWAGEWARIN6IETNAM
3TUDENT9EAH4HE(OUSEPASSEDTHE'ULFOF4ONKIN2ESOLUTIONON!UGUSTUNANIMOUSLY
In the Senate only Senators Wayne Morris and Ernest Tidings dissented. Even Senator
7ILLIAM&ULBRIGHTBACKEDTHEPRESIDENTSRESOLUTION
(ISTORIAN!: Senator Fulbright later regretted it and said so soon after. Later, he too felt
0RESIDENT*OHNSONHADDECEIVEDANDMISLEDTHECOUNTRYNOTSOMUCHINTHEINCIDENTITSELF
ASTHEEXTENTOFTHERESOLUTIONANDTHEBROADBASEDPOWERSITGAVEHIM
3TUDENT)TALLHAPPENEDSOFASTARUSHTOJUDGMENT7EHADNOTIMETOTHINKANDSORTOUT
the facts.
(ISTORIAN"%XACTLY4HERESALESSONTOBELEARNEDTHERE
(ISTORIAN!)NSUMMARYWECANSAYTHE'ULFOF4ONKINLEDTOAMAJORWARFORTHE53"UT
ITEVENTUALLYCAUSEDGREATERDAMAGEBECAUSEITLEDTOACREDITABILITYGAPBETWEENPEOPLE
WHORUNOURGOVERNMENTANDTHEPEOPLEWHOARESERVED
(ISTORIAN")AGREE4HEGOVERNMENTSHANDLINGOFTHISINCIDENTTHEWARITSELFANDTHE
7ATERGATE3CANDALTHATFOLLOWEDnYEARSLATERCREATEDAWIDESPREADSKEPTICISMAND
MISTRUSTOFOURELECTEDANDAPPOINTEDOFFICIALSTHATMAYNEVERDIMINISH
LESSON 5
TEACHING DIRECTIONS
/BJECTIVES
s #REATIVELYILLUSTRATEASPECTSOF6IETNAMESECULTURE
s #ONTRAST6IETNAMESEAND!MERICANVALUES
One+ Day
Individuals or
Student Pairs or Trios
-ATERIALS
s !#/.42!34/&#5,452%3n— class set
s 4!.+!0/%-3 — class set
s 4!.+!0/%-&/2- — class set
s 02%3%.4!4)/.25"2)##ONTENT— class set + transparency
(optional)
s %33!925"2)# — class set + transparency (optional)
4EACHER2EFERENCE
s 3PEAKING6IETNAMESE — transparency
3ETUP
s $ECIDEIFSTUDENTSWILLWORKINDIVIDUALLYINPAIRSORINTRIOSAND
ARRANGETHEROOMACCORDINGLY
-OTIVATOR
7RITETHEWORDhVALUESvONTHEBOARDANDHAVESTUDENTSDEFINE
Dictionary definition of values:
“a principle, standard, or
quality considered worthwhile or
desirable”
7ITHTHEIRDEFINITIONORONEYOUSUPPLYINMINDASKSTUDENTSTO
DISCUSSWHAT53SOCIETYCULTUREVALUES-AKEABRIEFLISTONTHE
BOARD!SKIFTHEYTHINKTHESEVALUESHAVECHANGEDSINCE
3EGUENEXTINTOTHEVALUESTHEYTHINKTHE6IETNAMESEOF
MIGHTHAVEHELDANDHOWTHESEVALUESMIGHTHAVEDIFFEREDFROM
!MERICANVALUES
Decide how you want to have
students read the essay—silently,
in groups, or aloud with you
directing student readers.
Whatever the case, complete the
task with appropriate discussion.
0ROCEDURE
1. Distribute A CONTRAST OF CULTURES 1965. Read in class.
$URINGTHEDISCUSSIONSTRESSTHATTHEFAILUREOF!MERICANSTO
UNDERSTANDTHECULTURALDIFFERENCESORACCEPTTHE6IETNAMESEAS
EQUALSLEDTOPROBLEMSFIGHTINGTHEWAR
3. Using the transparency of 3PEAKING6IETNAMESE, teach your
STUDENTSAFEWKEYWORDSANDPHRASESPERHAPSREHEARSINGAFEW
TIMESBEFOREDIALOGUINGWITHTHEM3UGGESTED
4EACHERnh(ELLOv
3TUDENTSnh'OOD-ORNINGvx
4EACHERnh(OWAREYOUv
3TUDENTSnh&INE4HANKSv
4EACHERnh'OOD'OODBYEv
3TUDENTSnh'OODBYEv
LESSON 5
TEACHING DIRECTIONS
$ISTRIBUTE4!.+!0/%-3WHICHBRIEFLYEXPLAINSTHEFORMAT
ANDTHEASSIGNMENTCONNECTEDTOTHEREADING!SYOUDOTHIS
EMPHASIZETHErigid structure of the syllabication. Read the
EXAMPLESLOWLYNOTINGTHEPROPERNUMBEROFSYLLABLESPERLINE
Write a Tanka poem of your own
as another model.
!LLOWTIMEFORSTUDENTSTOWORKONTHETWOPOEMS
7HENEACHSTUDENTHASWRITTENACCEPTABLEDRAFTSOFTHETWO
REQUIREDPOEMSAUTHORIZETHEMTOMOVETOTHENEXTSTAGEOFTHE
process by distributing the TANKA POEM FORMS. Students
THENNEATLYTRANSFERTHEIRDRAFTSTOTHEFORMSHEET
If there is time in your schedule,
suggest that students use color
or illustrations to enhance the
presentation of their poems.
-AKETHEhPOLISHINGvOFTHEPOEMSHOMEWORKIFTHESTUDENTS
DONTCOMPLETETHEPROCESSBYTHEPERIODSEND
$EBRIEFING#LOSURE
(AVESTUDENTSATTHEPERIODSENDORONTHENEXTDAYSTANDANDREAD
RECITETHEIRPOEMSPERHAPSTHEBESTONEOFTHETWO.OTEWHAT
WORDSORIDEASSEEMTOBECOMMONINMOSTOFTHEPOEMS
2. ,EARNING,OG
4OPIC&ROMWHAT)KNOWABOUTTHE6IETNAMESE)THINKTHESE
DIFFERENCESBETWEENTHETWOSOCIETIESMIGHTHAVECAUSED
PROBLEMSFOROURSOLDIERS
s 7RITEAPARAGRAPHESSAYWITHANINTRODUCTIONBODY
PARAGRAPHANDSUMMARY
4O%XTENDTHE,ESSON
s #ONSIDERHAVINGSTUDENTSCONSTRUCTA6ENNDIAGRAMORDOUBLE
BUBBLEMINDMAPCLEARLYEXHIBITINGTHESIMILARITIESAND
contrasts of both societies/cultures.
!MERICA
Depending on resources available,
suggest that students devise simple
costumes to wear as they read their
poems—perhaps donning traditional
Asian hats. Assess student poetry
reading using the PRESENTATION
RUBRIC: Content (on page 23).
10–12 minutes
Use the ESSAY RUBRIC (on page
22) to assess student compositions.
6IETNAM
A y ey ar
w
an
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Gejiu
Wenshan
Mengzi
Y on g
Nanning
g(
A CONTRAST
OF CULTURES 1965 (1)
Mandalay
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MYANMAR
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Hanoi Haiphong
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Gulf of Tonkin
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E
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y arw ady
A ye
!NOTHER0LANET
Hoa Binh
Sittwe
9OUNGSOLDIERSFROMTHE5NITED3TATESLANDEDAT3AIGONOR
20
in
Loungphrabang
$ANANG4HEYIMMEDIATELYFILTEREDOUTTOSMALLERTOWNSAND
LA
O
Taungoo
Chiang Mai
VILLAGES"EINGhINCOUNTRYvWASTRAUMATIC4HELANDITSELFWAS
PE
Vinh
OP
LE
SHOCKENOUGHTHEJUNGLEHEATHUGECRAWLINGBUZZINGAND
Vientiane
'S
Uttaradit
BITINGCREATURESTHETORRENTIALRAINS"UTTHE6IETNAMESEPEOPLE
Udon Thani
provided the biggest challenge.
Yangon Understanding and accepting
6IETNAMESECULTUREWASANALMOSTIMPOSSIBLETASKFORMOST
T H A I L A N D Chi
Gulf of
on
YOUNGSOLDIERS4HEYOFTENFELTTHEYWEREONADIFFERENTPLANET
g
Martaban
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SODIFFERENTWERETHEPEOPLETHEYWERETOFIGHTANDFIGHTFOR
Ratchasima
15
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!$IFFERENT3OCIETY
Qui Nhon
Bangkok
S repok
7HOWERETHESE!SIANPEOPLEBOTHENEMIESANDALLIESOF
Battambang
THE5NITED3TATES6IETNAMESESOCIETYWASOVERWHELMINGLY
CAMBODIA
Myeik
RURAL-OST6IETNAMESEWERERICEFARMERS4HEYLIVEDINSMALL
Cam Ranh
VILLAGESANDWEREMOSTLYNONPOLITICAL4HEWARPITTEDTHE
Mergui
Phnom Penh
South (European influenced)Archipelago
against the North (nationalistic,
Ho Chi Minh City (Saigon)
Gulf of Thailand
COMMUNIST9ETITWASMAINLYGEOGRAPHYANDAPOLITICAL
Go Cong
Long Xuyen
10
IDEOLOGYTHATSEPARATEDTHEM!LL6IETNAMESESHAREDA
COMMONSOCIETYLANGUAGEANDCULTURE
C H
Me
N
A N D A M A
Ubon
Ratchathani
Da Nang
10
S
A
95
Surat Thani
#ULTURAL2OOTS National capital
Other cities
6IETNAMESESOCIETY
ANDCULTURE
WEREVERY
Songkhla
International boundary
STRANGETOPEOPLEFROMTHE5NITED3TATES
The boundaries and names shown and the designations
4HISISMAINLYBECAUSETHETWOSOCIETIES
used on this map do not imply official endorsement or
acceptance by the United Nations.
and cultures have very different origins
100 MALAYSIA
intellectually,
5 spiritually, and culturally.
6IETNAMTRACESITSORIGINSTO#HINA4HE5NITED
Map No. 4112 UNITED NATIONS
July 1999
States traces its origins through European
SOCIETIESTOTHEANCIENT(EBREWS'REEKSAND
2OMANS
*SocietyORGANIZEDCOMMUNITIESTHAT
HAVECOMMONPURPOSE
*CultureCUSTOMSANDCIVILIZATIONOFA
particular people or society
110
0
105
0
100
200
100
300
200
400
500 km
300 mi
5
Department of Public Information
Cartographic Section
#ONQUESTAND2ESISTANCE
/VERTHECENTURIESTHE6IETNAMESEHAVEFACEDCONQUESTANDOCCUPATIONMANYTIMES2ESISTANCETO
DOMINATIONBYINVADERSISINGRAINEDINTHEIRCHARACTER'REATWEALTHISASIGNOFSELFISHNESSTOTHE
6IETNAMESE4HE7ESTERNCOLONIALHERITAGEREVERESGREATWEALTHEVENIFTHEWEALTHISGAINEDATTHE
EXPENSEOFOTHERSTHEWEAKCONQUEREDCOLONY4HE6IETNAMESEARECONTENTWITHLIMITSANDHARMONY
&RANCEADDEDTOITSCOLONIALEMPIREBYCONQUERINGANDDOMINATING6IETNAM4HE6IETNAMESESUCCEEDED
INDRIVINGTHE&RENCHOUTIN4HEYWEREDETERMINEDTORESISTASTHEYHAVEFORCENTURIESTHENEW
FOREIGNPOWERTHATTOOKTHEPLACEOFTHE&RENCHTHE5NITED3TATES
"UDDHISMAND#ONFUCIANISMENCOURAGEABELIEFINSPIRITUALITYANDHARMONY
A CONTRAST OF CULTURES 1965 (2)
!#HASMOF6ALUES
!CHASM
OFVALUESSEPARATEDTHETWOSOCIETIESMUCHASTHEWIDE0ACIFICSEPARATEDTHE5NITED
3TATESFROM!SIA)NGENERALTERMSLIFEINTHE5NITED3TATESWASMATERIALISTICWITHSUCCESSBASEDON
ACHIEVEMENTLIFEIN6IETNAMWASMORESPIRITUALANDRELAXED)NTHE5NITED3TATESAWARENESSOFTIME
ANDCLOCKWATCHINGWASADAILYRITUALIFNOTANOBSESSION4HE6IETNAMESEWERELESSORIENTEDTOWARD
PUNCTUALITYANDDEADLINES!MERICANYOUTHWERENOTORIOUSFORDISRESPECTINGAGEANDTALKINGBACKTO
THEIRPARENTS6IETNAMESEYOUTHWERETAUGHTTORESPECTTHEIRELDERS)NTHE5NITED3TATESWOMENWERE
GAININGLEGALANDMARITALRIGHTS)N6IETNAMWOMENOBEYEDTHEIRFATHERSTHEIRHUSBANDSORTHEIR
ELDESTSON!MERICANCUSTOMSALLOWEDWOMENTOGOOUTALONEONDATESIN6IETNAMONLYhBADvGIRLSOR
UNEDUCATEDFEMALESWOULDDOSO
*ChasmADEEPOPENINGAGAP
"LUNTNESSAND2ESTRAINT
0EOPLEFROMTHE5NITED3TATESAND6IETNAMEXHIBITEDDIFFERENCESINMANNERSANDMORALITY4HESE
DIFFERENCESPERSISTTOTHISDAY)NTHE5NITED3TATESCONVERSATIONISBLUNTANDSTRAIGHTFORWARD$IRECTEYE
CONTACTISEXPECTED4HE6IETNAMESETENDTOTALKANDWRITEAROUNDSUBJECTSBEFOREREACHINGTHEPOINT
,OOKINGDIRECTLYINTOSOMEONESEYESMAYMEANTHEOPPOSITEOFRESPECTJUSTASASMILE
MAYNOTMEAN
HAPPINESSORBEINGPLEASED!MERICANSOFTENSHOWSTRONGEMOTIONSINPUBLICSOMETHINGTHE6IETNAMESE
RARELYIFEVERDO/VERALLTHE6IETNAMESEAREMOREMODESTANDKEEPTHEIREMOTIONSUNDERRESTRAINT
0UBLICKISSINGORDISPLAYSOFAFFECTIONARERARE
4HIShPERMANENTv6IETNAMESESMILEFRUSTRATED53TROOPSWHOCOULDNEVERKNOWWHATEMOTIONIT
SHOWEDORMASKED
&AMILY,IFE#ONTRASTS
)NTHE5NITED3TATESTHENUCLEARFAMILYMOTHERFATHERAND
CHILDRENLIVINGINONEHOUSEWASTHENORM!MERICASELDERLY
GENERALLYLIVEDALONEORINNURSINGHOMES"USY!MERICAN
WOMENWEREBUYINGPREPAREDCONVENIENCEFOODS&ASTFOOD
RESTAURANTSWEREBEGINNINGTOCATERTOFAMILIES)NCONTRAST
THE6IETNAMESEMIGHTHAVETHREEORFOURGENERATIONSLIVINGIN
ONEHOUSE&OODPREPARATIONBYTHEWOMENOFTHEFAMILYWAS
ATRADITIONALHONORABLEANDTIMECONSUMINGTASK&AST
FOODWASLITERALLYAFOREIGNCONCEPT!TMEALTIMECHILDREN
BOWEDTOTHEIRELDERSALLOWINGTHEADULTSTOBESERVEDFIRST
#ELEBRATING
#ELEBRATIONSILLUSTRATEANOTHERDIFFERENCEINTHETWOCULTURES
)NTHE5NITED3TATESFAMILIESCELEBRATEBIRTHDAYS4HEGUEST
OFHONORRECEIVESPRESENTS4HE6IETNAMESECELEBRATETHE
DEATHDAYSOFANCESTORS&AMILIESWORSHIPTHEDECEASEDAT
INHOMEALTARS)NBOTHCULTURESFOODISACENTERPIECEATMOST
CELEBRATIONS7OMENFROMBOTHSOCIETIESTOILINTHEIRKITCHENS
for hours or even days preparing special foods.
A CONTRAST OF CULTURES 1965 (3)
#ONSUMPTIONAND$EBT
4HE5NITED3TATESWASANINDUSTRIALCAPITALISTECONOMY6IETNAM
WASASUBSISTENCEAGRICULTURALECONOMY4HEMOSTOBVIOUS
DIFFERENCEBETWEENTHETWOWASINhTOYSvORLUXURIES)NMOST
HOMESINTHE5NITED3TATESHADONEORMORETELEPHONESANDATLEAST
ONETELEVISIONSET-OSTFAMILIESHADONEORTWOCARS-OSTFAMILIES
ALSOHELDCREDITCARDS4HEYCOULDGOINTODEBTTOPOSSESSCONSUMER
PRODUCTSANDPAYFORTHEMLATER-OST6IETNAMESEWERENOTAWAREOF
ELECTRONICORMECHANICALCONSUMERGOODS%VENTHOSEINACITYLIKE
3AIGONDIDNOTFREQUENTLYPURCHASEITEMSONCREDIT#REDITMEANT
DEBTANDDEBTVERYOFTENMEANTDISHONORINGTHEIRFAMILIESWITHA
bad reputation.
&INAL0ROFILES
7HILETHESECULTURALSNAPSHOTSMAYNOTFITEVERY!MERICANANDEVERY6IETNAMESETHEYDOCHARACTERIZETHE
TWOSOCIETIESIN0ERHAPSTHISFINALTHUMBNAILSKETCHMIGHTSUMUPTHEVALUESOFTHETWOPEOPLES
s 4HETYPICALURBAN!MERICANRUSHEDTOTHEfuture in pursuit of the good life, achieving and
COLLECTINGINCONSTANTLYCHANGINGTIMES
s 4HE6IETNAMESEVILLAGERFARMERLOOKEDTOTHEREVEREDpastPROUDOFTHEANCESTORSINHARMONYWITH
ALIMITEDWORLDOBLIVIOUSFORTHEMOSTPARTTOEMPERORSKINGSPRESIDENTSORPREMIERS
TANKA POEMS
Tanka is Japanese for short poem4ANKAPOEMSCANEXPRESSOPINIONSANDFEELINGSINRELATIVELYFEW
WORDSSOMETHINGPOETRYDOESBETTERTHANMOSTLITERARYFORMS
s 4HE4ANKASFORMATISLINESANDFOLLOWSAnnnnSYLLABLECOUNT
s 4ANKASAREGENERALLYMOODPIECESperfectFORTHISPARTICULARTASKCAPTURINGTWODIVERSESOCIETIES
WITHANEMPHASISONSTRONGIMAGESMETAPHORSANDPERSONIFICATION
s 3UBJECTSFORTANKAPOETRYINCLUDELOVESADNESSTHESEASONSANDTHEHUMANCONDITION
s 4HEFIFTHANDLASTLINECOULDBEIRONICTHATISITCOULDHAVEACLEVERTWIST
s 4ANKAPOEMSLIKEMOST*APANESEPOETRYDONOTRHYME
4ANKA0OETRY2ULES
9OUWILLNOWCOMPOSETWOTANKAPOEMSBASEDONTHEESSAY!#ONTRASTOF#ULTURES. Read over
THERULESFORWRITINGTHETANKAPOEMBELOWANDFOLLOWTHEMRIGIDLY
s #OMPOSETWOSEPARATEPOEMSONEONTHE!MERICANSONEONTHE6IETNAMESE
s &OREACHOFTHETWOPOEMSFOLLOWTHERULEOFLINESANDASYLLABLECOUNTOFnnnn2EWORK
YOURTHOUGHTSANDWORDSUNTILYOUHAVETHEexactNUMBEROFSYLLABLESPERLINE4HISAGONIZING
constraint forcesYOUTOFINDJUSTTHERIGHTWORDS
s 4HEWORDSSHOULDREFLECTTHETHEMEANDDETAILSOFTHEESSAY
s 0EPPERYOURPOEMSWITHWORDSFROMTHEESSAYBUTNOTTOOOFTEN(UMORESPECIALLYWITOR
SARCASMMAYBEAPPROPRIATE
%XAMPLES
.OTESYLLABLECOUNTINEACHLINE
With roots in Europe,
Spiritual lives
They try to win over the world
Smiling through it all, so odd
Clock watching, working
To their ally, foe.
To covet rich toys—
Life is to be lived
Hey, are we having fun yet?
Without clocks, stress, or worry.
TANKA POEM FORM
SPEAKING VIETNAMESE
,EARNINGAFEWKEYWORDSANDPHRASESWILLHELPYOUUNDERSTANDTHEhSOUNDSvOFTHE6IETNAM7ARAND
MAKEYOUREXPERIENCEMOREMEANINGFUL"EADVENTURESOME,EARNINGTHESOUNDSOFTHECOUNTRYWILL
MAKE6IETNAMMOREREAL#ONTINUEHEREYOUREDUCATIONASAGROUNDSOLDIERhINCOUNTRYv$OTHEBEST
YOUCANWITHTHESESIMPLECONVERSATIONALWORDSPHRASES
%NGLISH
Hello
6IETNAMESE
Chào ông
Chào bà
h2OUGHv0RONUNCIATION
JAO-AWNG
JAO-BAH
'OOD-ORNING
8INCHËOÙNG
8INCHËOBË
3).*!/!7.'
3).*!/"!(
(OWAREYOU
¼NGCOKHO2 EKHÙNG
"ËCØKHO2 EKHÙNG
!7.''/+7%(+!7.'
"!'/+7%(+!7.'
&INETHANKS
4ÙIKHO2 ECÈMON
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'OOD
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Vâng (North)
Da (South)
VUHNG
YA
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Không
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0LEASE
,ËMON
,!-52.
4HANKYOU
#ÈMONÙNG
#ÈMONBË
'!-52.!7.'
'!-52."!(
'OODBYE
#HËOTAMBIÐT
*!/$!-")!9$/RJUSTh*!/v
¼NGMALES
"ËFEMALES
.OTE 6IETNAMESEISNOTANEASYLANGUAGETOLEARN)TISATONALLANGUAGETHEMEANINGOFAWORDIS
DETERMINEDBYTHEPITCHATWHICHYOUSPEAKIT!NDTHE6IETNAMESEUSESIXTONES&OREXAMPLE
THEWORDhbavCANMEANfemale, aunt, grandmother, three, poisoned food, or wasteDEPENDING
on the tone.
LESSON 6
TEACHING DIRECTIONS
/BJECTIVES
s %XPLORECOMBATEXPERIENCESOFTHECOMMONFOOTSOLDIER
s ,EARNUNIQUEASPECTSOF6IETNAM7AR
Four–five Days
Individuals and
Cooperative Groups of 5 or 6
-ATERIALS
s !'25.437!2n— class set
s 2%.'!0/%-3 — class set or transparency
s 2%.'!0/%-&/2- — class set
s !'25.437!24!",%!54!3+3— class set or one per
group
s !'25.437!24!",%!5/2'!.):%2— one per group
s ,INEDPAPERX— class set
s 0ROPS— as needed (for tableaus)
s 3TAPLER— one
4EACHER2EFERENCE
s 7HATMADETHE6IETNAM7ARSODIFFERENT(1–2) —
transparency (class set optional)
s #OMPARING6IETNAMWITH/THER-AJOR7ARS— transparency
s 53!RMY#HAINOF#OMMAND — transparency (optional)
3ETUP
!'25.437!2ESSAY
$ECIDEHOWSTUDENTSWILLREADSILENTLYASINDIVIDUALSALOUDIN
GROUPSORTEACHERDIRECTEDWITHSTUDENTREADERS
!'RUNTS7AR4ABLEAU
Plan ahead to ensure group tableau success.
a. Divide the class into heterogeneous groups of 5 or 6 and
assign each group a section (or sections) of the essay.
s 5SINGTHEIRSECTIONSOFTHEESSAYASTHEBASISFORTHEIR
SCRIPTSTUDENTSMEETANDDISCUSSTHESCOPEANDSEQUENCE
OFTHEIRPLAYANDWHATEACHCHARACTERWILLDOANDSAY
HOWEVERBRIEFTHEACTIONANDDIALOGUE
s 3TUDENTSUSETHE!'25.437!24!",%!5
/2'!.):%2TOJOTDOWNGENERALIDEAS
s All group members must participate WITHASENTENCEOR
TWOEXPRESSINGTHETHOUGHTSOFTHECHARACTERPORTRAYED
B 4HEPRESENTATIONSREQUIRESOMEROOMREARRANGEMENT
s !TAMINIMUMCLEARASECTIONOFTHEROOMTOALLOWROOM
FORSTUDENTPERFORMANCES
s $EVISESOMESORTOFCURTAINSETUPSOTHATGROUPSCAN
FEELLIKEPROFESSIONALIFIMPROMPTUACTORSANDTHE
audience is treated to a sudden unveiling of a scene.
LESSON 6
TEACHING DIRECTIONS
c. Be sure that students understand procedures and logistics.
s )NFORMSTUDENTSOFTHEORDEROFTHEGROUPSTABLEAU
PRESENTATIONS5SETHESEQUENCEONTHEHANDOUT
s 3INCETHEGROUPIShFROZENvWHENTHECURTAINRISESESTABLISH
a signal to start and stop action/dialogue (ex., snapped
FINGERSBELLRINGINGPOINTEDFINGERACERTAINWORDRAISING
LOWERINGOFTHECURTAINETC
-OTIVATOR
4URNOUTTHELIGHTSANDUSEAFLASHLIGHTTODRAMATICALLYREADTHE
first paragraph, &IREFIGHTFROM!'25.437!2
#ONSIDERSHOWINGABRIEFSNIPPETFROM/LIVER3TONESPlatoon,
WHERETHEhCHERRYv#HRIS4AYLOR#HARLIE3HEENISONNIGHT
WATCHJUSTBEFOREAFIREFIGHTWITH.6!TROOPS4HISSCENEIS
ABOUTnMINUTESINTOTHEFILM
0ROCEDURE
)LLUMINATETHETRANSPARENCIESOF7HATMADETHE6IETNAM7AR
SODIFFERENT,#OMPARING6IETNAMWITH/THER-AJOR7ARS,
and 53!RMY#HAINOF#OMMAND!DDDETAILOREMPHASIS
ASYOUGOOVERTHEDATATOENRICHSTUDENTSUNDERSTANDINGOFTHE
6IETNAM7AR!SKKEYQUESTIONSTHATENABLESTUDENTSTOBRING
SOMEMEANINGANDPERSPECTIVETOTHISWAREGh)NWHATTHREE
YEARPERIODWASTHERETHEMOST53COMBATTROOPSIN6IETNAMv
xORh7HATWASTHENATUREOFCOMBATIN6IETNAMv
For years the author read the
paragraph from the essay as
described, and then showed the
video snippet from Platoon. This
provided a powerful introduction
to the reality of combat in Vietnam
for high school students.
$ISTRIBUTE!'25.437!2nANDHAVESTUDENTSREADITIN
THEMANNERYOUDECIDEDEARLIER
/NCEDONEHAVESOMEDISCUSSIONONKEYPOINTSINTHEESSAY
!SKSTUDENTSIFTHEREADINGCHANGEDANYPERCEPTIONSOFCOMBAT
IN6IETNAM
)LLUMINATETHETRANSPARENCYORDISTRIBUTE2%.'!0/%-3'O
OVERITSGUIDELINESANDALLOWAPPROPRIATETIMEFORSTUDENTSTO
WRITEAROUGHDRAFT!STHEROUGHDRAFTSAREFINISHEDDISTRIBUTE
the RENGA POEM FORM for students to transfer their polished
WORK
You may allow students to stand
and recite their work before
collecting them and moving on.
$ISTRIBUTE!'25.437!24!",%!54!3+3WHICHINCLUDES
THEGUIDELINESPROCEDUREFORTHEASSIGNMENTANDACHARTOFTOPICS
ANDDRAMATIZATIONIDEASFORTHEIRSCRIPTS%XPLAINTHOROUGHLY
LESSON 6
TEACHING DIRECTIONS
Be very clear in your expectations
of audience behavior—paying
attention, courtesy, and applause
afterwards, etc. (See Setup for this
Lesson for additional suggestions.)
4HEFOLLOWINGTEXTISFROMTHE!'25.437!24!",%!5
TASKS student handout:
Tasks
$ISCUSSTHESCOPEANDSEQUENCEOFYOURDRAMA
A $ECIDEONTHEIDENTITYOFCHARACTERSANDWHATEACHWILL
do or say.
b. Decide on the action to include in the script.
C %VERYGROUPMEMBERMUSTPARTICIPATEWITHATLEASTA
SENTENCEORTWOCOMMUNICATINGTHETHOUGHTSOFTHE
character portrayed.
D -AKENOTESOFGENERALIDEASON!'25.437!2
4!",%!5/2'!.):%2
2. Plan an effective script
A "EGINTHEPLAYWITHSOMENARRATIVESETUP
B )NCLUDEWORDSPHRASESANDIDEASFROMTHEESSAYINTHE
dialogue or narrative setup.
C 0ROVIDEALOGICALSEQUENCEOFACTION
0RODUCEANEFFECTIVEDRAMA
A 'ATHERANYPROPSORCOSTUMEPIECES
B 2EHEARSEnTIMES
$ISTRIBUTE!'25.437!24!",%!5/2'!.):%2AND
THENRELEASESTUDENTSINTOTHEIRGROUPSTOBEGINWORKONTHEIR
tableau scripts.
!LLOWENOUGHTIMEATLEASTTOPERIODSFORSTUDENTSTO
WRITEORGANIZEANDPUTTOGETHERTHEIRSCRIPTS7HENTHEYARE
READYHAVEEACHGROUPCOMEFORWARDANDhPERFORMvTHEIRWORK
as prescribed in the Tasks section.
'ENERALLYPRAISEEVERYTABLEAU!FTERTHEPERFORMANCESHAVE
GROUPSSTAPLETOGETHERALLOFTHEIRWORKINGPAPERSANDHANDIN
$EBRIEFING#LOSURE
1. !'RUNTS7AR
$EBRIEFWITHPERTINENTQUESTIONSANDCOMMENTSTHATFURTHER
ENLIGHTENSTUDENTSABOUTCOMBATFORA53SOLDIERIN6IETNAM
ANDHOWITDIFFEREDFROMEARLIERWARS
2. !'RUNTS7AR 4ABLEAU
!SKVARIOUSSTUDENTSTOSUMUPTHEESSENCEOFEACHTABLEAU
GROUPSDRAMATIZEDTOPICSMAKINGACONNECTIONTOTHEESSAYTHEY
read.
LESSON 6
TEACHING DIRECTIONS
3. ,EARNING,OG
4OPIC7HATWASCOMBATLIKEFORTHECOMMONhGROUND
POUNDERv
4OPIC7HATSPECIFICASPECTOFBEINGAGRUNTWASTHEMOST
distasteful/fearful/unsatisfying?
Two minutes
4O%XTENDTHE,ESSON
(AVESTUDENTSTHINKOFWAYSTOMAKETHECOMBATEXPERIENCELESS
arduous and frustrating.
$ISCUSSPOSSIBLEARMYSTRATEGIESTHATMIGHTMAKE53EFFORTS
AGAINSTTHEENEMYMOREEFFECTIVEANDINTHEENDSUCCESSFUL
INWINNINGTHEWAR
A GRUNT’S WAR (1)
&IREFIGHT
)TISPITCHDARKMOONLESS9OURPLATOONIS
on patrol itching for a firefight. Charlie is
EVERYWHERE/VERHEREIN)NDIAN#OUNTRY
THE6#OWNTHENIGHT4HERAINHASSTOPPED
BUTITISSTILLHOTANDSTEAMY!SYOUAND
THEOTHERGUYSADVANCETOWARD(ILL
YOUSTEPONSOMETHING
h'ODDONTLETITBEATWOSTEPSNAKE
)FITISANDITBITESMETWOSTEPSFROM
NOW)MDEADv
3WEATRUNSOFFYOURFOREHEAD9OURARMPITS
drip profusely. You are scared. Charlie
APPEARSANDDISAPPEARSWITHEQUALEASESO
SUDDENLY(ISTUNNELSMUSTBEEVERYWHERE
SOAREHISMINESBOMBSBOOBYTRAPSAND
SHARPPOISONOUSPUNJISTAKESALLHIDDENBY
TWIGSTHICKVEGETATIONORDIRT!MISSTEPCOULDMEANINSTANTDEATHORLIFELONGDISABILITY
h-ANITSHOT7HYAM)HERE)COULDHAVEGONETO#ANADA/NLYDAYSTIL)RETURNTO
@THEWORLD7HATSTHATNOISEOVERTHERE)HATEBEINGONPOINT)gottaSURVIVETHISv
!5NIQUE7AR
)NSOMANYWAYSTHISUNDECLAREDWARIN6IETNAMWAS
LIKENOOTHERIN53HISTORY7ORLD7AR)hDOUGHBOYSv
FOUGHTBATTLESFROMTRENCHES7ORLD7AR))')SFOUGHT
MASSIVEINVASIONBATTLESIN.ORTH!FRICA%UROPEANDTHE
3OUTH0ACIFIC4HEIREXPERIENCESWEREVERYDIFFERENTFROM
THOSEOFTHEIRGRANDSONSANDSONSIN6IETNAM
7HO3ERVED
53!RMYFOOTSOLDIERSIN6IETNAMWEREOFTENON
PATROL4HEYWERESEARCHINGFORARUTHLESSANDELUSIVE
ENEMY3OMEHOWSOMEONECAMEUPWITHTHELABEL
hGRUNTSvFORTHESEINFANTRYMEN(OWDIDTHEYGETTO
BEhGROUNDPOUNDERSvCHASING#HARLIEINTHEJUNGLES
OF6IETNAM4HEAVERAGEGRUNTWASWHITEANDCAME
FROMRURALORSMALLTOWN!MERICA-OSTSOLDIERSHAD
VOLUNTEEREDFORTHEARMYANDWEREnYEARSOLD
!BOUTnPERCENTOFTHESEYOUNGMENWERE!FRICAN
!MERICANYETTHISETHNICGROUPMADEUPAPPROXIMATELY
PERCENTOFTHECOMBATDEATHS(OWDIDTHEhGROUND
POUNDERvTHEINFANTRYSOLDIERWHOGLORIEDINTHENAME
hGRUNTvEXPERIENCETHE6IETNAM7AR
A GRUNT’S WAR (2)
&IRST)MPRESSIONS
.EWRECRUITSORDRAFTEESTRAINEDINBOOTCAMPSATPLACESLIKE&ORT"ENNING'EORGIAOR&ORT
"RAGG.ORTH#AROLINA!NAIRCONDITIONEDCOMMERCIALJETTRANSPORTEDTHENEWLYTRAINEDSOLDIERS
TO6IETNAMOFTENWITHSTOPSIN*APANAND/KINAWA%XITINGTHEPLANETHENEWARRIVALSWERE
ALMOSTOVERWHELMEDBYTHEHEATANDHUMIDITYSIMILARTO3OUTH&LORIDA3MELLSWERESOSTRONGTHE
ARRIVING!MERICANSWEREALMOSTBREATHLESS4HEUSEOFHUMANANDANIMALFERTILIZERSINFIELDSNEAR
THEAIRPORTTHEABSENCEOFDEODORANTSONTHENATIVEPOPULATIONANDTHESPICYFOODSCOOKEDOUTDOORS
MIXEDUNPLEASANTLY4HESOUNDSAROUNDTHEAIRPORTANDINTHEBASECAMPSWEREJUSTASPOTENTAND
FOREIGN4HE6IETNAMESEWHOOFCOURSEOUTNUMBERED!MERICANSSPOKEINALOUDSTRANGETONGUE
SHARPERANDMOREABRUPTTHAN#HINESEOR*APANESE4HESIGHTSSOUNDSANDSMELLSOFTHIS!SIAN
COUNTRYHITLIKEABRICK4HEFIRSTIMPRESSIONOF6IETNAMALTHOUGHNOTAPLEASANTONEWASCERTAINLY
a sensory experience.
)NTOTHE"USH
4IMESPENTATTHE$ANANGOR3AIGONAIRPORTWASBRIEF.EWCOMBAT
SOLDIERSWEREWHISKEDAWAYBYTRUCKORHELICOPTERTOABASECAMP
ORFIREBASEhINTHEBUSHv4HISISWHERETHEGRUNTSSPENTMOST
OFTHEIRYEARSTOUROFDUTY&ROMTHESECAMPSLARGEHELICOPTERS
SHUFFLEDPLATOONSFURTHERINTOTHEINTERIORDROPPEDTHEMOFFFORDAYS
ANDRETURNEDTOCAMP0LATOONSCONSISTEDOFnCORPORALSAND
PRIVATES!LIEUTENANTANDNONCOMMISSIONEDOFFICER.#/USUALLYA
SERGEANTLEDAPLATOON!TLEASTONEGRUNTINEACHPLATOONHADSOME
MEDICALTRAINING(ECOULDPATCHUPWOUNDSORADMINISTERhMEDSv
UNTILACHOPPERCAMETOLIFTOUTTHECASUALTIES/NEORTWOGRUNTS
WERETRAINEDASTHERADIOTELEPHONEOPERATOR24/4HE24/WAS
ATLEASTASIMPORTANTASTHELIEUTENANTMEDICORGRENADELAUNCHER
7ITHOUTTHE24/APLATOONWASUNABLETOCALLFORARTILLERYSUPPORTOR
AIRCOVERANDRISKEDBEINGCUTOFFANDVULNERABLETOAMBUSH+ILLING
THE24/BECAMEAGOALOFTHEENEMY
0ACKAND7EAPONS
4HETYPICALGRUNTSPACKWEIGHEDBETWEENn
POUNDS)TINCLUDEDCANTEENSOFWATERFOODCOOKING
UTENSILSBOOKSEXTRASOCKSVERYIMPORTANTSALT
tablets, rope, playing cards, letters, and photos. To this
THEGRUNTADDEDHISTOOLSTOPROTECTLIFEANDLIMB
WEAPONS4HEINFANTRYGRUNTSPRIMARYWEAPONWASTHE
-nRIFLE3OMEGRUNTSCARRIEDMACHINEGUNS/THER
WEAPONSINTHEPORTABLEARSENALINCLUDEDAVARIETYOF
GRENADESANDANEXPLOSIVEDEVICECALLEDA#LAYMORE
WHICHPROJECTEDSTEELBALLSCAPABLEOFSHREDDING
ALMOSTANYTHINGUPTOYARDS
A GRUNT’S WAR (3)
'UNGISAND#HERRIES
!PLATOONWASAMIXTUREOFPERSONALITIESANDABLENDOFVETERANSANDNEWLYARRIVEDcherries, FNGs, or
newbys!PLATOONMIGHTHAVEngungisWHOTHRIVEDINTHEBUSHWEREDEFIANTLYUNAFRAIDOFTHEENEMY
ANDWHOWEREPROBABLYALITTLECRAZY6ERYOFTENTHEPLATOONLEADERWASTHEGungi Mother Supreme.
%XPERIENCEDGRUNTSAVOIDEDTHECHERRIES7ALKINGCLOSETOTHESENAÕVEANDINEXPERIENCEDSOLDIERSWAS
DANGEROUS4HEGREATESTFEARFORAVETERANGRUNTWAShBUYINGTHERANCHvORhGETTINGBLOWNAWAYvBYA
SNIPERSBULLETORBURIEDEXPLOSIVE%ACHPLATOONPURSUEDTWOENEMIESTHE6#6IET#ONGANDTHE.6!
.ORTH6IETNAMESEREGULARARMY"OTHTHE6#NICKNAMEDCharlie, Chuck, or Mr. Charles, and the NVA
TROOPSWEREWELLRESPECTEDFOES
(UMPING
)N6IETNAMOperation OrdersCAMEFROMHEADQUARTERS/P/RDERS
INCLUDEDDETAILEDINTELLIGENCEESTIMATESANDTACTICALCONCEPTS0LATOONS
received their orders by pogues (rear echelon officers). Platoon officers
found their objective(s) under the subheading Mission4HISWASUSUALLYA
search and destroy (S and DMISSION4HEPLATOONWASTOUSEhAGGRESSIVE
PATROLLINGvTOOCCUPYANDDEFENDANAREAORHILL!CHOPPERBig Green Bird,
DISGORGEDTHEMENINALANDINGZONELZ)TWASAhot LZIFENEMYFIRE
GREETEDTHEIRARRIVAL4HEGRUNTSTHENBEGANTHEIRASSIGNEDMARCHORhump. A
PLATOONMEASUREDITSPROGRESSINhCLICKSvCLICKORKLICKMETERS
ALMOSTFOOTBALLFIELDS!PLATOONMIGHTTRYTOCOVERMETERSORhCLICKSvPERDAY4HETERRAIN
ENEMYRESISTANCEANDTHEWEATHERCOULDALLAFFECTTHISPROGRESS%ACHMORNINGANDAFTERNOONTHEOFFICER
LIEUTENANTOR.#/SERGEANTYELLEDhSADDLEUPv!FTERTHEMENPUTONTHEIRPACKSOFFTHEYHUMPED
$EHYDRATION0YTHONSAND2ATS
/NCETHEPLATOONMOVEDOUTTHEHUMPWASSLOW
ANDMETHODICAL0ROGRESSWASGOVERNEDBYTHE
TERRAINANDREPORTSOFWHERETHEENEMYWAS!N
EASYHUMPWASCALLEDAskate!NUPHILLMARCH
INHEAVYJUNGLEWASNOTEASY!HUMPOFCLICKS
MIGHTTAKEANENTIREMORNING%VERYHUMPWAS
FRAUGHTWITHPROBLEMSANDDANGERS-OSTOFTHESE
WEREHIDDENALLHADTOBEOVERCOME6IETNAM
ALWAYSHADHEATHUMIDITYANDTROPICALRAINS
4HESEWEREMAJORFRUSTRATIONS3ALTPILLSANDWATER
CANTEENSHELPED!LTHOUGHMOSTGRUNTSAVOIDED
SERIOUSDEHYDRATIONTHEREWASNOGUARANTEETHAT
SEVERALONAHUMPWOULDNOTPASSOUT!NIMALLIFE
INTHE6IETNAMJUNGLESPRESENTEDPROBLEMSASWELL
4IGERSANDEVENELEPHANTSWEREOCCASIONALLYIF
NOTCOMMONLYSEEN(OWEVERITWASTHECRAWLING
CREATURESSPECIFICALLYSNAKESTHATPOSEDTHEGREATESTDANGER#OBRASVIPERSWITHLETHALBITESCONSTRICTORSUP
TOFEETLONGANDPYTHONSFEETLONGLIVEDINTHEJUNGLE7OETOTHECARELESSGRUNTWHOSTEPPEDONOR
BUMPEDINTOASNAKEHANGINGFROMATREE4HEMOSTFREQUENTLYSEENANIMALSWERERATSWHICHFEASTEDONTHE
RESIDUESOFUNEATENGRUNTMEALSANDAFTERAMBUSHESANDFIREFIGHTSDEADBODIES
A GRUNT’S WAR (4)
!MBUSHES
4HEBIGGESTWORRYFORAPLATOONOFGRUNTSWASACTUALLYWHATTHEYWEREONTHE
HUMPFORFINDINGANDDOINGBATTLEWITHTHEENEMY"UTbattle is not really
THEPROPERWORDFORTHEGUERRILLASTYLETACTICSUTILIZEDBYTHE6#AND.6!4HE
ENEMYWOULDATTACKSUDDENLYANDQUICKLY4HEGRUNTSWERELUCKYIFTHEYEVEN
SAWWHERETHEBULLETSORMORTARFIRECAMEFROM4HE53SOLDIERSCOULDNEVER
USETHEIRSUPERIORWEAPONSANDNUMBERSTOANYGREATADVANTAGE&URTHERCHASING
#HARLIEATTHEENDOFANAMBUSHORFIREFIGHTEXCHANGEOFFIREATNIGHTOFTEN
RESULTEDINFRUSTRATION'RUNTSWOULDFINDNOSIGNOFTHEENEMYEXCEPTTRAMPLED
BRUSHORCAMPFIREEMBERS
4UNNELSAND4UNNEL2ATS
!FTERANAMBUSHTHE6#USUALLYDISAPPEAREDOFTEN
INTOATUNNEL4HE.6!6#BUILTANELABORATENETWORK
OFTUNNELSWHEREVERTHEYMIGHTENCOUNTER53TROOPS
4HESEUNDERGROUNDCOMPLEXESINCLUDEDHOSPITALS
ANDFUELSTORAGETANKS4HEREWEREEVENMULTILEVEL
FURNISHEDKITCHENSANDBEDROOMS53OFFICIALS
ESTIMATEDTHATBYTHEREWEREOVER MILESOF
TUNNELSANDPROBABLYALOTMORE4HEREWEREEVEN
tunnels underSOME!MERICANINSTALLATIONS3COUTING
OUTANDDESTROYINGTHESETUNNELSBECAMEAFULLTIME
OCCUPATIONFORhTUNNELRATSv4HESEWERESMALLWIRY
3OUTH6IETNAMESEAND(ISPANIC!MERICANSOLDIERS
4HEYUSEDPHOSPHOROUSGRENADESORFLAMETHROWERS
They destroyed any tunnels they found.
7ALK3OFTLY
!SBADASAMBUSHESWERE6#BOOBYTRAPSWEREPERHAPSWORSE
4HEGRUNTSDREADEDTHESEHIDDENMINESANDOTHEREXPLOSIVEAND
POISONOUSDEVICES4HE6#WEREMASTERSINTHEARTOFCONCEALING
MINESONOROFFTRAILS'RUNTSESPECIALLYTHEONESWALKINGhPOINTv
OROUTONTHESIDESWEREMOSTVULNERABLE/NEMISSTEPCOULD
LEADTOPERMANENTINJURYORDEATH3OLDIERSWITHONLYAFEWDAYS
ORWEEKSBEFORETHEIRTOURSWEREUPhSHORTTIMERSvWEREEVER
VIGILANTFORSIGNSOFTRIPWIRESRUFFLEDVEGETATIONFLATTENEDGRASSES
ORRAKEDDIRT!NYOFTHESESIGNSMIGHTINDICATEEXPLOSIVEBOOBY
TRAPSORDEADLYPUNJISTAKES0LATOONSHADAREASONFORASSIGNING
AhCHERRYvTOWALKOUTONPOINT.OSHORTTIMERDAREDWALKEVEN
CLOSETOHIMONAHUMP
A GRUNT’S WAR (5)
"ODY#OUNTSAND3OUVENIRS
*UNGLEWARFAREWASBRUTAL)N6IETNAM
TAKINGTERRITORYWASNOTASVITALAS
DESTROYINGTHEENEMY53MILITARY
leaders assessed the results of
AMBUSHESANDFIREFIGHTSBYCOUNTING
the dead. The success or failure of
ANYSMALLORLARGEOPERATIONWASOFTEN
DETERMINEDBYAhKILLRATIOv4HEY
COMPAREDTHENUMBEROFENEMYKILLED
TOTHENUMBEROF53AND!26.
!RMYOFTHE2EPUBLICOF6IETNAM
SOLDIERSKILLEDORLOSTINACTION4HE
NOTORIOUShBODYCOUNTvWASCONCEIVED
TOIMPRESSPOLITICIANSANDCRITICSBACK
HOME)TWASMEANTTOINDICATE53
DAILYMILITARYSUCCESSES4HEINCREASINGNUMBEROFhBODYBAGSvRETURNINGTOSMALLTOWNSINTHE
53SOONMADEANYATTEMPTATKEEPINGAhWARSCOREvPOINTLESSANDHOLLOW3OMECALLOUSGRUNTSIN
THEFIELDCAMEUPWITHAMORETANGIBLESYMBOLOFSUCCESSINBATTLE4HEYCUTTHEEARSOFFTHEENEMY
DEADANDKEPTTHEMINTHEIRBACKPACKS4HESEWEREINDEEDSYMBOLSTOSHOWFRIENDSOFAHARDWON
victory in the bush.
"ACKTO"ASE#AMP
3UCHWASTHEGRUNTSEXPERIENCEhHUMPINGTHEBOONIESvIN6IETNAM'RUNTSSPENTDAYSCHASING#HARLIE
WHILEFIGHTINGHEATANDDEHYDRATION4HEYFACEDTHECONSTANTANXIETYOFTAKINGABULLETDURINGA6#OR
.6!AMBUSHORSTEPPINGONAhTWOSTEPvSNAKEBOOBYTRAPORPUNJISTAKE4HEGRUNTSWEREECSTATIC
WHENTHEYHUMPEDBACKTOTHEORIGINAL,:ANDHEARDTHEhWHUMPWHUMPWHUMPvOFTHECHOPPERTHAT
WOULDTAKETHEMBACKTOBASECAMP4HEYHADSURVIVEDANOTHERPATROL4HEYLOOKEDFORWARDTOAFEW
DAYSOFh22vANDTHETWOGENUINEBUTSIMPLEPLEASURESOFAGRUNTSLIFEBEERANDLETTERSFROMHOME
RENGA POEMS
3OMEONEWROTETHAThPOETRYISTHEUSEOFLANGUAGEWITHTHEMOSTPOSSIBILITIESv2ENGAPOEMSEVOLVED
FROMTANKASANDAREINASENSECHAINSOFTANKASTANZAS/RIGINALLYMAYBEAMILLENNIAAGOIN*APAN
POETSBANDEDTOGETHERAFTERTANKACONTESTSTOWRITERENGAPIECES4HERENGAPOEMOFFERSLIMITLESSAND
creative possibilities.
s 4ANKASAREGENERALLYMOODPIECESWITHANEMPHASISONSTRONGIMAGESMETAPHORSAND
PERSONIFICATION3UBJECTSINCLUDELOVESADNESSTHESEASONSANDTHEHUMANCONDITION
s 4ANKAPOEMSLIKEMOST*APANESEPOETRYDONOTRHYME
s 2ENGAARELONGERCONNECTEDPOEMSANDARETHEPARENTOFTWOPERHAPSMOREFAMILIARFORMSTHE
HAIKUANDSENRYU2ENGAALSOAREMOREFLEXIBLEINSYLLABICATION
s 2ENGAARENOTNECESSARILYSTORIES%ACHSTANZAISLINKEDTOTHEPREVIOUSONEBUTNOTTOTHEONE
BEFORETHAT-AKETHESECONNECTIONS2EPEATWORDSASAWAYOFLINKINGSTANZAS4RYALITTLEHUMOR
if it fits.
2ENGA0OETRY2ULES
9OUWILLNOWCOMPOSEONERENGAPOEMOFATLEASTSIXSTANZASBASEDONTHEESSAY!'RUNTS7AR.
2EADOVERTHERULESFORWRITINGTHERENGAPOEMBELOWANDFOLLOWTHEMRIGIDLYPARTOFTHEFUNAND
AGONYOFPOETRYISWORKINGWITHTHECONSTRAINTS
s !LTERNATEYOURSTANZASLINESLINESLINESLINESETC
s 6ARYTHESYLLABLELENGTHINEACHLINEBUTLIMITEACHTOTHEnRANGE
s 3TARTWITHAnLINESTANZAANDCREATEANIMAGETHATSUGGESTSTHEPOEMSTHEME
s 0EPPERYOURPOEMWITHWORDSFROMTHEESSAYBUTNOTTOOMANY
s ,INKEACHSTANZAWITHSIMILARIMAGESPACINGSENSITIVITYANDTHEHUMANCONDITION
s 4HELASTSTANZASHOULDSOUNDLIKEAPROPERENDINGACONCLUSION
%XAMPLE
Vietnam,
Like earlier wars
But…not like them.
“Grunts”: sweating;
At 19…scared, frustrated.
Going into the bush
Chasing Charlie
Where is he?
Six “clicks” today…saddle up
Watch out for two-step
snakes
And booby traps.
Ambushes and firefights
Make up a war
Of body counts
And cut-off ears.
Why are we here?
Always humping
With “cherries” out in front.
RENGA POEM FORM
A GRUNT’S WAR TABLEAU
TASKS
A tableauISAMINIPLAYTHATFOCUSESONHISTORICALEVENTSOREPISODESASEXPERIENCEDBYAGROUP4HEACTION
ANDTHEDIALOGUEGIVETHEAUDIENCEAPEEKINTOAHISTORICALMOMENTINTIME0ARTICIPANTSAREhFROZENvATTHE
START!TASIGNALTHEYADLIBDIALOGUEFROMAGENERALSCRIPTANDCOMPLETETHEACTIONSWITHINAnMINUTE
PERFORMANCE9OURGROUPWILLPREPAREATABLEAUBASEDONONEORTWOSECTIONSOF!'RUNTS7AR.
Tasks
$ISCUSSTHESCOPEANDSEQUENCEOFYOURDRAMA
A $ECIDEONTHEIDENTITYOFCHARACTERSANDWHATEACHWILLDOORSAY
b. Decide on the action to include in the script.
C %VERYGROUPMEMBERMUSTPARTICIPATEWITHATLEASTASENTENCEORTWOCOMMUNICATINGTHE
thoughts of the character portrayed.
D -AKENOTESOFGENERALIDEASON!'25.437!24!",%!5/2'!.):%2
2. Plan an effective script
A "EGINTHEPLAYWITHSOMENARRATIVESETUP
B )NCLUDEWORDSPHRASESANDIDEASFROMTHEESSAYINTHEDIALOGUEORNARRATIVESETUP
C 0ROVIDEALOGICALSEQUENCEOFACTION
0RODUCEANEFFECTIVEDRAMA
A 'ATHERANYPROPSORCOSTUMEPIECES
B 2EHEARSEnTIMES
'ROUP
3ECTIONS/F%SSAY
)DEAS(INTS
1
&IRST)MPRESSIONS
'RUNTSINBASICTRAINING'RUNTSGETTINGOFFTHE
JETIN6IETNAM
2
)NTOTHE"USH
0ACKAND7EAPONS
)NTRODUCEPLATOONMEMBERSASTHEYJUMPOFF
AHELICOPTEREXPLAININGTHEIRRANKPOSITION
ANDWEAPON
3
&IREFIGHT
0ORTRAYPLATOONMEMBERSANTICIPATINGANIGHT
SKIRMISHWITH#HARLIE
4
'UNGISAND#HERRIES
(UMPING
#ONVERSEABOUTWHATWENTONALONGAHUMP
INTHEBOONIESPROBLEMSDREAMSx
5
!MBUSHES
7ALK3OFTLY
2UNTHROUGHANAMBUSHBYTHE6#ANDTHE
DANGERSOFMINESBOOBYTRAPSANDPUNJISTAKES
6
4UNNELSAND4UNNEL2ATS
3ITAROUNDANABANDONED6#CAMPFIREANDTALK
ABOUTTHEGHOSTLIKEENEMYDISAPPEARINGINTO
TUNNELSANDOURhRATSvTHATDESTROYTUNNELS
7
"ODY#OUNTSAND3OUVENIRS
"ACKTO"ASE#AMP
!GRIMDISCUSSIONOFTHEDEADANDHOW
VICTORYISDETERMINEDAFTERAhBATTLEvTHEJOYS
OFSURVIVINGANOTHERDAYANDRETURNINGTOCAMP
A GRUNT’S WAR TABLEAU
ORGANIZER
Group #: _______ .AMES ___________________________________________________________
Section(s) in Essay: _________________________________________________________________
Narrative setup:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Characters:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
%SSENTIALWORDSPHRASES
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Essential ideas:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
!CTIONWHATWILLHAPPEN
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
WHAT MADE THE VIETNAM WAR SO DIFFERENT? (1)
4HEAVERAGE53SOLDIERIN6IETNAMWASYOUNGERYEARSOLDBUTNOTASMYTH
WOULDHAVEITTHANFIGHTINGMENINEARLIER53WARSYEARSOLDIN77))PERCENT
WEREVOLUNTEERSPERCENTIN77))
4HE6IETNAM7ARWASACIVILWARANDTHE53SOLDIERSHADDIFFICULTYDISTINGUISHING
BETWEENTHEIRALLIESFROMTHE3OUTHANDTHEIRENEMIESFROMTHE.ORTH4HEPEOPLEWERE
ALL6IETNAMESETHEYLOOKEDIDENTICAL/FTENTHE6#USEDWOMENANDCHILDRENCIVILIANS
in sabotage.
)TWASWARALLTHETIME3INCETHEENEMYCOULDBEANYWHERETHEREWASNEVERANYLETUP
ORRELIEFFROMTHEWAR&IREBASESBASECAMPSBARSTHEATERSANDEVENMAJOR22SITES
OFFEREDLITTLERELIEFFROMENEMYTERRORh#OMBATPARANOIAWASENDEMICv
&RUSTRATEDBYANELUSIVEENEMYTHE6IET#ONGTHENATUREOFCOMBATINTHISWARAND
NONSUPPORTATHOMEMANY53SOLDIERSTURNEDTODRUGSWHICHBECAMEABIGBUSINESS
hINCOUNTRYv
4HEWARWASATELEVISIONWARWATCHEDNIGHTLYONTHENETWORKNEWS4HISHADTHEEFFECT
OFNUMBINGTHEPUBLICABOUTTHEREALITIESOFCOMBAT
4HEREWASNOFORMALCOMBATSTRUCTUREIN6IETNAM4HEREWERENOFRONTSTOPUSHFORWARD
NORANYCLEARBATTLELINES5SINGGUERRILLATACTICSENEMYATTACKSWEREUSUALLYSURPRISES
ANDINCONCLUSIVE4ERRITORYWASTAKENTHENLOSTTHENTAKENAGAINWHICHMADE53
CASUALTIESSEEMPOINTLESS
4HEWARWASFOUGHTGENERALLYBYPOORRURALSMALLTOWNWHITEYOUNGMENMOREAFFLUENT
YOUNGMENFOUNDWAYSTOLEGALLYAVOIDMILITARYSERVICEPRIMARILYTHROUGHCOLLEGE
DEFERMENTS
5NLIKETHE77))GOALOFDEFEATINGFASCISM53OBJECTIVESFORTHE6IETNAM7ARWERE
NEVERCLEARTOEITHERTHEHIGHRANKINGOFFICIALSWHOWERETOCONDUCTITORTOTHE
!MERICANPEOPLEWHOWERETOSUPPORTIT4HE5NITED3TATESGOVERNMENTNEVEROFFEREDITS
CITIZENSACREDIBLEJUSTIFICATIONFORINVOLVEMENT
-OSTLYTHE3OUTH6IETNAMESEUNLIKETHE3OUTH+OREANS&RENCHAND)TALIANSOFEARLIER
WARSDIDNOTLOOKUPON53SOLDIERSASLIBERATORSORPROTECTORS4HEIRMILITARYSUPPORT
INFIGHTINGTHE.ORTHWASMINIMAL
WHAT MADE THE VIETNAM WAR SO DIFFERENT? (2)
4HISWASAWARWHERETECHNOLOGICALSUPERIORITYANDFIREPOWERWASNOTAGREATADVANTAGE
!THIRDWORLDNATIONUSINGSTEALTHANDWITHAGREATDESIRETOOUTLASTTHEINVADERWON
)N6IETNAMTHEULTIMATEOBJECTIVEFOR53SOLDIERSWASSURVIVAL-OSTSTARTEDTHEIROWN
COUNTDOWNOR$%2/3$ATE%XPECTEDTO2ETURNFROM/VER3EASALMOSTONTHEDAY
THEYARRIVEDhINCOUNTRYv%ACHSOLDIERHADAPERSONALSTRUGGLETOSURVIVEPHYSICALLYAND
EMOTIONALLY
/NTHEHOMEFRONTITWASCONSIDEREDALMOSTFASHIONABLETOPROTESTTHISUNPOPULARWAR
and openly resist the draft by public acts of defiance.
4HE6IETNAM7ARCAUSEDAMAJORDIVISIONIN!MERICANPUBLICOPINIONUNLIKEANY
PREVIOUSFOREIGNWAR4HENATIONWASTRULYDIVIDEDINTOh(AWKSvANDh$OVESv
)N7ORLD7AR))THE')SWEREMOSTOFTENOVERSEASFORnYEARS3OUNPOPULARWASTHE
6IETNAM7ARTHATATYPICALSOLDIERSSERVICEWASLIMITEDTOATOUROFDUTYONEYEAR
MONTHSFORA-ARINE4HISMEANTAHUGETURNOVEROFMENANDFEWINCLUDING
OFFICERSWITHANYEXPERIENCEPASTMONTHS
4HE53NEVERLOSTABATTLEIN6IETNAMFIREFIGHTSANDAMBUSHESWEREANOTHERSTORYYET
LOSTTHEWAR4HE53FINALLYWITHDREWBECAUSETHEPRICEOFVICTORYWASTOOHIGHANDTHE
U.S. public ceased to support the effort.
53SOLDIERSIN6IETNAMDESPITESERVINGONLYONETOURAYEARSAWMOREACTIONTHANDID
THOSEINEARLIERWARSANDTHATACTIONWASMOREINTENSESINCETHEBURDENINTHEWARFELL
on the infantry.
4HE6IETNAM7ARWASTHEONLYCONFLICTTHE53HASLOSTANDASARESULTITLEFTA
devastating psychological legacy for later generations.
2ETURNING53SOLDIERSRECEIVEDNOHEROESWELCOMEASINEARLIERWARS-ANYWERESPIT
UPONANDCALLEDhBABYKILLERSv-OSTWERESHUNNEDANDCRITICIZEDFORSERVINGIN6IETNAM
0ERHAPSASMANYAS6IETNAM7ARVETERANSSUFFERMENTALDISORDERSLIKEPOST
TRAUMATICSTRESSDISORDER043$
COMPARING VIETNAM WITH OTHER MAJOR WARS
6IETNAM7AR$EATHS*
9EAR
53TROOPSIN6IETNAM
53&ATALITIES
UPTO
1973–
unavailable
1,141*
(Battle and related deaths)
INCLUDESESTIMATEDDEATHSOFPRISONERSOFWAR
TH#ENTURY7ARS5NITED3TATESSTATISTICSONLY
4OTAL#OMBATANTS
ALLSERVICES
!VERAGE!GE
OF#OMBATANTS
$EATHS
DATA
7ORLD7AR)
7ORLD7AR))
n
+OREAN7AR
n
6IETNAM7AR
TH#ENTURY7ARS5NITED3TATESSTATISTICSONLY
$URATION
#OSTS
)NDOLLARS
7ORLD7AR)
n
BILLION
7ORLD7AR))
n
TRILLION
+OREAN7AR
n
BILLION
6IETNAM7AR
n
BILLION
U.S. ARMY CHAIN-OF-COMMAND
3QUAD
!BOUTnMENPRIVATESORCORPORALS
#OMMANDEDBYASTAFFSERGEANT
Two or more squads is a…
0LATOON
!BOUTnMEN
#OMMANDEDBYALIEUTENANT
Two or more platoons is a…
#OMPANY
!BOUTnMEN
#OMMANDEDBYACAPTAIN
Two or more company-sized units is a…
"ATTALION
"RIGADE
!BOUTnMEN
#OMMANDEDBYALIEUTENANTCOLONEL
What is an NCO?
!N.#/NONCOMMISSIONED
OFFICERISAPERSONWHOSERVES
WITHAUTHORITYBETWEENA
COMMISSIONEDOFFICERLIEUTENANT
and above) and the privates. An
NCO is usually a sergeant or a
corporal. Besides leadership, the
NCO provides training and helps
ADMINISTERPOLICY4HISRANKIS
NEITHERSALUTEDNORCALLEDhSIRv
.#/SPROGRESSTHROUGHRANKS
SIMILARTOCOMMISSIONEDOFFICERS
%
Sergeant
Two or more battalions is a…
%
Staff Sergeant
!BOUTnMEN
#OMMANDEDBYACOLONEL
%
Sergeant 1st Class and
Platoon Sergeant
%
Master Sergeant and First
Sergeant
%
Sergeant Major and
#OMMAND3ERGEANT-AJOR
Two or more brigades is a…
$IVISION
!BOUTnMEN
#OMMANDEDBYAMAJORGENERAL
% 3ERGEANT-AJOROFTHE!RMY
Two or more divisions is a …
#ORPS
!BOUTnMEN
#OMMANDEDBYALIEUTENANTGENERAL
PRONOUNCEDhCOREv
Two or more corps is a…
&IELD!RMY
!BOUTnMEN
#OMMANDEDBYAGENERAL
LESSON 7
TEACHING DIRECTIONS
,ESSON(AWKSVS$OVES
/BJECTIVES
s 5NDERSTANDARGUMENTSOFTHOSEWHOSUPPORTEDANDOPPOSED53
INVOLVEMENTIN3OUTHEAST!SIA
s !PPLYACQUIREDINFORMATIONBYCREATINGAREFLECTIONPIECETHAT
TAKESAHawk or Dove position
-ATERIALS
s 02/4%34$52).'4(%6)%4.!-7!2n— class set
s !-)!(!7+/2!$/6%— class set or transparency
s $RAWINGPAPERX— class set
s ,INEDPAPERX— class set or students’ own paper
s 2ULERS— several
4EACHER2ESOURCE
s (AWKSVS$OVES— transparency
One–two Days
Individuals
3ETUP
s .OSPECIALSETUPISREQUIREDUNLESSYOUDECIDETOBREAKTHECLASS
INTOSMALLGROUPSTOREADORTOWORKONTHEREFLECTIONPIECES
-OTIVATOR
!SKSTUDENTSTOLISTONTHEIROWNPAPERALLTHEWAYSAN!MERICAN
CITIZENCANPROTESTANOVERSEASWARORANYGOVERNMENTPOLICY
THATONEDISAGREESWITH
(OPEFULLYSTUDENTSWILLCOMEUPWITHSOMEORALLOFTHE
FOLLOWINGWRITINGLETTERSMARCHINGDEMONSTRATINGBURNING
DRAFTCARDSCONVINCINGYOUNGMENTOAVOIDTHEDRAFTLEADINGA
hTEACHINvANDLEAVINGTHECOUNTRY
Consider playing protest music
of the era to bring this lesson
alive. See Setup Directions
#2. Establish a Classroom
Atmosphere (on page 6).
7RITERESPONSESONTHEBOARDDISCUSSTHEOPTIONSANDASK
STUDENTSWHICHOPTIONSTHEYWOULDACTUALLYCHOOSETODO
0ROCEDURE
1. Distribute PROTEST DURING THE VIETNAM WAR. It is brief
ENOUGHTOHAVESTUDENTSREADSILENTLYONTHEIROWN4OENSURE
UNDERSTANDINGTELLSTUDENTSTOMAKEAMINDMAPCLUSTERONPAPER
as they read the essay.
Protest during the War
02/4%34
$52).'
4(%
6)%4.!7!2
Largest protest in U.S. History
Read aloud the first two paragraphs
to “prime the pump.” Sometime
during this lesson suggest that
students ask older members of
their families if they were Hawks
or Doves during the war, and what
actions they took— if any. During
Lesson 12 (page 135) students will
have the opportunity to learn more
about specific personalities of the
Vietnam War era, both Hawks and
Doves.
LESSON 7
TEACHING DIRECTIONS
!FTERTHEYHAVECOMPLETEDTHEASSIGNMENTDISCUSSTHEESSAYS
SALIENTPOINTSTHENCOLLECTTHEIRWORKANDTHEESSAY
)LLUMINATETHETRANSPARENCY(AWKSVS$OVESand go over the
TENETSONESIDEATATIME%NCOURAGESTUDENTSTOTAKENOTES
$ISTRIBUTEORILLUMINATE!-)!(!7+/2!$/6%'OOVER
THEREFLECTIVEWRITINGFOLLOWUPTOTHEESSAYINWHICHSTUDENTS
TAKEASTANDFORORAGAINST53INVOLVEMENTINTHEWAR
A 3TUDENTSCHOOSETOBEEITHERA(AWKORA$OVE
B %NCOURAGETHEMTOTIEINATENETORTWOFROMTHEESSAYOR
transparency.
C 4ELLSTUDENTSTOBECREATIVExBUTWITHINTHECONSTRAINTSOFTHE
LICENSEPLATEBUMPERSTICKERORRAPFORMAT
%XAMPLES
WIN
IN IN
VNVN
WIN
7ININ6IETNAM
7ININ6IETNAM
44THE
THEWAR
WAR
&ORTHEWAR
&ORTHEWAR
GTOUTVN
GTOUTVN
'ETOUTOF6IETNAM
'ETOUTOF6IETNAM
$ISTRIBUTETHEDRAWINGPAPERORLINEDPAPERASNEEDED
To assess student creations, use
the QUALITATIVE RUBRIC and
the PRESENTATION RUBRIC:
Content (both on page 23).
$EBRIEFING#LOSURE
!LLOWTIMEFORSTUDENTSTOPRESENTTHEIRMESSAGES(AVEINDIVIDUALS
COMEFORWARDANDDISPLAYTHEIRWORK
A (AVEOTHERSTRYTOGUESSWHATTHELICENSEPLATEMESSAGEIS
B !LLOWTIMEFORSTUDENTSTOPERFORMTHEIRRAPS
!FTERWARDMAKEROOMONYOURCLASSWALLSTODISPLAYALLSUBMITTED
LICENSEPLATESANDBUMPERSTICKERS
3. ,EARNING,OG
4OPIC$URINGTHE6IETNAM7AR)WOULDBEAHawkBECAUSEx
4OPIC$URINGTHE6IETNAM7AR)WOULDBEADoveBECAUSEx
One minute
Time students for
exactly one minute
4O%XTENDTHE,ESSON
s (AVESTUDENTSPAIRUPTOWRITEAONEPAGEDIALOGUEBETWEENA
h(AWKvANDAh$OVEv)MAGINETHEMTRAPPEDINANELEVATORFOR
their debate.
PROTEST DURING THE VIETNAM WAR (1)
,OVE)TOR,EAVE)T
#ITIZENSINTHE5NITED3TATESHAVEARIGHTTOTAKEPARTINPUBLICDEMONSTRATIONS/UR#ONSTITUTION
GUARANTEESTHISRIGHT)NTHEEARLYSTHE!MERICANPUBLICGENERALLYSUPPORTEDTHE6IETNAM7AR4HERE
WEREEVENSOMERALLIESINSUPPORTOFTHEWAR-OSTWHOTOOKAh(AWKvPOSITIONREMAINEDRELATIVELY
SILENT3UPPORTERSLISTENEDTO"ARRY3ADLERSThe Ballad of the Green BeretsWITHLUMPSINTHEIRTHROATS
4HEYFLOCKEDTOTHEATERSTOSEE*OHN7AYNEINHISPRO6IETNAM7ARFILMThe Green Berets. More visible
INDICATORSOFSUPPORTWEREBUMPERSTICKERSLIKEh!MERICA,OVEITOR,EAVE)TvORh3UPPORT/UR"OYSIN
6IETNAMv
3$3
!STHEWARESCALATEDOPPOSITIONGREW-ANYANTIWARPROTESTERSWERECOLLEGESTUDENTS/NEORGANIZATION
STRONGLYOPPOSEDTOTHEWARWAS3TUDENTSFORA$EMOCRATIC3OCIETY3$33$3WASSEEKINGA
hDEMOCRATICREVOLUTIONv4HIShNEWLEFTvORGANIZATIONATTRACTEDIDEALISTSANDYOUNGINTELLECTUALS3$3
ORGANIZEDTHEFIRSThTEACHINvIN3PEAKERSSOUGHTTOEDUCATEPEOPLEABOUTTHEISSUESOFTHEWAR
4HEYHOPEDTOSPREADANTIWARTHINKING4HEYALSOTRIEDTOINTERFEREWITHTHEGOVERNMENTCONDUCTOFTHE
WAR7HENDRAFTCALLSDOUBLEDIN!UGUST3$3TAUGHTPOTENTIALDRAFTEESTOAPPLYFORConscientious
Objector STATUS4HENEXTSPRINGTHE3ELECTIVE3ERVICE3YSTEMBEGANTO
DRAFTSTUDENTSANDLIMITDEFERMENTS3$3ASKEDUNIVERSITY
ADMINISTRATIONSNOTTOCOOPERATEWITHTHEGOVERNMENT3$3
WASTHEMOSTVISIBLESYMBOLOFCOLLEGEAGEPROTESTERSOFTHE
6IETNAM7AR)TDISSOLVEDIN
7EWONTGO
"YTHESUMMEROFTHE
draft calls increased, and the
BODYCOUNTMOUNTED
#OLLEGEAGEMENANDWOMEN
stepped up their opposition.
One organization, The
2ESISTANCESTAGEDAhWEWONTGOv
CONFERENCEIN#HICAGO3EVERALANTIWAR
organizations published a letter in the New York
Times4HEYWARNEDTHATTHECOUNTRYWAS
LOSINGITShMOSTLOYALANDCOURAGEOUS
YOUNGMENv4HOSEOPPOSEDTOTHEWAR
WOULDRATHERGOTOJAILTHAN6IETNAM
3$3PUBLISHEDARESOLUTIONCONDEMNING
THEWARFORSUPPRESSINGSELFDETERMINATION
FORTHE6IETNAMESEPEOPLE4HIS3$3
RESOLUTIONALSOOPPOSEDTHEDRAFTASCOERCIVEANDUNDEMOCRATIC)N3$3BEGANPICKETINGTHE
OFFICESOFWARCONTRACTORS4HEYTARGETED$OW#HEMICALMAKEROFNAPALM4HISJELLYLIKEPETROLEUM
SUBSTANCEWASUSEDINFIREBOMBS4HEYALSOORGANIZEDDRAFTCARDBURNINGSTHEHIGHLIGHTOFMANY
DEMONSTRATIONS.EARLYPROTESTERSATTENDEDSUCHARALLYIN.EW9ORK#ITY
PROTEST DURING THE VIETNAM WAR (2)
,IGHTNING2ODFOR0ROTEST
!SnPLAYEDOUTTHEWARWOREON
hGOINGNEITHERFORWARDNORBACKWARDv4HE
6IETNAM7ARBECAMEAhLIGHTNINGRODvFOR
heated discussions. People argued about
HOWTOFIGHTTHISWARTHEINEQUITIESOFTHE
STEPPEDUPDRAFTSYSTEMTHENEEDTODIVERT
MONEYBACKTOOURDECAYINGCITIESANDQUITE
FRANKLYHOWTOGETOUTOFTHIShIMMORALv
WARASSOONASPOSSIBLE/PPOSITIONTOTHE
WARBROUGHTMASSESOFPROTESTERSTOGETHERAT
DEMONSTRATIONS4HEMAJORITYOFATTENDEES
WEREWHITEMIDDLECLASSANDOFCOLLEGE
AGEBUTTHEYWERENOTALONE0ROTESTERS
REPRESENTEDACROSSSECTIONOF!MERICAN
society. No one ideology or organization
DOMINATED4HEFACTWASTHATINCREASING
NUMBERSOF!MERICANSWERECONVINCEDTHAT
THEWARWASAMISTAKE4HEYDEMONSTRATED
TOINSISTTHATTHE53SHOULDPULLOUTxNOW5PTOAMILLIONANTIWARDEMONSTRATORSCAMETOGETHERON
!PRIL4HISWASTHELARGESTANTIWARRALLYEVERHELD
4HETURNINGPOINTFOR!MERICANSUPPORTOFTHEWARWAS4HE4ET/FFENSIVEINLATE*ANUARYPROVED
THERESOLVEANDRESISTANCEOFTHE.ORTH6IETNAMESE!THOMEPOLICIESANDPOLITICSWEREINTURMOIL
3ELECTIVE3ERVICEDRAFTCALLSINCREASEDWITHINCREASEDRESISTANCEBYDRAFTEES-ORECOLLEGECAMPUSES
ERUPTEDINANTIWARANDANTIDRAFTPROTESTS4HEPROTESTSGREWMOREVIOLENT!TFIRSTSTUDENTSBLOCKADEDOR
OCCUPIEDBUILDINGS4HISESCALATEDTOTRASHINGOFFICESANDDESTROYINGBUILDINGS0OLICERESPONSESBECAME
INCREASINGLYHARSH4HISWASAGAINAPRESIDENTIALELECTIONYEAR!NTIWARCANDIDATESRANSTRONGPRIMARY
CAMPAIGNS%UGENE-C#ARTHYAND2OBERT+ENNEDYHADMANYSUPPORTERS)N!PRIL2EVEREND-ARTIN
,UTHER+ING*RWASASSASSINATED-ANYLARGECITIESWEREWRACKEDBYDESTRUCTIVERIOTS0ROTESTERSCHARGED
THATTHEGOVERNMENTWASDIVERTINGRESOURCESFROMNEEDSATHOMETOFIGHTANhIMPERIALISTvWARIN!SIA4HE
WARCLAIMEDMORECASUALTIESFROMRURALANDSMALLTOWN!MERICA5SUALLYTHESEPOPULATIONSSUPPORTED
GOVERNMENTPOLICYANDFOREIGNWARS"YTHEYWEREDISTRAUGHTBYTHEDEATHTOLL
h"ODYBAGSvRETURNEDFATHERSUNCLESHUSBANDSANDSONS4ELEVISIONNEWSBROUGHTTHE
WARINTOPEOPLESHOMESEVERYEVENING
4HE)MPACT
.OCONFLICTIN53HISTORYCREATEDMORETURMOILANDPROTESTSTHANTHEWARIN
6IETNAM4HEANTIWARMOVEMENTHADATREMENDOUSIMPACTONTHECOURSEOFTHE
WAR0ROTESTERSCHANGEDTHEMOODOFTHECOUNTRY)NTHEBEGINNINGSOMESTUDENTS
PROTESTEDTHEESCALATIONOFTHEWARINTHEMIDS7ITHINAFEWYEARSTHECOUNTRYSAWREPEATED
MASSDEMONSTRATIONS4HEMENANDWOMENWHOPROTESTEDTHEWARMADE6IETNAMTHECENTRALISSUEIN
!MERICANLIFE4HEYCAUSED!MERICANLEADERSNOTONLYTOALTERWARSTRATEGYBUTEVENTUALLYTOBRINGTHE
SOLDIERSHOMEANDACCEPTANEGOTIATEDENDTOTHEWAR
AM I A HAWK OR A DOVE?
)FYOUHADLIVEDDURINGTHE6IETNAM7ARWOULDYOUHAVEBEENAHawk or a Dove? Create a reflection
PIECETOCOMMUNICATEYOURTHINKING)TISIMPORTANTTHATYOURTEACHERAPPROVESWITHHISHERSIGNATUREA
last rough draft of your reflection before you prepare the final version.
Create ONEOFTHEFOLLOWING
1. A personalized 7-digit LICENSEPLATECRYSTALLIZINGEITHERA(AWKOR$OVEPOSITIONONTHEWAR
4HEFINISHEDPRODUCTSHOULDMAKESENSEBECONCISEANDSHOULDBENEATANDATTRACTIVETOBEON
DISPLAY5SEREALISTICDIMENSIONSANDORPROPORTIONS
X
WIN IN VN
7ININ6IETNAM
2. A clever car BUMPERSTICKERTHATCAPTURESTHEESSENCEOFEITHERTHE(AWKOR$OVEPOINTOFVIEW
4HEFINISHEDPRODUCTSHOULDMAKESENSEBECONCISEANDSHOULDBENEATANDATTRACTIVETOBEON
DISPLAY5SEREALISTICDIMENSIONSANDORPROPORTIONS
X
3. An original RAPTHATCAPTURESTHEMOODANDIDEASOFTHEANTIWARMOVEMENT
0RACTICESEVERALTIMESTOENSUREQUALITYTHENPERFORMFORYOURTEACHERORCLASS
HAWKS vs. DOVES
Hawks
0&IGHTINGIN6IETNAMISAPATRIOTICDUTY
and an honor.
07EMUSTSTOPCOMMUNISTAGGRESSION
the domino theory is valid. If one
nation in Southeast Asia falls to the
COMMUNISTSNEIGHBORINGCOUNTRIES
SOONWILL
07EMUSTHONOROURTREATYCOMMITMENTS
(SEATO, CENTO, etc.)
07EMUSTPROTECTOURECONOMICINTERESTS
IN!SIA7EHAVEMANYINVESTMENTS
there and being involved in Southeast
!SIAWILLENSUREPROTECTIONFORDECADES
07EMUSTHELPTHE3OUTH6IETNAMESE
FRIENDSWHOWANT!MERICANDEMOCRATIC
institutions.
0!MERICANSARETHEhPOLICEMENOF
THEWORLDv7ECANNOTDISAPPOINTOR
ABANDONPEOPLEWHOLOVEFREEDOM
07EMUSTWIN
THEWARTO
secure the
peace.
$OVES
h 4HEWARIN6IETNAMISACIVILWAR
BETWEEN.ORTHAND3OUTH6IETNAMAND
NONEOFOURBUSINESS7OULDWEHAVE
WANTED&RANCETOGETINVOLVEDINOUR
Civil War in the 1860s?
h We should not uphold and give
financial support to the corrupt
GOVERNMENTIN3OUTH6IETNAM4HISIS
AhNOWINvWAR
h #OMMUNISMIN!SIASPECIFICALLY
3OUTHEAST!SIAISNOTATHREATTOus.
7HYSHOULDWECAREWHATGOESONTHERE
7EHAVEPROBLEMSOFOUROWNHERE
h -ILITARYCOMMITMENTSUSUALLYMEAN
fighting and death and could possibly
LEADTONUCLEARWAR
h !FULLBLOWNWARIN3OUTHEAST!SIA
WOULDALIENATELONGTIMEALLIESLIKE
Great Britain.
h /URLEADERSHAVEMISLEDUSWEARE
notWINNING
h 7EWILLLOSEGOODYOUNGMENAND
WASTEBILLIONSOFDOLLARS
h 7EAREKILLINGINNOCENT6IETNAMESE
PEOPLE7EMUSTSTOPFIGHTINGAND
negotiate a peace treaty as soon as
possible.
LESSON 8
TEACHING DIRECTIONS
/BJECTIVES
s ,EARNASHORTHISTORYOFTHEMILITARYDRAFTANDSTATISTICSPERTINENT
TODRAFTAGEMENIN6IETNAMERA
s 5NDERSTANDSELECTIVESERVICECLASSIFICATIONSANDTHENATIONAL
draft lottery
s 5NDERSTANDTHEWORKINGSOFA6IETNAMERADRAFTBOARD
-ATERIALS
s 4(%-),)4!29$2!&4!"RIEF(ISTORYn— class set
s 3%,%#4)6%3%26)#%#,!33)&)#!4)/.3 — one per Draft
Board Member and Petitioner + transparency
s 0%4)4)/.%202/&),%3— one profile for each of four
lottery winners
s $2!&4"/!2$(%!2).''5)$%,).%3— one per Draft
Board Member
s $2!&4"/!2$(%!2).'/"3%26!4)/.3— class set
(minus the four Petitioners)
s "OXORHAT— one (for lottery)
s 'AVEL one
s 3CRAPPAPER class set
4EACHER2EFERENCE
s 3TATISTICSOF$RAFT!GE-ENDURINGTHE6IETNAM7AR—
transparency
s 4HE$RAFT,OTTERY— transparency
Two+ Days
Individuals
3ETUP
s ,OCATEAPODIUMFORTHEDRAFTLOTTERYORUSEATABLE
s 3ETUPTHEROOMTORESEMBLEADRAFTBOARDHEARINGROOM
0ROVIDEALONGTABLEWITHACHAIRFOREACH$RAFT"OARD
-EMBER
.AMEPLACARDSINFRONTOFEACHMEMBERADDAREALISTICTOUCH
0LACEONECHAIRINFRONTWHERETHE0ETITIONERWILLSIT
-OTIVATOR
s )LLUMINATETHETRANSPARENCY3TATISTICSOF$RAFT!GE-ENDURING
THE6IETNAM7AR0OINTOUTTHELARGENUMBEROFPOTENTIAL
VSACTUALDRAFTEESTHETOTALCASUALTIESANDTHENUMBEROF
DEFERMENTSEVADERSANDCONVICTIONS
0ROCEDURE
1. Either distribute THE MILITARY DRAFT: A Brief History and
HAVESTUDENTSREADITONTHEIROWNORUSETHEESSAYASANOUTLINE
FORABRIEFLECTURE$ISCUSSKEYPOINTSWITHSTUDENTS
LESSON 8
TEACHING DIRECTIONS
)LLUMINATETHESELECTIVE SERVICE CLASSIFICATIONS
TRANSPARENCYANDGOOVER(AVESTUDENTSNOTETHEMOSTCOMMON
classifications: I–A, II–S, III–A, IV–D, IV–F, and V–A.
Emphasize the random selections
of birthdays for potential draftees
that made this procedure both
hated and loved.
Adjust this draft quota number
to accommodate students who
volunteer for military service. If
one student volunteers, the draft
quota will be one more than onethird of the class, if two students
volunteer, the draft quota will be
two more, etc. For this exercise,
the draft quota to be filled by the
local draft lottery is always onethird of the class. As a result, four
students from the second group
of lottery winners will be in the
“sweat zone,” uncertain of their
actual draft status until after the
petitions are heard and decided.
This recreates the situation of men
with draft lottery numbers in the
middle 100s to middle 200s.
3. Display and explain 4HE $RAFT,OTTERY transparency. Be sure
that students understand the steps of the lottery.
4. Distribute scrap paper and have students fill in their birth dates
ANDFOLDTHEMTWICE#OLLECTTHEPAPERSANDCONDUCTTHELOTTERY
a. Place the folded papers in a hat or box.
B $RAWTHEDATESFORONETHIRDOFTHECLASSANDANNOUNCEWITH
great fanfare.
c. List these dates on the board or on a transparency.
#ONGRATULATETHESEhWINNERSvOFTHEDRAFTLOTTERY4HEY
SHOULDCONSIDERTHEMSELVESDRAFTED%MPHASIZETHATTHEIR
DRAFTSTATUSISROUGHLYTHESAMEASNUMBERSnFROMTHE
ORIGINALDRAFTLOTTERY4HEYWILLPROBABLYGOTO6IETNAM
D $RAWTHEDATESFORTHENEXTONETHIRDOFTHECLASS
E ,ISTTHESEDATESALSO%MPHASIZETHATTHEIRDRAFTSTATUS
ISROUGHLYTHESAMEASNUMBERSnMIDSFROMTHE
ORIGINALDRAFTLOTTERY4HEIRDRAFTSTATUSISDETERMINEDBY
HOWMANYOFTHEPREVIOUSGROUPOFSTUDENTSGOINTOMILITARY
SERVICE4HEYAREINWHATWASCALLEDhTHESWEATZONEv
F $RAWTHEDATESFORTHEFINALONETHIRDOFTHECLASS
G ,ISTTHESEDATESALSO%MPHASIZETHATTHEIRDRAFTSTATUSIS
ROUGHLYTHESAMEASNUMBERSFROMTHEMIDSTOFROM
the original draft lottery. They are probably not subject to
ACTIVEMILITARYSERVICEUNLESSTHEYCHOOSETOENLIST
!SKIFANYONEWISHESTOVOLUNTEERFORMILITARYSERVICETHIS
MONTH(AVEVOLUNTEERSCOMEFORWARD!NNOUNCETHATTHELOCAL
DRAFTQUOTAFORTHISMONTHIS____ soldiers (one-third of the
CLASSADJUSTFORANYVOLUNTEERS
2EMINDSTUDENTSTHATALTHOUGHTHELOTTERYENDEDINDEFINITE
STUDENTDEFERMENTSANDSOMEFINANCIALHARDSHIPDEFERMENTS
THELAWDIDSTILLALLOWSOMEEXEMPTIONSFROMMILITARYSERVICE
%MPHASIZETHATLOCALDRAFTBOARDSHELDHEARINGSWHERETHEY
RECEIVEDPETITIONSFROMDRAFTEESREQUESTINGDEFERMENTS
!RGUMENTSFORDEFERMENTSVARIEDFROMTOWNTOTOWNANDFROM
STATETOSTATE4HESEDRAFTBOARDSMADEUPOFLOCALCITIZENS
HEARDMANYSTORIES$RAFTBOARDSHADAQUOTATOFILLFORTHE
MILITARY)TWASTHEIRDUTYTOSUPPLYLOCALYOUNGMENTOBECOME
SOLDIERS)TWASALSOOFTENAPERSONALDILEMMA-ANYLOCALDRAFT
BOARDSAGONIZEDASTHEYMADETHEIRLIFEANDDEATHDECISIONS
LESSON 8
TEACHING DIRECTIONS
#ALLTHEFIRSTGROUPOFLOTTERYWINNERSTOTHEFRONTOFTHECLASS
Distribute a PETITIONER PROFILE and one SELECTIVE
SERVICE CLASSIFICATIONS to draftees #2, # 4, #5, and #7,
PERHAPSREADINGTHEIRNEWIDENTITYWITHSOMEFANFARE7RITE
ORHAVETHEMWRITETHEIROWNBIRTHDATEANDMONTHONTHEIR
PETITIONER PROFILE.
8. Announce that four draftees have decided to petition their local
DRAFTBOARDFORDEFERMENTOREXEMPTIONFROMMILITARYSERVICE
&OREVERYREQUESTGRANTEDBYTHEDRAFTBOARDONEOFTHELOTTERY
hWINNERSvFROMTHESECONDGROUPHAVETHEMSTANDWILLFACE
IMMEDIATEMILITARYINDUCTION(AVETHEFOUR0ETITIONERSRETURN
TOTHEIRSEATSORALLOWTHEMTOMOVETOTHEBACKOFTHEROOMTO
begin preparing their presentations for the draft board.
9. Select 5–6 reliable, outgoing, and assertive students for the local
DRAFTBOARD'IVETHESEDRAFTBOARDMEMBERSTHEFOLLOWING
s $2!&4"/!2$(%!2).''5)$%,).%3
s 3%,%#4)6%3%26)#%#,!33)&)#!4)/.3
Have these students prepare as a group for the hearings by
STUDYINGTHEHANDOUTSANDELECTINGAPRESIDINGOFFICER-AKE
note of their selection.
10. Assist your students as they prepare for the draft board hearings.
A #HECKINWITHTHE0ETITIONERS
s /FFERANYNECESSARYGUIDANCEASTHEYPREPARETHEIR
presentations.
s "ESURETHATALLCOMMENTSANDARGUMENTSAREAPPROPRIATE
B 2EVIEWTHEOBJECTIVESANDPROCEDURESFORTHE$RAFT"OARD
-EMBERS
s 4HEYARETRYINGTOLEARNASMUCHFACTUALINFORMATION
about each Petitioner as possible.
s 4HEYSHOULDBEFAMILIARWITHTHEELIGIBILITYGUIDELINES
for various draft classifications.
s 4HEYWILLTAKETURNSASKINGQUESTIONSOFTHE0ETITIONERS
s 4HEYWILLCONSULTANDMAKEADECISIONAFTERHEARING
each petition.
C 2EVIEWTHEPURPOSEOFTHEACTIVITYWITHTHERESTOFTHECLASS
s $RAFTBOARDHEARINGSCOVEREDSERIOUSTOPICSANDRESULTED
in life-altering decisions.
s $EFINEYOUREXPECTATIONSFORTHEBEHAVIOROFOBSERVERS
during these draft board hearings.
Students may confer with others as
they prepare their presentations.
Some Petitioners are encouraged
to bring “parents” or a “coach”
to the hearing. Certainly many
young men did seek advice and
support from family and friends
when going before their draft
boards to appeal their draft status.
Have the draft board members
write the number of their draft
quota for this month (one-third of
the class). Of course, adjust this to
reflect any classroom volunteers.
LESSON 8
TEACHING DIRECTIONS
Remind students (especially those
in “the sweat zone”) that for every
petition that is granted, one other
student will be drafted to take his
place.
11. Distribute the DRAFT BOARD HEARING OBSERVATIONS to
all students except the four Petitioners.
A %XPLAINHOWTHEYWILLUSETHISFORMTOTAKENOTESASTHEY
listen to each Petitioner.
B !FTEREACHPRESENTATIONTHEYWILLDECIDEWHETHERTHE
0ETITIONERWILLBEDEFERREDBYPLACINGAY or N in the
Petition Granted box.
12. Begin the draft board hearings. Turn the proceedings over to the
PRESIDINGOFFICERSUPPLIEDWITHAGAVEL
s 4HEBOARDINTERVIEWSEACH0ETITIONERSEPARATELY
s !FTEREACHPRESENTATIONALLOWTHEBOARDSOMEREFLECTIONAND
DISCUSSIONTIMEnMINUTESFORCONSIDERINGEACHPETITION
s !TTHESAMETIMEOTHERSTUDENTSCOMPLETETHEIR$2!&4
"/!2$(%!2).'/"3%26!4)/.3ANDMAKETHEIR
DECISIONSABOUTWHETHERTOGRANTTHEREQUESTOFTHE0ETITIONER
For an exploration and analysis of
the justifications for armed conflict,
consider Interact’s WHY WAGE
WAR? instructional unit.
Two minutes
$EBRIEFING#LOSURE
1. Moderate a class discussion of the decision process for draftees,
ANDTHEFACTORSTHATYOUNGMENWEIGHEDDURINGTHE6IETNAM7AR
4OUCHONSOMEOFTHESEISSUESINCLUDEOTHERSASRELEVANT
A -ORALCONVICTIONSREGARDINGWAR
b. Self preservation
C 0HILOSOPHICALDIFFERENCESWITHNATIONALPOLICY
D 3LIDINGSCALEOFWILLINGNESSTOENGAGEINARMEDCONFLICT
E 7HENISARMEDCONFLICTJUSTIFIED
F 7HATWOULDYOUENDURETOREFUSESERVICE
2. ,EARNING,OGS
4OPIC)WOULDORWOULDNOTBECOMFORTABLETRYINGTOEVADE
THEDRAFTBECAUSEx
4OPIC: If I had served on the local draft board in our class, I
WOULDGRANTTHEREQUESTOFTHIS0ETITIONERFORTHESEREASONS
3. Option!SAFOLLOWUPTOTHEDRAFTLOTTERYAND$RAFT"OARD
(EARINGSHAVEEACH0ETITIONERWHOWASNOTGRANTEDADEFERMENT
STANDANDTELLTHECLASSHOWTHEYFEELANDWHATTHEYWILLDONOW
4O%XTENDTHE,ESSON
s (AVESTUDENTSTELLYOUWHYTHE6IETNAM7ARMETWITHSUCH
RESISTANCEANDWHYSOMANYELIGIBLEYOUNGMENEVADEDTHEDRAFT
THE MILITARY DRAFT:
A BRIEF HISTORY (1)
#ITIZEN3OLDIERS
$URINGTHE!MERICAN2EVOLUTIONnTHEREWASNO
MILITARYDRAFTALSOCALLEDconscription4HE#ONTINENTAL!RMY
OF'EORGE7ASHINGTONWASARAGTAGMIXOFPOORLYTRAINED
VOLUNTEERS4HESECITIZENSOLDIERSSERVEDWHENTHEYCOULD
4HEIRPAYWASLOWORNONEXISTENT'ENERALLYSOLDIERSWERE
YOUNGANDPOOR-ANYWEREIMMIGRANTSANDSOMEWEREBLACK
!.ATIONAL$RAFT
Wars in the nineteenth century depended on volunteers and
PROFESSIONALSOLDIERS4HEFIRST5NITED3TATESDRAFTWASDURING
the Civil War (1861–1865). Both the North and the South used
LIMITEDCONSCRIPTIONPROGRAMS$RAFTEESWEREALLOWEDTOOPTOUTOFMILITARY
SERVICE4HEWEALTHYCOULDPAYASUBSTITUTETOTAKETHEIRPLACE4HEDRAFT
WASNOTPOPULARANDTHEREWEREMAJORPROTESTS!DRAFTRIOTIN.EW9ORK
#ITYINLASTEDTHREEDAYS/VERPEOPLEDIED)TWASIN
during World War I, that the Selective Service Act first established a
NATIONALDRAFT0RESIDENT7OODROW7ILSONENCOURAGEDMENTOFIGHTTHE
'ERMANSh+AISER"ILLS(UNSv(EREMINDEDTHE!MERICANPEOPLETHAT
CITIZENSINADEMOCRACYHADOBLIGATIONS!TEMPORARYDRAFTWASSUCH
ANOBLIGATION!PPROXIMATELYMILLION!MERICANMENSERVEDINTHE
MILITARYDURING7ORLD7AR)MILLIONOFTHESEABOUTPERCENT
WEREDRAFTEES
!0EACETIME!RMY
)N0RESIDENT&RANKLIN2OOSEVELTBUILTON0RESIDENT7ILSONSFRAMEWORKTODEVISE
ANEW3ELECTIVE3ERVICE!CT4HIS!CTLISTEDCLASSIFICATIONSOFDRAFTELIGIBILITY)TDEFINEDWHOWOULDBE
DRAFTEDANDWHOWOULDBEEXCUSED!SWITHITSPREDECESSORTHE7ORLD7AR))DRAFTFUNCTIONEDSMOOTHLY
4HEDRAFTPRODUCEDVERYLITTLEPROTEST!FTERALL7ORLD7AR))WASKNOWNAShTHE'OOD7ARv4HE
DRAFTHELPEDDELIVERTHEMILITARYSTRENGTHTOGAINVICTORYOVERFASCISM!FTER7ORLD7AR))THE5NITED
3TATESANDTHE3OVIET5NIONFACEDOFFINAh#OLD7ARv!MERICANTROOPSSTAYEDIN"ERLIN!TABOUTTHE
SAMETIMETHECOMMUNISTSTOOKCONTROLOF#HINA4HE5NITED3TATESSAWANEWINTERNATIONALROLE)T
WASNECESSARYTOCONTAINTHESPREADOFCOMMUNISM4OACCOMPLISHTHIS#ONGRESSREALIZEDTHENEEDFOR
APERMANENTARMYRESERVE4HE3ELECTIVE3ERVICE!CTOFESTABLISHEDTHEFIRSTPEACETIMEDRAFTIN
5NITED3TATESHISTORY$RAFTELIGIBILITYWASMANAGEDBYSOMELOCALDRAFTBOARDS7ITHINTWOYEARS
THE5NITED3TATESWASINVOLVEDINTHE+OREAN#ONFLICT
“
Eighteen months ago, the unprovoked attack upon the Republic of Korea made it clear that the Kremlin would
not hesitate to resort to war in order to gain its ends. In the face of this grim evidence, this Nation and the
other nations of the free world realized that they must rearm in order to survive.
Since then, we have made significant progress in rebuilding our defenses. ... We have greatly expanded our
production of military equipment and our ability to mobilize for any emergency. We have provided our allies
overseas with the critical margin of aid necessary to help them to grow stronger.
”
0RESIDENT(ARRY34RUMAN*ANUARY!NNUAL"UDGET-ESSAGETOTHE#ONGRESSFISCAL9EAR
THE MILITARY DRAFT:
A BRIEF HISTORY (2)
4O$EFEND,IBERTY
!WARTIMEDRAFTENABLESLEADERSTORAISEARMIESANDNAVIESTOFIGHT
MAJORWARS!PEACETIMEDRAFTGIVESLEADERSAPOOLOFSOLDIERSTOSEND
TOFIGHTINSMALLERFOREIGNWARS)TALSOREQUIRESTHATCITIZENSTRUSTTHEIR
LEADERSINTHECONDUCTOFSUCHWARS)F!MERICANLIVESANDPROPERTYARE
NOTTHREATENEDWHATISTHECITIZENSRESPONSIBILITY)FFAITHINGOVERNMENT
CONDUCTISSHAKENHOWSHOULDTHECITIZENRESPOND!MERICANSLIVEWITH
ASENSEOFMILITARYDUTYFOUNDEDBYTHEMinutemen of Lexington and
#ONCORD4HOSECITIZENSOLDIERSWEREREADYATAMINUTESNOTICETOWAGE
WARAGAINSTTHE"RITISH4HEIRREADINESSFORMEDAPERSISTENT!MERICANMYTH
THATAVOLUNTEERARMYISLINKEDTOTHEDEFENSEOFLIBERTYATHOME4OMOST
!MERICANSTHESITUATIONIN6IETNAMDIDNOTPRESENTACLEARTHREATTOTHE
United States.
!N)NCONSISTENT3YSTEM
4HE5NITED3TATESFOUGHTIN6IETNAMBEGINNINGIN%VERYMONTHTHEMILITARYREQUESTEDTHAT
LOCALDRAFTBOARDSSUPPLYSOLDIERSTOSTAFFTHEARMY,OCALDRAFTBOARDSHADTOBALANCETHENEEDSOF
THEMILITARYWITHTHENEEDSOFTHEIRCOMMUNITIES4HEIRDUTYWASTOPROVIDESOLDIERSFORTHEIRCOUNTRY
4HETASKWASDIFFICULT$RAFTBOARDSDAILYMADELIFEORDEATHDECISIONSABOUTTHELIVESOFOTHERS
4HE3ELECTIVE3ERVICE!CTDEFINEDMANYLEGALDEFERMENTSANDEXEMPTIONSFROMSERVICEAGRICULTURAL
OCCUPATIONSFOREXAMPLE!STHEWARDRAGGEDONINTHELATESDRAFTBOARDSFACEDINCREASING
REQUESTSTOEXCUSEDRAFTEESFROMMILITARYSERVICE,OCALDRAFTBOARDMEMBERSSATTHROUGHLENGTHY
EMOTIONALANDCOMPLICATEDHEARINGS4HEYLISTENEDTOYOUNGMENEXPLAININGWHYTHEYSHOULDNOT
BEDRAFTED3OMEOFTHESEYOUNGMENSPOKETHETRUTHSOMEDIDNOT0ROMINENTCITIZENSJUDGESOR
POLITICIANSFOREXAMPLESOMETIMESPRESSUREDBOARDMEMBERSTOGRANTUNDESERVEDEXEMPTIONS%ACH
LOCALDRAFTBOARDHADADIFFERENTAPPROACHTOSUCHREQUESTS3ODIFFERENTWERETHEACTIONSOFEACHBOARD
THATSOMEPOTENTIALDRAFTEESWOULDMOVETOADIFFERENTCITYTOMAKEANAPPEALFORDRAFTEXEMPTION
!,ONG"ITTER3TRUGGLE
!MERICANOPINIONABOUTTHEWARIN6IETNAMBEGAN
TOSHIFTDRAMATICALLYIN4HEFEROCITYOFTHE4ET
/FFENSIVEIN*ANUARYSHOOK!MERICANCONFIDENCE4HE
RESOLVESHOWNBYTHE.ORTH6IETNAMESEEXPOSEDANEW
reality. The United States finally understood that the
ENEMYWASNEVERGOINGTOGIVEUPEVER4HEMILITARY
DRAFTEDMOREANDMOREYOUNGMENTOBEhHAMBURGERFOR
THEGRINDERvTHATWAS6IETNAM,OCALCOMMUNITIESREELED
ASTHEYRECEIVEDMOREANDMOREBODYBAGS)NADDITION
THENEWSMEDIAEXPOSEDGOVERNMENTDECEPTIONSABOUT
THECONDUCTOFTHEWAR4HEMAJORITYOF!MERICANSHAD
SUPPORTEDTHEWAREFFORTJUSTAFEWYEARSEARLIER.OWTHEYWERETURNINGAGAINSTIT)NCREASINGNUMBERS
OFMENWERESEEKINGANYMEANSLEGALORNOTTOAVOIDTHEMILITARYDRAFT-ENWITHMOREWEALTHOR
EDUCATIONOFTENSUCCEEDEDINAVOIDINGTHEDRAFT-ENWHOWEREPOORERORLESSEDUCATEDUSUALLYWERE
drafted.
THE MILITARY DRAFT:
A BRIEF HISTORY (3)
4HE,OTTERY
4HEDRAFTSITUATIONCHANGEDABRUPTLYIN4HE.IXON!DMINISTRATION
TRYINGTOhEQUALIZETHECOMBATBURDENvESTABLISHEDALOTTERYSYSTEMTHAT
BECAMEEFFECTIVEIN4HELOTTERYWASBASEDONTHERANDOMSELECTIONOF
DAYSOFTHEYEAR4HEFIRSTDRAWWASONTHEEVENINGOF$ECEMBER
WITHBLUEPLASTICCAPSULESINALARGECYLINDERBOWL)N7ASHINGTON
$#.EW9ORK#ONGRESSMAN!LEXANDER0IRNIEDREWTHEFIRSTBIRTHDATE
3EPTEMBER4HISMEANTTHATALLMENBETWEENTHEAGESOFAND
WHOSEBIRTHDATEWAS3EPTEMBERWEREFIRSTINLINETOBEDRAFTED!PRIL
$ECEMBER&EBRUARY/CTOBER-ENWITHTHOSEFIVEBIRTHDATES
ANDTHENEXTHUNDREDORSOWOULDNODOUBTBEDRAFTEDANDSENTTO6IETNAM)NSUBSEQUENTYEARSONLY
YEAROLDSTHOSEWHOWOULDTURNINTHENEXTYEARWERESUBJECTTOTHELOTTERY4HELASTLOTTERY
DRAWINGWASIN
,IFEALTERING$ECISIONS
4HOSEWHOhWONvTHELOTTERYNUMBERSnWERECERTAINTOBEDRAFTED4HELUCKYONESWERETHE
MENWHOSEBIRTHDATESWEREINTHEMIDnSTOOFTHEDATESSELECTED4HOSEFORTUNATEMENCOULD
PLANTHEIRLIVESWITHOUTTHEFEAROFBEINGDRAFTEDEVER4HOSEWITHABIRTHDATEDRAWNINTHEMIDnS
THROUGHTHEMIDnSWOULDSPENDTHEIRDAYSINSOMETHINGCALLEDhTHESWEATZONEv4HEYMIGHTBE
DRAFTED)NTHENEXTFEWWEEKSTHEYHADTOMAKEANAGONIZINGDECISION7OULDTHEYFIGHTIN6IETNAM
7OULDTHEYSEEKDEFERMENTANDEXEMPTION7OULDTHEYFLEETHECOUNTRYANDRISKPERMANENTEXILE
$IDTHEISSUESOF6IETNAMMERITOVERTURNINGTHEIRBELIEFSYSTEM7HATEVERTHEYCHOSETHESEYOUNGMEN
FACEDTHEREALPOSSIBILITYOFLIFELONGGUILTANDMORALCONFUSION
2ESISTINGTHE$RAFT
4HEREWERENEARLYMILLIONDRAFTAGEMENDURINGTHE6IETNAMERA"ECOMING
ASOLDIERANDBEINGTRAINEDTOKILLORBEKILLEDDOESNOTCOMEEASILYTOMOST
"EINGDRAFTEDTOFIGHTINAFOREIGNCIVILWARBECAMEINCREASINGLYUNPOPULAR
&ROM4ETUNTILWHENTHELASTDRAFTCALLWASMADETHOUSANDSOFYOUNG
MENCHOSETOAVOIDOREVADECOMPULSORYMILITARYSERVICE!LMOSTPERCENT
RECEIVEDDEFERMENTSEXEMPTIONSORWEREDISQUALIFIEDFROMSERVICE2ESISTERS
generally fit into three categories:
s 4HOSEOPPOSEDTOALLWAR
s 4HOSEOPPOSEDSPECIFICALLYTOTHE6IETNAM7ARANDUNWILLINGTOSERVE
s 4HOSENOTMENTALLYOREMOTIONALLYFITTOTAKEORDERSORBEAPARTOFTHEMILITARY
THE MILITARY DRAFT:
A BRIEF HISTORY (4)
&ALLOUTOF$RAFT2ESISTANCE
&ORWHATEVERTHEIRREASONSANDTHEYWEREAS
VARIEDASTHEPOTENTIALSOLDIERSDRAFTRESISTERS
WILLINGLYRISKEDSEVERECONSEQUENCES4HESE
included:
s 0ROSECUTIONPOSSIBLYATERMINPRISON
s &LIGHTANDFUGITIVESTATUS
s )NTERFERENCEWITHFUTUREEMPLOYMENT
BARREDFROMTEACHINGTHE0EACE#ORPSAND
SOMEPROFESSIONS
s 'UILTANDSELFDOUBT
!BOUTPERCENTDRAFTEESCOMMITTED
DRAFTVIOLATIONS2OUGHLYWEREREPORTED
TOFEDERALPROSECUTORS!LMOSTWERE
CONVICTED/NETHIRDOFTHESEWENTTOSOMESORT
OFPRISON)TISESTIMATEDTHATANOTHER
BECAMEFUGITIVESANDWENTUNDERGROUND4HEY
MADETHEMSELVESINVISIBLEASTHEYHIDFROM
AUTHORITIES!SMANYASFLEDTO#ANADA
Mexico, and Europe. They chose exile rather than
MILITARYSERVICEPRISONORLIFEONTHERUN
4HE!FTERMATH
4HE6IETNAMDRAFTPRODUCEDTHEMOSTWIDESPREAD
dissent and protest ever in U.S. history. It caused
AMAJORRIFTBETWEENPARENTSANDTHEIRDRAFTAGE
sons and daughters (the generation gap). The
DRAFTIMPACTEDEVERYYOUNGMANOFTHE6IETNAM
GENERATIONANDTOUCHEDALMOSTEVERYFAMILY
INTHE5NITED3TATES4HEIMPACTOFMASSCIVIL
disobedience shaped the attitudes of a generation.
-ISTRUSTOFGOVERNMENTLEADERSHIPHAUNTS
national policy even today.
Protest sign in response to Kent State shootings of May 4, 1970
includes a newspaper clipping from The New York Times with a
picture of a student shot by the Ohio National Guard. Sign reads,
“This should remind us all once again that when dissent turns
to violence it invites tragedy” May 6, 1970. Baruch College,
.EWMAN,IBRARY$IGITAL#OLLECTIONSKent State at Baruch
(5/6/70) online exhibit.
SELECTIVE SERVICE CLASSIFICATIONS
)n!
)n!n/
!VAILABLEFORMILITARYSERVICE
#ONSCIENTIOUSOBJECTORAVAILABLEFORNONCOMBATANTMILITARYSERVICEONLY
)n#
-EMBEROFTHEARMEDFORCESOFTHE53THE#OAST'UARDAND'EODETIC3OCIETYORTHE
Public Health Service
)n$
-EMBEROFRESERVECOMPONENTORSTUDENTTAKINGMILITARYTRAINING
)n/
#ONSCIENTIOUSOBJECTORAVAILABLEFORCIVILIANWORKCONTRIBUTINGTOTHEMAINTENANCEOFTHE
national health, safety, or interest
)n3
Student deferred by statute (high school)
)n3n#
!LLOWEDSTUDENTEXACTLYSIXMONTHSTOGETAFFAIRSINORDERBEFOREBEINGDRAFTED
)n9
2EGISTRANTAVAILABLEFORMILITARYSERVICEBUTQUALIFIEDFORMILITARYSERVICEONLYINTHE
EVENTOFWARORNATIONALEMERGENCY
)n7
#ONSCIENTIOUSOBJECTORPERFORMINGCIVILIANWORKCONTRIBUTINGTOTHEMAINTENANCEOFTHE
national health, safety, or interest
))n!
Registrant deferred because of civilian occupation (except agriculture or activity in
study)
))n#
Registrant deferred because of agricultural occupation
))n3
Registrant deferred because of activity in study (college)
)))n!
2EGISTRANTWITHACHILDORCHILDRENREGISTRANTDEFERREDBYREASONOFEXTREMEHARDSHIPTO
dependents
)6n!
2EGISTRANTWHOHASCOMPLETEDSERVICESOLESURVIVINGSON
)6n"
/FFICIALDEFERREDBYLAW
)6n#
Alien (not a citizen of the United States)
)6n$
Minister of religion or divinity student
)6n&
2EGISTRANTNOTQUALIFIEDFORANYMILITARYSERVICE
6n!
2EGISTRANTOVERTHEAGEOFLIABILITYFORMILITARYSERVICE
PETITIONER PROFILES
0%4)4)/.%2302/&),%+EVIN0ENNEY
$ATEOF"IRTH: _________________ 1947
!GE: 22
0ARENTS*AMESAND-YRNA0ENNEY
0LACEOF"IRTH-ARATHON)OWA
#URRENT!DDRESS: %LM3TREET-ARATHON)OWA
0ERSONAL&AMILY3ITUATION:
2ELIGIOUS!FFILIATION2OMAN#ATHOLIC
3INGLELIVESWITHPARENTS0ARENTSAREDISABLEDANDAREDEPENDENTONONLYSONSINCOME
%DUCATION3TATUS/CCUPATION
,EFTCOLLEGEATWITHNODEGREE7ORKSASCARPENTER
2ESULTSOF0RE)NDUCTION0HYSICAL
&LATFEETNEEDSGLASSESVERYDRYSKINRASHESINWINTERMONTHSBUTPASSEDPHYSICAL
Using your 0ROFILE, the 3ELECTIVE3ERVICE#LASSIFICATIONANDYOURIMAGINATIONSTATESEVERAL
SPECIFICREASONSWHYYOUSHOULDRECEIVEADRAFTBOARDDEFERMENT
h)AMSEEKINGA ___________ DEFERMENTBECAUSEx
h%XTRASv3UGGESTEDTO"OLSTER9OUR0ETITION
0RODUCEALETTERFROMPARENTSORHAVETHEMACCOMPANYYOUTOBOARDHEARINGASKOTHERSTUDENTS
$OCUMENTPROOFOFBEINGONLYSURVIVINGSON
0%4)4)/.%2302/&),%'EORGE-ORRIS
$ATEOF"IRTH: _________________ 1945
!GE: 24
0ARENTS: Mrs. Joan Morris (father deceased)
#URRENT!DDRESS: -APLE3TREET-ARATHON)OWA
2ELIGIOUS!FFILIATION: Does not attend
3INGLE,IVESCLOSETOMOTHERWHOISANELEMENTARYSCHOOLNURSE
#URRENTLYINLAWSCHOOLATTHEUNIVERSITY
$EAFINONEEARLIMPSFROMAPPARENTDEGENERATIVENERVEDISEASE
0RODUCEALETTERFROMLAWSCHOOLVERIFYINGSTATUSASTOPSTUDENTOFYOURCLASSINLASTYEAROFSTUDY
0RODUCEALETTERFROMYOURDOCTORREGARDINGYOURLIMPANDHEARINGPROBLEM
&ATHERWAS)n!n/DURING7ORLD7AR))ASSIGNEDALTERNATIVESERVICEINA2ED#ROSSHOSPITAL
PETITIONER PROFILES
0%4)4)/.%2302/&),%2ON(ANSEN
$ATEOF"IRTH: _________________ 1951
!GE: 18
0ARENTS2ONAND4HELMA(ANSEN
#URRENT!DDRESS: /AK3TREET3ENECA)OWA
2ELIGIOUS!FFILIATION: Lutheran
3INGLELIVESWITHPARENTS&ATHERISLOCALBUSINESSMAN-OTHERISCASHIERATLOCALBANK
Senior in high school
.EVERTAKENANARMYPHYSICALINEXCELLENTCONDITION
3TARATHLETEMINORKNEEPROBLEMS
Produce birth certificate and high school records to prove educational status.
(AVEHIGHSCHOOLFOOTBALLCOACHACCOMPANYYOUTOSPEAKOFYOURATHLETICPOTENTIALANDPOSSIBLE
professional career.
0%4)4)/.%2302/&),%!RT2EDFORD
$ATEOF"IRTH: _________________ 1944
!GE: 25
0ARENTS: Deceased
#URRENT!DDRESS: 222&$#ORNVILLE)OWA
2ELIGIOUS!FFILIATION: Presbyterian
Married, expecting first child
,EFTSCHOOLAFTERTHGRADEWHENPARENTSDIEDANDHEINHERITEDACREFARM
&ARMERSWEETCORNSQUASHTOMATOESCUCUMBERSGREENBEANSTIMOTHYANDCLOVER
1-A, excellent condition
0RODUCEALETTERFROMADOCTORCONFIRMINGYOURWIFESPREGNANCY
0RODUCELETTERSFROMLOCALGROCERSDOCUMENTINGYOUREXCELLENTANDNECESSARYPRODUCE
DRAFT BOARD HEARING GUIDELINES
February 1970
4HISMONTHSDRAFTQUOTA _____________________
!SADRAFTBOARDMEMBERITISYOURDUTYTOSUPPLYSOLDIERSFORTHE53!RMY%VERYMONTHDRAFTEES
BETWEENTHEAGESOFnCOMETOYOUTOREQUESTTHATYOUEXEMPTTHEMFROMMILITARYSERVICE9OU
MAYDEFEREVERYPETITIONERORYOUMAYDEFERNONE9OUMUSTMEETYOURENLISTMENTDRAFTQUOTA
1. Select a convening officer for your local draft board. This official:
A 7ELCOMESEACHPETITIONER
B #ONDUCTSEACHHEARINGROTATINGAMONGBOARDMEMBERSFORQUESTIONS
%ACHDRAFTBOARDMEMBERCAREFULLYQUESTIONSEACHPETITIONERANDEVALUATESTHEINFORMATION
offered. Decide if the petitioner is sincere, or if he is stretching the truth or actually lying.
A "ECORDIALBUTFIRMASYOUINTERVIEWTHEPETITIONER5SETHEEXACTQUESTIONSBELOWOR
PARAPHRASE#OMEUPWITHFOLLOWUPQUESTIONS
B 9OUNEEDTOLEARNENOUGHABOUTTHEPETITIONERTOMAKEANINFORMEDDECISION
C 4AKENOTESASYOULISTENTOTHESTORYOFTHEPETITIONER
#ONFERWITHOTHER"OARD-EMBERSTOMAKEYOURDECISION9OURDECISIONWILLDETERMINETHECOURSE
OFTHISYOUNGMANSLIFEANDPOSSIBLYWHETHERHEWILLLIVEORDIE
a. Consult your notes, the 3ELECTIVE3ERVICE#LASSIFICATIONSANDUSEYOURBESTJUDGEMENTTO
DECIDEHOWTORESPONDTOEACHPETITION9OURCHOICESARE
s $RAFTTHEPETITIONER
s 'RANTTHEREQUESTOFTHEPETITIONERFORDEFERRALOREXEMPTION
s /FFERTHEPETITIONERALTERNATIVESERVICEHOSPITALWORKETC
B !NNOUNCEWITHSOMEDRAMAWHETHERTHEPETITIONISGRANTEDTHEMANISDEFERREDORDENIED
THEMANISDRAFTED%XPLAINTHEREASONSFORTHEDECISION
c. The decisions of the draft board are final. A draftee has no further avenue for appeal.
'ENERAL/PENING3TATEMENT
h7EAREHERETOLISTENTOYOURAPPEALFORADEFERMENTOREXEMPTIONFROMMILITARYSERVICEv
/BTAINNECESSARYINFORMATIONABOUTTHEPETITIONER
7HATISYOURNAME 7HATISYOURAGE 7HEREDOYOURESIDE
7HATISYOURFAMILYSITUATIONWHOAREYOURPARENTS!REYOUSINGLE-ARRIED!NYCHILDREN
5SETHESEQUESTIONSANDANYAPPROPRIATEFOLLOWUPQUESTIONS
7HATWERETHERESULTSOFYOURARMYPHYSICAL
7HEREAREYOUCURRENTLYEMPLOYEDORINSCHOOL
5. What is the basis for your appeal of your draft status? Be specific, please.
(OWDOYOUBALANCEYOURPATRIOTICDUTYWITHTHISREQUESTFORDEFERMENTOFMILITARYSERVICE
)FWEDEFERYOUFROMSERVINGINAMILITARYCAPACITYWILLYOUCONSIDERSOMEALTERNATIVESERVICE
SAYWORKINGINAVETERANSHOSPITALORONANARMYBASE
!RETHEREMORALETHICALORRELIGIOUSBELIEFSTHATCAUSEYOUTOREQUESTTHISDEFERMENT
$OYOUHAVESPECIALSKILLSTHATAREMOREVALUABLETO!MERICANSOCIETYIFYOUREMAINACIVILIAN
!RETHEREANYOTHERCONSIDERATIONS$OYOUHAVEANYTHINGTOOFFERASACLOSINGSTATEMENT
'ENERAL#LOSING3TATEMENT
4HANKYOU-R __________ 0LEASEWAITWHILEWEMAKEOURDECISION
DRAFT BOARD HEARING OBSERVATIONS
!GE
0ERTINENT)NFORMATION
0ETITION
'RANTED9.
,ISTENCAREFULLYTOEACHPETITIONERANDTAKENOTES9OUNEEDENOUGHINFORMATIONTOMAKEANINFORMEDANDFAIRDECISION9OUMAY
DECIDETODEFEREVERYPETITIONERORYOUMAYDECIDETODEFERNONE
0ETITIONER
Kevin Penney
George Morris
Ron Hansen
Art Redford
STATISTICS OF DRAFT-AGE MEN DURING
THE VIETNAM WAR
!PPROXIMATENUMBERS
4HE6IETNAM'ENERATIONMENONLY
Served
Drafted
Never Served
8,744,000
2,215,000
15,980,000
3ERVEDIN6IETNAM#OMBAT
3ERVEDIN6IETNAMINTHEBUSH
3ERVEDIN6IETNAM.ONCOMBAT
3ERVEDBUTNEVERWENTTO6IETNAM
PERCENTOF53MILITARYPERSONNELIN6IETNAMWERENONCOMBATANTS
+ILLEDIN6IETNAMALLAGES
+ILLEDIN6IETNAMYEARSOFAGEORYOUNGER
7OUNDEDIN6IETNAM
$EATHSIN6IETNAMINCIDENTALTOCOMBAT
(friendly fire, Agent Orange, suicide, etc.)
.UMBEROFDRAFTBOARDSINTHE53
$EFERRED%XEMPTEDOR$ISQUALIFIED
Apparent Draft Offenders
(includes Accused and Not accused)
Draft offenders never accused
0ERSONSWHONEVERREGISTEREDFORTHEDRAFT
#ASESDROPPEDBYGOVERNMENT
0ERSONSWHOFLEDTHECOUNTRY
&UGITIVESWENTUNDERGROUNDINTHE53
Eventually Convicted of Draft Violations
)MPRISONEDFOR$RAFT6IOLATIONS
570,000
360,000
n
8,750
THE DRAFT LOTTERY
4HEDRAFTLOTTERYISBACKINYOURCOMMUNITYCLASSROOM%VERYSTUDENTINTHECLASSISSUBJECTTOTHE
DRAFTLOTTERY9OURBIRTHDATESWILLBERANDOMLYSELECTED4HOSEWITHANEARLYSELECTIONORDERLOWDRAFT
LOTTERYNUMBERCANCONSIDERTHEMSELVESIMMEDIATELYDRAFTED4HOSEWHOSEBIRTHDATESARESELECTEDLAST
CANCONSIDERTHATTHEYESCAPEDTHEDRAFT9OURCLASSROOMLOTTERYWILLWORKJUSTLIKETHEREALLOTTERY
/NTHEPAPERYOURECEIVEPRINTCLEARLYYOURBIRTHDAYMONTHANDDAY
&OLDITTWICEANDDEPOSITINTHELOTTERYCONTAINER
"IRTHDATESWILLBEDRAWNINTHREEGROUPS
&IRST'ROUP
s 9OUARESUBJECTTOANIMMEDIATEDRAFTPHYSICALANDINDUCTIONINTOTHE53!RMY
s 9OUWILLPROBABLYBESENTTOACOMBATUNITIN6IETNAM
3ECOND'ROUP
s 9OUAREINhTHESWEATZONEv
s $EPENDINGONTHENEEDSOFTHEMILITARYANDHOWMANYDRAFTEESFROMTHEFIRSTGROUPOBTAIN
DEFERMENTSYOUMAYBEDRAFTEDLATER
s 9OUMAYENLISTINTHEMILITARYIFYOUSODESIRE
4HIRD'ROUP
s 9OUDONOTNEEDTOBECONCERNEDABOUTGOINGINTOTHEMILITARYAGAINSTYOURWILL
s 9OUCANGETONWITHYOURLIFE
s 9OUMAYENROLLINCOLLEGEORFINDAGOODJOB
s 9OUMAYENLISTINTHEMILITARYIFYOUSODESIRE
LESSON 9
TEACHING DIRECTIONS
,ESSON4HE%NEMY
/BJECTIVES
s ,EARNABOUT.ORTH6IETNAMESEMILITARYLEADERSHIPANDSTRATEGIES
s 3IMULATETHENATUREOFCOMBATPECULIARTO6IETNAM7AR
Two Days
Consider laminating the materials
with an asterisk (*) for reuse with
subsequent classes.
Obstacles may include textbooks
standing on end, backpacks, cans,
erasers, etc. Use articles that can
be knocked down.
Individuals, Whole Class,
and Student Pairs
-ATERIALS
s 3/,$)%23/&4(%./24(4HE/THER3IDEn— class set
s 4(%/4(%23)$%2EADERS4HEATERn— class set or as
needed
s 4(%6)%4.!-7!2'!-%
— class set + transparency
s /0/2$%23#ONFIDENTIAL
— one per student pair
s .6!6##ONFIDENTIAL
s "!44,%:/.%'2)$— two per student (copy to both sides of
one paper)
s &!4%#!2$3SETOF
— one set per student pair
s 6)%4.!-7!2670/).43
s 7!2'!-%3#/2%3(%%4— one per student pair (cut in half)
s "LINDFOLD— one
s (IGHLIGHTERMARKER— class set (two colors)
s "OOKSANDSCHOOLSUPPLIES— several (to simulate obstacles and
booby traps for Motivator)
3ETUP
4HISLESSONREQUIRESSEVERALCLASSROOMARRANGEMENTSFROMAN
OPENAREAINFRONTTHEMOTIVATORTOTRADITIONALTHEESSAYAND
READERSTHEATERTOADESKCONFIGURATIONTHATACCOMMODATES
BATTLEPAIRSSQUARINGOFFINSIMULATEDCOMBAT
-OTIVATOR
a. Enlist the ingenuity of the students in setting up a trail
FILLEDWITHTRAPSANDSNARESFORANUNSUSPECTINGNAÕVEAND
INEXPERIENCEDNEWBYTOLEADAPLATOONONASEARCHAND
DESTROYMISSION
B $ETERMINEAhPATHvACROSSTHEFRONTOFTHECLASSANDSETOUT
BOOKSBOOKBAGSTRASHCANSPENCILSASPUNJISTAKESALONG
the path.
2EADERS4HEATER
a. This has roles for 11 students, plus a chorus of students
reading in unison.
B !RRANGETOSHOWCASETHEVARIOUSREADERS%ITHERASSIGNPARTS
ORAUDITIONTOHAVEGOODDRAMATICREADERSFILLTHEROLES
describing the nature of the Viet Cong.
C #ONSIDERDOINGTHEACTIVITYASARADIOBROADCASTWITH
MICROPHONESAUDIOVIDEOTAPETHEREADINGITMAKESTHE
STUDENTSMORESERIOUS
LESSON 9
TEACHING DIRECTIONS
D )NSTEADOFTHEENTIRECLASSREADINGTHEhALLvPARTSCHOOSEOR
STUDENTSTOBEA'REEKCHORUSPERIODICALLYREMINDINGTHE
PARTICIPANTSOFTHEENEMYSDEDICATIONTOTHEIRCAUSE
e. If you are audio/video taping the activity, a second reading
MIGHTGIVETHEPERFORMANCEALITTLEMOREPOLISH
F &OLLOWINGTHEPERFORMANCEHAVEADISCUSSIONOFTHESCRIPTS
salient points.
4HE6IETNAM7AR'AME
A 4HISGAMEISDESIGNEDTOILLUSTRATETHEDEMORALIZINGFUTILITY
OFCOMBATIN6IETNAM
b. It is essential that students read and understand the essay
!'25.437!2FROM,ESSON before beginning this
COMPETITION
-OTIVATOR
1. Find out by birthdays, the three youngest students in the class.
2. Read or tell,
h!SYOUALLKNOWITWASSTANDARDPRACTICEFORTHE
NEWLYARRIVEDGRUNTCALLEDA@CHERRYOR@NEWBYTO
WALKPOINTASHISPLATOONWENTONSearch and Destroy
MISSIONS3INCEAPLATOONMARCHEDINASINGLEFILETHE
POINTMANWASFIRSTTOSEEHEAROR@STEPONDANGER
,ETSSIMULATEWHATTHATFELTLIKE4HEEXPERIENCEHERE
WILLHELPUSUNDERSTANDCOMBATINTHE6IETNAM7ARv
read
or
tell
0UTTHETHREEYOUNGNEWBYSOUTSIDEORINTHEHALLWAYBEYOND
HEARINGORSEEINGDISTANCE7ITHTHEREMAININGSTUDENTSSET
UPTHESIMULATEDTRAILACROSSTHEFRONTOFTHEROOM4HISTRAILIS
FRAUGHTWITHOBSTACLESSETOUTBYTHE.6!6#
"RINGINTHEYOUNGESTOFTHENEWBYS"LINDFOLDANDTURNHIM
HERAROUNDAFEWTIMESANDSENDDOWNTHETRAIL4HEBLINDFOLDED
NEWBYMUSTMAKEITTOTHEOTHERSIDEOFTHEROOMWITHOUT
KNOCKINGDOWNhEXPLODINGvORhSTEPPINGONvASINGLETRAP
%ACHKNOCKDOWNLOSESTWOOTHERSFROMTHEPLATOON2ANDOMLY
SELECTTWOSTUDENTSANDISOLATETHEMALONGWITHTHEhCLUMSYv
NEWBYINTHECLASSROOM
This will definitely engage the
students who helped set up the
obstacle course and is a good
lesson in the unpredictable nature
of combat in Vietnam.
/NEATATIMEBRINGINTHEREMAININGTWOSTUDENTSANDSEND
THEMUPTHETRAIL!FTERWARDSDISCUSSTHEhCHERRYSvEXPERIENCE
LESSON 9
TEACHING DIRECTIONS
0ROCEDURE
1. Either distribute SOLDIERS OF THE NORTH: The Other Side
or deliver a lecture based on the essay. Collect the essays after
finishing the reading.
$ISTRIBUTEANDPERFORM4(%/4(%23)$%2EADERS4HEATER
$EBRIEFTHISBACKGROUNDINFORMATIONDURINGACLASSDISCUSSION
,ISTTHEREASONSWHYTHE53PROBABLYLOSTTHEWARIN6IETNAM
ACCORDINGTOTHEDATAANDVIEWPOINTSEXPRESSEDINTHISDRAMA
The game is designed to illustrate
the demoralizing and dangerous
nature of ground combat in
Vietnam.
The NVA/VC will have
installations or obstacles in 53 of
the 144 squares of the BATTLE
ZONE GRID.
The NVA/VC earn VW Points
for virtually every move the U.S.
platoon makes.
s 4HE.6!6#GAIN670OINTSIF
the U.S. platoon enters a blank
square.
s 4HEYALSOGAIN670OINTSIF
the U.S. platoon blunders into
an obstacle. The platoon might
also suffer a loss of men when
encountering an obstacle
When the platoon enters an
installation or reaches an objective
it gains VW Points.
Even the FATE CARDS are
overwhelmingly negative. Only a
few award some VW Points.
If the U.S. platoon selects an
objective that is also an obstacle,
the platoon will gain VW Points
for attaining the objective (when
it reaches the square) but will lose
VW Points (and possibly men) for
encountering the obstacle.
)LLUMINATETHETRANSPARENCYOF4(%6)%4.!-7!2'!-%
(or distribute copies) to introduce the activity. Read through the
INFORMATIONANSWERINGGENERALQUESTIONS
A $IVIDETHECLASSINTOTWOEQUALSECTIONSDESIGNATEONEGROUP
AS5NITED3TATESSOLDIERSTHEOTHERAS.6!6#SOLDIERS
b. Distribute OP. ORDERS (Confidential) to one side, and
.6!6##ONFIDENTIALTOTHEOTHERSIDE-AKESURETHE
COMBATANTSDONOTACCIDENTALLYGETHOLDOFTHEINFORMATION
MEANTFORTHEIROPPONENTS
C !LLOWTIMEFORTHESTUDENTSTOREADTHEIRCONFIDENTIAL
INSTRUCTIONSCAREFULLYASKQUESTIONSFORCLARITYANDBE
REASONABLYEQUIPPEDTOSTART
D 0AIROFFTHESTUDENTSONE53SOLDIERWITHONE.6!6#
SOLDIERANDDISTRIBUTETHEREMAININGGAMEMATERIALS
s "!44,%:/.%'2)$— two per student
s 6)%4.!-7!2670/).43— one per student pair
s 7!2'!-%3#/2%3(%%4— one per student pair
s &!4%#!2$3SETOF— one set per student pair
(shuffled, placed face down)
2INGABELLBLOWAWHISTLEORMAKEALOUDHANDCLAPTOSTARTTHE
FIRSTBATTLEWHICHMEANSSTUDENTSBEGINFILLINGINTHEIRGRIDSAND
STRATEGIZINGTHEIRMISSIONSINTHEWAR/FFICIALLYTHEREISNOSTART
TOACTUALCOMBAT7HENEVERTHE"!44,%'2)$3OFTHETWO
COMBATANTSAREREADYTHEYBEGIN
a. The U.S. soldier tells the NVA/VC the coordinates of his/her
,:,ANDING:ONEANDSIXHILLS
B 4HE.6!6#FILLSINTHESQUARESFORTHESESEVENLOCATIONSON
HISHER"!44,%:/.%'2)$
C 4HEGRUNTSTARTSMARCHINGTOWARDONEOFTHESIXHILLS
LESSON 9
TEACHING DIRECTIONS
6. Monitor the activity as best you can.
A -AKESUREBATTLEPAIRSCALCULATETHE6IETNAM7AR0OINTS
accurately after Round 1 and that they proceed to Round
TRADINGSIDESANDEXCHANGINGCONFIDENTIALINFORMATION
SHEETSSMOOTHLY
B "EPREPAREDTODECLAREAhCEASEFIREvTOENDACTIONIFSOME
STUDENTSAREVERYSPEEDYORIFSOMEAREVERYSLOWINTHEIR
conduct of hostilities.
7. When both rounds are over begin a class discussion. Include:
A 7HICHSIDEWONTHEMOSThBATTLESv7HY
B $ESCRIBETHEUNIQUENATUREOFTHISWAR
C %XPLOREINSIGHTSSTUDENTSGAINEDFROMEXPERIENCINGTHE
ACTIVITY,ISTTHESEASSTATEMENTSONTHEBOARDIETHE
53PLATOONSWEREALWAYSONTHEoffensive but ended up
constantly defendingTHEMSELVES
#OLLECTALLPAPERSANDMAKEUSEOFREUSABLEITEMSFORNEXTTIME
$EBRIEFING#LOSURE
4OASSESSWHATSTUDENTS
LEARNEDFROMTHEREADING
ANDTHEBATTLEGAMEAND
as an effective closure
TECHNIQUEHAVESTUDENTS
DOAMINDMAPCLUSTER
ONTHETOPICh#OMBATIN
6IETNAMv
2. ,EARNING,OG
4OPIC%XPLAINYOURKNOWLEDGEOFTHE6IETNAMESEOPPOSITION
ANDCOMBATEXPERIENCEIN6IETNAM
PARAGRAPHANDSUMMARY
4O%XTENDTHE,ESSON
s (AVESTUDENTSWRITEALETTERFROMAGRUNTTOHISGIRLFRIENDOR
PARENTS4HELETTERSHOULDTELLABOUTHISPLATOONSEXPERIENCE
chasing Charlie.
/PTIONMAKETHEWRITERAN.6!6#SOLDIERDESCRIBINGHISFIGHT
against the United States forces.
10–12 minutes
SOLDIERS OF THE NORTH:
THE OTHER SIDE (1)
0ERSPECTIVE
4HE53WENTTO6IETNAMWITHANOBLEPURPOSE4HEGOALWASTODEFEND3OUTH6IETNAMAGAINST
COMMUNISTSFROMTHE.ORTH)NADDITIONTHE53HOPEDTOKEEPCOMMUNISMFROMSPREADINGALLOVER
3OUTHEAST!SIA)TISDIFFICULTFORTHE53TOTHINKOFTHE.ORTH6IETNAMESEAShFREEDOMFIGHTERSvINA
NOBLECAUSE)NREALITYTHATDESCRIPTIONISPROBABLYMOREACCURATETHANLABELINGTHEMTHEhBADGUYSv
4HE6IETNAMESEBELIEVEDTHEYWEREFIGHTINGAWAROFINDEPENDENCEAGAINSTAFOREIGNCOLONIALPOWER
4HEYFOUGHTTHE53INTHESAMEWAYTHE!MERICANCOLONISTSFOUGHTTHE"RITISH4HE.6!WASTHEIR
#ONTINENTAL!RMY4HE6#WERETHEIR-INUTEMEN
4HE4IGERANDTHE%LEPHANT
Ho Chi Minh offered a vivid and
REVEALINGMETAPHOROFTHESTRUGGLE
BETWEENHISCOUNTRYANDTHE53
(EDESCRIBEDAFIGHTBETWEENTWO
JUNGLEANIMALADVERSARIES(O
explained, “If the tiger ever stands
STILLTHEELEPHANTWILLCRUSHHIMv
"UTTHETIGERWILLNOTSTANDSTILL
(EWILLLEAPUPONTHEBACKOFTHE
ELEPHANTANDTEARCHUNKSFROMHIS
SIDEANDLEGSANDTHENFLEEINTOTHEJUNGLE3LOWLYTHEELEPHANTWILLBLEEDTODEATHh3UCHWILLBETHE
WARv(OCONCLUDEDhIN)NDOCHINAv4HEHITANDRUNGUERRILLATACTICSOFTHEhTIGERvPROVEDTOBETHE
ULTIMATECHALLENGEFOR5NITED3TATESMILITARYFORCESIN6IETNAM
5NCLE(O
(O#HI-INHnWASAREVOLUTIONARYOFTHEFIRSTORDERh5NCLE
(OvISTHEFATHEROF6IETNAMHEISTHEIR'EORGE7ASHINGTON(EWASA
DEDICATEDCOMMUNISTANDAWILYPOLITICIAN!SAYOUNGMANHETRAVELED
IN&RANCE2USSIA#HINAANDTHE5NITED3TATES)N3EPTEMBERHE
SPOKEIN(ANOIS"A$INH3QUARE(ISWORDSRANGOUTASHEPARAPHRASED
THE!MERICAN$ECLARATIONOF)NDEPENDENCE(EPROCLAIMED6IETNAMS
INDEPENDENCEFROM&RANCE(OOFFEREDCHARISMATICANDINSPIRATIONAL
LEADERSHIPTHROUGHTWOWARSOFINDEPENDENCE4HEFIRSTWASANINEYEAR
struggle against the French. He then led his people against the U.S.
FORCES(OEXEMPLIFIEDTHETOUGHANDRESILIENTQUALITIESOFHISPEOPLE
(ISEFFORTSHAVEEARNEDHIMFAMEASONEOFTHETWENTIETHCENTURYS
MOSTINFLUENTIALFIGURES(ODIEDBEFORETHECEASEFIREOFANDTHE
COMMUNISTTAKEOVEROF3AIGONIN
THE OTHER SIDE (2)
'ENERAL'IAP
(O#HI-INHDIDNOTACHIEVEINDEPENDENCEFOR6IETNAMALLBY
HIMSELF(ISMOSTTRUSTEDMILITARYADVISORWAS'ENERAL6O.GUYEN
'IAPCOMMANDEROFTHE.6!,IKE(O'ENERAL'IAPWASAPIVOTAL
FIGUREOFTHETWENTIETHCENTURY'ENERAL'IAPBEGANWITHANARMY
OFSOLDIERSIN"YTHELATESHISARMYNUMBEREDOVER
)TWAS'IAPWHOPLANNED6IETNAMSSUCCESSFULSTRATEGY
Giap utilized the Viet Cong to infiltrate the South, terrorize citizens
TOJOINTHECAUSEANDMOSTIMPORTANTLYUSEGUERRILLATACTICSTOWEAR
DOWNTHE&RENCHANDTHE!MERICANS&ROMTHESTARTBOTH(OAND
'IAPKNEWINDEPENDENCEWOULDTAKEMANYLONGYEARSTOACHIEVE
4HEYREASONEDTHATTHE6IETNAMESEHADBEENFIGHTINGFORCENTURIES
ANOTHERGENERATIONORTWOOFCONFLICTDIDNOTMATTER4HEIRCOSTWAS
MINORCOMPAREDTOTHEIRGOAL4IMETHEYHADNODOUBTWASONTHEIR
side.
&IFTY0ERCENT#ASUALTIES
4OCARRYOUTTHESEPROTRACTEDWARS(OAND'IAPNEEDEDTHOUSANDSOFLOYALSOLDIERSREADYTOMAKE
HORRENDOUSSACRIFICES.ORTH6IETNAMHADATOTALPOPULATIONOFJUSTOVERMILLIONPEOPLE$URINGTHE
WAR'ENERAL'IAPRAISEDANARMYOFMILLION4HESETROOPSFOUGHTTHECOMBINEDFORCESOFTHE53
AND3OUTH6IETNAM!26.0ERHAPSMILLIONPERCENTWEREKILLEDORWOUNDED4HISISASTARTLING
STATISTIC3UCHMASSIVECASUALTIESARENOTUNUSUALWHENPEOPLEFIGHTFORINDEPENDENCEINTHEIROWN
COUNTRY*USTASIMPRESSIVEISTHEFACTTHATSOLDIERSFOR.ORTH6IETNAMSERVEDUNTILTHEWARWASOVER
FORTHEDURATION"YCONTRAST!MERICANSOLDIERSTYPICALLYSERVEDAnMONTHTOUROFDUTYBEFORE
returning to the U.S.
4HE7ARRIORS
4HE53AND!26.FOUGHTTWODIFFERENTARMIES4HELARGEST
ANDMOSTVISIBLEWASTHE.ORTH6IETNAMESE!RMY.6!
ALSOKNOWNASTHE0EOPLES!RMYOF6IETNAM0!6.4HE
.6!MOSTLYWORESTANDARDKHAKIUNIFORMSWITHAHEAVIER
hSWEATSUITvFORCOLDERWEATHERANDAPLASTICPONCHOFOR
MONSOONSEASON!SUNHELMETALONGWITHABACKPACKOF
MEDICALSUPPLIESFOODMESSKITANDGRENADESANDARELIABLE
!+nASSAULTRIFLECOMPLETEDTHEOUTFITTEDSOLDIER4HE
SECONDhARMYvTHE6IET#ONG6#WASMOSTLYUNSEEN
4HESECOMMUNISTGUERRILLASOFTHE3OUTHCONDUCTEDWARFARE
SECRETLY4HEYCAUSEDHAVOCWITHAMBUSHESANDBOOBYTRAPS4HE6#MOSTLYWOREPEASANTCLOTHING
BLACKORDARKGREENhPAJAMASvASDESCRIBEDBY53PERSONNEL!WIDEBRIMMEDJUNGLEHATMESSKIT
ANDAWEAPONCOMPLETEDTHE6#hUNIFORMv%ACHSOLDIER6#OR.6!WASASELFSUFFICIENTFORMIDABLE
WARRIOREFFECTIVEINTHETHICKJUNGLEFOLIAGEANDRICEPADDIES
THE OTHER SIDE (3)
%FFECTIVE3TRATEGIESTO7AGE7AR
4HE.ORTH6IETNAMESEREALIZEDTHEY
WOULDWINFEWVICTORIESINTRADITIONAL
hPITCHEDvBATTLES4HE53WOULDWIN
BECAUSEOFTHEIRSUPERIORFIREPOWER%ARLY
BATTLESAGAINST53FORCESCONFIRMEDTHIS
BELIEF'ENERAL'IAPDECIDEDTOWAGEA
war of attrition against the United States.
He again used the guerrilla tactics that
WERESOEFFECTIVEAGAINSTTHE&RENCH
s (IDEANDMAKETHEENEMYSEARCH
you out.
s #AREFULLYPLANEACHATTACKAND
ALWAYSUSESURPRISE
s .EVERMEETTHEENEMYHEADON
s /UTWAITOUTSMARTOUTLASTYOUR
opponent.
s 5SETERRORTACTICSAGAINSTCIVILIANSANDMILITARYPERSONNEL
s 5SEPROPAGANDAFREQUENTLY
s 5SESPECIALFORCESSAPPERSTOSPEARHEADOPERATIONS
4HE53!RMYDEVISEDTHEhSEARCHANDDESTROYvTACTICTOCOUNTERTHEGUERRILLASTRATEGIES4HE53PUT
COMPANIESANDPLATOONShINTHEBUSHvTOFINDROOTOUTANDKILLTHEENEMY$ESPITE!MERICANEFFORTS
THE.6!AND6#AVOIDEDCONFLICTINTHETRADITIONALSENSE!TTHESAMETIMETHE!MERICANSTHOUGHT
THATTHE53!RMYWASHAVINGSUCCESSWITHTHEIRh3AND$vMISSIONS4HERESULTWASAPROTRACTEDAND
FRUSTRATINGWARFORTHE534HE6IETNAMEXPERIENCEBOREOUTTHEWARNINGh9OULOSEIFYOUDONTWINv
4HE(O#HI-INH4RAIL
4HE.ORTH6IETNAMESEINVADEDTHE3OUTHNEARLYEVERYDAYVIA
THE(O#HI-INH4RAIL4HIShTRAILvWASREALLYANELABORATE
NETWORKOFROADSANDPATHSALONGTHEWESTERNBORDEROF6IETNAM
4HETRAILSOMETIMESRANTHROUGHPARTSOF#AMBODIAAND,AOS
4HISARTERYWASTHEMAINSUPPLYLINEFORTHE6#WHOBROUGHT
WEAPONSAMMUNITIONANDTROOPS)NTHEEARLYYEARSOFTHEWAR
PORTERSMIGHTTAKEAFULLMONTHTOCARRYAnLBLOADFROM
THE.ORTHTOTHE3OUTH4HEYCOULDCARRYMOREFASTERIFTHEY
PUSHEDABICYCLELIKEVEHICLE/NCETHE53KNEWHOWVITAL
THETRAILWASTOTHE6#THETHOROUGHFAREBECAMEAKEYTARGET
FORAERIALBOMBING53BOMBSDEFOLIATEDTHETHICKJUNGLE
CANOPYHIDINGTHETRAIL!TTHESAMETIMETHEBOMBSCOULDKILL
HUNDREDSOFPORTERSANDENEMYTROOPS&ROMTOTHE
(O#HI-INH4RAILWASTHEMAINSUPPLYLINEFORTRANSPORTINGWAR
MATERIELINTO3OUTH6IETNAMESPECIALLYDURINGTHE.OVEMBERn
-AYDRYSEASON"YTHE.ORTH6IETNAMESEWEREMOVING
MOSTOFTHEIRSUPPLIESALONGTHISNETWORKUSINGTRUCKSPIPELINESANDRIVERBARGES4HE.6!6#
SOLDIERSOFTENENTERED#AMBODIAAND,AOSTOESCAPE5NITED3TATESDETECTIONANDBOMBS
THE OTHER SIDE (4)
&IGHTINGIN(OS!RMY
4HE.ORTH6IETNAMESEWEREFIGHTINGAMILITARYGIANTINA
PROTRACTEDWAR4HEYNEEDEDTOKEEPTHEIRSOLDIERSALIVETOBATTLE
EACHDAY!DOPTINGSTRIKEQUICKLYANDRETREATTACTICSWASONE
WAYTODOTHIS4HESEGUERRILLASWEREONTHEMOVEEVERYFEW
DAYSWITHMOSTLYMAKESHIFTCAMPS4HESOLDIERSHADTOBESELF
SUFFICIENT4HEYBOUGHTFOODANDSUPPLIESFROMLOCALFARMERSAND
MERCHANTSORJUSTTOOKWHATTHEYNEEDED4HE.6!DIDHAVEA
FEWPERMANENTCAMPSHIDDENINAVASTSYSTEMOFUNDERGROUND
TUNNELS3OLDIERSRECEIVEDMEDICALCAREINUNDERGROUND
HOSPITALS4HEYHADMAILSERVICEALTHOUGHITWASSLOWANDOFTENINTERRUPTED4HE.6!6#EVENHAD
ENTERTAINMENTSOMETHINGAKINTOA53/FORMATWITHACTORSSINGERSANDDANCERSTRAVERSINGTHE(O
#HI-INH4RAILTOSHOWCASETHEIRTALENTS4UNNELSREQUIREDLOTSOFDIGGING4OTHE.6!6#SOLDIERSTHE
SHOVELWASASUSEFULASTHE!+n
6#$EATH3QUADS
0ARTOFTHE.ORTHSOVERALLSTRATEGYWASTOFORCETHE3OUTH6IETNAMESE
TOSUPPORTTHECAUSE4HISINVOLVEDhREEDUCATINGv3OUTH6IETNAMESE
VILLAGERSCLERGYLEADERSANDLANDOWNERS4HETASKFELLTOTHE
.ATIONAL,IBERATION&RONT6IET#ONG2EEDUCATIONEFFORTSWERE
MERCILESS4HE6IET#ONG$EATH3QUADSMURDEREDCOUNTLESSNUMBERS
OFPEOPLEPERHAPSASMANYAS!NUNKNOWNNUMBEROF
PEASANTSWEREALSOABDUCTEDANDVANISHED4OTHISDAYTHE(ANOI
GOVERNMENTDENIESSUCHBARBARISM4HISISINCONTRASTTOTHECONDUCTOFTHE5NITED3TATES53MEDIA
INFORMEDTHEWORLDABOUTATROCITIESSUCHAS-Y,AI5SUALLYTHOSERESPONSIBLEWERETRIEDCONVICTED
ANDPUNISHED)NACTUALITYATTACKSONCIVILIANSBYTHE6#WEREFARMORECOMMONANDVICIOUSTHAN
THOSECOMMITTEDBY53PERSONNEL
2ESPECTED!DVERSARIES
3OLDIERSOFTHE5NITED3TATESAND.ORTH6IETNAMRESPECTEDEACHOTHER4HEYVIEWEDEACHOTHERAS
OBEDIENTWARRIORSDOINGTHEIRDUTY4HEYWERECARRYINGOUTORDERSTOADVANCETHEIRCOUNTRIESOBJECTIVES
)TISTRUETHAT5NITED3TATESSOLDIERSUSEDRACIALEPITHETSANDDEROGATORYTERMSFORTHE6IETNAMESE
CIVILIANSASWELLAS.6!AND6#3TILLTHEYMOSTOFTENRESPECTEDANDUSUALLYFEAREDTHESOLDIERSAS
COMBATADVERSARIES!STHEWARCONTINUESTORECEDEINTIMETHISVIEWSHOWSNOSIGNOFCHANGING
THE OTHER SIDE:
READERS’ THEATER (1)
.ARRATOR!: It is October 1968. The United States is involved in a costly and increasingly unpopular
WARIN6IETNAM4HISFICTIONALDRAMAREFLECTS53FRUSTRATIONINTHEWAR
.ARRATOR" 53MILITARYLEADERSNOWUNDERSTANDTHATAPOSSIBLEREASONWHYWEARENOTWINNINGTHIS
CONFLICTISTHETOUGHNESSANDTENACITYOFTHEENEMYTHE.ORTH6IETNAMESE
!LL "UTWHYISTHE53LOSINGTHEWAR
.ARRATOR! ,ETUSNOWVISITAPRESIDENTIALCABINETMEETINGWITH0RESIDENT,YNDON"*OHNSON
0RESIDENT*OHNSON 'ENTLEMENOURBOYSAREFIGHTINGANDDYINGBUTWESTILLDONOTCONTROL3OUTH
6IETNAM7HY4HEREMUSTBEREASONS
#ABINET-EMBER )TSTHENATUREOFTHEFIGHTING-R0RESIDENT
#ABINET-EMBER /URBOYSNEVERKNOWWHERETHEENEMYIS4HEYMIGHTAMBUSHOURBOYSALONGA
TRAILAROADAWATERWAYTHEYSTRIKEFROMNOWHERETOSURPRISEOURINFANTRYUNITS
#ABINET-EMBER 9ES4HENAFTERTHEYSTRIKETHEYFADEASQUICKLYINTOTHEJUNGLEANDINTOTUNNELS
4HEYRETERRORISTSTHATSWHATTHEYAREANDASHARDTOCATCHASAIR
0RESIDENT*OHNSON 9OUCALLTHEMTERRORISTS$OYOUMEANTHE.ORTH6IETNAMESE
#ABINET-EMBER .OTEXACTLY-R0RESIDENT!SYOUKNOWTHERESTHE.ORTH6IETNAMESE!RMY
LIKEOURSCONVENTIONALANDINUNIFORM
#ABINET-EMBER 4HENTHERESTHE.ATIONAL,IBERATION&RONTORTHE6IET#ONGWHOFIGHTALONG
WITHTHEREGULARARMIES)TSEEMSTHATTHE6#ARETOUGHER
0RESIDENT*OHNSON (OWCOME
#ABINET-EMBER 3IRTHEYTHE6#FIGHTGUERRILLASTYLE!SMENTIONEDTHEYSTRIKEQUICKLYLIKE
LIGHTENINGANDVANISHASSUDDENLY7HENOURBOYSTRACKTHEMTHEYBECOMELOCALVILLAGERSIN
THOSEUNIVERSALhBLACKPAJAMASv7EDONTKNOWWHOSTHECIVILIANANDWHOSTHESOLDIER
#ABINET-EMBER )TSASTANDARDJOKEIN.AM3IRTHATWHENA53RECRUITASKSAVETHOWTOTELL
THEDIFFERENCEBETWEENA6#GUERRILLAANDA3OUTH6IETNAMESEALLYTHEVETSAYSh4HATSEASYTHE
SOLDIERSOFTHE3OUTHARETALLERv
0RESIDENT*OHNSON 4HATSAHORRIBLEANDUNFUNNYJOKE)TSONEOF(teacher’s name)JOKES
#ABINET-EMBER: Probably, Mr. President.
0RESIDENT*OHNSON 4HE.ORTH6IETNAMESE,EADER(O#HI-INHISATOUGHOLDBIRD(ESEEMSTO
HAVEINSTILLEDTHATSPIRITINTOHISPEOPLE)F)COULDGETHIMINAROOMJUSTTHETWOOFUSWE
COULDENDTHISWAR
.ARRATOR! ,ETSGONOWTO6IETNAM4WOGRUNTS5NITED3TATESINFANTRYMENARETALKING
.ARRATOR" !NDTHETOPICISxTHE6#
'RUNT: Man, these nights have been scary lately.
'RUNT .OLIE"UTYOUKNOWWHATWESAYh7EOWNTHEDAY#HARLIEOWNSTHENIGHTv(EKEEPS
SHELLINGOURENCAMPMENTSALLNIGHT!NDHESALWAYSONPATROLOUTTHEREINTHEBUSH
THE OTHER SIDE:
READERS’ THEATER (2)
'RUNT: I never get used to the noise and flash at night.
'RUNT: Charlie never lets up.
'RUNT 9EAH-R#HARLESALLTHE'OOKSAREMEANFIGHTERS"UTYKNOWWHATFRIGHTENSMEMOST
'RUNT: What?
'RUNT 4HEDANGERSOUTTHERETHEBOOBYTRAPSTHEYREEVERYWHERE3PIKEDBALLSTINCAN
GRENADESHIDDENMINESBOWSANDARROWSPUNJISTAKES
'RUNT !NDTHEIRWEAPONSAREASGOODASOURS4HEIR!+SARETHEBESTTHATTHE#HINESEAND
Soviets can offer.
.ARRATOR! !NOTHERGRUNTENTERS(EIS!FRICAN!MERICANLIKEnPERCENTOFTHE53
SOLDIERSIN6IETNAM(EISABOUTTHEAVERAGEAGEFOROURSOLDIERSOVERTHERE
'RUNT (EYMANTHATSEASY(EWANTSHISINDEPENDENCEHISLIBERTY(EWANTSUSFOREIGNINTRUDERS
OUTOFHISCOUNTRY,IKEOURFORCESINTHE!MERICAN2EVOLUTIONORTHE#ONFEDERACY,OTSOF
EXAMPLESINHISTORYIFYOUGUYSHADPAIDATTENTIONINYOUR53(ISTORYCLASSES
'RUNT #HARLIEONLYFIGHTSWHENHESCORNEREDANDONLYWHENHESENSESHEHASANADVANTAGE
'RUNT 2EMEMBERWHATh5NCLE(OvSAID
'RUNT 7HATDHESAY
'RUNT h.OTHINGISDEARERTHANINDEPENDENCEANDLIBERTYv5NCLE(OHASSAID)GUESSWE!MERICANS
AREPREVENTINGTHEIRS4HATSWHYTHEYRESUCHGOODSOLDIERSANDTERRORISTS!NDFRANKLYINMY
OPINIONWECANTWINHERE
.ARRATOR! 7ENOWHAVE'ENERAL7ILLIAM7ESTMORELAND#OMMANDEROFALL53TROOPSIN6IETNAM
WITHUSFORANINTERVIEW
.ARRATOR" 'ENERAL7ESTMORELANDHASBEENCRITICIZEDFORBEINGTOOOPTIMISTICABOUTTHEWARSCOURSE
ANDOURSUCCESSES%XAGGERATIONS-ISCALCULATIONS,ETSHEARWHATHEHASTOSAY
)NTERVIEWER 'ENERALHOWDOYOUASSESSTHE6#3OMESAYTHATTHEENEMYINTHISWARMIGHTBE
TOUGHERTHANTHE'ERMANSAND*APANESEIN7ORLD7AR))
7ESTMORELAND 4HATMIGHTBEANACCURATEASSESSMENT
)NTERVIEWER 3IRWOULDYOUREADUSTHATLETTERYOUHAVEINYOURHANDS
7ESTMORELAND #ERTAINLY)TSFROMA53SOLDIERSENTTOHIS#ONGRESSMAN)TSHOWSHOWRUTHLESS
THEENEMYIS(EREADSh/URSQUADENTEREDTHEHOUSEOFAPROMINENTVILLAGEFAMILY4HEFATHER
ANDHISWIFEHADBEENSHOT3OHADTHEMARRIEDSONANDHISWIFEANDBABYANDMALEANDFEMALE
SERVANTS4HEFAMILYCATHADBEENSTRANGLED4HEFAMILYDOGHADBEENCLUBBEDTODEATH4HE
GOLDFISHHADBEENSCOOPEDOUTOFTHEFISHBOWLTOSSEDONTOTHEFLOORANDSTEPPEDON7HENTHE
6#LEFTNOTONELIFEREMAINEDAFAMILYUNITHADBEENELIMINATED6ILLAGERSINTHEAREAKNEWITv
)NTERVIEWER 4HANKYOU'ENERAL7ESTMORELAND
!LL: So THATSHOWWELOSTTHE6IETNAM7AR
THE VIETNAM WAR GAME
In the 6IETNAM7AR'AMEYOUWILLBEEITHERA53SOLDIERORAN.6!6#SOLDIER9OUWILLNAVIGATE
AROUNDABATTLEZONEGRID/NECOMBATANTHASMARKEDOBJECTIVESTOOCCUPY4HEOTHERCOMBATANTHAS
MARKEDOBSTACLESTOBLOCKTHEOCCUPATION#AREFULLYSTUDYYOUROBJECTIVESANDALLPROCEDURES
/BJECTIVES
53SOLDIERSTOREACHCAPTUREANDSECURESIXDESIGNATEDHILLSANDCAPTUREKILLTHEENEMY
.6!6#SOLDIERSTOINTIMIDATEHARASSANDDEMORALIZETHE53SOLDIERSBYTHROWINGUPOBSTACLES
(OWTO0LAY
4HECLASSISDIVIDEDINTOTWOGROUPS53SOLDIERSAND.6!6#SOLDIERS
s 0ARTICIPANTSAREPAIREDOFFONE53SOLDIERAGAINSTONE.6!6#SOLDIER
s %ACHSOLDIERRECEIVES#ONFIDENTIALinstructions. Study these carefully.
s &OLLOWTHEPROCEDUREEXACTLYANDADHERETOTHEOUTCOMESOFEACHMOVE
3OLDIERPAIRSRECEIVEALLNECESSARYMATERIALS
s "ATTLE:ONE'RIDS — two each (combatants plot out their objectives and installations)
%ACH"ATTLE:ONE'RIDCONTAINSSQUARESANDISDIVIDEDINTOFOURSECTORS
5SEGRIDCOORDINATESTOLOCATEEACHSQUAREONTHE"ATTLE:ONE'RIDFOREXAMPLE
Alpha–1 is the top left corner of Sector I and Golf–7 is the top left corner of Sector IV).
s 6IETNAM7AR670OINTS— one (gives value of each installation and objective)
s 7AR'AME3CORE3HEET — one each (combatants note every point gain or loss)
s &ATE#ARDS— one deck of 24 (random fate can result in point gain or loss)
s 3TUDYTHE6IETNAM7AR670OINTSANDHOWTOUSETHE7AR'AME3CORE3HEET.
s (IGHLIGHTERMARKER— one each (two colors)
0ROCEDURE
9OURTEACHERWILLSIGNALTHESTARTOF2OUND
1. Each soldier fills in a "ATTLE:ONE'RID. (Use a pen or pencil.)
s 9OUR#ONFIDENTIALinstructions DIRECTHOWTOCOMPLETEYOUR"ATTLE:ONE'RID.
s #AREFULLYCOUNTTHESQUARESANDDECIDEHOWBESTTOFILLINTHE"ATTLE:ONE'RID.
s +EEPYOURMARKSONTHE"ATTLE:ONE'RIDSECRETFROMYOUROPPONENT
2. Once the "ATTLE:ONE'RIDSAREFILLEDOUTTHE53PLATOONBEGINSTOMOVETOWARDSITSOBJECTIVES
s 4HE53INFANTRYUNITWILLMAKEnSEPARATEMOVES
s 4HECONSEQUENCESOFEACHMOVEDEPENDONTHEDECISIONSMADEBYTHE.6!6#
s "OTHSIDESTRACKTHEPLATOONSMARCHUSINGAHIGHLIGHTERPENORMARKER
7HEN2OUNDISOVERGOBACKOVERTHEPLATOONSROUTEANDADDUPPOINTS
4. Get ready for Round 2. Participants exchange #ONFIDENTIALINFORMATIONSHEETS4HE.6!6#
SOLDIERBECOMESA53SOLDIERANDTHE53SOLDIERBECOMESAN.6!6#SOLDIER
s 5SEYOURSECOND"ATTLE:ONE'RID.
s 3TRATEGIZETHESEARCHANDDESTROYMISSIONFROMTHEOTHERSIDE
s 3HUFFLETHE&ATE#ARDS before beginning Round 2.
OP. ORDERS (CONFIDENTIAL)
/BJECTIVES
9OUAREA53PLATOONOFGRUNTSONAhHUMPvINTHEhBOONIESv
9OUARESEEKINGTOOCCUPYSIXMILITARYTARGETSHILLSONYOUR"ATTLE:ONE'RID.
9OUALSOHOPETODESTROYINSTALLATIONSOFTHE.ORTH6IETNAMESE!RMYORTHE6IET#ONG4HESEMAY
BEVILLAGESTUNNELSOREVENTHEIRHEADQUARTERS
3ECRETLYPLACETHEFOLLOWINGONYOUR"ATTLE:ONE'RIDOFSQUARES
1. One landing zone (LZSQUARE4HISISYOURSTARTINGPOINT
2. Six hills (print 371, 114, 286, 87, 212, 39 INSIXDIFFERENTSQUARES
s (ILLSMUSTBEATLEASTFIVESQUARESAWAYFROMEACHOTHERANDATLEASTFIVESQUARESFROMTHE,:
s 4HEREMUSTBEATLEASTONEHILLINEACHOFTHEFOURSECTORSOFTHE"ATTLE:ONE'RID.
'ENERAL)NFORMATION
9OUROPPONENTEARNS670OINTSIFYOURPLATOONMARCHESINTOABLANKSQUAREORASQUAREMARKED
as an obstacle.
/BSTACLESMAYBEMANMADEBUTTHECLIMATEANDTERRAINOF6IETNAMAREALSOOBSTACLES
9OUROPPONENTWILLMARKSQUARESONHISHER"ATTLE:ONE'RID as Fate Card Squares.
s )FYOUMOVEINTOAFate Card SquareYOUMUSTDRAWA&ATE#ARD.
s 2EADITALOUDANDJOTDOWNTHE&ATE#ARDNUMBERANDTHE67POINTSGAINEDORLOST
&ILLINYOUR"ATTLE:ONE'RID
"EGINNINGTHE!CTION
1. Tell your NVA/VC opponent the exact coordinates of:
s 9OUR,:EXAMPLEh$ELTAnvORh$nv
s 4HESIXHILLSYOUPLANTOCAPTUREANDOCCUPY
s 4HE.6!6#SOLDIERWILLLABELTHESECOORDINATESONHISHER"ATTLE:ONE'RID.
-OVEYOURPLATOONFROMTHE,:TOWARDSTHEHILLTHATISYOURFIRSTMILITARYOBJECTIVE4HISCANBE
ANYHILL9OUDECIDETHEORDEROFYOURMARCH
s #ALLOUTTHECOORDINATESOFEACHSQUAREASYOUMOVETOWARDYOUROBJECTIVE
s 4HE.6!6#SOLDIERWILLWRITEDOWNEACHMOVEONHISHERGRIDANDTELLYOUWHATOBSTACLE
PROBLEMISINEACHSQUARE
s (ESHEWILLALSOTELLYOUWHAT67POINTSARELOSTORGAINEDASARESULTOFTHATOBSTACLEBY
CHECKINGTHE6IETNAM7AR0OINTS reference.
4HE!CTION%NDS7HENx
9OURPLATOONSECURESALLSIXOBJECTIVESREACHINGALLSIXHILLSMARKEDONYOUR"ATTLE:ONE'RID).
9OULOSEALLYOURMENINTHEPLATOONTOAMBUSHLANDMINESPUNJISTAKES&ATE#ARDS, etc.
3. The teacher calls a cease-fire.
'OBACKOVERTHEPLATOONROUTEANDCALCULATEPOINTSGAINEDANDLOSTBYBOTHSIDES5SETHE
6IETNAM7AR0OINTSTODETERMINEPOINTSLOSTORGAINEDASARESULTOFEACHMOVE
2OUND
3WITCHSIDESANDBECOMEAN.6!6#SOLDIERDEFENDING6IETNAMAGAINSTTHE!MERICANINVADER
2. Read your .6!6##ONFIDENTIALINFORMATIONANDFOLLOWALLDIRECTIONS
&OLLOWALLPROCEDURESASIN2OUND.
NVA/VC (CONFIDENTIAL)
2OUND/BJECTIVES
9OUAREAN.6!6#SOLDIERSEEKINGTOKEEPA53PLATOONFROMREACHINGTHEIROBJECTIVES
9OUWILLESTABLISHVILLAGESTUNNELSANDHEADQUARTERS
9OUWILLTHROWUPOBSTACLESTOFRUSTRATETHESEINVADERS#LIMATEANDTERRAINAREALSOOBSTACLES
&ILLINYOUR"ATTLE:ONE'RID
3ECRETLYSCATTERTHEFOLLOWINGACROSSYOUR"ATTLE:ONE'RIDOFSQUARES,ABELEACHCLEARLY
1. 10 Fate Card (FateSQUARES
/NE(EADQUARTERSHSQUARE
4HREE6#(AMLETSVILLAGESHam or VillSQUARES
4. Five Tunnels (T–1, T–2, T–3, T–4, T–5 INFIVECONSECUTIVESQUARES
s 4HEFIVESQUARESMUSTTOUCHANDFORMANETWORK4HEYDONOTHAVETOBEINASTRAIGHTLINE
5. Five Land Mines (LM), Five Booby Traps (BT&IVE0UNJI3TAKESPJ)
6. Three snipers (SSQUARES
3IX!MBUSHFIREFIGHTAMBSQUARES
8. Eight Monsoon Rains (MRSQUARES
s #LUSTERTHESEEIGHTSQUARESTOGETHERNOTINASINGLELINE4HEYMAYOVERLAPOTHEROBSTACLES
4WO&RIENDLY&IREFFSQUARES
'ENERAL)NFORMATION
2ECHECKTHE"ATTLE:ONE'RIDCATEGORIESANDTHEIRNUMBERSBEFOREYOUBEGINTOBATTLE
2. A U.S. platoon that enters a Fate SQUAREDRAWSA&ATE#ARD and gains or loses VW points.
9OUEARNPOINTSFOREVERYOBSTACLEANDEVERYBLANKSQUARETHATTHEENEMYENCOUNTERSANDFOR
EVERYVILLAGETUNNELORHEADQUARTERSTHATTHEENEMYOVERLOOKS
"EGINNINGTHE!CTION
4HE53SOLDIERWILLTELLTHEEXACTCOORDINATEOFHISHER,ANDING:ONEEXAMPLEh$ELTAnvOR
h$nv7RITELZINTHATSQUAREONYOUR"ATTLE:ONE'RID.
9OUROPPONENTWILLTELLTHEEXACTCOORDINATESOFTHESIXHILLSHESHEPLANSTOCAPTUREANDOCCUPY
Label these hills on your "ATTLE:ONE'RID.
4HE53PLATOONBEGINSTOMOVEFROMTHE,:TOWARDSTHEHILLTHATISTHEFIRSTMILITARYOBJECTIVE
s (ESHECALLSOUTTHECOORDINATESOFEACHSQUAREASTHEPLATOONMOVESTOWARDTHEOBJECTIVE
s -ARKEACHMOVEONYOUR"ATTLE:ONE'RID!NNOUNCETHEOBSTACLEPROBLEMINEACHSQUARE
s 5SETHEHIGHLIGHTERTOMARKTHETRAILOFTHE53PLATOONACROSSYOUR"ATTLE:ONE'RID.
s 5SETHE6IETNAM7AR0OINTSTODETERMINEPOINTSLOSTORGAINEDASARESULTOFEACHMOVE
4HE!CTION%NDS7HEN
4HE53PLATOONSECURESALLSIXOBJECTIVESREACHINGALLSIXHILLSMARKEDONYOUR"ATTLE:ONE'RID).
4HEPLATOONISWIPEDOUTBYAMBUSHLANDMINESPUNJISTAKES&ATE#ARDS, etc.
3. The teacher calls a cease-fire.
'OBACKOVERTHEPLATOONROUTEANDCALCULATEPOINTSGAINEDANDLOSTBYBOTHSIDES5SETHE
6IETNAM7AR0OINTSTODETERMINEPOINTSLOSTORGAINEDASARESULTOFEACHMOVE
2OUND
3WITCHSIDESANDBECOMEA5NITED3TATESSOLDIERONAMISSIONTOOCCUPYSIXHILLS
2. Read your /P/RDERS#ONFIDENTIALINFORMATIONANDFOLLOWALLDIRECTIONS
&OLLOWALLPROCEDURESASIN2OUND.
BATTLE ZONE GRID
A
B
C
D
E
F
G
H
I
J
K
L
-
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
11
11
12
12
A
B
C
D
E
F
G
H
I
J
K
L
4OAVOIDCOMMUNICATIONERRORSUSETHEPHONETICCODETOIDENTIFYEACHCOORDINATEASYOUCALLITOUT
A = Alpha
B = Bravo
C = Charlie
D = Delta
E = Echo
F = Foxtrot
G = Golf
H = Hotel
I = India
J = Juliet
K = Kilo
,,IMA
FATE CARDS (1)
&ATE#ARD
Your chaplain is
MORTALLYWOUNDED
INANAMBUSH
leaving everyone
ABITMORESCAREDWITHAh'OD3QUADvMANIN
THE+)!
RANKS
,OSE670OINTSANDMAN
*Killed in Action
&ATE#ARD
One guy in your
platoon is bitten
by a poisonous
centipede, runs a
HIGHFEVERANDSLOWSDOWNTHEhHUMPv
,OSE670OINTSANDMAN
&ATE#ARD
Three guys in the
platoon are WIA*
AFTERAAM
FIREFIGHTWITH.6!
regulars.
,OSE670OINTSANDMEN
*Wounded in Action
&ATE#ARD
4WOGUYSAREDOWN
ANDVOMITINGAFTER
TAKINGSALTTABLETS
ONEMPTYSTOMACHS
INTHEEXTREMEHEATOFTHEDAY
,OSE670OINTSANDMEN
&ATE#ARD
A Huey drops
a load of sodas,
candy bars,
HOMEMADE
COOKIESANDMAILFROMHOMETOREFRESHTHE
PLATOONONTHEEXTENDEDhHUMPv
Gain 5 VW Points
&ATE#ARD
4HEPLATOONPICKS
UPSOMELOSTTIME
BYhLIGHTENINGv
THEIRPACKS
DISCARDINGOLDLETTERSBOOKSROPEANDENEMY
SOUVENIRSLIKEMEDALSANDHUMANEARS
Gain 2 VW Points
&ATE#ARD
24 hours of relative
QUIETWITHNO
sightings of the
ENEMYANDNO
AMARTILLERYFIREALLOWSTHEPLATOONTO@BLOW
SOME:SGETSLEEPANDGETRESTED
Gain 4 VW Points
&ATE#ARD
A chopper brings
INSOCKSORANGE
JUICEFOOTPOWDER
2ED#ROSSKITS
POWDEREDDRINKPACKETSHUGECANSOFPICKLES
ANDBESTOFALLGALLONSOFCLEANWATER
Gain 7 VW Points
FATE CARDS (2)
&ATE#ARD
7ITHTEMPERATURES
BETWEEN AND
TWOGUYSIN
THEPLATOONhCRACK
UPvREQUIRINGMORESTOPSONTHEhHUMPv
,OSE670OINTSANDMEN
&ATE#ARD
h0OPPINGvNOISES
tell the platoon of
INCOMINGARTILLERY
fire, disrupting a
#RATIONhDINNERvOFAPPLESAUCEANDPEACHES
The entire platoon dives into six just-dug
foxholes.
Lose 2 VW Points
&ATE#ARD
A fragging
incident (grunts
deliberately
THROWINGHAND
GRENADESATTHEIROWNOFFICEROR.#/CAUSES
friction in the platoon.
,OSE670OINTSANDMAN
&ATE#ARD
Three cherries out
on point step on
LANDMINESANDTWO
lose a leg.
,OSE670OINTSANDMEN
&ATE#ARD
(UMPINGNEARTHE
$-:THEh:v
BRINGSNEWFEARS
and anxieties as the
PLATOONHEARSCONSTANTENEMYMORTARFIRE
Lose 4 VW Points
&ATE#ARD
An old U.S. land
MINEAh"OUNCING
"ETTYvEXPLODES
ONTHEPLATOONS
SERGEANTKILLINGHIMINSTANTLYSEPARATINGHIS
HEADANDARMSFROMHISTORSOANDLEGS
,OSE670OINTSANDMAN
&ATE#ARD
A large poisonous
COBRABITESTWO
unfortunate grunts.
The lieutenant
RADIOSFORANTIVENINMEDICINETOBEFLOWNIN
CAUSINGADAYSDELAY
&ATE#ARD
The blistering sun
ANDHUMIDITYCAUSE
DEHYDRATIONAMONG
several in the
PLATOON,OSEHALFADAYONTHEHUMP
Lose 4 VW Points
,OSE670OINTSANDMEN
FATE CARDS (3)
&ATE#ARD
The cherry on
point sees several
BAMBOOVIPERS
hSTEPvSNAKES
causing the platoon to detour around the area
ANDTHUSLOSEVALUABLETIMEONTHEHUMP
Lose 3 VW Points
&ATE#ARD
"OREDOMSETS
INMAKINGTHE
platoon realize that
THISWARISh
WAITINGAROUNDFORTHEOTHERTOHAPPENv
Lose 3 VW Points
&ATE#ARD
Sharp, tall elephant
grass cuts the faces
ANDARMSOFMOST
of the guys in the
PLATOONCAUSINGDELAYSWAITINGFORAMEDICTO
arrive.
Lose 2 VW Points
&ATE#ARD
4HEPLATOONS
radio operator is
WOUNDEDALWAYS
a target for NVA/
6#CAUSINGABREAKDOWNINCOMMUNICATION
and a frightful sense of isolation and
disconnection.
,OSE670OINTSANDMAN
&ATE#ARD
4WOhSHORTTIMERSv
(near their tour
rotation date) are
SERIOUSLYWOUNDED
INAMBUSH3OMEOFTHEGUYSSTARTTOPANIC
,OSE670OINTSANDMEN
&ATE#ARD
4IGERTRACKSARE
spotted around
CAMPMAKING
everyone in the
platoon a bit nervous and several lose sleep
FORAFEWNIGHTS
Lose 2 VW Points
&ATE#ARD
(UMPINGINMUD
ANDRAINSEEMSTO
TAKETHESTARCHOUT
OFTHEGRUNTS3OCKS
ROTEASILYANDCUTSNEVERSEEMTOHEAL
Lose 2 VW Points
&ATE#ARD
Dysentery and
exhaustion hit
the platoon after
MARCHINGFOR
SEVERALhCLICKSvINUNBELIEVABLEHEATAND
HUMIDITY
Lose 3 VW Points
VIETNAM WAR (VW) POINTS
670OINTSFORTHE530LATOON
-ISSION/BJECTIVE
670OINTSPER/BJECTIVE
Reaching and occupying a hill
20
#APTURINGTHE.6!6#HEADQUARTERS
#APTURINGA6IET#ONGHAMLETVILLAGE
Entering (thus destroying) a tunnel
10
Fate cards (gain or loss)
Varies by card
670OINTSFOR.6!6#$EFENDERS
-ISSION/BSTACLES
670OINTSPER/BSTACLE
(EADQUARTERSNOTFOUND
Village not found
10
Tunnel not found
5
Land Mine
5
Booby Trap
5
0UNJI3TAKES
Sniper
5
!MBUSH&IREFIGHT
Monsoon Rains
5
Friendly Fire
5
-ARCHINGTHROUGHABLANKSQUARE
-EN,OSTBY
530LATOON
1
1
2
1
670OINTSFORTHE530LATOON
-ISSION/BJECTIVE
670OINTSPER/BJECTIVE
Reaching and occupying a hill
20
#APTURINGTHE.6!6#HEADQUARTERS
#APTURINGA6IET#ONGHAMLETVILLAGE
Entering (thus destroying) a tunnel
10
Fate cards (gain or loss)
Varies by card
670OINTSFOR.6!6#$EFENDERS
-ISSION/BSTACLES
670OINTSPER/BSTACLE
(EADQUARTERSNOTFOUND
Village not found
10
Tunnel not found
5
Land Mine
5
Booby Trap
5
0UNJI3TAKES
Sniper
5
!MBUSH&IREFIGHT
Monsoon Rains
5
Friendly Fire
5
-ARCHINGTHROUGHABLANKSQUARE
-EN,OSTBY
530LATOON
1
1
2
1
WAR GAME SCORE SHEET
7AR'AME3CORE3HEET
7AR'AME3CORE3HEET
2OUND
530LATOON
2OUND
.6!6#
.AME ________________________________
.AME ________________________________
/BJECTIVE
!TTAINED
0OINTS
3UBTOTAL
6ILLAGESTAKEN
______
x 30 =
_____
VILLAGES./4TAKEN _______ x 10 = _______
(1TAKEN
______
x 50 =
_____
(1./4TAKEN
_______ x 50 = _______
Tunnels destroyed
______
x 10 =
_____
Obstacles
_______
x 5 = _______
Hills occupied
______
x 20 =
_____
"LANKSQUARES
53!RMY
MARCHEDINTO
_______
x 2 = _______
&ATES ________ – ________
= _____
SUBTRACTALLMINUSFATESFROMPLUSFATES
4/4!,
__________
)TEM
%VENTS
0OINTS 67POINTS
4/4!,
__________
7AR'AME3CORE3HEET
7AR'AME3CORE3HEET
2OUND
.6!6#
2OUND
530LATOON
.AME ________________________________
.AME ________________________________
)TEM
%VENTS
0OINTS 67POINTS
/BJECTIVE
!TTAINED
0OINTS
3UBTOTAL
VILLAGES./4TAKEN _______ x 10 = _______
6ILLAGESTAKEN
______
x 30 =
_____
(1./4TAKEN
_______ x 50 = _______
(1TAKEN
______
x 50 =
_____
Obstacles
_______
Tunnels destroyed
______
x 10 =
_____
Hills occupied
______
x 20 =
_____
"LANKSQUARES
53!RMY
MARCHEDINTO
4/4!,
_______
x 5 = _______
x 2 = _______
__________
&ATES ________ – ________
= _____
SUBTRACTALLMINUSFATESFROMPLUSFATES
4/4!,
__________
LESSON 10
TEACHING DIRECTIONS
,ESSON0/7S!.$-)!S
/BJECTIVES
s 5NDERSTANDTHEINHUMANETREATMENTOF5NITED3TATESSOLDIERS
IMPRISONEDBYTHE.ORTH6IETNAMESE
s ,EARNANDUSETHETAPPINGCODEDEVELOPEDBY0/7STOENABLE
THEMTOCOMMUNICATE
One Day
-ATERIALS
s !-%2)#!.3).#!04)6)490/7SAND-)!Sn— class
set
s (!./)(),4/.02)3/.#/$%— class set
3ET5P$IRECTIONS
9OURREGULARCLASSROOMCONFIGURATIONISADEQUATEFORTHISLESSON
)FNECESSARYMOVEDESKSTOGETHERFORSTUDENTSTOWORKONTHEIR
CODECOMMUNICATIONS
-OTIVATOR
3TUDENTSTENDTOBEFASCINATEDWITHSTORIESOF0/7S)NCREASETHAT
FASCINATIONWITHTHISMOTIVATOR
-ARKOFFTWOgXgRECTANGLESONTHEFLOOROFYOURCLASSROOM
three feet apart.
Individuals
(AVETWOSTUDENTSLIEDOWNINTHESEhCELLSv!STHEYDORELATE
THESEFACTSABOUT!MERICAN0/7SINTHE(ANOI(ILTON
h)NMOSTLYSOLITARYCONFINEMENTPRISONERSOF
WAR0/7SWERESUBJECTEDTOUNBELIEVABLETORTURE
TREATMENT!TTIMESTHEYWERECONFINEDTOCELLSAS
SMALLASgXg-ANYWEREPRISONERSFORBETWEENFIVE
ANDSEVENYEARS$URINGTHATTIMETHEYWERESTARVED
BEATENANDHALFSUFFOCATEDWITHSOAKEDTOWELS4HEY
WEREOFTENTIEDTOORPUTINTOIRONSASTHEYSATON
STOOLSFORDAYS4HEYWEREFORCEDTOLIEINTHEIROWN
EXCREMENT
4HEIRDIETCONSISTEDOFPUMPKINSOUPRICEAND
BOILEDRAT/FTENTHE.ORTH6IETNAMESEHIDSHARPWIRE
or razor blades in their food. Prisoners suffered bouts
OFDYSENTERYDEPRESSIONANDFEVERSFROMWOUNDS
ANDVICIOUSBEATINGS!LLOWEDTOBATHEONLYEVERY
nWEEKSANDWITHONLYAWOODENBUCKETASATOILET
0/7SWEREREDUCEDTOANANIMALLEVEL
read
or
tell
LESSON 10
TEACHING DIRECTIONS
4HEINMATESATTHEINFAMOUS(OA,ONICKNAMED
the Hanoi Hilton) Prison tried to stay sane by playing
MINDGAMES3OMEWORKEDATSOLVINGCOMPLEXMATH
PROBLEMS*OHN-C#AINWOULDREVIEWHISTORYBOOKSHE
HADREAD0RISONERSALSO@WROTEFANTASYNOVELSINTHEIR
MINDSORMEMORIZEDANDRECITEDTHENAMESOFALL
prisoners in Hoa Lo.
Guards at the prison ignored the Geneva Convention
THATPROTECTSPRISONERSOFWARFROMMISTREATMENT
)NTERROGATORSTRIEDTOGETTHEPRISONERSTOADMITTOWAR
CRIMES4HEYALSOTRIEDTOFORCETHEPRISONERSTORELATE
MORETHANTHEIRNAMERANKSERIALNUMBERANDDATEOF
birth.
3OME0/7SHADBREAKINGPOINTS-OSTENDURED
THEINHUMANECONDITIONSANDSURVIVEDUNTILTHEYWERE
RELEASEDIN*ANUARYv
0ROCEDURE
1. Distribute AMERICANS IN CAPTIVITY: POWs and MIAs
(1–2). Have students read it or listen as you and/or other
students read it.
A 2EINFORCETHEDISTINCTIONSBETWEEN-)!+)!AND7)!
(missing, killed, and wounded in action).
B 4ECHNICALLY0/7SWERE-)!SUNTILTHEENEMYNOTIFIEDTHE
53GOVERNMENTTHATTHEYWEREINPRISON
.OWTHATTHEMOTIVATORANDSHORTESSAYHAVEHEIGHTENEDINTEREST
and enlightened students about POWs, distribute HANOI
HILTON PRISON CODE.
%XPLAINHOWTHETAPPINGCOMMUNICATIONSYSTEMWORKEDASTHESE
INTELLIGENTMENDESPERATELYSOUGHTSOCIALCONNECTIONS
A 3INCE0/7SRARELYSAWEACHOTHERANDWEREOFTENCELLS
APARTTHISTAPPINGORWHISTLINGORCOUGHINGCODEACTUALLY
WORKEDPRETTYWELL
B /FINTERESTTOO3KILLEDhTAPPERSvOFTENLEFTOUTVOWELSINA
KINDOFSHORTHANDLANGUAGE
C !CKNOWLEDGEMENTOFAMESSAGEWASASIMPLETWOTAPS
TICKTICK
D #ODETAPPINGWASNOTEASY3OMEMESSAGESMADELITTLESENSE
LESSON 10
TEACHING DIRECTIONS
E )NTERESTINGLYTHISh3MITTY(ARRIS4AP#ODEvONCEMASTERED
WASALMOSTASFASTASTALKINGYETNEVERASSATISFYING
F .OTSURPRISINGLYSOMEMENGOTSOGOODATITTHATEVEN
NUANCESWEREUNDERSTOOD
"EFORERELEASINGSTUDENTSTOWORKEXPLAINTHECODEKEYANDAT
THESAMETIMEMOTIVATESTUDENTSBYADEMONSTRATION
!LLOWSTUDENTSTIMETOCOMPLETE%XERCISES and 2 on their papers.
A (AVESTUDENTSDISPLAYTHEIRTALENTSOFWRITINGANDSENDING
CODEDMESSAGESWITHADEMONSTRATIONORTWO
B (AVEVOLUNTEERSORCONSCRIPTSGOBEHINDAWALLORPARTITION
TOTAPOUTWHISTLEORCOUGHTHEMESSAGEFROM%XERCISE.
C 4HEOBJECTISFORTHERESTOFTHECLASSTODECIPHERTHEMESSAGE
as best they can.
$EBRIEFING#LOSURE
1. Reinforce the code lesson by tapping out in code:
(n/n-n%n7n/n2n+n4n/n.n)n'n(n4n.n%n8n4n#n(n!n
P–T–E–R–S–E–C–T–I–O–N– ____ –N–O–S– ____.
2. ,EARNING,OG
4OPIC: You are a POW in the Hanoi Hilton7RITEALETTERHOME
s 4RYTOCONVEYTHEINHUMANETREATMENTANDPRISON
CONDITIONS9OUMUSTNOTOFFENDANYENEMYCENSOR
WHOWILLNEVERLETTHEtruth of prison conditions be
BROADCASTTOTHEWORLD9OUARELIMITEDTOWORDS
This will take some real effort,
but devise a short—very short—
message and practice tapping
it out. You will be amazed at
how quickly some students will
decipher the message.
A demonstration of a few
student messages done in code,
dramatically staged (dimmed
lights, hard walls to tap, cramped
quarters) would be most effective.
Five–10 minutes
4O%XTENDTHE,ESSON
s )FYOUCANLOCATEANDTHENSHOWASNIPPETFROMFILMSTHATDEPICT
THETREATMENTOF!MERICANPRISONERSBYTHE.ORTH6IETNAMESE
Hanoi Hilton (1987) or In Love and War (1987)
)NBOTHFILMSTHETREATMENTOF0/7SISGRAPHICANDMAKES
CLEARWHATTHEYENDURED
Return With Honor (2000)
4HISISAMINUTEDOCUMENTARYON0/7SANDRETURNING
SERVICEMEN
AMERICANS IN CAPTIVITY:
POWs AND MIAs (1)
#APTURED
$URINGAWARCAPTUREDSOLDIERSKNOWFEARANDANXIETY4HEYALSO
OFTENSUFFERBRUTALITYANDTORTURE3OME5NITED3TATESSOLDIERS
BECAMEPRISONERSOFWAR0/7SIN6IETNAM-ANY0/7SWERE
PILOTS!IR&ORCE.AVYAND-ARINE-OSTWERESHOTDOWNWHILE
ONBOMBINGSORTIESOVERENEMYTERRITORY4HESECAPTIVESENDURED
UNBELIEVABLYHARSHTREATMENTATTHEHANDSOFTHE.ORTH6IETNAMESE
0/7SSPENTYEARSINCRAMPEDCELLSIN.ORTH6IETNAMESEPRISONS
3OMEPILOTSNEVERMADEITTOTHEPRISONS6ILLAGERSKNEWTHATBOMB
DROPSDESTROYEDINNOCENTCIVILIANSASWELLASMILITARYTARGETS!FTER
APLANECRASHLOCALVILLAGERSOFTENTORTUREDANDKILLEDTHEFLYERS
4HEYHADNOINTENTIONOFTURNINGTHECRASHSURVIVORSOVERTOMILITARY
AUTHORITIESFROMEITHERSIDE
4HEHanoi Hilton
4HELOCALSDIDTURNMANYPILOTSOVERTOTHE.ORTH6IETNAMESE
&ORTHEMPRISONWASPERHAPSAFATEWORSETHANDEATH4HE.ORTH
6IETNAMESEHADNOTORIOUSPRISONS#U,OCAND3ON4AYWEREBRUTAL
4HEMOSTINFAMOUSPRISONWASTHE(OA,O0RISONIN(ANOI5NITED3TATESPERSONNELCALLEDTHIShGRIM
INTERNMENTCENTERvTHEHanoi Hilton)NMATESALSOREFERREDTOTHISPRISONASCamp One, Heartbreak,
New Vegas, and New Guy Village4HEFIRST!MERICANPILOTSHOTDOWNANDPUTINTOTHEh(ILTONvWAS,T
%VERETT!LVAREZ*R4HISWASIN!UGUST4HEHanoi Hilton BECAMETHEMOSTFEAREDDESTINATIONFOR
THOSECAPTUREDBYTHE.ORTH6IETNAMESE4OSURVIVETHISHORRIDEXPERIENCEANINMATENEEDEDTOMUSTER
UPALLHISCOURAGEPRIDEWILLANDSANITY3TUCKINSMALLCELLSFORYEARSMOSTWEREPRISONERSUNTILTHE
CEASEFIRE,ITTLEDIDTHEYKNOWTHATTHEYWOULDBECOMENATIONALHEROESUPONTHEIRRETURNTOTHE5NITED
States.
4ORTURE
.OWORDSCANDOJUSTICETOTHEACTUALTREATMENTOF
!MERICANPRISONERSATTHEHanoi Hilton. Survivors later
DESCRIBEDTHEIRINHUMANECAPTIVITY
0RISONERSWERE
s 4IEDTOTINYTHREELEGGEDSTOOLSANDLEFTFORDAYS
s 'IVENFOODWITHRAZORBLADESORBITSOFSHARPWIRE
in it
s &EDBOILEDRATORNEARLYSTARVED
s &ORCEDTOLIEINTHEIROWNEXCREMENTATTRACTING
SWARMSOFFLYINGANDCRAWLINGCREATURES
Prisoners also suffered:
s 6ICIOUSBEATINGSSOMETIMESFORNOTSALUTINGTHEIR
guards
s 4ORTUREBYELECTROCUTION
s .EARSUFFOCATIONBYWETTOWELS
s &REEZINGCOLDCELLSINWINTERANDBAKINGHOTSTEAMYCONFINESINSUMMER
s "ECOMINGSOEMACIATEDTHATSOMEPRISONERSLOSTNEARLYONETHIRDOFTHEIRNORMALWEIGHT
AMERICANS IN CAPTIVITY:
POWs AND MIAs (2)
4HE7EASEL
4HESADISTICDIRECTOROF(OA,O0RISONWASNICKNAMEDhTHEWEASELv
(ECONCEIVEDOFTHEINHUMANETORTUREOF!MERICANPRISONERS4HE
TORTUREWASDESIGNEDTOEXTRACThCONFESSIONSvOFWARCRIMES4HESE
BRAVEMILITARYPERSONNELWITHSTOODINCREDIBLYBRUTALTREATMENT4HE
PRISONERSRESISTEDANDDEFIEDTHEIRCAPTORS!FTERWEEKSORMONTHSOF
THEhWEASELSvTACTICSSOME!MERICANPRISONERSDIDhBREAKv4HESE
PRISONERSWERETELEVISEDANDIDENTIFIED-OST0/7SWEREHELDIN
ISOLATIONANDWERENOTIDENTIFIED
#ODEh4ALKINGv
&ORTHOSEINPRISONITWASACHALLENGEEACHDAYTOENDURETHESQUALIDCONDITIONSANDINHUMANE
TREATMENT4HEYSTRUGGLEDTORETAINTHEIRSANITY4HEYTRIEDSOMEHOWTOCOMMUNICATEWITHOTHER
PRISONERS4ODOSOWASASUPREMEACHIEVEMENT-OST!MERICANSINTHEHiltonWEREKEPTINSOLITARY
CONFINEMENT4HEYRARELYSAWONEANOTHERINPERSON4HESEDESPERATEMENDEVISEDTHEIROWNLANGUAGE
4HEYhTALKEDvBYTAPPINGONTHEWALLSOFTHEIRCELLSUSINGASPECIALCODE4HEYUSEDTHISCODETO
COMMUNICATETHEIRTHOUGHTSANDFEELINGS4HEYWEREABLETOKEEPTHEIRCAPTORSFROMKNOWINGWHATTHEY
WEREhSAYINGv%VENTUALLY.ORTH6IETNAMESEGUARDSFIGUREDOUTWHATTHEIRPRISONERSWEREDOINGAND
FORCEDTHEMTOSTOPTHEMEASUREDTAPPING4HECLEVERINMATESWEREINTELLIGENTMENWITHLITTLEELSETODO
4HEYINVENTEDACODEUTILIZINGWHISTLINGORCOUGHING
.ATIONAL(EROES
4HE4REATYOF0ARISWASSIGNEDIN5NDERTHATTREATY.ORTH6IETNAM
WASTOGIVEAFULLACCOUNTINGOFALL5NITED3TATESCAPTIVES!LL0/7S
WERETOBERELEASED4HEHanoi Hilton closed, releasing U.S. prisoners
ON-ARCH3OMEOFTHERELEASEDPRISONERSLATERBECAMEFAMOUS
4HE5NITED3TATESCONSIDEREDTHEMNATIONALHEROESAFTERTHEIRLENGTHY
CAPTIVITY#OMMANDER*EREMIAH$ENTONBECAMEA3ENATORFROM!LABAMA
,T#OMMANDER*OHN-C#AIN)))WASELECTED!RIZONAS3ENATORIN
7ING#OMMANDER*AMES"3TOCKDALERANFORVICEPRESIDENTIN
#OMMANDER3TOCKDALEFLEWSORTIESJUSTAFTERTHE'ULFOF4ONKININCIDENT
*The Hanoi HiltonPRISONHASACTUALLYBECOMETHE(ANOI/PERA(ILTON(OTEL
-)!S
4HEFINALhBATTLEvOFTHE6IETNAM7ARLASTEDFOROVERYEARS!TSTAKEWASDISCOVERINGTHEFATEOFTHE
-)!S-ISSINGIN!CTION4HEREISNOWAYTODETERMINEHOWMANY-)!SBECAME0/7S6IETNAM
CLAIMSTHATALL0/7SWERERETURNEDAFTERTHECEASEFIRE"UTDIDTHEGOVERNMENTOF6IETNAMRELEASEALL
!MERICAN0/7S-ANY!MERICANSDOUBTTHATALLPRISONERSWEREALLOWEDTORETURN)TISESTIMATEDTHAT
PERCENTOF0/7SDIEDINCAPTIVITY5NIDENTIFIED0/7SREMAINONTHE-)!ROLLSINDEFINITELY&OR
MANYYEARSTHE5NITED3TATESCONTINUEDTODEMANDTHAT6IETNAMIDENTIFYALLPRISONDEATHS4HE5NITED
3TATESALSODEMANDEDTHERETURNOFALLBODILYREMAINSTOTHE5NITED3TATES)DENTIFICATIONWOULDENABLE
THEGOVERNMENTTOCHANGETHESTATUSFROM-)!TO+)!+ILLEDIN!CTION#HARGESANDCOUNTERCHARGES
CLOUDANYRESOLUTION#LOSUREONTHISBITTERCONTROVERSYSEEMSUNLIKELY4HESADTRUTHISIF6IETNAM
CONTINUEDTOHOLDANY0/7SITISLIKELYTHATTHEYHAVESINCEDIEDIN6IETNAMESECUSTODY
HANOI HILTON PRISON CODE
!CODEAPREARRANGEDSETOFWORDSSOUNDSORSYMBOLSUSEDTOSENDSECRETMESSAGES
!MERICANPRISONERSWEREISOLATEDINTINYCELLSINTHEHanoi Hilton4HEYWEREABLETOhTALKvTOEACH
OTHERUSINGACODETHEYDEVISED4HEYMIRACULOUSLYDISSEMINATEDTHECODETOEACHOTHER4HEYTAPPED
ONTHEIRCELLWALLSWHISTLEDORCOUGHEDOUTINNUMBERSTOPARALLELLETTERSONTHISCHART3OMESOCIAL
CONTACTALLOWEDTHEMTOENDUREINCREDIBLEHARDSHIPSDURINGCAPTIVITY
4HISISTHECODEUSEDBYTHEINMATESAT(OA,O0RISON
1
2
3
4
5
1
A
B
C
D
E
2
F
G
H
I
J (K)
3
L
M
N
O
P
4
Q
R
S
T
U
5
V
W
X
Y
Z
5SINGTHE#ODE
1. Locate the letter on the grid. 5SETHESIDENUMBERTHENTHETOPNUMBERTOTAPOUTTHECODE for
THATLETTER&OREXAMPLETHELETTERh-vISTAPSxAPAUSExFOLLOWEDBYTAPS
%XPERIENCEDTAPPERSOFTENLEFTOUTVOWELS
!CKNOWLEDGERECEIVINGTHEMESSAGEBYMAKINGTWOTAPS
%XERCISE 0RACTICEYOURCODESENDINGSKILLSBYWRITINGOUTTHISBRIEFSENTENCE'OOD,UCK
)MSICKWITHAFEVER
Begin: 2–4, 3–2, etc.
Pauses have to be in the right places.
%XERCISE #OMPOSEANDWRITEOUTAMESSAGETOAFELLOWPRISONERUSINGTHECODECHART)FNECESSARY
USEYOUROWNPAPER'OOD,UCK
Message to be put in code:
.UMBERSTOBETAPPEDWHISTLEDORCOUGHED
(AVEFUNxBUTUNDERSTANDTHEHISTORICALCONTEXTANDTHECHARTSORIGINALPURPOSE
LESSON 11
TEACHING DIRECTIONS
/BJECTIVES
s #REATEADIALOGUEFORAHYPOTHETICALSUMMITCONFERENCEBETWEEN
President Johnson and Ho Chi Minh in 1968
s !PPLYCONCEPTSANDCONTENTLEARNEDTHUSFAR
One–two Days
-ATERIALS
s 35--)4'5)$%,).%3— one per student pair + transparency
s 35--)4"!#+'2/5.$ — one per student pair
s ()34/29(%!$()34/29(%!24 — class set
s 02%3%.4!4)/.25"2)##ONTENT— class set (optional)
s ,INEDPAPER — one or more per student pair
3ETUP
-OSTOFTHEDESKSCANBEINYOURTRADITIONALCONFIGURATION
Individuals and
Student Pairs
3ETUPSOMEEXTRACHAIRSANDORACOUCHORCOFFEETABLEINTHE
FRONTTOSHOWCASETHEPERFORMANCESSTUDENTSGIVEBASEDON
their scripts.
-OTIVATOR
7ARLEADERSONOPPOSITESIDESRARELYMEETANDHISTORICALCHARACTERS
FROMDIFFERENTCENTURIESANDERASNEVERMEETOFCOURSE"UTTRYTO
PUTTHEUNUSUALCONCEPTOFTWOUNLIKELYPEOPLEMEETINGINTOYOUR
STUDENTSMINDSBYHAVINGTHEMSPECULATEh7HATIFxv
A (ITLERMETWITH2OOSEVELTOR#HURCHILLOR3TALININ
7HATWOULDTHEYTALKABOUT
B ,INCOLNMETWITH7ASHINGTON
C *ESUSMETWITH-OHAMMED
D 4HE7RIGHT"ROTHERSCOMPAREDEXPERIENCESWITH.EIL
!RMSTRONG
E 0RESIDENT*OHNSONNEGOTIATEDWITH(O#HI-INH
2. Have students speculate on interesting and provocative
COMBINATIONSBEFOREFOCUSINGINONTHETWOFROMTHISACTIVITY
0ROCEDURE
1. Group students in pairs. Distribute one SUMMIT GUIDELINES
TOEACHSTUDENTPAIRANDILLUMINATETHETRANSPARENCY"ESURETHAT
students understand the purpose of the lesson.
If you have an odd number of
students, have two students work
together on President Johnson.
LESSON 11
TEACHING DIRECTIONS
The SUMMIT BACKGROUND
gives students the political
and military situation as of
December 1968. It enables them
to understand each man’s possible
mindset at the time.
2. Distribute the SUMMIT BACKGROUND for the fictional
0RESIDENT*OHNSONn(O#HI-INHSUMMIT2EADASACLASSOR
WITHINSTUDENTPAIRS
!FTERSTUDENTSHAVEREADANDUNDERSTANDTHEBACKGROUND
INFORMATIONDISTRIBUTETHE()34/29(%!$()34/29
(%!242ELATEHOWTHE(%!$(%!24TASKLEADSINTOTHEIR
SCRIPTWRITINGTASK$ESIGNATEONESTUDENTOFEACHPAIRTO
concentrate on President Johnson and the other to concentrate
ON(O#HI-INH!LLOWTIMEFORSTUDENTSTOFILLINTHEHEADSAND
hearts of their leader.
7HENSTUDENTSAREFINISHEDWITHTHEIR(EAD(EARTWORKREMIND
STUDENTSOFTHESCRIPTREQUIREMENTS
a. Set the scene in 2–3 sentences.
B 3CRIPTSSHOULDINCLUDEISSUESDATAFROMTHISLESSONASWELL
as earlier lessons.
C (AVEABEGINNINGMIDDLEANDEND
s )NCLUDEASMUCHINFORMATIONASYOUCAN
s 4REATTHETOPICSSERIOUSLYAVOIDINGCHEAPHUMOR
%MPHASIZETHEGROUNDRULESFORTHEDIALOGUEBETWEENTHETWOMEN
A #ONVEYTHEIRVIEWPOINTSANDSITUATIONSASACCURATELYASPOSSIBLE
B 4HESCRIPTSMAYINCLUDEPERSONALCOMMENTSTHETWOMIGHT
MAKETOEACHOTHERWITHTHESEEXCLUSIONS
s .OPROFANITY
s .OMEANSPIRITEDPUTDOWNS
s .OPERSONALATTACKS
4HESEEDGYTACTICSWILLACCOMPLISHLITTLEINAVITAL
SUMMITMEETINGTHINKhHONEYvNOThVINEGARv
Use the PRESENTATION
RUBRIC: Content (on page 23) to
assess these dialogues.
!LLOWTIMEFORSTUDENTSTOCOMPLETETHEIRBRIEFSCRIPTSAND
MONITORTHEIRPROGRESS
7. When all pairs have produced reasonably satisfactory scripts,
CALLONSEVERALTOPERFORMTHEIRDIALOGUESMAKINGUSEOFTHE
hHOTELvFURNITUREYOUVESETUP
7ITHTIMEREMAININGHAVEADISCUSSIONONTHEISSUESRAISEDIN
THEACTIVITYANDPERHAPSWHICHPAIRSDIDTHEBESTJOBANDWHY
LESSON 11
TEACHING DIRECTIONS
$EBRIEFING#LOSURE
,EADACLASSDISCUSSIONABOUTACONTEMPORARYCONFLICT
A )NTRODUCEANIMPORTANTCONFLICTORISSUEDIVIDING!MERICANS
OR!MERICANSANDOTHERNATIONALS
B 7HOWOULDREPRESENTEACHOFTHETWOSIDES
C 7HATPOINTSWOULDTHEYHAVETORESOLVETOENDTHEDIVISION
2. ,EARNING,OG
4OPIC!RGUEISSUESFROMTHEPERSPECTIVEOFBOTH0RESIDENT
*OHNSONAND(O#HI-INHASTHEYTRYTOREACHASETTLEMENT
or cease-fire in late 1968.
s 5SINGA4nCHARTFORMWRITEDOWNTHREEISSUESYOU
WOULDBRINGUPINSUCHACONFERENCE0LACETHEISSUES
for one leader on one side, those for the other leader on
the other side of the T-chart.
s 0REPAREARGUMENTSTOCOUNTEREACHOFTHEISSUES
s $ECIDEWHATYOUWOULDBEWILLINGTOGIVEUPASA
hBARGAININGCHIPvIFTHEOTHERDEMANDED
Five–10 minutes
4O%XTENDTHE,ESSON
s ,EADACLASSDISCUSSIONABOUTTHEIMPORTANCEOFCOMPROMISEAND
MODERATIONBYPARTICIPANTSINASUMMITMEETING)NTRODUCEBY
reading or telling:
h"OTH0RESIDENT*OHNSONAND(O#HI-INHWERE
DEDICATEDAMBITIOUSMENGUIDEDBYNATIONALSELF
INTEREST"UTBOTHALSOHADCHARACTERTRAITSTHATWOULD
STALLAFAVORABLERESULTATSUCHASUMMIT7HATTRAITS
MIGHTAperfectPROBLEMSOLVERMEDIATORPOSSESSTO
ENABLEALLMOSTPARTICIPANTSTOBEREASONABLYSATISFIEDv
read
or
tell
SUMMIT GUIDELINES
,9.$/."*/(.3/.(/#()-).(
-%%4).'
$ECEMBER(ONOLULU
4HE3ITUATION
.ORTH6IETNAMLEADER(O#HI-INHAND5NITED3TATES
0RESIDENT,YNDON"*OHNSONNEVERMET"UTWHATIFTHEY
HAD"Y$ECEMBEROFBOTHMENHADREACHEDTHE
pinnacle of their political careers, but each had yet to
ACHIEVEHISMOSTIMPORTANTGOAL2ICHARD.IXONWASTHE
0RESIDENTELECT0RESIDENT*OHNSONWOULDLEAVEOFFICEON
January 20, 1969.
3Ox0RESIDENT*OHNSONAND(O#HI-INHAREABOUTTOMEETFORTHEFIRSTANDONLYTIME7HATWILLTHEY
TALKABOUT(OWWILLTHEYTREATEACHOTHER7ILLTHEYBECORDIALORBRUSQUE4HEPURPOSEOFTHISMEETINGIS
VAGUE0EACEORACEASEFIREISNOTREALLYhONTHETABLEv"UTACHANCEDOESEXISTTOAIRDIFFERENCES4HETWO
leaders can point out to each other realities of continuing to fight. Perhaps they can explore the possibilities
OFFURTHERSUMMITTALKS!LLOFTHESEPOSSIBILITIESAREPOTENTIALTOPICSFORSERIOUSDISCUSSION
0REPARE
0AIRUPWITHANOTHERSTUDENT$ECIDEWHOWILLCONCENTRATEON0RESIDENT*OHNSONANDWHOWILL
concentrate on Ho Chi Minh.
#OMPLETEA()34/29(%!$()34/29(%!24FORTHELEADERYOUSELECTED9OURPARTNERWILL
COMPLETEA()34/29(%!$()34/29(%!24FORTHEOTHERLEADER
5SETHEINFORMATIONFROM()34/29(%!$()34/29(%!24TOPREPAREFORYOURSUMMIT
#REATE
$EVISEAONEPAGESCRIPTOFADIALOGUEBETWEENTHETWOMEN
a. Set the scene in 2–3 sentences.
B 3CRIPTSSHOULDINCLUDEASMANYISSUESANDFACTSASYOUCANINCLUDE
C (AVEABEGINNINGMIDDLEANDEND
s )NCLUDEASMUCHINFORMATIONASYOUCAN
s 4REATTHETOPICSSERIOUSLYAVOIDINGCHEAPHUMOR
2EMEMBER
'ROUNDRULESFORTHEDIALOGUEBETWEENTHETWOMEN
A #ONVEYTHEIRVIEWPOINTSANDSITUATIONSASACCURATELYASYOUCAN
B 4HESCRIPTSMAYINCLUDEPERSONALCOMMENTSTHETWOMIGHTMAKETOEACHOTHERWITHTHESE
exclusions:
s .OPROFANITY
4HESEEDGYTACTICSWILLACCOMPLISHLITTLEINAVITAL
s .OMEANSPIRITEDPUTDOWNS
SUMMITMEETINGTHINKhHONEYvNOThVINEGARv
s .OPERSONALATTACKS
%XAMPLE
3ETTHESCENE:
"OTHMENENTERTHEROOMFROMOPPOSITEDOORSTHEYSHAKEHANDSANDTHENBOW!SIANSTYLE
$IALOGUE
0RESIDENT*OHNSON: Well, Mr. Minh, or can I call you Ho?
Ho:
SUMMIT BACKGROUND
3UMMIT"ACKGROUND
,YNDON"*OHNSON(O#HI-INH-EETING
$ECEMBER(ONOLULU
(O#HI-INH
Ho had beaten the French in a nine-year struggle that ended in 1954. For the past 14 years he has
BEENFIGHTINGAGAINST53AND3OUTH6IETNAMFORCES!TTHISPOINTTHEWARSEEMSDEADLOCKED
4HEREARECLEARINDICATIONSIN6IETNAMANDBACKINTHE3TATESTHAT!MERICANSAREWEARYOFWAR)TIS
EVIDENTTHAT53SOLDIERSFIGHTINGIN6IETNAMAREDISILLUSIONED%NCOURAGEDBYTHESUCCESSOFTHE
.6!AND6#(OCONTINUESTORALLYHISPEOPLE(EURGESTHEMTOFIGHTONFOREVERIFNECESSARYTO
WININDEPENDENCEANDUNIFYHISBELOVED6IETNAMHISLIFEGOAL
0RESIDENT*OHNSON
,IKEWISE0RESIDENT*OHNSONSGOALSAREINCOMPLETE4HEFRUSTRATINGWARIN6IETNAMHASSIDETRACKED
HIS'REAT3OCIETYPROGRAMS!SHISDREAMSFORIMPROVINGTHELIVESOFTHEPOORDWINDLED6IETNAM
BECAMEANOBSESSIONTOTHEPRESIDENT4HE4ET/FFENSIVEIN*ANUARYDEMONSTRATEDTOTHE5NITED
3TATESTHATTHECOMMUNISTSWOULDNEVERGIVEUP!LTHOUGHTHE.ORTH6IETNAMESEDIDNOThWINv
THEBATTLESOF4ETTHELIVESLOSTCHANGEDTHEMOODOFTHE53PUBLIC0RIORTOTHE4ETOFFENSIVE
MAINSTREAM!MERICAGENERALLYSUPPORTEDTHEWAR-OSTPEOPLESHUNNEDTHECRITICSANDPROTESTERS
!FTER4ETOPPOSITIONTOTHEWARINCREASED4HEDEMONSTRATIONSWERESOWIDESPREADTHAT0RESIDENT
*OHNSONCHOSENOTTORUNFORREELECTION2EPUBLICAN2ICHARD.IXONCAMPAIGNEDWITHAPROMISETO
BRINGPEACEWITHHONORIN6IETNAMv"Y$ECEMBER-R.IXONISTHEPRESIDENTELECT
3UMMIT"ACKGROUND
,YNDON"*OHNSON(O#HI-INH-EETING
$ECEMBER(ONOLULU
(O#HI-INH
Ho had beaten the French in a nine-year struggle that ended in 1954. For the past 14 years he has
BEENFIGHTINGAGAINST53AND3OUTH6IETNAMFORCES!TTHISPOINTTHEWARSEEMSDEADLOCKED
4HEREARECLEARINDICATIONSIN6IETNAMANDBACKINTHE3TATESTHAT!MERICANSAREWEARYOFWAR)TIS
EVIDENTTHAT53SOLDIERSFIGHTINGIN6IETNAMAREDISILLUSIONED%NCOURAGEDBYTHESUCCESSOFTHE
.6!AND6#(OCONTINUESTORALLYHISPEOPLE(EURGESTHEMTOFIGHTONFOREVERIFNECESSARYTO
WININDEPENDENCEANDUNIFYHISBELOVED6IETNAMHISLIFEGOAL
0RESIDENT*OHNSON
,IKEWISE0RESIDENT*OHNSONSGOALSAREINCOMPLETE4HEFRUSTRATINGWARIN6IETNAMHASSIDETRACKED
HIS'REAT3OCIETYPROGRAMS!SHISDREAMSFORIMPROVINGTHELIVESOFTHEPOORDWINDLED6IETNAM
BECAMEANOBSESSIONTOTHEPRESIDENT4HE4ET/FFENSIVEIN*ANUARYDEMONSTRATEDTOTHE5NITED
3TATESTHATTHECOMMUNISTSWOULDNEVERGIVEUP!LTHOUGHTHE.ORTH6IETNAMESEDIDNOThWINv
THEBATTLESOF4ETTHELIVESLOSTCHANGEDTHEMOODOFTHE53PUBLIC0RIORTOTHE4ETOFFENSIVE
MAINSTREAM!MERICAGENERALLYSUPPORTEDTHEWAR-OSTPEOPLESHUNNEDTHECRITICSANDPROTESTERS
!FTER4ETOPPOSITIONTOTHEWARINCREASED4HEDEMONSTRATIONSWERESOWIDESPREADTHAT0RESIDENT
*OHNSONCHOSENOTTORUNFORREELECTION2EPUBLICAN2ICHARD.IXONCAMPAIGNEDWITHAPROMISETO
BRINGPEACEWITHHONORIN6IETNAMv"Y$ECEMBER-R.IXONISTHEPRESIDENTELECT
4HOUGHTS
&ILLUPTHEHEADOFYOURLEADERWITHWORDSTHATDESCRIBEHIS
thoughts about the issues, events, and people that have brought
HIMTOTHISPLACEATTHISTIMEINTHESECIRCUMSTANCES)NCLUDE
HISBACKGROUNDEXPERIENCESANDBELIEFSNo feelings go into
his head.
Leader: _________________________________________
&EELINGS
&ILLUPTHEHEARTOFYOURLEADERWITHWORDSTHATEXPRESSHOWHE
is feelingATTHISPRECISEMOMENTOFTIME)NCLUDEHIScurrent
EMOTIONALSTATERELIEFDISAPPOINTMENTSADNESSANGERFEAR
ANXIETY!LSOINCLUDEHOWHEFEELSABOUTTHEFUTUREANDHIS
LEGACYGAININGFREEDOMORLOSINGAWAR
HISTORY HEAD, HISTORY HEART
LESSON 12
TEACHING DIRECTIONS
,ESSON"IOGRAPHIES
/BJECTIVES
s "ECOMEFAMILIARWITHMAJORPERSONALITIESOFTHE6IETNAM7AR%RA
s !PPLYACQUIREDINFORMATIONTOSHOWCASETHEPUBLICPERSONAND
UNMASKTHEHIDDENPSYCHEOFONEPERSON
Three–five Days
-ATERIALS
s ")/"2)%&3— class set*
s ")/'2!0(93+%4#(nclass set (copy back-to-back)
s ")/'2!0(94!3+!0OETRY— class set
s ")/'2!0(94!3+"0OSTER"IO#UBEOR2AP— class set
s ")/'2!0(94!3+#0OETRY0UZZLE— class set
s 02%3%.4!4)/.25"2)##ONTENT— class set + transparency
(optional)
s #ONSTRUCTIONPAPERXas needed (for bio cubes)
s %NVELOPESLETTERSIZEclass set
s 0OSTERBOARDORBUTCHERPAPERXas needed (for
posters)
s 3CRAPPAPERPIECESAPPROXIMATELYX75 per student
(for poetry puzzle)
4EACHER2EFERENCE
s 6IETNAM7AR"IOGRAPHIES— transparency
*Each student receives one set of 36 biographies, unless you assign
persons for the students to research. Adjust the teaching directions to
reflect this change in procedure.
Individuals,
Student Pairs
or Small Groups
Time constraints may dictate that
students complete just some of
the creative activities within this
lesson. If you choose to make any
of the Biography Tasks optional,
adjust the teaching directions and
handouts accordingly.
3ETUP
.OSPECIALROOMARRANGEMENTISREQUIREDFORTHISLESSON
)FSTUDENTSWORKINPAIRSORSMALLGROUPSFORTHEPOSTERBIOCUBE
ANDRAP"IOGRAPHY4ASK"DESKSMAYBEMOVEDAROUNDABIT
0REPARESCRAPPAPERFORTHE0OETRY0UZZLE"IOGRAPHY4ASK
a. Cut apart or have students cut apart scrap paper to provide
THEBLANKSFORTHEPOETRYPUZZLEWORDS
B 0LACETHEPAPERBLANKSINENVELOPESANDLABELFOREACHSTUDENT
-OTIVATOR
1. Read or tell:
h)F)TOLDYOUTHATONEOF0RESIDENT*OHNSONSFIRST
JOBSWASTEACHINGINA4EXASSCHOOLWITHPREDOMINANTLY
(ISPANICCHILDRENWOULDYOUSAYTHATTHISWASAN
IMPORTANTPARTOFHISBIOGRAPHYv
read
or
tell
LESSON 12
TEACHING DIRECTIONS
!LLOWTIMEFORSTUDENTRESPONSES4HENCONTINUE
read
or
tell
This teaching experience probably
made Mr. Johnson aware of the
plight of the poor, of immigrants
and of the need for educating
children—something he later
pursued in his “Great Society”
programs.
h7HYWOULDTHISBEANIMPORTANTEVENTINALIFETHAT
EVENTUALLYLEDFROMCORRIDORSOFCLASSROOMSTOCORRIDORS
OFPOWERTOHISPOSITIONASAPOWERFULMANINTHE
WORLDWITHINCREDIBLEINFLUENCEHONORANDRESPECTv
!LLOWTIMEFORSTUDENTRESPONSES4HENCONTINUE
h3OxBIOGRAPHYISMORETHANBIRTHACHIEVEMENTS
ANDDEATH4HEBIOGRAPHERMUSTPURSUETHEEVENTS
INAPERSONSLIFETHATINFLUENCEANDMOTIVATETHAT
TRANSFORMTHATDEFINEWHOTHESEPEOPLEAREINTHE
CONTEXTOFTHETIMESANDTHEIREXPERIENCES$URINGTHIS
LESSONYOUWILLBEABIOGRAPHERv
0ROCEDURE
1. Display the 6IETNAM7AR"IOGRAPHIES transparency. Read it
OVERWITHTHECLASS%XPLAINTOSTUDENTSTHATTHEYWILLCOMPLETE
AVARIETYOFCREATIVETASKSASSOCIATEDWITHTHEBIOGRAPHYOFA
person they select (or are assigned). Introduce the "IO"RIEFS
ACTIVITY4ELLSTUDENTSTHEYWILLHAVEEXACTLYMINUTES
A 4HEYMUSTREADATLEASTn
B 4HEYCHOOSETHREETHATINTERESTTHEM
c. They list their preferences (first, second, third, in order) and
SUBMITTHISLISTTOYOUONPAPER
$ISTRIBUTETHE")/"2)%&3ANDSTARTTIMING3IGNSTUDENTSUP
FORRESEARCHSUBJECTSONAhFIRSTCOMEFIRSTSERVEDvBASIS9OUR
SIGNUPLISTALLOWSYOUTOSEEANYDUPLICATIONSANDORDEROF
COMMITMENTTOCERTAINBIOGRAPHIES
/NCESTUDENTSHAVESIGNEDUPHAVETHEMCOPYVERBATIMTHE
BIO BRIEF of the person they selected, then return the original
to you. Distribute BIOGRAPHY SKETCH (1–2).
4. Encourage students to utilize the local and school library and the
)NTERNETTOCOMPLETETHEIRBIOGRAPHICALSKETCHES!LLOWTIMEIN
CLASSANDOUTSIDEFORTHISVITALTASK!LLOWONEORTWODAYS
LESSON 12
TEACHING DIRECTIONS
!SYOUCOLLECTTHE")/'2!0(93+%4#(ASSIGNMENTS
successively hand out BIOGRAPHY TASKS A, B, and C.
%MPHASIZETHATSTUDENTSMUSTCOMPLETE
s /NEPOEMFROMTHEOPTIONSIN")/'2!0(94!3+!
s /NEPROJECTFROMTHEOPTIONSIN")/'2!0(94!3+"
s ")/'2!0(94!3+#
!LLOWTIMEFORSTUDENTSTOCOMPOSEANDWORKONTHEIR
MASTERPIECES4HISMAYTAKEAFEWDAYSOFCLASSMAYBELONGER
9OURCLOSESUPERVISIONANDADVICEDURINGTHETIMEWILLPAY
DIVIDENDSWITHBETTERMOREACCOMPLISHEDWORK
3TUDENTSMAYNEEDADDITIONALTIMETOCOMPLETE")/'2!0(9
4!3+3!AND"INORDERTOCOMPLETE")/'2!0(94!3+
#0OETRY0UZZLE-AKESURETHATTHEENTIRECLASSWORKSON
")/'2!0(94!3+#ATTHESAMETIMEANDTHATTHEENVELOPES
OFWORDSARETURNEDINATTHESAMETIME
$EBRIEFING#LOSURE
(AVESTUDENTSPRESENTORPERFORMONEOFTHEIR"IOGRAPHY4ASK
CREATIONS9OUCANREQUIRETHATALLSTUDENTSSHARETHESAMETASK
FOREXAMPLEHOLDINGA3LAM0OETRYCOMPETITIONBASEDON
"IOGRAPHY4ASK!ORALLOWSTUDENTSTOSELECTTHETASKTHATTHEY
WILLPRESENTORPERFORMWHICHWILLOFFERAGREATERVARIETYOF
presentations and genres).
2. ,EARNING,OG
4OPIC4HEPERSON)RESEARCHEDDESERVESTOBEAMAJORHISTORICAL
PERSONALITYFROMTHISERABECAUSEx
PARAGRAPHANDSUMMARY
4O%XTENDTHE,ESSON
s (AVESTUDENTSVOTETOSELECTTHETOPTHREEMENANDTHETOPTHREE
WOMENFROMTHE")/"2)%&3WHOHADTHEMOSTLASTINGIMPACT
ON53HISTORYNOWTHATSOMANYYEARSHAVEELAPSEDSINCETHE
WAR#ONSIDERHAVINGSTUDENTSCOMETOTHEBOARDTOCONSTRUCTA
MINDMAPCLUSTERTOSUPPORTTHEIRCLAIMS
Check these BIOGRAPHY
SKETCH assignments quickly,
then return to the students.
They will need the contents for
their subsequent work on their
BIOGRAPHY TASKS A, B, and C.
When assessing these assignments
consider the following criteria:
s THEAMOUNTOFTIMEEFFORT
students devoted to their product
s HISTORICALDATAINCLUDED
s ACCURACY
s THEWORDSVOCABULARYTHEYUSE
s NEATNESS
s THEQUALITYCREATIVITYOF
presentation and display
Use the QUALITATIVE RUBRIC
and PRESENTATION RUBRIC:
Content (both on page 23) to
assess these Biography Tasks.
“Slam Poetry”—competitive
performing poetry—is popular
because it can involve an audience
and show off the poet’s dramatic
skills as he/she delivers the work
“on stage,” as an actor might
recite a (AMLET soliloquy. Such a
competition is a perfect match for
these biography tasks.
10–12 minutes
*ULIE&ORSYTHE
53!RMY.URSE
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FOCUSEDON6IETNAMESEVICTIMSOFTHEWAR
*OE'ALLOWAY
*OURNALIST
)N*OE'ALLOWAYPERSUADED5NITED0RESS)NTERNATIONALTOTRANSFERHIMTO6IETNAM(ESPENTTWOYEARSTHEREASA
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$AVID(ALBERSTAM
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4HISRESPECTEDJOURNALISThEARNEDHISSTRIPESvCOVERINGTHE6IETNAM7ARINn$URINGTHEEARLYSTAGESOF53
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0LANNINGTHEEVENING
7HATTOPICSWOULDYOUBRINGUPANDWHATQUESTIONSWOULDYOUASK7OULDYOUPLANANYACTIVITIES
s _______________________________________________________________________________
s _______________________________________________________________________________
s _______________________________________________________________________________
s _______________________________________________________________________________
s _______________________________________________________________________________
s _______________________________________________________________________________
%PITAPH
Epitaph
WORDSINSCRIBEDONATOMB
DESCRIBINGAPERSONWHOHAS
PASSEDAWAY
3OMEOFTHE6IETNAM7AR
personalities have passed
ON4HERESTWILLOFCOURSE
die eventually. But all of
THEMATSOMEPOINTWILL
LEAVELEGACIES)MAGINEAN
epitaph for your person:
BIOGRAPHY TASK A:
POETRY
0OETRYIShTHEUSEOFLANGUAGEWITHTHEMOSTPOSSIBILITIESv
)NAFEWWELLCHOSENCOLORFULWORDSANDPHRASESPOETRYSUMSUPAFEELINGAPERSONORACREDOOFLIFE
BETTERTHANJUSTABOUTANYGENRE3TUDYTHESE0OETRY&ORMATSTHENUSEONEFORMATTOCREATEONEPOEM
ABOUTYOUR6IETNAM7ARERAPERSON
s
#LERIHEW0OEM
s
,IMERICK
s
nn0OEM
s
h3NEAKYv0OEM
s
"IO0OEM
#LERIHEW0OEM
&OURSHORTLINESBASEDONAPERSONSNAME
,INETHEPERSONSNAME
,INERHYMESWITHLINE
,INECONTINUESSTORYRHYMESWITHLINE
,INERHYMESWITHLINE
#LERIHEW0OEM%XAMPLE
Navy pilot John McCain
Crashing, then enduring horrible pain
YEARSAPRISONEROFWAR
(ISCAPTORSTREATMENTWEALLABHOR
,IMERICK
!LINEPOEMOFTENHUMOROUSBUTNOTALWAYS
,INESANDRHYME
(Lines 1 and 2 are longer than lines 3 and 4)
,INESANDRHYME
,INERHYMESWITHLINESAND
,IMERICK%XAMPLE
4HEREISAVETERANNAMED3TONE
7HOSE.AMMOVIESMADEHIMWELLKNOWN
(EMADEUSCRY
In PlatoonANDxJuly
7HILEDIRECTINGSCRIPTSOFHISOWN
h3NEAKYv0OEM
!nLINEPOEM
4HELASTLINEREVEALSTHESUBJECTOFTHEPOEM
hSNEAKINGUPvONTHEREADER
nn0OEM
!ORLINEPOEMTHATTELLSASTORY
&IRSTLINEONESYLLABLEORONEWORD
3ECONDLINETWOSYLLABLESORWORDS
4HIRDLINETHREESYLLABLESORWORDS
(May have four or eight 3-line stanzas)
h3NEAKYv0OEM%XAMPLE
Green and lush
"UTARMEDANDDANGEROUS
!WARTHATTRANSFORMEDOURNATION
4OBEWARYOFFUTURECOMMITMENTS
6IETNAM
nn0OEM%XAMPLE
She
Hey
She
And
$EFIED
7HATWAS
-ANAGED
-AKING
#ONVENTION
3HETHINKING 4OREBOUND
"IGBIGBUCKS
By
'OING
4O(ANOI
"IO0OEM
!LINEPOEMTHATCAPTURESTHEESSENCEOFANIDEA
,INE&IRSTNAME
,INEFOURWORDSOFDESCRIPTION
,INEh!RELATIVEOFvORhCONNECTEDTOxv
(three persons, things, or ideas)
,INEh,OVEROFxvTHREETHINGSORIDEAS
,INEh7HOFEELSxvTHREETHINGSORIDEAS
,INEh7HONEEDSxvTHREETHINGSORIDEAS
,INEh7HOFEARSxvTHREETHINGSORIDEAS
,INEh7HOWOULDLIKExv
(three things or ideas)
,INEh!RESIDENTOFxv
THREEREALORMETAPHORICALPLACES
,INE,ASTNAME
Her
#AREER
0UTONHOLD
By
7INNING
4WO/SCARS
With
7ORKOUT
4APESANDSUCH
,YNDON
(UGEEARTHYAMBITIOUSCOMPLEX
!RELATIVEOFPOPULISM3AMAND2EBEKAH*OHNSON
&RANKLIN2OOSEVELT
Lover of politics, Texas Hill Country, Lady Bird
Who feels restless, rejected in the end, crucified
7HONEEDSTOBEINCONTROLDIRECTINGTHEWARTOBE
!MERICASh"IG$ADDYvNOTTOLOSEAFOREIGNWAR
7HOFEARSNIGHTMARESOFBEINGSTAMPEDEDBY
CATTLEPUBLICMISTRUSTANOTHERHEARTATTACK
7HOWOULDLIKETORIGHTALLWRONGSPROVIDEhGUNS
andBUTTERvGETRIDOFPOVERTY
!RESIDENTOF4EXASCORRIDORSOFPOWER0RESIDENT
+ENNEDYSSHADOW
*OHNSON
BIOGRAPHY TASK B:
POSTER, BIO CUBE, OR RAP
Study these three projects then create ONEOFTHESECOMPOSITIONSABOUTYOUR6IETNAM7ARERAPERSON
s ,ARGEPOSTERORBANNERILLUSTRATINGTHEESSENCEOFYOURPERSON
s "IO#UBETHATILLUSTRATESVARIOUSASPECTSOFYOURPERSON
s 2APPOETRYSONGTOPERFORMINCLASS
0OSTEROR"ANNER
s 5SESTANDARDWHITEXPOSTERBOARDORCOMPARABLESIZED
butcher paper.
s 5SEILLUSTRATIONSANDSYMBOLSMORETHANWORDSTOCONVEYJUSTWHO
THISPERSONWASANDTHEACTIONSHESHETOOKTOIMPACTTHE6IETNAM
War era.
s 5SECOLORANDPERHAPSREALOBJECTSGLUEDONTOADDVIVIDNESSAND
REALITYTOYOURWORK
"IO#UBE
s 0ROFILEYOURPERSONUSINGANCUBE
s -AKEUSEOFALLSIXSIDESOFAXXXXXCUBE
Side 1: .AMEDONEINAWAYTHATSYMBOLIZESWHOHESHEISWAS
Side 2: Essential biographyBASICFACTSOFHERHISLIFE
Side 3: !CCOMPLISHMENTSAWARDSHONORSPUBLICATIONSETC
WITHSOMEDETAILS)NCLUDESMALLILLUSTRATIONSFORINTERESTIF
SPACEPERMITS
Side 4: PortraitNo photocopies of the person. $RAWTHEPERSON.
*USTDOYOURBEST
Side 5: Legacy$RAWILLUSTRATEWITHOUTWORDSIFPOSSIBLETHE
ONEACCOMPLISHMENTHEORSHEWILLBEREMEMBEREDFOR)DEAS
AREHARDERTODRAWTHANTHINGSBUTSTILLCANBEIMPRESSIVELY
done.)
Side 6: 3YMBOL!NALYZINGTHEDATAANDTRYINGTOFATHOMTHIS
PERSONSPSYCHEIMAGINEANDTHENDRAWONESYMBOLTHAT
CAPTURESBESTTHEESSENCEOFHIMHER&ILLTHEENTIRESQUARE
WITHTHISSYMBOL
2AP
h2APvISAWORDTHATMEANShTOTALKv2APPOETRYCONSISTSOFTHEWORDS
ACCOMPANYINGASTRONGRHYTHMICBEATUSUALLYCREATEDBYELECTRONICS
tapping, or clapping sounds.
s !h2APvTELLSASTORY
s !REGULARh2APvHASFOURBEATSPERLINEANDABOUTBEATSPER
MINUTE
s 4HEMODULATIONOFTHERAPPERSVOICESHOULDVARYFROMLOUDTOSOFT
%XAMPLE
,ISTENTORADIOSTATIONSFOREXAMPLESOFTHEFORMATANDBEATIFNOTTHE
HISTORICALSUBJECTMATTER
BIOGRAPHY TASK C:
POETRY PUZZLE
4HISISAVERYUNUSUALPOETRYASSIGNMENT9OUANDANOTHERSTUDENTWILLBEPOETRYPARTNERSYouWILL
SUPPLYALLOFTHEWORDSFORAPOEM9OURPOETRYPARTNERWILLUSEYOURWORDSTOCREATEAPOEM
3TEP5SINGALLOFTHEINFORMATIONAVAILABLE"IO"RIEF, "IOGRAPHY3KETCH, and your "IOGRAPHY
Task !and"CREATIONSSELECTWORDS
s 3ELECTWORDSTHATWILLHELPYOURPOETRYPARTNERUSEWORDSTHATAREPECULIARTOORFITYOUR
PERSON&OREXAMPLEIFWRITINGABOUT'ENERAL7ESTMORELANDshe is not an appropriate
PRONOUNNORISfolksingerAHELPFULNOUN(OWEVERBOTHshe and folksinger fit Joan Baez).
s 7RITEONEWORDINEACHOFSMALLPIECESOFPAPERAPPROXIMATELYX
s )NCLUDETHEFOLLOWINGMIXOFWORDS
5 0RONOUNSINSTEADOFNOUNS%XAMPLEShe, she, him, her, it, their, each, no one
5 6ERBSSHOWACTIONORSTATEOFBEING%XAMPLESenjoyed, published, experienced,
imprisoned, lied, created, wrote, saw, suffered, burned, flew, etc.
5 !DJECTIVESMODIFYDESCRIBENOUNS%XAMPLESdaring, unorthodox, rag-tag, terrible,
notorious, talented, honorable, great, etc.
5 !DVERBSMODIFYVERBSADJECTIVESOROTHERADVERBSEXPLAINhow? and when?%XAMPLES
soon, very, never, most, accidentally, severely, frequently (MOSTLYnLYWORDS
5 'ERUNDSVERBALNOUNSENDINGINnING%XAMPLESdemonstrating, speaking, humiliating,
including, serving, killing, arriving, commanding, etc.
5 #ONJUNCTIONSJOINWORDSPHRASESORSENTENCES%XAMPLESbecause, just, when, as, nor, etc.
5 0REPOSITIONSUSEDWITHNOUNSORPRONOUNSTOSHOWPLACEPOSITIONORRELATIONSHIP
%XAMPLESwith, for, around, across, beyond, before, after, through, above, etc.
10 !RTICLES%XAMPLESan, a, the
15 #OMMON.OUNSWORDSANDPHRASESUSEDASTHENAMEOFAPERSONPLACEORTHING
%XAMPLESsoldiers, enemy, highlands, delta, river, courage, cruelty, endurance,
punishment, ambush, ceremony, attack, nurse, prison, villager, freedom, etc.
15 0ROPER.OUNSWORDSANDPHRASESUSEDASTHEparticularNAMEOFAPERSONPLACEORTHING
USUALLYCAPITALIZED%XAMPLESVietnam, Hanoi, Westmoreland, President, Mekong Delta,
DMZ, VC, Napalm, The Wall,ETC!NAMELIKEPresident NixonUSESOFTHEWORDS
3TEP#UTAPARTTHEWORDSANDPLACETHEMINASTANDARDLETTERSIZEDENVELOPE
s 7RITEYOURNAMEANDTHENAMEOFYOUR6IETNAM7ARPERSONALITYONTHEOUTSIDE
s 3EALTHEENVELOPE
s 'IVETHEENVELOPETOYOURTEACHER
3TEP9OURTEACHERWILLGIVEYOUANENVELOPEPREPAREDBYANOTHERSTUDENT4HATENVELOPEWILLNAMEA
PERSONFROMTHE6IETNAM7AR%RA
s /PENTHEENVELOPEANDSPREADOUTANDSTUDYTHEWORDSABOUTTHATPERSON
s !RRANGETHEMINTOSOMEPOETICFORM5SEANYPOETRYFORMATFROMTHISOROTHERCLASSES
s "ESELECTIVE9OUDONOTHAVETOUSEALLWORDS,OOKATSEVERALCOMBINATIONSOFWORDS
before you discard any.
3TEP: Write a rough version, refine and copy to a final version.
s #OLORANDILLUSTRATETHEPAPERBEFORETURNINGITIN
VIETNAM WAR BIOGRAPHIES
9OURCHALLENGEISTOGETTOKNOWONE6IETNAM7AR%RAPERSONINTIMATELY4HENDISPLAYYOURKNOWLEDGE
INSOMECREATIVEWAYS
-ATERIALS
s "IO"RIEFS
s "IOGRAPHY3KETCHAND
s "IOGRAPHY4ASKS!"AND#
9OUR#HALLENGE
1. Select a biography subject.
s 1UICKLYREADnOFTHE"IO"RIEFS.
s #HOOSETHREETHATINTERESTYOU
s ,ISTYOURPREFERENCESFIRSTSECONDTHIRDINORDERONASHEETOFPAPER
s 'IVETHELISTTOYOURTEACHER
9OUWILLTHENFINDOUTYOURSPECIFICPERSONTORESEARCH
3. Read over the "IO"RIEFSEVERALTIMES9OUWILLTHENBEABLETOSEETHEPOSSIBILITIESTHATMIGHTBE
OPENTOYOUASYOUDECIDEHOWTOFASHIONYOURSTUDYOFTHISONEPERSON
#OMPLETEYOUR2ESEARCH
1. Use the local and school library and the Internet to research your person.
s 4HEDictionary of American Biography
s )NTERNETRESOURCESONTHE6IETNAM7AR
s $ELVEINTOTHEBACKGROUNDOFTHISPERSON
s 4RYTOUNDERSTANDHISHERCHARACTER
#OMPLETEA"IOGRAPHY3KETCH.
$ISPLAYYOUR+NOWLEDGE
#OMPLETEAVARIETYOFCREATIVECOMPOSITIONSABOUTYOURBIOGRAPHYSUBJECT
7RITEAPOEM
-AKEAPOSTEROROTHERVISUALDISPLAYORCOMPOSEARAP
3. With another student create a poetry puzzle.
LESSON 13
TEACHING DIRECTIONS
Two–four Days
Cooperative Groups of 3 or 4
and Individuals
Use the PRESENTATION RUBRIC:
Content (on page 23) to evaluate
student project explanations.
Consider a museum setting
(perhaps in the media center?)
with large tables. Display each
design with a 4" x 6" description
card. Teams should make their
oral presentations for the judges.
Perhaps another class or a panel
of teachers or other staff members
could serve as judges to select the
five best designs.
/BJECTIVES
s ,EARNABOUTTHELEGACIESOFTHE7AR
s 5NDERSTANDTHEIMPACTOFTHE7ARINBOTHTHE5NITED3TATESAND
6IETNAM
-ATERIALS
s ,%'!#)%3/&4(%6)%4.!-7!2n— class set
s 4(%6)%4.!-6%4%2!.3-%-/2)!,— class set or one
per group
s $%3)'.!#/--5.)497!2-%-/2)!,— one per group
s 02%3%.4!4)/.25"2)##ONTENT— one per group + one to
post (optional)
s 6)%4.!-6%4%2!.).4%26)%7n— class set or as
needed (copy back to back)
s 6)%4.!-%2!#)6),)!.).4%26)%7n— class set or
as needed (copy back to back)
s !3)!.)--)'2!.4).4%26)%7n— class set or as
needed (copy back to back)
s -ARKERS— one set per group (optional)
s -ODELBUILDINGMATERIALS— as needed (optional)
s 0OSTERBOARDX — one per group (optional)
3ETUP
1. $ESIGNINGA7AR-EMORIAL
A $ECIDEHOWMUCHTIMEYOURCLASSCANDEVOTETOTHEDESIGN
PROJECTCOMPETITION
0ROJECTSMAYBEPOSTERSBLUEPRINTSCALEDRAWINGSOF
THEMEMORIALSORSCHEMATICDRAWINGSOFTHEMEMORIALS
ONTHEIRSITEORSCALEMODELSOFTHEMEMORIALSWITHOR
WITHOUTTHESURROUNDINGSITE
9OURCLASSROOMSITUATIONAVAILABILITYOFCRAFTMATERIALS
FORMODELSANDSTUDENTINTERESTMAYDETERMINEHOW
elaborate these projects are.
B 4ELLSTUDENTSTHATTHEYWILLWORKONTHEMEMORIALDESIGN
PROJECTINTEAMSOFTHREEnFOUR%ITHERASSIGNTEAMSORALLOW
STUDENTSTOFORMTHEIROWNTEAMS
C 3ETASIDEONEORTWODAYSTOALLOWSTUDENTSTOFORMALLY
PRESENTDISPLAYTHEIRWORKFORTHEh#ITY#OUNCILv
4HEh#ITY#OUNCILvMIGHTBETHEOTHERSTUDENTSINTHE
CLASSANOTHERCLASSORAPANELOFJUDGESCOMPRISEDOF
school staff or parents.
LESSON 13
TEACHING DIRECTIONS
D )FTIMEISVERYLIMITEDCOLLECTANDGRADEASUNITPROJECTS
e. If you live near Washington, D.C., arrange a class trip to visit
The Wall,OOKUPTHENAMESINTHE$IRECTORYOF.AMES
located near The Wall.)
.OSPECIALROOMCONFIGURATIONISNECESSARYUNLESSSTUDENTS
PRESENTTHEIRWARMEMORIALDESIGNSINAMUSEUMSETTING
3. )NTERVIEWS
)NDIVIDUALSORSTUDENTPAIRSCOMPLETETHEINTERVIEWSOUTSIDEOF
class.
A $ECIDEIFSTUDENTSWILLCHOOSETHETYPEOFINTERVIEWTHEY
WILLCONDUCTORIFYOUWILLASSIGNSOMESTUDENTSTOCONTACT
VETERANSSOMETOCONTACTCIVILIANSWHOLIVEDTHROUGHTHE
WARANDSOMETOCONTACTIMMIGRANTS
B %NSURETHATSTUDENTSUNDERSTANDHOWTOCONDUCTINTERVIEWS
These should be oral histories. The students should not
SUBMITTHEQUESTIONNAIRESFORINTERVIEWEESTOSIMPLYFILLIN
THEBLANKS
C #ONTACTALOCAL6IETNAM6ETERANSGROUPTOFINDPOSSIBLE
INTERVIEWEESFORSTUDENTSWHOHAVENOEXTENDEDFAMILY
MEMBERSTOINTERVIEW
Your decision may depend on
many factors unique to your
school and community resources.
-OTIVATOR
!SKSTUDENTSTOTHINKABOUTTHEIMPACTOFTHETERRORISTATTACKON
THE53OF3EPTEMBER-AKEALISTONTHEBOARDORDO
AMINDMAPCLUSTERTOGRAPHICALLYILLUSTRATESPECIFICCHANGESIN
ATTITUDESTRAVELSECURITYHEALTHIMMIGRATIONETC
4IETHISEVENTANDTHECHANGESIN5NITED3TATESSOCIETYWITHTHE
IDEAOFALEGACYSOMETHINGhHANDEDDOWNvORhGIVENTOLATER
GENERATIONSv
0ROCEDURE
$ISTRIBUTE,%'!#)%3/&4(%6)%4.!-7!2ANDASK
STUDENTSWHATlegacyMEANSSEE-OTIVATORabove).
2. Read through the brief essay to give students at least a cursory
UNDERSTANDINGOFHOWTHEWARCAMETOANENDANDITSSOMETIMES
blistering aftereffects.
Some of the topics introduced in this
essay are by themselves fascinating.
With some clever activities you
could easily extend this lesson for
another week. (See To Extend the
Lesson on page 152.)
LESSON 13
TEACHING DIRECTIONS
Allow two to three days for each
task. The Internet has available
a wealth of information on the
Vietnam War. Go to the Interact
website (www.teachinteract.com)
for suggested web addresses that
may be helpful as students complete
their design task.
Interact does not print web
addresses in our publications. Since
such addresses can quickly appear
and disappear, our website can be
updated on a more timely basis
than the publication.
This lesson has no Learning Log
prompt. The War Memorial projects
accomplish this reflective learning.
3. Distribute THE VIETNAM VETERANS MEMORIAL. Read
ANDDISCUSSTHENDISTRIBUTETHETASKSFORTHISLESSON$%3)'.
A COMMUNITY WAR MEMORIAL, and the appropriate
INTERVIEWFORMS2EADOVERWITHSTUDENTSEACHHANDOUTAND
explain exactly what they are to do, and when each is due.
4. Proceed to Lesson 14. Spend the next 2–4 days in class
REVIEWINGANDGIVINGTHE0/344%34FORTHEUNIT
$EBRIEFING#LOSURE
2EVIEWTHETWOTASKSDUEDATES!LSOREVIEWlegacy and
immigrantASTHEYRELATETOTHE6IETNAM7AR
#ONDUCTACLASSDISCUSSIONPRIORTOSTUDENTSSUBMITTINGTHEIRWORK
A (AVESTUDENTSSHAREFACTSIMPRESSIONSANDINFORMATIONFROM
THEIRINTERVIEWS
B %NCOURAGESTUDENTSTODRAWCONCLUSIONSABOUTTHECOLLECTIVE
MEMORIESOFPEOPLEFROMTHE5NITED3TATESWHOLIVED
THROUGHTHEWARAND!SIANIMMIGRANTS
C #OMPLETEA4CHARTOFSTUDENTSCONCLUSIONSONTHEBOARDOR
using an overhead projector.
4O%XTENDTHE,ESSON
5SETHE,%'!#)%3/&4(%6)%4.!-7!2ESSAYTOSPARK
further reflection and discussion (and possibly research).
#ONSIDERANYOFTHEFOLLOWINGTOPICSORSOMEOFYOUROWN
CHOOSING043$THE#HRISTMAS"OMBINGTHECONFUSEDAND
EMBARRASSINGEVACUATIONOFTHE!MERICAN%MBASSYTHERETURN
OFTHEVETERANSMODERN536IETNAMESERELATIONSETC
7ITHOUTCOMPROMISINGTHEPRIVACYOFTHEINTERVIEWEESHAVE
STUDENTSWHOINTERVIEWEDTHESAMECATEGORIESOFSUBJECTS
VETERANSCIVILIANSORIMMIGRANTSCOMPAREANDCONTRASTTHE
experiences described.
A #OMPAREANDCONTRASTTHEEXPERIENCESOFVETERANSFROM
DIFFERENTSERVICEBRANCHESORDIFFERENTYEARSOFTHEWAR
B %XPLORETHEIMPACTOFTHEWARONCIVILIANSBASEDONGENDER
AGEORPERSONALRELATIONSHIPSTOCOMBATANTS
C 4RYTODETERMINEIFYEAROFIMMIGRATIONAGEORCOUNTRYOF
ORIGINAFFECTEDTHEIMMIGRANTEXPERIENCE
LEGACIES OF THE VIETNAM WAR (1)
The dictionary defines “legacyvAShSOMETHINGHANDEDDOWNxFROMTHEPASTv4HELEGACIESOFTHE
6IETNAM7ARPOSEDANDSTILLPOSEAWESOMECHALLENGESFORBOTHTHE5NITED3TATESAND6IETNAM
#ONVINCING(ANOITO.EGOTIATE
.ORTH6IETNAMANDTHE5NITED3TATESSENTDELEGATESTO0ARIS
TONEGOTIATEANENDTOTHEWAR)N/CTOBER3ECRETARY
OF3TATE(ENRY+ISSINGERPROMISEDhPEACEISATHANDv
4HENTHEPEACENEGOTIATIONSBROKEDOWN4HE5NITED3TATES
LAUNCHEDAMASSIVEAERIALBOMBARDMENTOF.ORTH6IETNAM
$URINGTHISh#HRISTMASBOMBINGvTHE5NITED3TATESDROPPED
OVERBOMBSONTHECITIESOF(ANOIAND(AIPHONG
4HEREWASMASSIVEDESTRUCTION4HE5NITED.ATIONSANDTHE
0OPECONDEMNEDTHEBOMBING#RITICSCALLEDTHEDAY
BOMBARDMENTBRUTALHORRIFICANDUNCIVILIZED4HEDESTRUCTION
WASCOMPAREDTOTHATOFFIVEATOMICBOMBS4HEBOMBING
PROBABLYDIDMOTIVATETHE(ANOIGOVERNMENTTORESUMETHE
PEACETALKS4HE.ORTH6IETNAMESEDELEGATE,E$UC4HO
returned to the negotiations in Paris.
0EACE
4HE5NITED3TATESAND.ORTH6IETNAMSIGNEDACEASEFIRE
AGREEMENTIN0ARISEFFECTIVE*ANUARY-ORETHAN
EIGHTYEARSOFSUSTAINEDCOMBATBETWEENTHETWONATIONS
CAMETOANEND4HE3ECOND)NDO#HINA7ARWASOVER
According to the Paris Accords:
s 4HE5NITED3TATESWOULDWITHDRAWMOSTCOMBATTROOPS
s "OTHSIDESWOULDRELEASEALLPRISONERSOFWAR.ORTH6IETNAMESECOOPERATIONONTHISWOULD
continue to be an issue)
s !LLMILITARYACTIVITIESIN,AOSAND#AMBODIAWOULDEND
s 4HETHPARALLELWOULDCONTINUETOBETHEBORDERBETWEEN.ORTHAND3OUTH6IETNAMUNTIL
reunification
)NREALITYTHE5NITED3TATESSTILLHADOVERhADVISORSvIN3OUTH6IETNAM4HEIRMISSIONWASTO
HELPTHE3AIGONGOVERNMENTTOADJUSTTOITSNEWSTATUSDURINGASTRANGEUNEASYTIME
3AIGON&ALLS
!FTERTHE0ARIS!CCORDSWERESIGNEDTHE4HIRD)NDO#HINA7ARBEGAN4HEGOVERNMENTSIN(ANOIAND
3AIGONBATTLEDFORCONTROLOF6IETNAM4HE5NITED3TATESGAVELITTLEMILITARYORFINANCIALSUPPORTTO
THE3AIGONGOVERNMENT&ORTHENEXTTWOYEARS3OUTH6IETNAMSTEADILYLOSTGROUNDTOTHECOMMUNIST
.ORTH)NTHESPRINGOF.ORTH6IETNAMLAUNCHEDANOFFENSIVEAGAINSTIMPORTANTCITIESNEAR3AIGON
2ESISTANCEBYTHEWEAKERFORCESOF3OUTH6IETNAM!26.EVAPORATED2EMAINING53PERSONNELSAW
THAT3AIGONWOULDSOONBECAPTURED.OTWANTINGTORISKMORELIVESDURINGTHECOMMUNISTTAKEOVERTHE
53BEGANALASTMINUTEEVACUATION(ELICOPTERSAIRLIFTED!MERICANSANDNEARLY6IETNAMESE
TONEARBYAIRCRAFTCARRIERS#ALLED/PERATION&REQUENT7INDTHISEVACUATIONWASCHAOTIC4ELEVISION
CAMERASRECORDEDDRAMATICRESCUESFROMTHEROOFOFTHE53EMBASSY!DAYLATER!PRIL.ORTH
6IETNAMESETROOPSSWEPTINTO3AIGON4HEGOVERNMENTOF3OUTH6IETNAMSURRENDERED!FTERDECADESOF
CIVILWAR6IETNAMWASREUNITED4HEDREAMOF(O#HI-INHHADBEENACHIEVED
4HE6ETS2ETURN
-UCHHASBEENWRITTENANDDRAMATIZEDABOUTTHERETURN
OFTHEMENANDWOMENWHOSAWCOMBATIN6IETNAM
-ANYOFTHECOLLECTIVEEXPERIENCESOFTHESEPEOPLEMAY
HAVEBEENEXAGGERATEDFORLITERARYORDRAMATICPURPOSES
(OWEVERONEFACTREMAINSCLEARSOLDIERSOF6IETNAM
WERENOTHONOREDWHENTHEYRETURNED3OLDIERSRETURNING
FROM7ORLD7AR))WEREGREETEDASHEROES4HEYWERE
WELCOMEDWITHPUBLICCELEBRATIONSANDPARADES3OLDIERS
RETURNINGFROM6IETNAMWEREOFTENMETWITHHOSTILITY
ORSCORNANDSOMETIMESRAGEANDDISGUST4HEPUBLIC
WASAPPALLEDBYREPORTSOFATROCITIESCOMMITTEDBY53
SOLDIERSLIKETHEKILLINGOFCIVILIANSIN-Y,AI4OSOMEALLSOLDIERSDESERVEDTOBELABELEDh"ABY
+ILLERSv-OSTVETSWEREFORTUNATETOHAVETHEIRIMMEDIATEFAMILIESMEETTHEMATAIRPORTSORTRAINAND
BUSTERMINALS6ETERANANDNOWPOET7ILLIAM%HRHARTWROTEOFHISEXPERIENCEAT3AN&RANCISCO!IRPORT
.OBRASSBANDS
No flags,
No girls,
.OCAMERAMEN
/NLYASMALLBOYWHOASKEDMEWHATTHERIBBONSONMYJACKETMEANT
043$
%VERYWARLEAVESSCARSONITSSURVIVORS3OLDIERSOFEARLIERWARSSUFFEREDPOSTCOMBATMALADIESShell
Shock in World War I and Battle FatigueIN7ORLD7AR))3OLDIERSOF6IETNAMSUFFEREDPost Traumatic
Stress Disorder (PTSD))THASBEENESTIMATEDTHATPERHAPSnVETSSUFFERFROM043$
043$COMMONLYAFFLICTEDSOLDIERSUNDERLONGPERIODSOFSTRESS6IETNAMWASAMORESTRESSFULWAR
THANEARLIERCONFLICTS4HISWASDUEINPARTTOTHENATUREOFCOMBATTHEOPPOSITIONBACKHOMEANDTHE
ELUSIVENATUREOFTHEENEMY7HENTHEYRETURNEDMOSTVETSMADETHEADJUSTMENTTOCIVILIANLIFE4HEY
SUCCESSFULLYSLIPPEDBACKINTOTHEROUTINESOFNORMALLIFE(OWEVERSOMEDIDNOT043$BECAMEFOR
SOMEADISABLINGILLNESS3YMPTOMSINCLUDEDEPRESSIONANXIETYNUMBINGANDDENIALHYPERAROUSAL
3OMEVETSSUFFERESPECIALLYFROMFLASHBACKSTOWARTIMEINCIDENTSINVOLVINGTHEKILLINGOFCIVILIANS
3ERVICEWITHA#OST
2ECENTSTUDIESSUGGESTTHATTHE6IETNAM7ARTRAUMATIZEDITSWARRIORSNOMOREANDNOLESSTHANOTHER
WARS4HEDIFFERENCELIESINTHEYOUNGERAGEOFTHE6IETNAMSOLDIERSANDTHEhSHABBYvTREATMENTTHEY
RECEIVEDAFTERRETURNINGHOME4HECONTROVERSYOFTHEWAREXTENDEDTOMIXEDFEELINGSABOUTTHEMEN
WHOFOUGHTTHERE6IETNAMVETSPAIDAHIGHPRICEFORTHEIRBATTLEEXPERIENCE3OLDIERSREPORTEDTHAT
STRANGERSSPITONTHEM4HECRITICISMANDNEGATIVEREACTIONSWEREPAINFULLYUNFAIR3OLDIERSWERESTUNG
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streets, existing on handouts.
3OUTHEAST!SIANSIN!MERICA
!STHEWARWOUNDDOWNTHE5NITED3TATESOPENEDTHEDOORTOAFLOODOF3OUTHEAST!SIANIMMIGRANTS
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(O#HI-INH#ITY6IETNAMHASCHANGEDPeople
MAGAZINEINASPECIALYEARSLATERISSUEIDENTIFIED
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DAMAGEOF043$3TILLOTHERSBATTLETHEEFFECTSOF!GENT/RANGE4HOUSANDSSTRUGGLEWITHDRUGHABITS
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%XPERTSPUTTHEFIGUREATOVERBILLIONINDIRECTEXPENSES4HE53WILLPAYOUTBILLIONSMORE
for life-long benefits to veterans. Less easy to calculate is the legacy of a nation stung by defeat. The
PEOPLEOFTHE5NITED3TATESARENOWMORECAUTIOUS4HEYREALIZETHATINVOLVEMENTINWORLDAFFAIRS
INVOLVESRISKSANDMAYHAVELIMITATIONS
THE VIETNAM VETERAN’S MEMORIAL
4HE6IETNAM6ETERANS-EMORIALISKNOWNSIMPLYASThe Wall4HEMEMORIALISAHORIZONTALWINGED
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6IETNAMVETERAN*AN3CRUGGSCAMEUPWITHTHEORIGINAL
IDEA(EWANTEDTOHONORTHOSEWHODIEDINCOMBATOR
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The Deer Hunter(ISVISIONANDHARDWORKPAIDOFFASHE
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DESIGNCOMPETITIONBROUGHTINOVERENTRIES4HENON
traditional design of Maya Ying
,INWASSELECTED-S,INWAS
then a 22-year old Yale University
ARCHITECTURESTUDENT4HEn
MILLIONTOCONSTRUCTThe WallCAME
FROMPRIVATEDONATIONS4HEDREAM
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.OVEMBERWHENThe Wall
WASDEDICATED!LMOSTIMMEDIATELY
!MERICANSBEGANTOFEELMORE
POSITIVEABOUTTHISWARSVETERANS
6ISITINGTHE7ALL
Since its dedication, The WallISONEOFTHETWOMOST
VISITEDSITESINTHENATIONSCAPITAL-ANYVISITORSUSEPAPERANDBLACKCRAYONTOMAKERUBBINGSOF
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OFGRANITEWITHTHEINSCRIBEDNAMES.OONELEAVESUNMOVEDThe Wall, second only to the grunts
THEMSELVESISTHEMOSTVISIBLEREMINDEROFTHE6IETNAM7AR)TISALSOTHEMOSTVISIBLESYMBOLOFPOST
6IETNAMRECONCILIATIONANDHEALING
DESIGN A COMMUNITY WAR MEMORIAL
9OURCLASSWILLNOWPARTICIPATEINACOMPETITIONTODESIGNA6IETNAM7AR-EMORIAL9OURGOALIS
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ALREADYHASSUCHAMEMORIALYOUWILLSTILLDESIGNANDPRESENTYOUROWNIDEAFORAMEMORIAL4HISISA
DESIGNCOMPETITION9OUANDYOURTEAMMUSTLATERhSELLvYOURDESIGNTOTHE#ITY#OUNCIL4HECOUNCIL
WILLVOTETOSELECTTHEBESTDESIGNFORYOURCOMMUNITY'OOD,UCK
9OUR4ASK
s 7ORKASPARTOFATEAMTODESIGNA6IETNAM7AR-EMORIALFORYOURCOMMUNITY
s 0REPAREAPRESENTATIONTOCONVINCETHE#ITY#OUNCILTHATYOURSISTHEBESTMOSTAPPROPRIATE
MEMORIALDESIGN
2ESEARCH7AR#ASUALTIESFROMYOUR#OMMUNITY
s 5SECOUNTYORCITYRECORDSORTHE)NTERNET9OUMAYUSENAMESFROMANEXISTINGMEMORIAL
s 7HENYOUFINDTHENAMESWRITETHEMDOWN
s 9OURLISTDOESNOTHAVETOINCLUDEMORETHANNAMES)FYOUCANNOTFINDENOUGHNAMESEXTEND
YOURRESEARCHTOANEIGHBORINGTOWNORTOWNS
$ESIGNAN!PPROPRIATE-EMORIAL
s 3COPEOFTHE0ROJECT
9OURDESIGNMAYBEAPOSTERORASCHEMATICDRAWING9OURTEAMMAYEVENBUILDAMODEL
#ONSIDERTHEFORMOFTHEMEMORIALITSARCHITECTURALORGEOMETRICSHAPE
#ONSIDERTHEAPPEARANCEOFTHEMEMORIALTHEDECORATIONSANDWORDING
#ONSIDERTHECONSTRUCTIONOFTHEMEMORIALSTONECONCRETEGLASSETC
#ONSIDERTHEUSEOFPATRIOTICSYMBOLSWATERFOUNTAINSCOLORSTATUARYLANDSCAPINGETC
s 3ITE3ELECTION
#ONSIDERANATTRACTIVEAPPROPRIATESETTINGINYOURCOMMUNITY
0ROVIDEEASYACCESSIBILITYTOTHEPUBLIC
s !ESTHETIC#ONSIDERATIONS
6ISITORSMAYWANTAPEACEFULSETTINGINWHICHTOBEREFLECTIVE
5SEGOODTASTE#ONSIDERWHATCRITICSCOULDOBJECTTOIFYOURDESIGNISNONTRADITIONAL-AYBE
READINGMOREABOUT-AYA9ING,INSDESIGNANDPHILOSOPHYWOULDHELPGUIDEYOU
0RESENTYOUR0LAN
s #ITY#OUNCIL0ROCEDURES
0RESENTATIONSARELIMITEDTOFIVEMINUTES
4HEUSEOFVISUALSISENCOURAGED
s 4EAM2ESPONSIBILITIES
%VERYMEMBEROFYOURTEAMMUSTCONTRIBUTE
%XPLAINTHEPURPOSEFORTHEMEMORIAL
%XPLAINTHEDESIGNANDSETTING
$ESCRIBETHEMEMORIALMATERIALSDECORATIONSETC
3UMMARIZEWHYTHISDESIGNISMOSTAPPROPRIATEFORYOURCOMMUNITY
VIETNAM VETERAN INTERVIEW (1)
4OTHE)NTERVIEWEE
4HEPURPOSEOFTHISINTERVIEWASSIGNMENTISNOTTOPRYINTOANOTHERPERSONSLIFE2ATHERITISTOHELPTHE
PERSONINTERVIEWINGYOUTOGAUGETHEREALITYOFSOLDIERLIFEDURINGTHE6IETNAM7AR"EINGFORTHRIGHT
and detailed about your experience is appreciated.
.AME __________________________________________ Tour of Duty: ____________________
Branch of service: _________________________________ 7HATUNITWEREYOUWITH __________
2ANKATENDOFTOUR _______________________________ Draftee or Volunteer? ______________
)NTERVIEWQUESTIONS
7HATDOYOUREMEMBERABOUTGETTINGYOURDRAFTNOTICE
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What do you recall about your pre-induction physical?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATMEMORIESDOYOUHAVEABOUTLEAVINGFORBOOTCAMPBASICTRAININGANDBOOTCAMPITSELF
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATWEREYOURIMPRESSIONSOF6IETNAMINTHEFIRSTFEWDAYSWEEKS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7OULDYOUPLEASEDESCRIBEFIVEIMPRESSIONSABOUTYOURCOMBATEXPERIENCESIN6IETNAM
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
!TWHATPOINTDIDYOUSTARTCOUNTINGTHEDAYSUNTILYOURTOUROFDUTYWASOVER
_____________________________________________________________________________
_____________________________________________________________________________
VIETNAM VETERAN INTERVIEW (2)
$IDYOURETURNHOMEEARLY7HY
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8. Where did you go for R & R?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7EREYOUAWAREOFTHEUSEOFILLEGALDRUGSAMONG53TROOPS
_____________________________________________________________________________
_____________________________________________________________________________
7HATDIDYOUEXPERIENCERETURNINGTOhTHEWORLDvTHEFLIGHTMEETINGSTRANGERSFAMILYREUNION
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATTHREEWORDSPHRASESSUMUPYOURMILITARYSERVICEDURINGTHE6IETNAM7AR
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
Signature: _________________________________________________
$ATEOFINTERVIEW __________________________________________
)NTERVIEWER _______________________________________________
4OTHE)NTERVIEWER
!FTERTHISINTERVIEWCOMPARETHEEXPERIENCESOFYOUR6IETNAM6ETINTERVIEWEEWITHTHEESSAY!
'RUNTS7AR(OWACCURATEISTHEESSAY(OWWERETHETWOEXPERIENCESDIFFERENT
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
VIETNAM ERA CIVILIAN INTERVIEW (1)
4OTHE)NTERVIEWEE
PERSONINTERVIEWINGYOUTOUNDERSTANDTHE6IETNAM7AR%RAEXPERIENCEFORTHOSEWHODIDNOTSERVEIN
THEMILITARYATTHATTIME"EINGFORTHRIGHTANDDETAILEDABOUTYOURRECOLLECTIONSISAPPRECIATED
.AME __________________________________________ Were you subject to the draft? _______
)NTERVIEWQUESTIONS
$IDYOUKNOWMENORWOMENWHOSERVEDIN6IETNAM _________________________________
_____________________________________________________________________________
$IDYOUKNOWANYONEWHODIDNOTSURVIVEATOUROFDUTYIN6IETNAM
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
!TTHETIMEHOWDIDYOUFEELABOUT5NITED3TATESINVOLVEMENTIN6IETNAM
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7OULDYOUPLEASEDESCRIBEFIVEIMPRESSIONSABOUTTHETIMEOFTHE6IETNAM7AR
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
$IDYOURFAMILYEXPERIENCETHEhGENERATIONGAPvINDISPUTESABOUT6IETNAM
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
$IDTHEWARAFFECTYOURLIFEPERSONALLYDIDYOUCHANGEYOURLIFEPLANSINANYWAY
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
VIETNAM ERA CIVILIAN INTERVIEW (2)
7HATDOYOUREMEMBERABOUTTHEPOLITICALTURMOILOFTHELATES
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
$IDYOUTAKEPARTINANYANTIWARDEMONSTRATIONS
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
(ASTHE6IETNAM7AREXPERIENCEAFFECTEDHOWYOUFEELABOUTOURGOVERNMENT
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
(ASTHE6IETNAM7AREXPERIENCEAFFECTEDHOWYOUFEELABOUTMILITARYACTIONSINOTHERCOUNTRIES
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATTHREEWORDSPHRASESSUMUPYOURUNDERSTANDINGOFTHELEGACYOFTHE6IETNAM7AR
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
Signature: _________________________________________________
$ATEOFINTERVIEW __________________________________________
)NTERVIEWER _______________________________________________
ASIAN IMMIGRANT INTERVIEW (1)
4OTHE)NTERVIEWEE
PERSONINTERVIEWINGYOUTOUNDERSTANDTHE!SIANIMMIGRANTEXPERIENCEINTHECONTEXTOFTHE6IETNAM
War. Being forthright and detailed about your recollections is appreciated.
.AME __________________________________________ 9EAROFIMMIGRATION _______________
Country of origin: _________________________________ !GEWHENYOUIMMIGRATED _________
6IETNAM#AMBODIA,AOSOTHER
)NTERVIEWQUESTIONS
&ORWHATSPECIFICREASONSDIDYOULEAVEYOURNATIVECOUNTRYANDCOMETOTHE53
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
$IDYOULEAVEFAMILYBEHIND
_____________________________________________________________________________
_____________________________________________________________________________
7HATAREYOURMOSTVIVIDRECOLLECTIONSABOUT
Leaving your native land? _______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Your journey to the U.S.? ________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9OURFIRSTFEWDAYSWEEKSIN!MERICA _____________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATWEREYOURFIRSTIMPRESSIONSOFTHE!MERICANPEOPLEYOUENCOUNTERED
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
ASIAN IMMIGRANT INTERVIEW (2)
7HATWEREYOURFIRSTIMPRESSIONSOF!MERICANCULTUREANDVALUESWHATTHEYCHERISHEDLIFESTYLE
HABITSMOVIESMUSICFOODSBELIEFSETC
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATWHOMADEITEASIERTOADJUSTTO!MERICANLIFE7EREYOUSPONSORED
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
!FTERARRIVINGWHATKINDOFJOBSDIDYOUORYOURPARENTSTAKETOMAKEALIVINGINTHE53
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
$OYOUTHINKYOUREXPERIENCEWASTYPICALFORPOSTWARIMMIGRANTS
_____________________________________________________________________________
_____________________________________________________________________________
$OYOUHAVECHILDRENORGRANDCHILDRENWHOWEREBORNINTHE5NITED3TATES(AVEYOUSHAREDYOUR
STORYOFIMMIGRATIONWITHTHEM
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7HATTHREEWORDSORPHRASESSUMUPYOUREXPERIENCESCOMINGTOANDLIVINGINTHE53
s ____________________________________________________________
s ____________________________________________________________
s ____________________________________________________________
Signature: _________________________________________________
$ATEOFINTERVIEW __________________________________________
)NTERVIEWER _______________________________________________
LESSON 14
TEACHING DIRECTIONS
,ESSON5NIT2EVIEW
Four Days
Individuals, Student Pairs,
and Competitive Teams
Review activities include:
s !NALOGIES
s 3CAFFOLDING
s (AIKU0OETRY
s -IND-AP
/BJECTIVES
s 2EVIEWANDRELEARNCONCEPTSANDCONTENTOFVIETNAM unit
s 'RASPTHETOTALITYOFTHE6IETNAM7AREXPERIENCEFORTHE5NITED
States
-ATERIALS
s !.!,/')%3— class set
s 3#!&&/,$).'— class set
s (!)+50/%4294!3+— class set or transparency
s 6)%4.!-7!2-).$-!0— class set
s 0%235!3)6%%33!925"2)#— class set + transparency
(optional)
s ,INEDPAPER— class set
4EACHER2EFERENCE
s 6IETNAM0ERSPECTIVE!NALOGIES
— transparency
s Scaffolding -ODELS (1–2) — transparency
s Scaffolding -ODELS !NSWER+EY
s 6IETNAM7AR1UIZ3HOW0ROMPTS(1–2) — one (for teacher/
moderator use)
s 6IETNAM7AR1UIZ3HOW2ESPONSES(1–2) — one (for teacher/
moderator use)
* Use the 6IETNAM0ERSPECTIVE!NALOGIESTOCLARIFYTHEASSIGNMENT
ANDEASESTUDENTSINTOWORK5NCOVERANSWERSDURINGDISCUSSION
3ETUP
$ECIDEINWHATORDERYOUWILLINTRODUCETHEVARIOUSREVIEW
activities. 0REPAREALLHANDOUTSANDOTHERMATERIALSPRIORTOCLASS
)FSTUDENTSWORKTOGETHERONANYOFTHEACTIVITIESMAKE
ACCOMMODATIONSASAPPROPRIATE
-OTIVATOR
s !SK
read
or
tell
h(OWMANYOFYOUCANTELLMETHEFACTSAND
DIFFERENTINTERPRETATIONSOFTHE'ULFOF4ONKIN)NCIDENT
7HATARETHREESYMPTOMSOFAPERSONSUFFERING
FROM043$
7HATISTHEDIFFERENCEBETWEENAN.6!AND6#
soldier?
4HESEANDOTHERQUESTIONSMAYBEHARDTOANSWER
AFTERWEEKSOFSOMUCHINFORMATIONLEARNED"UTTHATS
THEPURPOSEFORAREVIEWWHICHISOURFOCUSNOWv
LESSON 14
TEACHING DIRECTIONS
2EVIEW0ROCEDURES
!NALOGIES
1. Arrange students into study pairs. Define analogies: finding
CONNECTIONSORLIKENESSINTHINGSPEOPLEEVENTS
$ISTRIBUTE!.!,/')%3THENILLUMINATETHE6IETNAM
0ERSPECTIVE!NALOGIESTRANSPARENCY4HISDEMONSTRATESHOW
TODOANALOGYPROBLEMS9OUMAYDEVELOPYOUROWNEXAMPLES
TOSUPPLEMENTTHEANALOGYPROBLEMSORHAVESTUDENTSCONCEIVE
THEIROWN!LLOWTIMEFORSTUDENTSTOSOLVETHEPROBLEMS
!NSWERSTO!.!,/')%3BUTBEOPENTOSTUDENTSLOGIC
7ORLD7AR))'ULFOF4ONKIN
3OUTH6IETNAM(ANOI
.APALM7ORLD7AR)
7ORLD7AR))'ENERAL7ESTMORELAND
6IETNAM7ARBATTLEFATIGUEORSHELLSHOCK
6. Lyndon Johnson : Civil War
7. Civil War : Tet Offensive
6IETNAM7AR7OODROW7ILSON
9. Great Depression : 1968
10. Revolutionary War : Kent State
11. World War II : 19 or 21
!RMISTICE6IETNAM7AR
7ORLD7AR))COMMUNISM
14. World War II : Grunt
Scaffolding
)LLUMINATETHEFIRSTTOPICON3CAFFOLDING-ODELS (1) as an
EXAMPLE9OURVISUALLEARNERSWILLBENEFITFROMUSINGTHIS
GRAPHICTECHNIQUETOORGANIZEDATAFROMTEXTMATERIAL3HOW
THESECONDTOPICANDCOMPLETEWITHSTUDENTSUGGESTIONSINPUT
Be sure to uncover only the prompt
(and keep the answer covered) for
each analogy as you work down
the page.
The nature of thinking about
comparisons or analogies may
produce conflicts over “correct”
answers or responses. When students
come up with answers different
than the key, hear them out for their
reasoning. Their reasoning process
may be more important than the
assignment itself.
If this is a new technique for you,
use the Scaffolding Models Answer
Key to guide this transparency
work.
3HOWTHEFIRSTTOPICON3CAFFOLDING-ODELSANDHAVETHEM
COMPLETEONTHEIROWNPAPER
7HENEVERYONEISFINISHEDCOMPLETEONTHETRANSPARENCY
#HECKFORUNDERSTANDING7ORKTHROUGHTHESECONDTOPICON
3CAFFOLDING-ODELSWITHSTUDENTSUGGESTIONSINPUT7HEN
you are sure that students are secure in their understanding of
HOWTOWORKSCAFFOLDINGDISTRIBUTE3#!&&/,$).'
There is no key. You decide how
accurate student responses are.
(AVESTUDENTSMAKETHEIROWNSCAFFOLDINGGRAPHICSOFONEOFTHE
FOURTOPICSSHOWN4HEYCANUSETHEHANDOUTORTHEIROWNPAPER
#OLLECTALLSTUDENTWORK
LESSON 14
TEACHING DIRECTIONS
(AIKU0OETRY4ASK
#ONSIDERTHESEOPTIONSFORTHISREFLECTIVEWRITINGACTIVITY
a. Topic Selection Options
s )LLUMINATETHETRANSPARENCYANDALLOWSTUDENTSTOSELECTA
TOPICFORTHEIRHAIKU
s 3HOWTHETRANSPARENCYRANDOMLYASSIGNTOPICSTOSTUDENTS
B #OMPOSITION/PTIONS
s )LLUMINATETHETRANSPARENCYFORBACKGROUNDTHENSTUDENTS
WRITETHEIRHAIKUONTHEIROWNPAPER
s $ISTRIBUTETHE(!)+50/%4294!3+HANDOUTSAND
HAVESTUDENTSWRITETHEIRHAIKUONTHEHANDOUT
“Slam” poetry has been a learning
strategy for years, but without
this dramatic label. Have students
follow the guidelines given here.
You should be the first to present,
setting a high standard.
4ELLTHEMTHATATTHENEXTCLASSMEETINGTHEYWILLPERFORM their
POEMSINONEDRAMATICBREATHANDTHENTURNINTHEIRWRITTENWORK
0ERFORMANCECRITERIAINCLUDE
a. Use one breath only to recite.
b. Be loud and passionate.
c. Involve the audience if possible.
(AVESTUDENTSPERFORMTHEIR(AIKUPOEMSINADRAMATIChSLAMv
STYLEFORMAT!WARDPOINTSORGRADESASAPPROPRIATE
6IETNAM7AR1UIZ3HOW !FULLREVIEWACTIVITY
3ETUPYOURFRONTBOARDTORESEMBLEAGAMEBOARD%XAMPLE
#AUSES53
)NVOLVEMENT
#OMBAT
0ROTEST$RAFT
%VASION
0EOPLE
4HE%NEMY
6IETNAM
10
10
10
10
10
10
20
20
20
20
20
20
30
30
30
30
30
30
40
40
40
40
40
40
50
50
50
50
50
50
60
60
60
60
60
60
(OWTHEGAMEISPLAYED
s $IVIDETHECLASSINTOnTEAMSOFCONTESTANTS
"EGINWITHONECONTESTANTFROMEACHTEAM
2OTATETURNSAMONGTHECONTESTANTS
3ETATIMERORROTATEPANELSAFTEREVERYSOMANYSQUARES
AREREVEALED4HISWILLINVOLVEMORESTUDENTS
s #ONTESTANTSSELECTACATEGORYANDASQUAREWITHAGIVEN
point value.
s 9OUREADTHEINFORMATIONASSOCIATEDWITHTHATSQUAREFOUND
on 6IETNAM7AR1UIZ3HOW0ROMPTS(1–2).
s 4HECONTESTANTMUSTCOMEUPWITHTHECORRECTquestion for
THEINFORMATIONGIVEN
LESSON 14
TEACHING DIRECTIONS
s )NSISTTHATTHECONTESTANTSRESPONDin the form of a question,
NOTASTATEMENT
s #HECKTHEACCURACYOFTHERESPONSEWITHTHE6IETNAM7AR
1UIZ3HOW2ESPONSES(1–2).
s 0LAYBOTHROUNDSOFTHE1UIZ3HOWASTIMEPERMITS
-IND-AP
s $ISTRIBUTE6)%4.!-7!2-).$-!0%XPLAINTHATCREATING
AMINDMAPWILLHELPSTUDENTSORGANIZEINFORMATIONFORAUNIT
TEST%ITHERALLOWTIMEINCLASSFORSTUDENTSTOBEGINORASSIGN
ASHOMEWORK
Read the prompts at least two times.
This will give students time to be
sure they understand the clues.
Demanding that the students
answer in the form of a question is
a much more challenging thinking
task for the students!
$EBRIEFING#LOSURE
2EMINDSTUDENTSOFANYPAPERSDUEANDORTHEDATEOFTHEFINAL
UNITEXAM
2. ,EARNING,OG
4OPIC7RITEAPARAGRAPHESSAYEXPLAININGWHATONEPERSON
EVENTORIDEASTANDSOUTTHEMOSTFROMTHEENTIREUNIT
$EFENDYOURTHESISSTATEMENTWITHTHREEPOINTS
s /NEPARAGRAPHINTRODUCESYOURTHESISASTOWHATIS
4(%MOSTIMPORTANTPERSONEVENTORIDEAINTHEUNIT
s 4HREEBODYPARAGRAPHSSUPPORTYOURTHESISWITHTHREE
MAINPOINTSREASONS
s /NEPARAGRAPHSUMMARIZESYOURARGUMENTSANDRESTATES
your thesis.
3. %XAM
/PTION: 2EADMINISTERTHE02%4%34TOCLEARLYINDICATEHOW
MUCHTHESTUDENTSHAVELEARNEDDURINGTHEUNIT
/PTION#ONSTRUCTYOUROWNEXAMINATIONOFTHEUNITBASEDON
YOURCOURSEOBJECTIVESANDMATERIALTHATYOUCOVERED
30+ minutes
or assign as homework
Have students write a persuasive
essay promoting one aspect of the
Vietnam study. Encourage them to
defend their thesis statement with
three main points. Distribute or post
the PERSUASIVE ESSAY RUBRIC
with this assignment. This rubric
is adapted from Interact’s BASIC
STEPS writing program.
4O%XTENDTHE,ESSON
(AVESTUDENTSEVALUATETHEMANYESSAYSANDACTIVITIESWITHIN
the 6)%4.!-UNIT(AVETHEMSPECIFYWHICHONESWERE
PARTICULARLYMEANINGFULORENJOYABLE!SKTHEMTOEXPLAINWHY
#ONSIDERCELEBRATINGTHEENDOFTHEUNITWITHAFESTIVAL
A 3ERVE6IETNAMESEFOODSPREPAREDBYYOURSTUDENTS
B (AVESTUDENTSSHARETHEIRFAVORITEACTIVITYCREATIONFROMANY
,ESSONPOEMTABLEAUSKITBIOCUBEETC
C %NCOURAGESTUDENTSTOSHAREFAMILYARTIFACTSRELATINGTOTHE
6IETNAM%RA
D )NVITEONEORMORE,ESSONINTERVIEWEESTOATTENDAND
FORMALLYORINFORMALLYADDRESSTHECLASS
Attendance by some of the
interviewees could be a highlight
of the review. Some visitors might
be willing to speak.
ANALOGIES
.AMES _____________________________ ______________________ Period: ______________
AnalogiesARECOMPARISONSBETWEENTWOTHINGSPEOPLEOREVENTS#OMPLETETHESEANALOGIES4HESE
ANALOGIESWILLREVEALTHERELATIONSHIPOF6IETNAMWITHOTHERCONFLICTS"EPREPAREDTODISCUSSYOUR
CHOICESWITHTHECLASS
1. Pearl Harbor is to ______________
as “ _______________ vISTOTHE6IETNAM7AR
2. Saigon is to _______________ as _________ ISTO.ORTH6IETNAM
3.
__________ ISTOTHE6IETNAM7ARASMUSTARDGASISTO ______________ .
'ENERAL%ISENHOWERISTO ___________
5. PTSD is to ______________
6.
as _______________________ ISTOTHE6IETNAM7AR
as _____________
is to WW II.
________________ ISTOTHE6IETNAM7ARAS!BRAHAM,INCOLNISTO ____________ .
7. Gettysburg is to ____________ as _________________ ISTOTHE6IETNAM7AR
8. Richard Nixon is to the _______________ as _________________ is to WW I.
9. 1932 is to _________________
as _______ ISTOTHE6IETNAM7AR
10. The Boston Massacre is to __________________ as ______________ ISTOTHE6IETNAM7AR
11. 26 years old is to _______________
as _____________ ISTOTHE6IETNAM7AR
12. __________ is to WW I as cease-fire is to __________________ .
&ASCISMISTO _______________
as ____________ ISTOTHE6IETNAM7AR
14. G.I. Joe is to _______________
as ____________ ISTOTHE6IETNAM7AR
SCAFFOLDING
.AME ___________________________________
4OPIC
0OSTTRAUMATIC3TRESS$ISORDER
Period: __________________________________
3OURCE
Student Guide
,EGACIESOFTHE6IETNAM7AR,ESSON
3UMMIT"ACKGROUND,ESSON
,YNDON*OHNSON(O#HI-INH3UMMIT
3. The Contrast of Cultures
A Contrast of Cultures 1965 (Lesson 5)
Soldiers of the North: The Other Side (Lesson 9)
!MERICANSIN#APTIVITY0/7SAND-)!S,ESSON
!MERICAN0RISONERSOF7ARIN.ORTH6IETNAM
HAIKU POETRY TASK
.AME __________________________________________ Period: ____________________
4HERECITATIONOFAHAIKUPOEMCOULDBEDEFINEDAShONEBREATHPOETRYv!HAIKUCONSISTSOFTHREELINES
OFnnSYLLABLES3INCETHEYARESOSHORTAHAIKUSHOULDBESPOKENWITHOUTTAKINGASECONDBREATH!
HAIKUISEXCELLENTTOSUMUPATOPICWITHFEELINGORREFLECTION9OUWILLWRITEANDRECITEYOUROWNHAIKU
ONONEASPECTOFTHE6IETNAM7AR#OLORANDILLUSTRATETHEFINISHEDPOEM
4OPICS
.6!
4ET/FFENSIVE
2OLLING4HUNDER
'EOGRAPHYOF6IETNAM
'RUNTS
&ALLOF3AIGON
$RAFTLOTTERY
6IETNAMESEIN!MERICA
PTSD
Helicopters
Ho Chi Minh Trail
Search & Destroy Missions
0ROTESTMUSIC
-Y,AI-ASSACRE
6IETNAMESECIVILIANSDURINGWAR
-)!S
!GENT/RANGE
$OMINO4HEORY
6#.6!TUNNELS
3$3
6IETNAM7ALL
#HASING#HARLIE
&IREFIGHTSINTHEBUSH
Ceasefire
Green Berets
Pentagon papers
Going underground
.APALM
$RAFTEVADERS
2ETURNINGSOLDIERS
'ULFOF4ONKIN)NCIDENT
6IET#ONG
6IETNAMIZATION
0/7S
'UERRILLAWARTACTICS
+ENT3TATE
!NTIWARPROTESTS
!MERASIANSCHILDRENOF53SOLDIERSAND!SIANWOMEN
VIETNAM WAR MIND MAP
#(%#+&/25.$%234!.$).'
5SEASAREVIEWBEFORETEST
#LUSTERINGDATAYOUHAVELEARNEDRESULTSINASORTOFhMINDMAPv5SETHEMINDMAPFRAMEWORKTO
ORGANIZEWHATYOUKNOWABOUTTHE6IETNAM7AR!DDBRANCHESASYOUWISH
Gru
nt
e
us
a
C
s W
ar
The
6IETNAM
War
1964–1975
t
tes
naMese
The Viet
MIAs
/
POW
s
Le
ga
cie
s
cts
The
Wal
l
n
ea
Effe
D
nc
sta
i
s
e
tR
f
a
r
ro
dP
s
PERSUASIVE ESSAY RUBRIC
0ERSUASIVE%SSAY&ORM
0ERSUASIVE%SSAY#ONTENT
)NTRODUCTIONOF4HESIS0ARAGRAPH:
0ERSUASIVE%SSAY%LEMENTS
s 4HREE-AIN0OINTSSUPPORTTHESIS
(1st point = Bing, 2nd = Bang, and 3rd = Bongo)
s "ING"ANGAND"ONGOUSEPARALLELGRAMMATICAL
FORM
"ING0ARAGRAPH:
s "INGSTATEDASA'ENERAL3TATEMENT
s /NETOTWO3PECIFIC$ETAILSSUPPORTING"ING
"ANG0ARAGRAPH:
s 4RANSITIONINTRODUCING"ANG
s "ANGSTATEDASA'ENERAL3TATEMENT
s /NETOTWO3PECIFIC$ETAILSSUPPORTING"ANG
"ONGO0ARAGRAPH:
s 4RANSITIONINTRODUCING"ONGO
s "ONGOSTATEDASA'ENERAL3TATEMENT
s /NETOTWO3PECIFIC$ETAILSSUPPORTING"ONGO
s 4HESISISANIMPORTANTINTERESTINGISSUE
s 2ELEVANTFACTSEXPERIENCESANDOREXPERTS
opinions to support thesis
s %SSAYINVITESTHEAUDIENCETOSHARETHEAUTHORS
opinion
s 0ERSUASIVELANGUAGEADDSEMPHASISTOAUTHORS
opinion
s !UTHORCOMMENTARYONFACTSAND3PECIFIC$ETAILS
TOFURTHERENHANCETHEEMPHASISOFTHE4HESIS
4HREE/RGANIZATIONAL0RINCIPLES
0REVIEW4HESISWITHTHREERELATED'ENERAL
3TATEMENTS"ING"ANGAND"ONGO
'ENERAL3TATEMENTSHAVERELEVANTSUPPORTFROM
3PECIFIC$ETAILSFACTSCONCRETEEXAMPLES
3UMMARYRESTATES4HESISINCLUDING"ING"ANG
AND"ONGOINSAMEORDER
3UMMARY0ARAGRAPH:
s 4RANSITIONTO3UMMARY
s 4HESISRESTATEDASSUMMARY"ING"ANGAND
"ONGOINSAMEORDER
0ERSUASIVE%SSAY2UBRIC
%XEMPLARY%SSAY%XCEEDSTHESTANDARD
s #LEARLYANDCONSISTENTLYCONTAINSALL0ERSUASIVE%SSAYELEMENTS
s $EMONSTRATESUNDERSTANDINGANDAPPLICATIONOFTHREEORGANIZATIONALPRINCIPLES
s )NCLUDESINTERESTINGAPPROPRIATETRANSITIONSTOBEGINEACHPARAGRAPH
s 5SESEFFECTIVEINTERESTINGFIRSTANDLASTSENTENCES
s )NCLUDESDESCRIPTIVECOMMENTARYFEELINGSOPINIONSOBSERVATIONSORREFLECTIONSAND3PECIFIC$ETAILS
%XPECTED%SSAY-EETSTHESTANDARDWITHQUALITY
s !DEQUATELYCONTAINSALLTHE0ERSUASIVE%SSAYELEMENTS
s !PPLIESTHREEORGANIZATIONALPRINCIPLES
s )NCLUDESTRANSITIONSTOBEGINEACHPARAGRAPH
s 5SESEFFECTIVEFIRSTANDLASTSENTENCES
s -AYINCLUDEDESCRIPTIVECOMMENTARYFEELINGSOPINIONSOBSERVATIONSORREFLECTIONSAND3PECIFIC$ETAILS
.EARLY4HERE)NCONSISTENTLYMEETSTHESTANDARD
s ,ACKSSOMEOFTHE0ERSUASIVE%SSAYELEMENTS
s )NCOMPLETELYORINCONSISTENTLYAPPLIESTHREEORGANIZATIONALPRINCIPLES
s )NCONSISTENTLYUSESTRANSITIONSTOBEGINPARAGRAPHS
s )NCONSISTENTLYORINCORRECTLYATTEMPTSINTERESTINGFIRSTANDLASTSENTENCES
)NCOMPLETE(ASNOTMETTHESTANDARD
s $OESNOTCONTAINMANYOFTHE0ERSUASIVE%SSAYELEMENTS
s $OESNOTINCLUDESOMEORALLOFTHETHREEORGANIZATIONALPRINCIPLES
s )NCONSISTENTLYUSESORDOESNOTUSETRANSITIONSTOBEGINPARAGRAPHS
s ,ITTLEORNOATTEMPTTOWRITEINTERESTINGFIRSTANDLASTSENTENCES
VIETNAM PERSPECTIVE:
ANALOGIES
%XAMPLESOFANALOGIES
"ASEBALL
9ANKEESARETO _________________
as ___________________ are to Los Angeles.
!NSWERS.EW9ORK$ODGERS
,EADERSHIP
President is to the ______________ as __________________ ISTOTHE5NITED+INGDOM
!NSWERS5NITED3TATES0RIME-INISTER
'EOGRAPHY
______________________________
is to Mexico as Paris is to ________________ .
!NSWERS-EXICO#ITY&RANCE
'ENERAL
Heart is to _____________________
as ___________________ ISTOAUTOMOBILES
!NSWERSHUMANSENGINE
SCAFFOLDING MODELS (1)
)N)NDOCHINAFROMnTHE6IETNAMESEFOUGHTWARSAGAINSTTHE&RENCHTHE!MERICANSANDTHEN
FORTWOYEARSAGAINSTEACHOTHER
Indo China Wars:
Vietnamese
VS.
The French
VS.
The United States
VS.
North / South
)N!UGUSTTWOSEPARATEATTACKSON53DESTROYERSINTHE'ULFOF4ONKINLED0RESIDENT,YNDON
*OHNSONTOESCALATETHEWARIN6IETNAM4HEFIRSTATTACKON!UGUSTWASMADEBY.ORTH6IETNAMESE
TORPEDOBOATSONEARLY3UNDAYMORNINGANDLASTEDABOUTMINUTES-ANYHAVEQUESTIONEDTHEFACTS
SURROUNDINGTHESECONDATTACKOF4UESDAY!UGUST#RITICSHAVENOTEDTHATCLEAREVIDENCESHOWSTHAT
THESECONDATTACKNEVERHAPPENED9ET*OHNSONUSEDBOTHINCIDENCESASAPRETEXTTOESCALATETHEWAR
THROUGHAJOINTRESOLUTIONFROM#ONGRESS
Gulf of Tonkin Incident
August 1964
1st Attack
August 2
North
Vietnamese
torpedo
boats
USS Maddox
2nd Attack
August 4
Sunday
A.M.;
20-minute
attack
North
Vietnamese
torpedo
boats
USS
Maddox
And
USS Turner
Joy
May never
have
happened
Gulf of Tonkin Resolution:
Escalation
SCAFFOLDING MODELS (2)
4HE6IETNAM7ARCOURSESTHROUGHTHEPRESIDENTIALADMINISTRATIONSOF*OHN+ENNEDYn
Lyndon Johnson (1963–1969) and Richard Nixon (1969–74).
Vietnam War
1961–1973
John Kennedy
1961–1963
Lyndon Johnson
1963–1969
Richard Nixon
1969–1974
4WOTHCENTURYWARS7ORLD7AR))AND6IETNAMOFFERTOTHEHISTORIANGREATCONTRASTSh4HE'OOD
7ARvWASFOUGHTTORIDTHEWORLDOF(ITLERS&ASCISM)TWASPATRIOTICALLYSUPPORTEDBYMOST!MERICANS
ANDITS')SWERECHEEREDASHEROESWHENTHEYRETURNEDTO53SHORES7ORLD7AR))WAS!MERICAS
GREATESTTRIUMPH6IETNAMONTHEOTHERHANDWASAhBADvWARFOUGHTBYhGOODvWARRIORS7HAT
APPEAREDTOBEACIVILWARBECAMEAQUESTIONABLEFIGHTFOR!MERICA&EWWARSCAUSEDASMUCHDISSENT
ANDPROTEST3ADLYRETURNINGSOLDIERSWERESPITUPONCURSEDANDVISIBLYUNAPPRECIATEDBYMANY
!MERICANS6IETNAMISTHEONLYWARTHE53LOST
20th Century Wars:
a comparison
WWII
America’s
greatest
triumph;
“The Good
War” to rid
the world
Fascism,
Hitler
Supported
by
Americans
Vietnam
Returning
GIs
greeted as
heroes
America’s
biggest loss’
A bad war
fought by
good
warriors
A
questionable
war: much
dissent and
protest
Returning
Vets not
appreciated,
cursed, spat
upon
SCAFFOLDING MODELS
ANSWER KEY
(These are possibleANSWERSTOTHE3CAFFOLDING-ODELS9OUORYOURSTUDENTSMAYCOMEUPWITH
different responses.)
1.
PTSD
500,000 Vietnam
vets affected
Post Traumatic
Stress Disorder
2.
Symptoms of
depression, anxiety,
denial, hyper-arousal,
flashbacks
Like battle fatigue,
shell shock disorders
of previous wars
Lyndon Johnson / Ho Chi Minh Summit
Lyndon Johnson (United States)
A
frustrating
war
Tet
displayed
enemy’s
tenacity
Side-tracked
Great Society
programs
Ho Chi Minh (North Vietnam)
An
obsession
Wages war
for liberation
from foreign
domination
U.S.
growing
weary
Willing to fight
forever for
independence
Result:
Resolution / understanding / cease fire
3.
The Contrast of Cultures
The Vietnamese
Roots in
China
The Americans
Roots in
Europe,
Rome,
Greece
Resistance
Spiritual values/
to foreign
restraint
invaders
4.
Conquer
and
dominate
Success
and material
goods
American POWs in Vietnam
Treatment
Beaten/
tortured
Electrocuted,
suffocated, kept
filthy
Survival
Fed boiled rat,
nearly starved
Need
social
contact
Tough,
durable,
resourceful
Developed
code for
communicating
VIETNAM WAR QUIZ SHOW PROMPTS (1)
Causes / U.S.
Involvement
Combat
Before fighting the U.S., 53INFANTRYMENWERE
THE6IETNAMESEFOUGHT
NICKNAMEDTHISINTHE
this European nation
6IETNAM7AR
in the First Indo-China
War.
10
10
30
20
Protest/Draft
Evasion
-ANYYOUNGMENFLED
to this country to avoid
being drafted to fight in
6IETNAM
10
4HESETWOFACTIONS
supported and opposed
53INVOLVEMENTIN
6IETNAM
20
30
The Tet Offensive and
VIOLENTANTIWARPROTESTS
ATHOMEDOMINATEDTHIS
AMAZINGYEAR
People
The Enemy
Vietnam:
The Country
60
50
4HEhNONCOMBATvZONE
WHICHFORMANYYEARS
separated North and
3OUTH6IETNAM
40
4HEPARALLELWHICH
SEPARATED6IETNAMINTO
North and South after
the Geneva Accords.
30
4HEBODYOFWATEREAST
OF6IETNAMSCENEOFAN
hATTACKvTHATLEDTO53
ESCALATIONOFTHEWAR
20
4HESETWO3OUTHEAST
Asian countries border
6IETNAM
10
.OWCALLED(O#HI
-INH#ITYTHISWASTHE
capital city of South
6IETNAM
20
10
.ORTH6IETNAMESE
leaders conducted their
WARSTRATEGYFROMTHIS
capital city.
The strategies of this
GREAT.ORTH6IETNAM
GENERALDEFEATEDTWO
MAJORPOWERSIN)NDO
China Wars.
(EWASTHEHEARTAND
SOULOF.ORTH6IETNAM
FROMn
10
30
Elected in 1968, this
530RESIDENTPROMISED
h0EACEWITH(ONORvAND
instituted the policy of
6IETNAMIZATION
20
4HEPRIMARY53
NEGOTIATORWORKINGTO
arrange a cease-fire in
6IETNAM
Both the NVA, but
especially the VC,
FOUGHTTHISKINDOF
hATTACKANDDISAPPEARv
WAR
40
60
4HISWASTHE6#SUPPLY Mountainous central
LINEANETWORKOFROADS highlands and jungle
ONTHEWESTERNBORDEROF
6IETNAM
Her controversial
The rebels of South
ARCHITECTURALDESIGNWAS 6IETNAMASECRETNON
SELECTEDASTHE6IETNAM UNIFORMEDTERRORIST
6ETERANS-EMORIAL
ARMYUSINGSURPRISEAND
stealth.
50
4HISFAMOUSACTRESS
challenged U.S.
INVOLVEMENTIN6IETNAMAND
RISKEDHERCAREERBYGOING
to Hanoi in 1972.
60
50
40
%XTREMEHEAT
As a singular act of
The officer in charge at The political and
dehydration, large
protest, Daniel Ellsberg the My Lai Massacre
ECONOMICSYSTEMIN
SNAKESINSECTSANDAN LEAKEDTHISSECRETHISTORY WHOBECAMETHE!RMYS .ORTH6IETNAMOFTEN
ELUSIVETENACIOUSENEMY OF6IETNAMTOTHEPRESS scapegoat
OPPOSEDTODEMOCRATIC
principles.
30
(UMPINGTHEBOONIES
using aggressive
patrolling to pursue
NVA and VC
40
60
These helped the VC
This 1968 North
disappear after firefights 6IETNAMESEOFFENSIVE
WITH53TROOPS
SHATTERED!MERICAN
confidence of victory in
THEWAR
50
With body counts and
Apply for C.O. status,
KILLRATIOSSINCETHERE
FABRICATEADOCTORS
WASNOFRONTTOADVANCE letter, act gay, shoot
ANDNOTERRITORYTOTAKE
off a toe, flee, or go
underground
60
50
40
30
20
4HEh0EARL(ARBORvOF
4HISWASPROBABLYTHE
6IETNAMALTHOUGHDOUBT MOSTEFFECTIVEhWEAPONv
SHADOWSTHEFACTSIFNOT FORTHE53INTHEWAR
THEIMPACTOFTHISEVENT
This U.S. president
DECEIVEDHIShFELLOW
!MERICANSvINORDER
TOESCALATETHEWARIN
6IETNAM
4HISTHEORYWASTHE
guiding principle for
53INVOLVEMENTIN
Southeast Asia.
40
4WO53SHIPSWERE
doing this before the
SOCALLEDATTACKINTHE
'ULFOF4ONKIN
50
4HE'ULFOF4ONKIN2ESOLUTION
ALLOWED0RESIDENT*OHNSONTO
ESCALATETHEWARHEDIDNOT
need the Senate to authorize
MILITARYACTIONWITHTHIS
60
The Wall
10
30
50
50
On the Mall in Washington,
D.C., fairly close to the
7ASHINGTON-ONUMENT
40
10
60
60
10
4HE&RENCHWEREDEFEATEDAT
Dien Bien Phu in this year.
Key Dates
40
50
0ERHAPSASMANYAS
VETSSUFFERFROMTHISBATTLE
caused illness.
April 30, 1975
30
60
40
!FTERMUCHSTRUGGLEAND
ADJUSTMENTTHEREAREMANY
SUCCESSSTORIESAMONGTHEM
30
20
50
60
60
4HE.6!CONQUERED3AIGON BILLIONBUTOVER
ANDTHECOMMUNISTSTOOKOVER BILLIONINTODAYSDOLLARS
6IETNAMINTHISYEAR
50
#OLLECTIVELYTHE!SIANSWHO
4HE53AND6IETNAMESE
SIGNEDACEASEFIREAGREEMENT ESCAPEDBYFLIMSYCRAFTSTO
COMETOTHE53
in this year.
40
4HE.ORTH6IETNAMESE
launched their Tet Offensive
in this year.
30
10
3YMPTOMSINCLUDEANXIETY
DEPRESSIONNIGHTMARES
HORRENDOUSFLASHBACKSAND
hyper-arousal.
Over 58,200
Legacies
h.OMORE6IETNAMSv
3LAPPEDCALLEDhBABYKILLERSv 53TROOPSIN6IETNAM
and often spat upon at airports REACHEDAPEAKNUMBERINTHIS
year.
5NLIKESOLDIERSFROMTHIS
4HE'ULFOF4ONKININCIDENT
EARLIERMOREWIDELY
and resolution happened in
SUPPORTEDWAR6IETNAM7AR this year.
SOLDIERSCAMEHOMETOFEW
celebrations.
20
20
January 27, 1973
Peace and
Coming Home
&ROMTOTHE53
!BOUTBUTITISUNLIKELY "ASEBALLMITTSPHOTOS
they could be alive in the
MEDALSFLAGSWEDDINGRINGS WATCHEDASTHISHAPPENEDIN
6IETNAM
jungles or survive continued
ANDEVENAMOTORCYCLE
prison life.
4HEINMATESATTHE
h(ILTONvCONCEIVEDTHISTO
COMMUNICATESECRETLY
40
+ICKEDBEATENTORTUREDKEPT "ECAUSE-AYA9ING,INWAS
INhTIGERCAGESvANDOFTEN
AN!SIANANDITLOOKEDLIKEA
starved
hBLACKGASHv
30
4HISMATERIALWASUSEDTO
CONSTRUCTTHE-EMORIALIN
Washington, D.C.
After being inspired by the
FILMThe Deer Hunter, he
WORKEDHARDTOGETFINANCING
FORA6IETNAM6ETERANS
-EMORIAL
20
20
*OHN-C#AIN)))*EREMIAH
$ENTONAND*AMES"
3TOCKDALE
Cu Loc, Son Tay, and the
INFAMOUSHanoi Hilton.
10
-OSTLY.AVYFLYERSSHOTDOWN 6ETERANS$AY
INTHEFIRSTYEAROFTHEWAR
MIAs / POWs
VIETNAM WAR QUIZ SHOW PROMPTS (2)
VIETNAM WAR QUIZ SHOW RESPONSES (1)
Causes / U.S.
Involvement
What is France?
7HATWASTHE'ULFOF
4ONKIN)NCIDENT
7HOWAS,YNDON"
Johnson?
10
20
30
40
7HATWASTHE$OMINO
Theory?
What is spying?
50
7HATWASADECLARATION
OFWAR
60
Combat
7HATWASAGRUNT
7HATWASTHE
helicopter?
10
20
7HATWEREPROBLEMS
FORGRUNTSTOOVERCOME
WHILEONPATROL
30
40
Protest/Draft
Evasion
7HATIS#ANADAORx
What is Mexico?)
10
7HATWERE(AWKSAND
Doves?
20
30
40
50
60
People
10
The Enemy
7HATWASTHE(O#HI
Minh Trail?
7HOWERETHE6IET
Cong?
7HATWASGUERRILLA
WARFARE
10
20
60
50
40
30
7HATWASCOMMUNISM
7HOWAS6O.GUYEN
Giap?
7HOWAS(O#HI-INH 7HATWAS(ANOI
7HOWAS2ICHARD
Nixon?
20
30
40
50
60
7HOWAS*ANE&ONDA
7HOWAS-AYA9ING
Lin?
7HOWAS$R(ENRY
Kissinger?
7HATWERETHE0ENTAGON 7HOWAS,T7ILLIAM
Papers?
Calley?
7HATWASTHE4ET
Offensive?
7HATWASADAILYROUTINE 7HATWAS
FORMOST53UNITSIN
the bush?
7HATWERETUNNELS
50
(OWDID53OFFICIALS
7HATCHOICESWERE
DETERMINEBATTLESUCCESS available to draft
IN6IETNAM
evaders?
60
Vietnam:
The Country
7HATWAS3AIGON
What are Laos and
#AMBODIA
What is the Gulf of
4ONKIN
What is the 17th
parallel?
7HATWASTHE$-:
DEMILITARIZEDZONE
10
20
30
40
50
)NWHATTWOREGIONSOF
6IETNAMDID53TROOPS
MOSTLYFIGHT
60
20
10
50
40
60
!BOUTHOWMANY-)!SARE
still unaccounted for?
7HATWASACODE
7HATWASTHETYPICAL
TREATMENTOF!MERICAN
POWs?
30
7HOWERESOME0/7S
WHOLATERBECAMEFAMOUSIN
!MERICA
7HATWERESOMENOTABLE
PRISONSFOR!MERICANSIN
.ORTH6IETNAM
7HOGENERALLYBECAME
PRISONERSOFWARIN.ORTH
6IETNAM
MIAs / POWs
Peace and
Coming Home
Key Dates
30
20
60
30
20
10
What is PTSD?
60
50
40
When did the North
6IETNAMESESWEEPINTO
Saigon and officially reunite
6IETNAM
7HATWERESOMETYPICAL
reactions of citizens to
returning vets?
7HATWAS7ORLD7AR))
7HATARESOMEMEMENTOSLEFT 7HATWASTHETHIRD)NDO
China War?
ATTHEWALLBYVISITORS
50
7HEREISTHE6IETNAM
6ETERANS-EMORIALLOCATED
40
7HATWERETWOMAJOR
CRITICISMSOFTHEMEMORIAL
7HATISBLACKGRANITE
7HOWAS*AN3CRUGGS
10
7HATWAS
7HATWAS
7HATWAS
7HATWAS
7HATWAS
7HENWASTHE6IETNAM
When did the U.S.
7HATWAS
6ETERANS-EMORIALDEDICATED INVOLVEMENTIN6IETNAMEND
ANDTHECEASEFIRETAKEEFFECT
The Wall
60
50
40
30
20
10
20
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VIETNAM WAR QUIZ SHOW RESPONSES (2)
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vietnam war quiz show prompts (1)

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