© ATOM 2016 A STUDY GUIDE BY FIONA HALL

http://www.metromagazine.com.au

ISBN: 978-1-74295-939-9 http://theeducationshop.com.au friendship grew between Australians and Asians. OVERVIEW Those bonds remained and after the war, Team veterans helped Vietnamese refugees find a new ‘Vietnam: The War That Made ’ is a major home in Australia. In doing so, this unsung unit of 3-part series that tells the extraordinary story of the soldiers played their part in transforming Australia Training Team Vietnam (aka ‘The into a multicultural nation. Team’), an elite unit of soldiers sent to Vietnam in 1962 to train the South Vietnamese Army to fight The series opens in 1962, when the is at the communists. its height and communist forces threaten to over- run South East Asia. Red paranoia stalks Australia The first Australian soldiers in and the last to leave, and many fear that Asian communists will be on The Team would become the most highly deco- our shores if not stopped. Australia responds by rated unit of the war with four Victoria Crosses to sending the Australian Army Training Team to its name. It’s a little-known story and many of its Vietnam to train the South Vietnamese Army. The veterans are talking for the first time. Revelatory US Central Intelligence Agency (CIA) is waging its and moving, the they experienced own war, using native tribesmen to form clan- is unlike that of any other Australians who fought destine guerrilla units, and seizes on the Team’s there. Experts in guerrilla warfare, the men of the experience to help form a ruthless counter-terror Team did not fight with the regular Australian Army, campaign to wipe out the communist guerrillas, but alongside the South Vietnamese Army, units the Viet Cong. As episode one ends, an already of native tribesmen and the US Special Forces. dirty war accelerates with the arrival of hundreds Experienced, intelligent men, they were at the of thousands of US ground forces. Fighting on the sharp end of a vicious conflict in which they wit- front line, Team members witness firsthand the nessed the worst excesses of the enemy and their brutality of US tactics. own allies; many of The Team still bear the psycho- logical and physical scars of their experiences. Episode two sees the war becoming more barbarous and Team members are embroiled in some of its Vietnam was also a transformative experience for bloodiest events. Team veterans return to Vietnam to many Team veterans. These men came from a relive their part in the , a bloody turn- country steeped in the White Australia Policy, a cul- ing point in the war and a nightmare that has stayed ture that demonized and excluded Asians, but now with these men to this day. The final episode looks the war had them fighting, living and next to men at the Team’s departure from Vietnam in 1972. It is © ATOM 2015 they grew up believing were inferior. In the midst of a moment of shame and regret for Team members combat, prejudice melted away and deep bonds of who feel as if they’re abandoning their Vietnamese

2 brothers. But years later, they come to their aid by It also addresses the Cross-curriculum Priority of playing their part in the resettlement of Vietnamese ‘Asia and Australia’s Engagement with Asia’. refugees, a moment that heralds a cultural revolution in Australian life - multiculturalism. Specific Links for Year 10 History:

The series features candid and emotional in- YEAR 10 HISTORY LEVEL terviews with surviving members of the Team, DESCRIPTION - THE MODERN with their Vietnamese brothers-in-arms, and the Vietnamese refugees the Team helped to resettle WORLD AND AUSTRALIA in Australia. Throughout the series, members of the Team return to Vietnam to re-live pivotal and The Year 10 curriculum provides a study of the his- emotionally confronting moments of the war and, tory of the modern world and Australia from 1918 in doing so, tackle demons that have haunted them to the present, with an emphasis on Australia in its for almost fifty years. global context. The twentieth century became a critical period in Australia’s social, cultural, eco- Revelatory and emotional, ‘Vietnam: The War That nomic and political development. The transforma- Made Australia’ reveals a new side to a war that tion of the modern world during a time of political changed lives and Australia forever. turmoil, global conflict and international coopera- tion provides a necessary context for understand- ing Australia’s development, its place within the CURRICULUM LINKS Asia-Pacific region and its global standing.

‘Vietnam: The War That Made Australia’ can be KEY INQUIRY QUESTIONS linked to the following subject areas within the Australian National Curriculum: A framework for developing students’ historical knowledge, understanding and skills is provided by • Year 10 History inquiry questions through the use and interpretation • Year 10 English of sources. The key inquiry questions for Year 10 are:

• How did the nature of global conflict change during the twentieth century? • What were the consequences of World War II? How did these consequences shape the modern world? • How was Australian society affected by other significant global events and changes in this period?

There are three depth studies for this historical period. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that © ATOM 2015 ONE elective will be studied in detail. The content

3 PRE-VIEWING ACTIVITIES

Prior to viewing ‘Vietnam: The War That Made Australia’, it is essential that students have a basic understanding of the Vietnam War.

• As a class, brainstorm any ideas/key terms/facts that students have about ‘The Cold War’ and ‘The Vietnam War’. Explain to students that an understanding of The Cold War is crucial in explaining the events that led to the Vietnam War. • Present the following information to in each depth study elective is designed to allow students: detailed study of specific aspects of this historical By the time the period. Germans were »» The Origins of The Cold War

‘Vietnam: The War That Made Australia’ relates defeated in 1945 The Cold War was fought between USSR (Union of directly to the following Depth Study: in World War Two, Soviet Socialist Republics) and the USA from 1946 the USSR and – 1991. At no time during this period did the two MIGRATION EXPERIENCES (1945 – USA emerged as the countries directly engage in direct combat – hence PRESENT) the term ‘cold war’. It was a war of propaganda, two most powerful espionage and rivalry from everything from sport, • The impact of at least ONE world event nations in the to weaponry, technological development and or development and its significance for world. global influence. Australia, such as the Vietnam War and Indochinese refugees (ACDSEH146) By the time the Germans were defeated in 1945 in • The contribution of migration to Australia’s World War Two, the USSR and USA emerged as changing identity as a nation and to its the two most powerful nations in the world. international relationships (ACDSEH147) • U.S.A – enormous economic power, huge Specific Links to Year 10 English: army, navy and air force. • U.S.S.R – enormous territory and the Literature: world’s biggest army.

• Compare and evaluate a range of rep- resentations of individuals and groups in different historical, social and cultural Capitalism Communism contexts (ACELT1639) • Create imaginative texts that make Government Government should Government should control relevant thematic and intertextual connec- Control not interfere the economy for the tions with other texts (ACELT1644) in the economy benefit of all citizens. any more than necessary.

Competition Competition is Competition puts people against healthy and each other. All should work encourages together for the common good. individuals to be the best they can.

Profit Profits are a fair Profits kept in the hands reward for owners of a few represents the of business. exploitation of workers. Different wages for different jobs is fair and encourages people to aim higher. © ATOM 2015

4 of Europe going again. This was known as ‘The Marshall Plan’ (name after US General George Marshall), and was driven largely by the belief that countries helped by (and dependent on) American aid would not fall under communist rule.

Linked to the Marshall Plan in ideology, the Truman Doctrine was formally announced in March 1947 by President Truman and stated that it was ‘America’s job to contain the spread of Communism’. This applied not just to Europe, but to the entire world. This doctrine, along with the ‘Domino Theory’ (if Although they had been allies during WW2, once one country fell to communism, it would lead to the common enemy of Germany had been re- the fall of all countries in that region) would see the moved, increasing distrust and suspicion grew USSR and the USA (and her allies) engage in many between the two nations. This was in large part due battles over the next 40 years. to their conflicting political ideologies: Capitalism and Communism. Re Cap: Under the title “The Origins of the Cold War”, students are to answer the following: In1945,the leaders of the U.S.A, Britain and the U.S.S.R agreed to divide Germany and Berlin 1. What was the ‘Cold War’ and when and why into four zones (American, Soviet, British and did it begin? French). Between 1945 – 1949, the U.S.S.R set 2. In your own words, what are the main up Communist governments in Poland, Albania, differences between ‘capitalism’ and Czechoslovakia, Yugoslavia, Bulgaria and Hungary ‘communism’? (essentially controlling Eastern Europe). The border 3. What was ‘The Marshall Plan’? between Soviet-controlled countries and the rest of 4. What was ‘The Truman Doctrine’ and the Europe was famously described by Churchill as the ‘Domino Theory’? ‘Iron Curtain’. THE VIETNAM WAR - AN OVERVIEW

Before WW2, Vietnam, Laos and were under French colonial control. Following WW2, France tried to re-establish their rule in this area. In 1954, the Vietnamese defeated the French. The leader was Ho Chi Minh, who had founded the Vietnamese Communist Party. Following his victory, the United Nations partitioned Vietnam into two halves: the US backed, non-communist South and the communist North.

1. Who is the man in this cartoon? 2. Explain the statement ‘No Admittance. By Order Joe.’ 3. Explain what he is doing and how this car- toon relates to The Cold War?

U.S. President Truman was increasingly concerned about the growth of Soviet power in Europe and the world. Given the widespread devastation many © ATOM 2015 countries were in after WW2, the US provided $17 million dollars of aid to get the economies

5 Ho Chi Minh’s army began sending guerilla units into the South; they were determined to reunify Vietnam as a single, independent communist country. The Soviet Union and China provided aid to the North Vietnamese forces but did not become directly involved in the conflict.

Vietnam became a major Cold War battleground because of the Truman Doctrine and the ‘Domino Theory’. The US were convinced if Vietnam fell to communism, the rest of South-East Asia would follow.

Explain what the cartoon depicts in relation to the ‘Domino Theory.’

© ATOM 2015

6 From 1964, the US committed massive defence By 1969, it was apparent that the North spending and hundreds of thousands of troops Vietnamese Army were winning, and both to fight against communist . As a Australia and American began withdrawing US ally, Australia contributed troops and equip- combat troops. A ceasefire was signed in 1973 ment to the war. Conscription was introduced in and the final American troops were withdrawn in Australia in 1966; this was incredibly controver- 1975. In total almost 60,000 Australians served sial and led to widespread protest and a number in Vietnam. 521 died and more than 3,000 were of young men refusing to go to war (‘conscien- wounded. tious objectors’, who chose to go to jail instead of war). © ATOM 2015

7 VIEWING ACTIVITIES 6. What was the AATV’s objective when working with the Army? 7. In the summer of 1962 the first member of the AATV reached Saigon, the capital of South Episode 1: The War Before Vietnam. What was their first impression of Saigon? How were these quickly changed? the War 8. The 30 members of the team were sent into the most troubled and violent regions. We learn that conflict had been going on for a OVERVIEW OF EPISODE

In the early 1960s, Communism is sweeping through Asia, and Australia responds by sending an elite unit called the Australian Army Training Team to Vietnam to train the South Vietnamese Army. Soon, they’re fighting and dying on the front line and working under the direct command of the shadowy CIA. This is the war before the war, the untold story of Australia’s first contingent of sol- diers who would ultimately become the most highly decorated of their time

Students are to take notes whilst viewing Episode 1 to help them answer the following questions:

1. What was the Australian Army Training Team Vietnam (AATTV) better known as? 2. How many members were in The Team? 3. How does Lieutenant Ian Gollings, member of the AATV, describe the mood of the time? What did he personally believe he was signing up for? 4. Adrian Clunies Ross describes the ‘Domino © ATOM 2015 Theory’. Does he view it as logical within the context of the time? 5. What was the situation in 1962 in Vietnam at the time? 8 decade. What was the impact of the French 23. We meet Kevin Conway’s niece, Kathy departure in this area in terms of how the Woodford, who was just 13 when her uncle Vietnamese view foreigners? How did this died in Vietnam. She has travelled to Vietnam directly impact the AATV? to find out more about her uncle’s death in 9. What was the cultural barrier between the July 1964. What does she learn? AATV and the Vietnamese? 24. How does her visit help reconcile her feelings 10. “I was a racist when I first went to South about her uncle’s death? How does meeting Vietnam.” Explore AATV member Bruce Kathy help U.S. Military officer Roger Donlon Davies’ frank admission. How did his view also come to better terms with Kevin’s death? change during his time there? 11. The team’s philosophy of getting close to the people helped them to better know their enemy. Explain this. 12. Who were the Viet Cong? What was their aim? 13. What was the relationship like between the AATV and the South Vietnamese they were training? 14. AATV member Alex Craig was a member of the team. Craig spoke fluent Vietnamese. How did this assist him? 15. Two men from The Team were chosen for special duty, working directly with the CIA. What was Barry Peterson and Bevan Stokes’ mission for the CIA? 16. What was the strategic importance of winning over the inhabitants of the Highlands; The Montagnards? 17. How did The Montagnards receive the advi- sors in their area? Why was this? 18. What relationship did Peterson in particular build with The Montagnards? 19. Did Stokes and Peterson fight alongside the troops? 20. What was The Montagnard’s (aka ‘The Tiger Men’) attitude to the Vietnamese? 21. Despite some successes, the Viet Cong © ATOM 2015 continued to make head way. How did this change The Team’s tactics? 22. Which member of The Team was the first Australian combat casualty? 9 34. By 1965 the Vietnam War was enter- ing a new phase. The U.S. And Australia changed tactics and committed to an all-out ground war. How many troops did America send? 35. In 1965, how was Team member Barry Peterson considered by the locals? 36. The CIA ordered Peterson to create a team of assassins. How did he respond to this command? How did the CIA take this response? 37. What relationship do we witness between Peterson and The Montagnards when he was saying goodbye to them? As 1965 progressed, more American forces arrived. The Team found the American approach hard to stomach – why was this? 38. How did Team member Charles Emery feel about the wide scale bombing of villages? 39. How did Bevan Stokes feel about the American approach to warfare in Vietnam? What effect did Stokes foresee this having on the Vietnamese?

POST-VIEWING ACTIVITIES »» Vietnam War Timeline 25. The Viet Cong were brutal masters of guer- Working in pairs, rilla warfare. What were some of their meth- create a digital or The Vietnam War has been called ‘Australia’s ods and what was the impact on the local hard copy timeline longest war’. Visit the following site: http://www. population? of Australia’s vvaa.org.au/calendar.htm 26. How many Australian men were in the field in Vietnam by the end of 1964? involvement in Working in pairs, create a digital or hard copy 27. Team member Don McDowell was called up Vietnam. You will timeline of Australia’s involvement in Vietnam. by the CIA in September 1964. What was his continue adding to You will continue adding to this timeline as you mission? watch all 3 episodes of ‘Vietnam: The War That 28. Once McDowell and his team had cleared this timeline as you Made Australia’. After viewing Episode 1, cre- the Viet Cong from the villages, what types of watch all 3 episodes ate the timeline up to 1965. Ensure you include work did they undertake in the villages? What of ‘Vietnam: The relevant and appropriate photographs/images. was the initial outcome of this? 29. While McDowell and his team were able to War That Made Suggested tool for digital timeline: http://www. obtain important intelligence on the Viet Cong Australia’. dipity.com/ from the villagers, what was the risk? 30. How did McDowell deal with the Viet Cong »» Analysis of Primary Sources reprisals in the villages? 31. Team member Ian Teague was undertaking As we saw in Episode 1,the United States was similar work as McDowell. What was the result concerned that, should North Vietnam prevail of the increased number of Viet Cong he was dealing with? 32. What was the problem with increasing the size and number of People’s Action Teams (PAT Units)? 33. What was ‘The ’? After view- ing the episode, work in pairs to research this. Include details about the intended outcomes, © ATOM 2015 the actual outcomes, the methods/tactics used under this program and any controversy surrounding these. 10 and turn Vietnam into a Communist state, neigh- the USSR and USA’s global relations. bouring countries such as Laos, Cambodia and Thailand were also likely to succumb in what was called the ‘Domino Effect’. As an ally of the United States Australia was an enthusiastic supporter of American policy in Vietnam.

From 1965 onwards, both the United States and Australia increased their commitment to South Vietnam, including the use of conscripts in combat.

»» Activity

Historians must interpret sources to help us un- derstand events, times and movements. It is vital that we question the sources we study, as there can be issues with bias, accuracy, balance and authenticity.

For each of the following sources, examine them using the ‘ADAMANT’ technique. That is, you SOURCE B must answer each of the letters in the ‘ADAMANT’ acronym in relation to each source. You may not “...why are we in South Vietnam? We are there because be entirely sure of each aspect of ‘ADAMANT’, so we have a promise to keep. Since 1954 every American conduct some extra research or have an educated President has offered support to the people of South guess if uncertain. Vietnam. We have helped to build, and we have helped to defend. Thus, over many years, we have made a national SOURCE A pledge to help South Vietnam defend its independence.”

Political cartoon from Punch Magazine 1967 depicting US President Lyndon B. Johnson speaking at Johns Hopkins University, 7 April 1965.

AUTHOR Who is the author? Do we know anything about who created the source, such as their occupation or their relationship to the event?

DATE When was the source produced? How does its context help make sense of it?

AUDIENCE For whom was the source originally created?

MESSAGE What did the author wish to communicate to the audience? How would that audience be likely to respond?

AGENDA What was the author's reason for producing the source? Do they have a particular point of view?

NATURE What type of source is it? How does this affect its content? (e.g. a diary is meant to be for private purposes; a letter is © ATOM 2015 usually intended for one recipient).

TECHNIQUES How does the author show their point of view in the language or imagery they use? 11 WRITING ACTIVITIES

Select one of the following Team members:

-- Alex Craig -- Barry Peterson -- Bevan Stokes -- Don McDowell

Write a series of diary entries or let- ters home from your selected soldier. You will need to refer to actual events from Episode 1 and include; their initial feelings about being a mem- ber of The Team. Their early work in Vietnam, their relationship with the locals, their thoughts about the Viet Cong, their thoughts about the American tactics, their hopes and fears for the References future of the war. http://www.vvaa.org.au/calendar.htm http://www.australiancurriculum.edu.au/ https://www.awm.gov.au/atwar/vietnam/ http://vietnam-war.commemoration.gov.au/ http://www.dipity.com/ © ATOM 2015

12 Episode 2: Body Count In pairs, conduct research into conscription to the Vietnam War in Australia and answer the following From 1965 onwards, the war in Vietnam becomes questions: more vicious and indiscriminate as casualties on both sides pile up. But the war is about to take a 1. When was conscription to the Vietnam War decisive turn with the advent of the Tet Offensive, introduced? and members of the Team find themselves at the 2. Was this the first time that conscription had heart of its carnage. been introduced in Australia? 3. How was the draft organises/implemented? PRE-VIEWING ACTIVITIES 4. Which groups in society rejected conscription and why? Prior to viewing Episode 2 of ‘Vietnam: The War 5. Explain the term ‘conscientious objector’. that made Australia’, it is essential that students 6. Do you think you would have supported or understand the concept of conscription as it relates opposed conscription? Explain your response. to the Vietnam War.

Conscription to the Vietnam War was introduced in Australia in 1966; this was incredibly controversial and led to widespread protest and a number of young men refusing to go to war (‘conscientious objectors’, who chose to go to jail instead of war). At that time in Australia, voting age was 21 yet the age for conscription was 20. Many questioned how a person not yet considered old enough to vote could be considered old enough to fight and kill for their country. © ATOM 2015 The Moratorium to End the War in Vietnam was held in Melbourne on May 8th 1970, with over 100,000 protestors taking part and calling for an end to the war. 13 SUGGESTED SITES FOR RESEARCH http://vietnam-war.commemoration.gov.au/ conscription/ http://livingpeacemuseum.org.au/ALPM/exhibits/ show/vietnam-war-aus/vietnam-aus-involvement

For each of the following sources, examine them using the ADAMANT technique. That is, you must answer each of the letters in the ADAMANT acronym in relation to each source. You may not SOURCE A be entirely sure of each aspect of ‘ADAMANT’, so conduct some extra research or have an educated “Sir. – I am a science student at Melbourne guess if uncertain. University, and I wish to refute the implications of the Attorney-General that all protestors are com- munist-inspired. I realise that some of the organis- ers are communists, but many protestors, including AUTHOR Who is the author? Do we know myself, are strongly anti-communist. anything about who created the source, such as their occupation or My reason for joining demonstrations is that I feel their relationship to the event? very strongly that no human has the right, or should want to kill, or cause harm to another human.

When was the source produced? How DATE Under this philosophy, based on my Christian be- does its context help make sense of it? liefs, I would refuse to register for national service were I a young man. I feel no Government has the right to force anyone to join the army – not even AUDIENCE For whom was the source those who believe war is a plausible means of set- originally created? tling idealistic and national differences…’

Part of a letter from Ann Sherwin to the editor of The Age, 20 May 1968, under the heading ‘Candid view of a What did the author wish to communicate MESSAGE girl student’. to the audience? How would that audience be likely to respond?

AGENDA What was the author's reason for producing the source? Do they have a particular point of view?

NATURE What type of source is it? How does this affect its content? (e.g. a diary is meant to be for private purposes; a letter is usually intended for one recipient).

SOURCE B

How does the author show their point of The Moratorium March in Melbourne, May 8th 1970. TECHNIQUES view in the language or imagery they use? © ATOM 2015

14 5. By 1967, the conflict in Vietnam was becoming more. Over 300,000 combat- ants had been killed. How does Team mem- ber Bruce Davies describe the mood on the ground at this time? 6. The Americans were moving away from counter-insurgency to a more simple form of combat. How does Bruce Davies’ account of his battle experience explore the difference between the AATV and the American form of warfare? 7. Describe Bruce Davies’ feeling of ‘split emo- tions’ about his experiences in Vietnam. 8. In Australia in 1967, Prime Minister Harold Holt had committed over 4,000 troops, includ- SOURCE C ing conscripts, to the war. What was the senti- ment towards this move? An anti-conscription poster promoting the 2nd 9. What was newly arrived Team member Des Moratorium in September 18th, 1970. Ford’s experience of battle? 10. What was the Tet Offensive and how did this VIEWING ACTIVITIES directly impact Des Ford as he recovered in an American compound in Hue? Students are directed to take notes whilst viewing 11. What was Team member Graham Snook’s Episode 2: Body Count to help them answer the experience during the Tet Offensive? following questions. 12. What was South Vietnamese soldier Tran Ngoc Hue’s experience during the Tet 1. In 1965 how many men were now serving as Offensive? part of The Team on the ground in Vietnam? 13. What was Bruce Davies’ experience during 2. What was American advisor Jim Lowe’s opin- the Tet Offensive? How does his meeting with ion of The Team? Which Team member had a former Viet Cong soldier Son Nguyen help life changing impact on Lowe and why? Davies come to terms with this experience? 3. What happened to Team member Dasher 14. By1968, just under 500,000 U.S troops and Wheatley in November 1965? 5,000 Australian soldiers were now engaged 4. We learn that Wheatley was posthumously in active service in Vietnam. How many mem- awarded the Victoria Cross, one of 4 Victoria bers of the Team were there at this time? Cross medals awarded to the Team. In pairs, 15. Graham Snook was directly involved in the research the Victoria Cross. Explain its origins Battle of Hue. What was his experience of this and its significance. battle and how does it still effect him? 16. By February 24th 1968, the Tet Offensive was over. After the battle, Team members Des Ford and Ozzie Ostara were involved in un- earthing a mass grave in Hue. What was their experience and how does this still effect Des? 17. The Viet Cong suffered 45,000 casualties, yet the Tet Offensive had shaken the Team and the American troops to the core. Even though the Tet Offensive failed for the Viet Cong, how did it mark as a turning point in the war? © ATOM 2015 18. By 1969, what was the prevailing public opin- ion towards the Vietnam War in America and Australia? How had the television coverage of the war influenced this? 15 19. What was Team member Keith Payne’s at- 3. The Battle of Hue (Tet Offensive) titude to the Vietnamese and what was his 4. The (Tet Offensive) experience of battle in May 1969? 5. The 20. Despite his bravery and positive attitude 6. The towards the Vietnamese, how was Team member Keith Payne (and other Team mem- Groups are to create a PowerPoint presentation bers) treated once back in Australia? which provides a comprehensive overview of their allocated Battle. Points to include: POST-VIEWING ACTIVITIES • A timeline of the Battle. »» Vietnam War Timeline • A map of the area(s). • Background to the Battle. Visit the following site: http://www.vvaa.org.au/ • Troops involved and number of casualties. calendar.htm • Were members of the AATV involved? • Outcome of the Battle and implications for Working in pairs, continue your digital or hard copy As we learn in the war in Vietnam. timeline of Australia’s involvement in Vietnam from Episode 1, this time up until 1969. You will con- Episode 2 ‘Body »» Opposition to the Vietnam War tinue adding to this timeline as you watch Episode Count’, as the 3. Ensure you include relevant and appropriate war dragged As we learn in Episode 2 ‘Body Count’, as the war photographs/images. dragged on, opposition to Australia’s involvement on, opposition back home grew. This opposition was fueled by the Suggested tool for digital timeline: http://www. to Australia’s fact that this war was the first be televised directly dipity.com/ involvement back into Australian homes. The issue of conscription home grew. caused much outrage, with the most ardent pro- »» Close Analysis of Battles in Vietnam testers including:

Break students into groups, allocating them the • The Australian Labor Party following areas of research: • The Trade Unions • The Universities 1. Overview of the Tet Offensive • The Save Our Sons group 2. The (Tet Offensive) In pairs/small groups, students are to create a Padlet that presents information about one of the above anti-war groups. Students are encouraged to source digital images, as well as Youtube clips, websites, newspaper articles and anti-war posters.

Main areas to cover include:

Why the group was against the war The influence they had on the Australian people/ © ATOM 2015 government www.padlet.com

16 »» A Televised War Visit the Vietnam Veterans Association of Australia’s website at: http://www.vvaa.org.au/ At many times throughout Episode 2, we see the impact of the fact that the Vietnam War was the first war to be Find your State/Territory branch and contact them. televised and communicated to those back home in such a In small groups, attempt to make contact with a direct and immediate fashion. Vietnam veteran who is willing to be interviewed. Interviewing a Vietnam veteran can help us better In small groups, research previous media coverage and understand the experiences of individuals involved government propaganda during World War 1 and World in the Vietnam War. War 2. As a class, discuss the differences between the cover- The interview should cover several different as- age of previous wars and the ways in which television pects: the person’s background and knowledge and a more open press contributed to the growing anti- about the war before they went, their training war sentiment for the Vietnam War. and preparation, their role and experiences in the Look at the following image (warning: this may be dis- Vietnam War, their personal attitudes and feel- tressing to some students): ings before, during and after the war (sensitivity is As a class, discuss your reaction to the image. What is required here!), their homecoming and what hap- the image depicting? How does it make you feel? pened after their return. As a class, read the following article on the girl in the image; Kim Phuc: https://framednetwork.com/ If you record the interview, don’t forget to include iconic-image-phan-thi-kim-phuc/ the date, name of person you interview and the Why do you think this image is so powerful? Do you place. Ask the veteran if they mind you using their think it helped add to the anti-war sentiments and pos- real name or sharing their experiences with your sibly hasten the withdrawal of US and Australian troops class. At every stage, sensitivity is vital. in Vietnam? Formally write up and share your interviews with the »» Vietnam Veterans class. Discuss any differences or similarities you note.

Team member Keith Payne describes the less than warm response he received upon returning home from active service in Vietnam. Sadly, this was the case for many References veterans. http://vietnam-war.commemoration.gov.au/ conscription/ As a class, discuss the possible reasons for this recep- http://livingpeacemuseum.org.au/ALPM/exhibits/ tion for the returned soldiers. show/vietnam-war-aus/vietnam-aus-involvement http://www.vvaa.org.au/calendar.htm It is only through the courage and honesty of veterans telling http://www.dipity.com/ their stories that we are able to gain better insights into their https://www.youtube.com/watch?v=Urtiyp-G6jY experiences in Vietnam. Organisations such as the Vietnam www.padlet.com Veterans Association of Australia provide a vital service for https://framednetwork.com/ returned service men and women – as their motto states; iconic-image-phan-thi-kim-phuc/ ‘Honour the Dead, but Fight Like Hell for the Living.’ http://www.vvaa.org.au/ © ATOM 2015

17 Episode 3: ‘Exit Wounds’

1969. Australia and the US are pulling out of the -- As a class, watch the following clip, which Vietnam War and the Australian Army Training Team explains Nixon’s policy of ‘’. must leave behind the Vietnamese with whom http://study.com/academy/lesson/vietnam- they’ve fought for almost ten years. But the Team’s ization-nixons-plan-to-withdraw-american- bond with the Vietnamese remains unbroken as forces.html they help refugees to settle in Australia and play -- In pairs, students are to then read the follow- their part in transforming Australia into a modern, ing sources regarding ‘Vietnamization’ and multicultural society. answer the following questions:

PRE-VIEWING ACTIVITIES http://www.history.com/topics/vietnam-war/ vietnamization As Episode 3 deals with the withdrawal of US and http://www.sparknotes.com/history/american/viet- Australian troops and the policy of ‘Vietnamization’, namwar/section9.rhtml it is recommended that students understand this concept prior to viewing the episode. © ATOM 2015

18 Communists took over. What challenges did they face? 10. What were the ARVN soldier’s experiences of ‘re-education’ under the Communists? 11. What is ‘’ and what were its ef- fects on civilians and soldiers? 12. What is Post Traumatic Stress Disorder and how has it effected Team members and ARVN soldiers? 13. We meet Team member John White and his wife, who are returning to Vietnam for the first time since John served there. How do you think this return helped John? 14. Australian Prime Minister Malcolm Fraser opened the country’s doors to Vietnamese 1. In one paragraph, explain Nixon’s policy of refugees following the . In what ‘Vietnamization’. ways was this policy a departure from pre- 2. What was contentious about its vious immigration policy and practice in implementation? Australia? 3. What factors do you think motivated the 15. How did Team member Ray Burnard help policy? Pham Mi Ha find sanctuary in Australia? 4. Do you agree or disagree with the policy? 16. How did Team member David Millie help Justify your response. combat racist attitudes towards Vietnamese refugees? Students are to share and discuss answers as a 17. Between 1975 and 1982, 60,000 Vietnamese class. arrived by boat and plane to Australia. Are you surprised with this number? Discuss your VIEWING ACTIVITIES answers as a class. 18. Describe the reunion between Team member Students are to take notes as they watch Episode Barry Long and Harry Hue, and their lasting 3 ‘Exit Wounds’ to help them answer the following bond of friendship. questions: 19. Every year members of the Team join with some of their former South Vietnamese allies 1. The announcement of a changed policy; to honour the memory of their fallen comrades namely, the handing over of the war to the and acknowledge their continued friendship. South Vietnamese and the withdrawal of US Why is this commemoration so important to and Australian troops, was announced in the team and to the Vietnamese community in 1969. How did Team members view this policy Australia? of ‘Vietnamization’? 2. What was Team member’s Des Pryde experi- POST-VIEWING ACTIVITIES ence of ‘Vietnamization’? 3. What was ARVN soldier Tran Ngoc Hue »» Vietnam War Timeline (‘Harry’)’s experience of and attitude towards ‘Vietnamization’? Visit the following site: http://www.vvaa.org.au/ 4. In 1972, US President Nixon announced calendar.htm ‘Vietnamization’ a success. Was this really the case? 5. The AATV, the first troops to arrive, were the last to leave. How did Team member Terry Smith feel as he was leaving Vietnam? 6. How does Vietnamese interpretor Nguyen Tong Cong describe his feelings towards the Australians leaving Vietnam? 7. Why was the withdrawal from Vietnam still a source of pain for Team member Bruce Davies? 8. How did news of the fall of Saigon in 1975 ef- fect Team members back in Australia? © ATOM 2015 9. Pham Mi Ha, whose father was a colonel in the ARVN and had served alongside the Team, describes her family’s life after the 19 Working in pairs, complete your digital or hard copy Using the lyrics, as well as notes/activities un- timeline of Australia’s involvement in Vietnam from dertaken whilst studying ‘Vietnam: The War That Episodes 1 and 2, this time up until 1975. Ensure Made Australia’, students are to create a series of you include relevant and appropriate photographs/ diary entries for a 19 year old Australian serving in images. Vietnam. The entries should include reference to; the terrain and weather in Vietnam, reference to Suggested tool for digital timeline: http://www. the type of warfare and any specific Battles you dipity.com/ are involved in, your relationship with the South Vietnamese soldiers and civilians, the sights, »» ‘I Was Only 19’ sounds and feelings you experience and your hopes for the future of Vietnam. The song ‘I Was Only 19’ by Australian band ‘’ was recorded in 1983 and presents a »» Focus on ‘Agent Orange’ first person account of a young Australian soldier’s experiences in the Vietnam War. We learn the effects of ‘Agent Orange’ and other pesticides used during the Vietnam War on the As a class, listen to the song: veterans. https://www.youtube.com/watch?v=Urtiyp-G6jY As a starting point, visit http://vietnam-war.com- memoration.gov.au/aftermath/agent-orange.php How does the song capture the sentiments of and answer the following questions. (students are many of the Team members we have met in all encouraged to access other sources to cross-refer- 3 episodes of ‘Vietnam: The War That Made ence and undertake wider research): Australia.’ 1. Why was large scale chemical defoliant used In pairs, students are to select a section of the in Vietnam? song’s lyrics for analysis. They are to explain what 2. What defoliants were used? it refers to and relate it to two members of The Team we have met throughout the series. © ATOM 2015

20 3. When and where did the spraying take place? Focus on Vietnamese Refugees and Australia 4. What are the medical effects of these defoli- ants on humans, both short and long term? Following the Fall of Saigon in 1975, tens of thou- sands of Vietnamese refugees came to settle in »» Focus on PTSD Australia.

During Episode 3 ‘Exit Wounds’ we meet Team As a starting point, visit the following site: member John White, who is suffering from PTSD http://www.refugeecouncil.org.au/fact-sheets/ as a result of his experiences serving in Vietnam. -refugee-and-humanitarian-program/ Sadly, he is not alone. Many Vietnam Veterans history/ struggle with PTSD. 1. What is the technical definition of a ‘refugee’ In pairs, read the following article on PTSD in As a class, read 2. Starting from 1948 and continuing to today, Vietnam Veterans. http://www.vvaa.org.au/experi- the following construct a timeline for timeline of major ence.htm This article is written by veteran Wayne events in the history of Australia’s Refugee J. Scott and is an honest account of his, and other article entitles ‘The and Humanitarian Program. veterans’, experiences of PTSD. Vietnamese Refugees 3. What are the main issues faced by refugees who changed White when resettling in a new country? Answer the following questions: Australia.’ 4. What are 5 myths about refugees and how can these be ‘de-bunked’? 1. What are the main symptoms of PTSD? 2. In what ways did the Vietnam War differ from As a class, read the following article entitles other major wars, and how did this exacerbate ‘The Vietnamese Refugees who changed White PTSD in Vietnam veterans? Australia.’ 3. What are the best ways to deal with and manage PTSD? What services are available to http://www.sbs.com.au/news/article/2015/04/14/ those returned soldiers suffering PTSD? vietnamese-refugees-who-changed-white-australia © ATOM 2015

21 References

http://study.com/academy/lesson/vietnamization- nixons-plan-to-withdraw-american-forces.html http://www.history.com/topics/vietnam-war/ vietnamization http://www.sparknotes.com/history/american/viet- Discuss the ways in which Vietnamese refugees namwar/section9.rhtml have changed Australia, as well as the specific http://www.vvaa.org.au/calendar.htm challenges they (and other refugees) have faced. http://www.dipity.com/ https://www.youtube.com/watch?v=Urtiyp-G6jY Conduct research and compare and contrast gov- http://vietnam-war.commemoration.gov.au/aftermath/ ernment policy in relation to the Vietnam refugees agent-orange.php in the late 70s/early 1980s and those seeking refu- http://www.vvaa.org.au/experience.htm gee status in Australia today. What is the apparent http://www.refugeecouncil.org.au/fact-sheets/ shift in policy and what are the possible reasons for australias-refugee-and-humanitarian-program/ this? history/

»» Essay on the Vietnam War

Having watched all 3 Episodes of ‘Vietnam: The War That Made Australia’, students are now in a strong position to write the following essay:

Discuss the causes, nature and the consequences of the Vietnam War (for both the Australian soldiers and the South Vietnamese).

Your essay should be between 800 – 1000 words in length and follow the correct TEEL paragraph structure, including evidence and quotes. You should include information obtained from at least 5 different sources and direct evidence from ‘Vietnam: The War That Made Australia’. © ATOM 2015

22 This study guide was produced by ATOM. (© ATOM 2016) ISBN: 978-1-74295-939-9 [email protected] To download other study guides, plus thousands of articles on Film as Text, Screen Literacy, Multiliteracy and Media Studies, visit . Join ATOM’s email broadcast list for invitations to free screenings, conferences, seminars, etc. © ATOM 2015 Sign up now at .

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