DOCSLIB.ORG

Curtailing of Student Deferment in the Late 1960S As a Motivation for Violent Student Protests at Columbia University

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Curtailing of Student Deferment in the Late 1960S As a Motivation for Violent Student Protests at Columbia University Curtailing of Student Deferment in the Late 1960s as a Motivation for Violent Student Protests at Columbia University The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Bailey, Lisa M. 2016. Curtailing of Student Deferment in the Late 1960s as a Motivation for Violent Student Protests at Columbia University. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797340 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Curtailing of Student Deferment in the Late 1960s as a Motivation for Violent Student Protests at Columbia University Lisa Marie Bailey A Thesis in the Field of History for the Degree of Master of Liberal Arts in Extension Studies Harvard University May 2016 ii Abstract When President Lyndon Baines Johnson escalated the Vietnam War in 1965, he ordered more man to fight. The Director of Selective Service System, General Lewis B. Hershey, ordered local draft boards nationwide to curtail the granting of student deferment in order to induct more men to the military. In 1965 to 1968, many college students saw themselves being reclassified. In 1966, when General Hershey reissued the dormant Selective Services Qualifying Test (SSQT) for registrants who wanted to keep their student deferments, angry students began disruptive, war-related protests. On October 26, 1967, Hershey sent his “Hershey’s Directives” to local and appeal boards nationwide, in order to punish registrants who protested against the Vietnam War and the changing draft laws. This thesis will address this primary question: Were students at Columbia motivated to take part in demonstrations because of “Hershey’s Directives?” In addition, the secondary questions are: Were student activists motivated to act violently and disruptively because they were suspended for participating in previous demonstrations? Did local boards send disciplined students to Vietnam? This historical case study of student activism at Columbia in the late 1960s focus on four issues such as the loss of student deferments, General Hershey’s attitude toward student deferments, arguments for and against student deferments, and war-related student protests. This thesis concludes that a majority of Columbia students, as well as a majority of students throughout the iii United States, were motivated to take part in demonstrations because of “Hershey’s Directives” and the changing draft laws since 1967. iv Acknowledgements I would like to thank my thesis advisor, Dr. Donald Ostrowski, PhD, of Harvard University Extension School for being available when I needed to see him during his office hours, for ample advice in thesis writers’ meetings, and for quick responses to my emails during the process of my research and writing a thesis. I also want to give thanks to Brett Flehinger, PhD, of the History Department in Harvard University, for agreeing to act as my thesis director, and to Candace Kant, PhD and a Professor Emerita of College of Southern Nevada, for looking at my thesis proposal draft and then giving me advice and tips. In addition, I would like to express gratitude to my friends, Lisa D. Quinlan and Madeline McDownell for agreeing to read my drafts and for their very valuable comments. Finally, I must express my gratitude to my friends, professors, and teaching assistants for providing me with support and continuous encouragement throughout my years of study and through the process of researching and writing this thesis. This accomplishment would not have been possible without them. Lisa M. Bailey Cambridge, MA May 2016 v Table of Contents Acknowledgements ............................................................................................................................ v Introduction ......................................................................................................................................... 1 Methods ...................................................................................................................................... 4 I. Background of Problem and Review ........................................................................................ 7 II. General Hershey’s Flawed Argument for the Selective Service System ........................... 16 Arguments against the Selective Service System and the Draft Laws ............................... 27 Arguments for Student Deferments ...................................................................................... 35 Pentagon Bias Against Volunteers ........................................................................................ 46 III. The Curtailment of Student Deferments from 1965 to 1969 .............................................. 73 Draft Resistance Movement and the Hershey’s Directives ................................................. 89 IV. Mark Rudd's Journey Before the Violent Student Protests at Columbia ......................... 122 Before the Violent Student Protests at Columbia University ............................................ 132 A Week of Crisis at Columbia ............................................................................................. 135 Paul Vilardi’s Side of the Story as a Counter-Demonstrator ............................................ 139 Why President Kirk Refused to Grant Amnesty ................................................................ 147 Disciplinary Proceedings at Columbia ................................................................................ 157 Motivations of Radical SDS Leaders at Columbia ............................................................ 164 Aftermath at Columbia ......................................................................................................... 168 V. Conclusion ........................................................................................................................... 173 Appendix ........................................................................................................................................ 185 vi Appendix A ........................................................................................................................... 185 Appendix B............................................................................................................................ 186 Appendix C............................................................................................................................ 188 Appendix D ........................................................................................................................... 190 Appendix E ............................................................................................................................ 191 Appendix F ............................................................................................................................ 193 Appendix G ........................................................................................................................... 195 Appendix H ........................................................................................................................... 198 Appendix I ............................................................................................................................. 202 Appendix J ............................................................................................................................. 207 Appendix K ........................................................................................................................... 210 Appendix L ............................................................................................................................ 215 Appendix M ........................................................................................................................... 216 Appendix N ........................................................................................................................... 218 Appendix O ........................................................................................................................... 219 Works Cited .................................................................................................................................... 221 vii Introduction [A]fter a long and fruitless effort at discussion and negotiation by officers of the administration, many devoted faculty members and helpful persons from outside the university, it became clear that either grant student demands, including full amnesty for all participants, or we could request the City police to remove the students by force. We were not willing under any circumstances to grant amnesty for these illegal acts, so we began to make the necessary arrangements for police action.1 Grayson Kirk, June 1, 1968 In 1966, General Lewis B. Hershey, Director of the Selective Service System, ordered draft boards nationwide to curtail the granting of deferments, particularly student deferments. When Hershey reissued the dormant Selective Services Qualifying Test (SSQT) for registrants who wanted to keep their student deferments, angry students began disruptive, war-related protests. On October 26, 1967, Hershey sent his “Hershey’s Directives” as a letter to local and appeal boards,
Load more

Recommended publications
  • General Lewis Hershey Will Continue in September 2007
    Part I-The Self-made Man: Lewis B. Hershey by Sir Knight John D. Meyers, Jr., KYCH 1. Lewis B. Hershey was born on September 12, 1893, in his parents' home on their farm near Angola, Indiana, that is located in Steuben County, which is nestled in the extreme northeastern part of the Hoosier state. It is bound on the north by Michigan and on the east by Ohio. The General declared humorously, "If Michigan had taken four miles off of Indiana like they did from Ohio. I would have been born in Michigan." The second and younger son of Latta Freleigh and Rosetta (Richardson) Hershey and grandson of George R. and Joanna Latta (Freleigh) Hershey and Lewis and Frances (Hutchins) Richardson, his Swiss ancestors migrated to the United States in 1709, settling near Lancaster, Pennsylvania. "In our day, the 'horse-poor farmer eked out a meager, but substantial living on an austerity type budget. Laboring in a 12-15 hour working day, which started before dawn and lasted until long after dusk, seven days a week. This was the kind of work schedule the farmer and his family endured in our day." In addition to the farmhouse, barn and smokehouse, the Hershey homestead comprised some 140 acres of land of which less than 100 were actually farmed. Forty acres contained marshland, timber and two lakes. Another six acres located on steep slopes made this ground untenable. Before the age of ten, young Lewis had already learned the expressions "gee" and "haw" (horse language for right and left). He was plowing, mowing, raking, harrowing, and cultivating the fields, and he was driving the horse team with the dexterity of an adult.
    [Show full text]
  • CONGRESSIONAL RECORD-SENATE 13617 ADJOURNMENT Munistic Propaganda and Subversive Activities of Communists Mr
    1940 CONGRESSIONAL RECORD-SENATE 13617 ADJOURNMENT munistic propaganda and subversive activities of Communists Mr. McCORMACK. Mr. Speaker, I move. that the House do in the United States and pledging assistance to the Gov­ now adjourn. ernment of the United States of America in. safeguarding the· The motion was agreed to; accordingly (at 12 o'clo.ck and 8 principles of democracy and the independence of the United. minutes p.m., under its previous order, the House adjourned States of America; to the Committee on Foreign Affairs. until Monday, November 18, 1940, at 12 o'clock noon. 9375. By the SPEAKER: Petition of the Eastern Petroleum . Co., Inc., opposing the passage of House bill 10637, a bill ex­ EXECUTIVE COMMUNICATIONS, ETC. tending the National Stolen Property Act; to the Committee on the Judiciary. · Under clause 2 of ru1e XXIV, executive communications 9376. Also, petition of the Resident Commissioner of the . were taken from the Speaker's table and referred as follows: Philippines for pension submitted by the Veterans of the 2018. A letter from the Secretary of the Navy, transmitting Philippine Constabulary (1901-4) who served in conjunction a draft of a proposed bill to amend the act of May 4, 1898, as with the Federal service of the United States Army; to the amended, to authorize the President to appoint additional Committee on Pensions. acting assistant surgeons in time of national emergency; to the Committee on Naval Affairs. 2019. A letter from the Acting Secretary of the Navy, trans­ SENATE mitting a report of contracts awarded under the authority of the act of March 5, 1940; to the Committee on Military Affairs.
    [Show full text]
  • Trophies, Awards Ceremonials Manual
    TROPHIES, AWARDS & CEREMONIALS MANUAL PUBLISHED FOR THE 2021 SPRING NATIONAL EXECUTIVE COMMITTEE MEETINGS 1 TROPHIES & AWARDS Presented By The NATIONAL ORGANIZATION OF THE AMERICAN LEGION Prepared By: Internal Affairs Commission National Headquarters, The American Legion Indianapolis, Indiana 2021 EDITION The recipients listed in this manual are for member year 2020. The 2021 recipients will be listed in the 2022 edition. 2 TROPHIES AND AWARDS TABLE OF CONTENTS TROPHIES AND AWARDS POLICIES AND PROCEEDURES 05 THE AMERICAN LEGION DISTINGUISHED SERVICE MEDAL 09 AMERICANISM AWARDS American Legion Baseball Graduate of the Year 13 Bob Feller American Legion Pitching Award 15 Commissioner of Baseball Trophy 17 Dr. Irvin L. “Click” Cowger Memorial R.B.I. Award 19 The Ford C. Frick Trophy 21 Frank N. Belgrano, Jr. Trophy 23 George W. Rulon Baseball Player of the Year 25 The Howard P. Savage, Junior Baseball Trophy 27 Jack Williams Memorial Leadership Award 29 James F. Daniel, Jr. Memorial Sportsmanship Award 33 The American Legion Junior Shooting Sports Trophy 35 The American Legion Baseball Slugger Trophy 39 Ralph T. O’Neil Education Trophy 41 The American Legion Baseball “Big Stick” Award 43 Spafford National Trophy 45 Francis M. Redington Sportsmanship Award 47 Daniel J. O’Connor Americanism Trophy 49 The American Legion and Scouting “Square Knot” Award 51 The American Legion Eagle Scout of the Year 57 The American Legion National Education Award 59 INTERNAL AFFAIRS AWARDS The American Legon Canadian Friendship Award 61 The International Amity
    [Show full text]
  • Western Maryland Room Vertical File Collection Catalog
    Western Maryland Room Vertical File Collection Page 1 Inventoried in 1999, and updated May 2009, by Marsha L. Fuller,CG. Updated July 2013 by Klara Shives, Graduate Intern. Catalog: File Name Description Date Orig Cross Reference AAUW Allegany Co., MD Growing Up Near Oldtown 2000 Deffinbaugh Memoirs Allegany Co., MD The War for The British Empire in Allegany County 1969 x Allegany Co., MD Pioneer Settlers of Flintstone 1986 Allegany Co., MD Ancestral History of Thomas F. Myers 1965 x Allegany Co., MD Sesquicentennial - Frostburg, MD 1962 x Allegany Co., MD Harmony Castle No.3 - Knights of the Mystic Chains 1894 x Midland, MD Allegany Co., MD (Box) Ashmon Sorrell's Tombstone 2007 Civil War Allegany Co., MD (Box) The Heart of Western Maryland Allegany Co., MD (Box) Kelly-Springfield Tire Co. 1962 Allegany Co., MD (Box) Ku Klux Klan 2008 Albert Feldstein Allegany Co., MD (Box) LaVale Toll House Allegany Co., MD (Box) List of Settlers in Allegany County 1787 Allegany Co., MD (Box) Mills, Grist and Flour Allegany Co., MD (Box) Miscellaneous clippings 1910-1932 Allegany Co., MD (Box) Names of towns, origin Allegany Co., MD (Box) National Highway - colored print Allegany Co., MD (Box) Old Allegany - A Century and A Half into the Past 1889 Allegany Co., MD (Box) Old Pictures of Allegany Co. 1981 Allegany Co., MD (Box) Ordeal in Twiggs Cave 1975 Allegany Co., MD (Box) Photographs of Western Maryland 1860-1925 1860-1925 Allegany Co., MD (Box) Piedmont Coal and Iron Company, Barton, MD (6) 1870s x Allegany Co., MD (Box) Pioneer log cabin Allegany
    [Show full text]
  • Curtailing of Student Deferment in the Late 1960S As a Motivation for Violent Student Protests at Columbia University
    Curtailing of Student Deferment in the Late 1960s as a Motivation for Violent Student Protests at Columbia University The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Bailey, Lisa M. 2016. Curtailing of Student Deferment in the Late 1960s as a Motivation for Violent Student Protests at Columbia University. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797340 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Curtailing of Student Deferment in the Late 1960s as a Motivation for Violent Student Protests at Columbia University Lisa Marie Bailey A Thesis in the Field of History for the Degree of Master of Liberal Arts in Extension Studies Harvard University May 2016 ii Abstract When President Lyndon Baines Johnson escalated the Vietnam War in 1965, he ordered more man to fight. The Director of Selective Service System, General Lewis B. Hershey, ordered local draft boards nationwide to curtail the granting of student deferment in order to induct more men to the military. In 1965 to 1968, many college students saw themselves being reclassified. In 1966, when General Hershey reissued the dormant Selective Services Qualifying Test (SSQT) for registrants who wanted to keep their student deferments, angry students began disruptive, war-related protests. On October 26, 1967, Hershey sent his “Hershey’s Directives” to local and appeal boards nationwide, in order to punish registrants who protested against the Vietnam War and the changing draft laws.
    [Show full text]
  • Extensions of Remarks 11369
    April 6, 1973 EXTENSIONS OF REMARKS 11369 To be major general Col. Paul J. Hughes, xxx-xx-xxxx FG, Air grade of rear admiral, subject to qualifica- Brig. Gen. William H. Bauer, xxx-xx-xxxx National Guard. tions therefor as provided by law: FV, Air Force Reserve. Col. Grover J. Isbell, xxx-xx-xxxx FG, Air Lando W. Zech, Jr. John B. Berude Brig. Gen. Stuart G. Haynsworth, xxx-xx-x... National Guard. Reuben G. Rogerson Thomas B. Russell, Jr. Col. Billy M. Jones, xxx-xx-xxxx FG, Air xxx-... FV, Air Force Reserve. Cyril T. Faulders, Jr. Elmer T. Westfall Brig. Gen. Howard T. Markey, xxx-xx-xxxx National Guard. Robert P. McKenzie Paul C. Boyd FV, Air Force Reserve. Col. Raymond A. Matera, xxx-xx-xxxx FG, Henry P. Glindeman, Charles S. Williams, Air National Guard. Brig. Gen. Alfred J. Wood, Jr., xxx-xx-xxxx Jr. Jr. FV, Air Force Reserve. Col. Patrick E. O 'Grady, xxx-xx-xxxx FG, James R. Sanderson Edward P. Travers Air National Guard. To be brigadier general Gordon R. Nagler William H. Ellis The following officer under the provisions R obert F . Schoultz R alph H. Carnahan Col. William C. Banton II, xxx-xx-xxxx FV, of title 10, United States Code, section 8066, Robert H. Blount James B. Stockdale Air Force Reserve. to be assigned to a position of importance Harold G. Rich William J. Crowe, Jr. Col. Francis N. Clemens, xxx-xx-xxxx FV, and responsibility designated by the Presi- George P. March Robert S. Smith Air Force Reserve. dent under subsection (a) of section 8066, Jeremiah A.
    [Show full text]
  • The Draft: a Brief History 1
    Random Destiny How the Vietnam War Draft Lottery Shaped a Generation Wesley Abney Series in American History Copyright © 2018 Vernon Press, an imprint of Vernon Art and Science Inc, on behalf of the author. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Vernon Art and Science Inc. www.vernonpress.com In the Americas: In the rest of the world: Vernon Press Vernon Press 1000 N West Street, C/Sancti Espiritu 17, Suite 1200, Wilmington, Malaga, 29006 Delaware 19801 Spain United States Series in American History Library of Congress Control Number: 2018948071 ISBN: 978-1-62273-196-1 Product and company names mentioned in this work are the trademarks of their re- spective owners. While every care has been taken in preparing this work, neither the authors nor Vernon Art and Science Inc. may be held responsible for any loss or dam- age caused or alleged to be caused directly or indirectly by the information contained in it. Every effort has been made to trace all copyright holders, but if any have been inad- vertently overlooked the publisher will be pleased to include any necessary credits in any subsequent reprint or edition. Acknowledgments Many thanks to Richard Trottier for helping come up with the idea for this book, and to Hal Tarleton for his encouragement and support, and most of all to the men who generously contributed their personal recollections to this project.
    [Show full text]
  • Unfinished Oral History of District Judge James Benton Parsons
    THE UNFINISHED ORAL HISTORY OF DISTRICT JUDGE JAMES BENTON PARSONS May 1996 THE UNFINISHED ORAL HISTORY OF DISTRICT JUDGE JAMES BENTON PARSONS Forward The oral history of District Judge James Parsons was never finished. Judge Parsons died before the recordings were finished or the transcript reviewed by him. Anyone who knew Judge Parsons would wonder if his history could ever be finished in his lifetime. He was a superb raconteur who never ran out of new ideas which were firmly anchored in what is good in the past. Due to problems with the tape recordings, some parts of the tapes were extremely difficult and even impossible to transcribe. This project could not have been finished without the extremely hard work of Kathy Engel and Charlene Purcell of the United States Court of Appeals who spent hundreds of hours listening to the tapes to hear Judge Parsons's words and transcribing them. Circuit Librarian Janet Wishinsky also dedicated hundreds of hours to reviewing the transcripts while listening to the tapes, making corrections, and adding bracketed background material that will greatly aid the reader. If you the reader can supply any additional information or make corrections, please send them to me. Collins T. Fitzpatrick INDEX Page Tape 1 (March 23, 1988). .1 Tape 2 (March 23, 1988). .23 Tape 3 (March 23 & 24, 1988) . .47 Tape 4 (March 24 & June 7, 1988) . .59 Tape 5 (June 7, 1988). .71 Tape 6 (June 23, 1988) . .93 Tape 7 (July 6 & 7, 1988). .115 Tape 8 (July 8, 1988). .137 Tape 9 (July 8 & 25, 1988) .
    [Show full text]
  • The Mexican American Vietnam War Serviceman
    THE MEXICAN AMERICAN VIETNAM WAR SERVICEMAN: THE MISSING AMERICAN A Thesis presented to the Faculty of California Polytechnic State University, San Luis Obispo In Partial Fulfillment of the Requirements for the Degree Master of Arts in History by Teresa Moreno Jimenez December 2015 © 2015 Teresa Moreno Jimenez ALL RIGHTS RESERVED ii COMMITTEE MEMBERSHIP TITLE: The Mexican American Vietnam War Serviceman: The Missing American AUTHOR: Teresa Moreno Jimenez DATE SUBMITTED: December 2015 COMMITTEE CHAIR: Kathleen Murphy, Ph.D. Associate Professor of History COMMITTEE MEMBER: Kathleen Cairns, Ph.D. Lecturer of History COMMITTEE MEMBER: Thomas Trice, Ph.D. Associate Professor of History iii ABSTRACT The Mexican American Vietnam War Serviceman: The Missing American Teresa Moreno Jimenez The Vietnam War brought many changes to society in that it soon became one of the most controversial wars in United States history. There was a tremendous loss of life as well as a rift in the nation with the rise of anti-war protest. Those drafted for the war came primarily from low-income and ethnic minority communities. While all who served deserve to be recognized, there is one group that has gone largely unrepresented in the history of the war. Mexican American servicemen served and died in large numbers when compared to their population. In addition, they also received high honors for their valor in the battlefield. Yet, the history of the war has been largely focused on the experience of the Anglo and Black soldier. This is due in part to the existing black-white paradigm of race that exists in United States society, which places all other ethnic minority groups in the margins of major historical events.
    [Show full text]
  • US Army Command and General Staff College (CGSC)
    How And Why The U. S. Army Studies MFMILITARY HISTORY ee f A Compilation from U. S. Official sites and Wikipedia, by Virgilio Ilari, August 2011 "The Mind is the Key to Victory" "Institutions aren’t ends unto themselves" Fort McNair's for General Purpose Fort Leavenworth's for Professional Purpose Carlisle Barrack's for Strategic Analysis U. S. Army Basic Manuals for Military History Operations Fort McNair's Military History General Purpose The U.S. Army Center of Military History The Center is a Directorate within the Office of the Administrative Assistant to the Secretary of the Army and a Member of the Military History Coordinating Committee Military History Coordinating Committee Members websites: An Overview The Origins The Center Of Military History (CMH), which reports to the Administrative Assistant to the Secretary of the Army, is responsible forthe appropriate use of history throughout the United States Army. Traditionally, this mission has meant recording the official history of the Army in both peace and war, while advising the Army Staff on historical matters. In terms of this tradition, the Center traces its lineage back to those historians under the Secretary of War who compiled the Official Records of the Rebellion, a monumental history of the Civil War begun in 1874, and to a similar work on World War I prepared by the Historical Section of the Army War College. The modern organization of the Army's historical efforts dates from the creation of the General Staff historical branch in July 1943 and the subsequent gathering of a large team of historians, translators, editors, and cartographers to record the official history of World War II.
    [Show full text]
  • 69-12,325 SPERRY, James Russell, 1938- ORGANIZED LABOR and ITS FIGHT AGAINST MILITARY and INDUSTRIAL CONSCRIPTION, 1917-1945. Un
    ORGANIZED LABOR AND ITS FIGHT AGAINST MILITARY AND INDUSTRIAL CONSCRIPTION, 1917-1945 Item Type text; Dissertation-Reproduction (electronic) Authors Sperry, James Russell, 1938- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 04/10/2021 13:39:18 Link to Item http://hdl.handle.net/10150/287513 This dissertation has been microfilmed exactly as received 69-12,325 SPERRY, James Russell, 1938- ORGANIZED LABOR AND ITS FIGHT AGAINST MILITARY AND INDUSTRIAL CONSCRIPTION, 1917-1945. University of Arizona, Ph.D., 1969 History, modern University Microfilms, Inc., Ann Arbor, Michigan © COPYRIGHTED BY JAMES RUSSELL SPERRY 1969 iii ORG AM ZED LABOR AMD ITS FIGHT AGAINST MILITARY AND INDUSTRIAL CONSCRIPTION, 1917-1945 *>y James Russell Sperry A Dissertation Submitted to the Faculty of the DEPARTMENT OF HISTORY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 19 6 9 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE I hereby recommend that this dissertation prepared under my direction by James Russell Sperry entitled ORGANIZED LABOR AND ITS FIGHT AGAINST MILITARY AND INDUSTRIAL CONSCRIPTION, 1917-1945 be accepted as fulfilling the dissertation requirement of the degree of Doctor of Philosophy ^/ f•• Dissertation Director Date After inspection of the final copy of the dissertation, the following members of the Final Examination Committee concur in its approval and recommend its acceptance:" h'inLi f1 // / ts? ^— //,,///<<•f This approval and acceptance is contingent on the candidate's adequate performance and defense of this dissertation at the final oral examination.
    [Show full text]
  • Cold War America Lesson #4: the Vietnam War (1945 – 1975)
    Cold War America Lesson #4: The Vietnam War (1945 – 1975) Major Topics: • Origins of the Vietnam War • The War’s Legacies • Tonkin Gulf & Escalation • Anti-War Movement • A War of Attrition • End of the War What did the United States lose in Vietnam? This lesson teaches students that American involvement in Vietnam must be understood in the context of the Cold War. Students will draw from their earlier explorations of how Containment was implemented abroad and at home and use this knowledge to understand the roots and consequences of American intervention in Vietnam. The lesson spans several decades that cover the colonial history of Vietnam, the independence movement during World War II, the French-Vietnamese War, the country’s division at the 17th parallel, the escalation of the war following the Gulf of Tonkin Incident, specific strategies and battles in fighting the war, the divisions that the war caused abroad and at home, the American loss and its consequences for the nation. Along the way, a range of perspectives teaches students that America’s longest war (up until that point) went through a number of transformations on the battlefield and in Photograph of a Marine Landing at Danang, Vietnam, public support. Students will study the 08/03/1965. Source: National Archives, ARC Identifier 595865. agency of ordinary Americans that both participated in and protested the war, diplomatic leaders across the world, and the important role played by the media in turning the tide of opinion in the war. Page 1 Cold War America Lesson #4: The Vietnam War Copyright © 2013, The Regents of the University of California, All Rights Reserved Procedures Step 1: Introduction to the Vietnam War (Class Time: 10 minutes) Begin this lesson by immersing students in the sights and sounds of the Vietnam War.
    [Show full text]