SECTION 2 Vietnam Divides the Nation Wartime? SECTION 3 the War Winds Down Invite a Volunteer to Read the Paragraph and Questions Pre- Sented

Chapter Planning Guide

Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners

Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess FOCUS

BL OL AL ELL Daily Focus Transparencies 19-1 19-2 19-3 TEACH BL OL ELL Reading Skills Activity, URB p. 85 OL Historical Analysis Skills Activity, URB p. 86 BL OL AL ELL Differentiated Instruction Activity, URB p. 87 BL OL ELL English Learner Activity, URB p. 89 BL OL AL ELL Content Vocabulary Activity, URB* p. 91 BL OL AL ELL Academic Vocabulary Activity, URB p. 93 OL AL Reinforcing Skills Activity, URB p. 95 OL AL Critical Thinking Skills Activity, URB p. 96 BL OL ELL Time Line Activity, URB p. 97 OL Linking Past and Present Activity, URB p. 98 BL OL AL ELL Primary Source Reading, URB p. 99 p. 101 BL OL AL ELL American Art and Music Activity, URB p. 103 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 105 AL Enrichment Activity, URB p. 109 BL OL ELL Guided Reading Activity, URB* p. 112 p. 113 p. 114 BL OL AL ELL Reading Essentials and Note-Taking Guide* p. 200 p. 203 p. 206 Differentiated Instruction for the American History BL OL AL ELL ✓ ✓✓✓ Classroom

BL OL AL ELL Unit Map Overlay Transparencies ✓ ✓✓✓✓

BL OL AL ELL Unit Time Line Transparencies, Strategies, and Activities ✓ ✓✓✓✓ Cause and Effect Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities Why It Matters Chapter Transparencies, Strategies, and BL OL AL ELL ✓ ✓✓✓✓ Activities BL OL AL ELL American Biographies ✓ Note: Please refer to the Unit 6 Resource Book for this chapter’s URB materials. * Also available in Spanish

652A Planning Guide Chapter

Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter Section Section Section Chapter BL OL AL ELL Opener 1 2 3 Assess TEACH (continued) BL OL AL Supreme Court Case Studies p. 109 BL OL AL ELL The Living Constitution ✓ ✓✓✓✓ BL OL AL ELL American Issues ✓ ✓✓✓✓ American Art and Architecture Transparencies, OL AL ELL ✓ ✓✓✓✓ Strategies, and Activities BL OL AL High School American History Literature Library ✓ ✓✓✓✓ OL AL American History Primary Source Documents Library ✓ ✓✓✓✓ BL OL AL ELL American Music: Hits Through History CD ✓ ✓✓✓✓ BL OL AL ELL StudentWorks™ Plus ✓ ✓✓✓✓ BL OL AL ELL The American Vision: Modern Times Video Program ✓ ✓✓✓✓ Reading Strategies and Activities for the Social Studies ✓ ✓✓✓✓ Classroom Teacher Strategies for Success ✓ ✓✓✓✓ Resources Presentation Plus! with MindJogger CheckPoint ✓ ✓✓✓✓ Success With English Learners ASSESS BL OL AL ELL Section Quizzes and Chapter Tests* p. 267 p. 268 p. 269 p. 271 BL OL AL ELL Authentic Assessment With Rubrics p. 43 BL OL AL ELL Standardized Test Practice Workbook p. 45 BL OL AL ELL ExamView® Assessment Suite 19-1 19-2 19-3 Ch. 19 CLOSE BL ELL Reteaching Activity, URB p. 107 BL OL ELL Reading and Study Skills Foldables™ p. 80 BL OL AL ELL American History in Graphic Novel p. 65 ✓ Chapter- or unit-based activities applicable to all sections in this chapter.

652B Chapter Integrating Technology

Using Chapter Overviews Teach With Technology

What is a Chapter Overview? A Chapter Overview provides an online section-by-section summary of the content of each chapter. It can help students review—or preview—chapter content to increase comprehension of main ideas. How can a Chapter Overview help my students and me? A Chapter Overview helps you and your students review the main points from each chapter section-by-section. It can help: • students preview chapter content • you devise discussion points • students focus on the main ideas • you summarize the chapter for your students • students review chapter content • students practice reading and comprehension skills

Visit glencoe.com and enter a ™ code to go to Chapter Overview.

You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill TAVMT5154c19T for Chapter 19 resources. Social Studies widget. Student Teacher Parent Media Library • Section Audio ●● • Spanish Audio Summaries ●● • Section Spotlight Videos ●●● The American Vision: Modern Times Online Learning Center (Web Site) • StudentWorks™ Plus Online ●●● • Multilingual Glossary ●●● • Study-to-Go ●●● • Chapter Overviews ●●● • Self-Check Quizzes ●●● • Student Web Activities ●●● • ePuzzles and Games ●●● • Vocabulary eFlashcards ●●● • In Motion Animations ●●● • Study Central™ ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Historical Thinking Activities ● • Beyond the Textbook ●●●

652C Additional Chapter Resources Chapter

® • Timed Readings Plus in Social Studies helps students increase their reading rate and fluency while The following videotape programs are available from maintaining comprehension. The 400-word passages Glencoe as supplements to this Modern Times chapter: are similar to those found on state and national • Vietnam: A Soldier’s Diary (ISBN 0-76-700772-7) assessments. • War Memorials - Great American Monuments • Reading in the Content Area: Social Studies (ISBN 1-56-501643-2) concentrates on six essential reading skills that help To order, call Glencoe at 1-800-334-7344. To find classroom students better comprehend what they read. The resources to accompany many of these videos, check the book includes 75 high-interest nonfiction passages following home pages: written at increasing levels of difficulty. A&E Television: www.aetv.com • Reading Social Studies includes strategic reading The History Channel: www.historychannel.com instruction and vocabulary support in Social Studies content for both ELLs and native speakers of English.

www.jamestowneducation.com Reading List Generator CD-ROM

Use this database to search more than 30,000 titles to create a customized reading list for your students. • Reading lists can be organized by students’ reading level, author, genre, theme, or area of interest. • The database provides Degrees of Reading Power™ (DRP) and Lexile™ readability scores for all selections. • A brief summary of each selection is included.

Leveled reading suggestions for this chapter: For students at a Grade 8 reading level: • Young Man in Vietnam, by Charles Coe Index to National Geographic Magazine: For students at a Grade 9 reading level: The following articles relate to this chapter: • Dear America: Letters Home from Vietnam, • “Hanoi: Shedding the Ghosts of War,” by David Lamb, by Bernard Edelman May 2004. For students at a Grade 10 reading level: • “Saigon: Fourteen Years After,” by Peter T. White, • Getting to Know the Two Vietnams, by Fred West November 1989. For students at a Grade 11 reading level: Access National Geographic’s new, dynamic MapMachine • Voices from Vietnam, by Barry Denenberg Web site and other geography resources at: For students at a Grade 12 reading level: www.nationalgeographic.com • The Vietnam War, by Debbie Levy www.nationalgeographic.com/maps

652D Introducing Chapter Chapter Focus The Vietnam War 1954–1975 MAKING CONNECTIONS Should Citizens Support SECTION 1 Going to War in Vietnam the Government During SECTION 2 Vietnam Divides the Nation Wartime? SECTION 3 The War Winds Down Invite a volunteer to read the paragraph and questions presented. Use the questions provided to begin a discussion about the Vietnam conflict. Have students write the two questions in their notebooks, adding to their answers as they read the chapter. OL Teach The Big Ideas As students study the chapter, remind them to consider the section-based Big Ideas included in each section’s Guide to American soldiers march up a hill in Reading. The Essential Questions Vietnam in 1968, as fires behind them send smoke into the air. in the activities below tie in to the Big Ideas and help students think 1955 1964 about and understand important Eisenhower • U.S. military aid Kennedy Johnson • Congress 1965 chapter concepts. In addition, the 1953–1961 and advisers 1961–1963 1963–1969 passes Gulf • U.S. combat are sent to of Tonkin troops arrive Hands-on Chapter Projects with South Vietnam Resolution in Vietnam their culminating activities relate U.S. PRESIDENTS U.S. EVENTS the content from each section to 1955 1960 1965 the Big Ideas. These activities WORLD EVENTS build on each other as students 1954 1958 1960 progress through the chapter. • France leaves Indochina; • U.S. troops land • U-2 spy plane Geneva Accords divide in Lebanon is shot down Section activities culminate in the Vietnam in two wrap-up activity on the Visual Summary page. 652 Chapter 19 The Vietnam War Section 1 Section 2 Going to War in Vietnam Vietnam Divides the Nation Essential Question: What created the con- Essential Question: How did Americans pro- flict in Vietnam and how did America become test against the war in Vietnam? (Teach-ins involved? (The desire for independence from were held at universities; some men burned draft France fueled rebellion. The United States became cards; people held protest marches.) Inform stu- involved first by aiding the French and later by dents that in this section they will read about committing military advisers and troops to pre- the protest movement, which helped to vent the fall of Vietnam to communism.) Tell stu- change the culture of the United States and its dents they will learn in this section how the relationship to the federal government. OL United States began fighting in Vietnam. OL

652 Chapter Audio Introducing MAKING CONNECTIONS Chapter Should Citizens Support the Government During Wartime? During the Cold War, the United States sent troops to Vietnam to stop the spread of communism. Winning in Vietnam proved to be difﬁ cult More About the and, as the war dragged on, many Americans began to protest. Eventually, the United States pulled out of Vietnam. Photo • Why do you think the United States sent troops to Vietnam? • Why do you think Vietnam divided Americans? Visual Literacy In 1969, the year after this photo was taken, the number of American troops reached their peak of about 540,000. Many of the soldiers were a year or two out of high school. Both civilian and military photog- raphers covered the war, enduring the same hardships and risks as soldiers with some losing their lives. Thousands of the photographs taken by military photogra- phers are housed at the National Archives in Washington, D.C.

Dinah Zike’s Foldables Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help students practice basic writing skills, review vocabu- Deﬁ ning Vietnam Terminology Make a Vocabulary Book Foldable lary terms, and identify main 1970 Ho Chi Minh to aid your review of the Vietnam 1968 • National Guard Containment ideas. Instructions for creat- Nixon Gulf of To n kin • Tet Offensive War. Select terms for a 10-tab resolution 1969–1974 troops kill student ing and using Foldables can begins protesters at 1973 Vocabulary Book. Example • Anti-war protest Kent State • Last U.S. troops terms include: Ho Chi Minh, be found in the Appendix at in Chicago leave Vietnam Containment, and Gulf of the end of this book and in Tonkin Resolution. Deﬁ ne the terms under the appropriate tab. the Dinah Zike’s Reading and 1970 1975 Study Skills Foldables booklet.

1970 1975 • Nixon orders invasion • Saigon falls to North Visit glencoe.com

of Cambodia Vietnamese invasion and enter code TAVMT5147c19 for Chapter 19 resources.

Chapter 19 The Vietnam War 653 Visit glencoe.com and enter code TAVMT5154c19T for Chapter 19 Section 3 resources, including a Chapter The War Winds Down Overview, Study Central™, Essential Question: How did the war end Study-to-Go, Student Web and how did it affect Americans? Activity, Self-Check Quiz, and (Negotiations dragged on while the military other materials. implemented Vietnamization. Ultimately, American troops were withdrawn and South Vietnam fell to communism. Americans became cynical about the war and their government.) Tell students that this section will describe the end of the war. OL

653 Chapter 19 • Section 1 Section 1 Section Audio Spotlight Video Focus Going to War in Vietnam

Bellringer n the late 1940s and early 1950s, most Americans Guide to Reading knew little about Indochina, France’s colony in Daily Focus Transparency 19-1 I Big Ideas Southeast Asia. During the Cold War, however, Trade, War, and Migration American American officials became concerned the region might involvement in the war in Vietnam was the result of its Cold War strategy. fall to communism. Eventually, American troops were sent to fight in Vietnam. Content Vocabulary • domino theory (p. 655) • guerrilla (p. 655) American Involvement in Vietnam • napalm (p. 661) • Agent Orange (p. 661) MAIN Idea The Cold War policy of containment led the United States to become increasingly involved in events in Vietnam. Academic Vocabulary Guide to Reading HISTORY AND YOU Have you met anyone who was born in Vietnam? Do (p. 657) • strategic you know why he or she left? Read to learn about Vietnam’s complicated and Answers: fall of China to • traditional (p. 657) tragic history. communism, the outbreak People and Events to Identify of the Korean War • Ho Chi Minh (p. 654) In 1940, the Japanese invaded Vietnam. The occupation was only • Dien Bien Phu (p. 656) the latest example of foreigners ruling the Vietnamese people. The • Geneva Accords (p. 656) Chinese Empire had controlled the region for hundreds of years. • Ngo Dinh Diem (p. 656) Then, beginning in the late 1800s and lasting until World War II, • Vietcong (p. 657) France ruled Vietnam as well as neighboring Laos and Cambodia—a (p. 658) region known collectively as French Indochina. To generate student interest and • Gulf of Tonkin Resolution • Ho Chi Minh trail (p. 661) provide a springboard for class The Growth of Vietnamese Nationalism discussion, access the Chapter 19, Reading Strategy Organizing Complete a graphic orga- The Vietnamese did not want to be ruled by foreigners, and by the Section 1 video at glencoe.com or nizer similar to the one below by pro- early 1900s, nationalism had become a powerful force in the country. on the video DVD. viding reasons why the United States The Vietnamese formed several political parties to push for indepen- aided France in Vietnam. dence or for reform of the French colonial government. One of the leaders of the nationalist movement for almost 30 years was Nguyen Tat Thanh—better known by his assumed name, Ho Chi Minh. At Reasons for U.S. Support of France the age of 21, Ho Chi Minh traveled to Europe where he lived in London and then Paris. In 1919 he presented a petition for Vietnamese independence at the Versailles Peace Conference, but the peace treaty ignored the issue. Ho Chi Minh later visited the Soviet Union where he became an advocate of communism. In 1930 he returned to Southeast Asia, helped found the Indochinese Communist Party, and worked to overthrow French rule. Ho Chi Minh’s activities made him a wanted man. He fled Indochina and spent several years in exile in the Soviet Union and China. In 1941 he returned to Vietnam. By then, Japan had seized control of the country. Ho Chi Minh organized a nationalist group called the Vietminh. The group united both Communists and non- Communists in the struggle to expel the Japanese forces. Soon after- Resource Manager ward, the United States began sending aid to the Vietminh.

654 Chapter 19 The Vietnam War

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Additional Resources Teacher Edition • Act. Prior Know., p. 655 • Analyzing, p. 655 • English Learners, p. 658 • Content Vocab. Act., • Using Geo. Skills, p. 656 • Making Connections, • Det. Cause and Effect, • Logical/Math., p. 660 URB p. 91 p. 657 p. 657 • Naturalist, p. 661 • Academic Vocab. Act., Additional Resources • Making Generalizations, URB p. 93 • Read Essen., p. 200 Additional Resources p. 658 Additional Resources • Hist. Analysis Skills Act., • Prim. Source Read, URB • Contrasting, p. 660 • Diff. Instruction Act., URB p. 86 p. 99 URB p. 87 • Time Line Act., URB • Guide Read Act., URB Additional Resources • Foldables, p. 80 p. 97 p. 112 • Crit. Think Skills, URB p. 96 • Quizzes and Tests, p. 267 • Interpret. Pol. Cartoons Act., URB p. 105 Chapter 19 • Section 1 Why Did Vietnam Matter to the United States?

N President EisenhowerINDIA warned that if CHINA Teach Vietnam fell to communism, the whole FORMOSA region might fall,Calcutta like dominos. But why Hong W E would it matter if the region became BURMA Hanoi Kong Food for Japan Japan was a key U.S. ally, helping S communist? This map shows why. NORTH 20°N LAOS to contain communism in Asia. M VIETNAM e Japan had to import food, and Bay of k Critical Thinking Vientiane o South Vietnam was a major C Rangoon n Bengal g supplier of rice for the region. THAILAND R . Manila Analyzing Invite a volunteer to Bangkok SOUTH PACIFIC CAMBODIA VIETNAM PHILIPPINES OCEAN read the quotation by Eisenhower. Malaysian Rubber and Tin South Malaysia produces large Saigon Phnom Penh China Oil From Indonesia Ask: What is the “flaw” in this amounts of tin and rubber 10°N needed by Western industries. Gulf of Sea Japan also depended on If it fell to communism, the Thailand imported oil. If Southeast Asia argument? (It is based on a supplies might be cut off. fell to communism, oil supplies might be cut off. presupposition that nations act like Brunei North 0 400 kilometers Federation of Borneo INDIAN Malaya game pieces. Students should 0 400 miles OCEAN Kuala Lumpur Miller projection Sarawak Analyzing GEOGRAPHY question the validity of Eisenhower’s Singapore reference to “the certainty that it Strait of Malacca EQUATOR 0° 1. Regions What two aspects of a Much of the world’s shipping Communist Vietnam threatened the will go over very quickly.”) passes through this narrow strait. INDONESIA AL If Vietnam became communist, economy of Japan? bombers would be in range to threaten to block this strait. 2. Location What was the threat to world shipping if Vietnam became a 80°E 90°E 100°E 110°E 120°E Communist country? R Reading Strategy Activating Prior Knowledge America Aids the French particular, seemed to indicate that the Soviet Ask: What previous experience Union had begun a major push to impose com- did Americans have with guer- When Japan surrendered to the Allies in 1945, munism on East Asia. Shortly after the Korean it gave up control of Indochina. Ho Chi Minh War began, Truman authorized military aid to rilla warfare? (They had fought quickly declared Vietnam to be an independent French forces in Vietnam. President Eisenhower Filipino guerillas.) OL nation. France, however, had no intention of continued Truman’s policy and defended his deci- allowing Vietnam to become independent. sion with what became known as the domino Seeking to regain their colonial empire in theory—the idea that if Vietnam fell to commu- Analyzing GEOGRAPHY Southeast Asia, French troops returned to nism, the rest of Southeast Asia would follow: Vietnam in 1946 and drove the Vietminh forces into hiding in the countryside. PRIMARY SOURCE Answers: The Vietminh fought back against the French- “You have a row of dominoes set up, you knock 1. Japan depended on Vietnam dominated regime and slowly gained control of over the first one, and what will happen to the last large areas of the countryside. As the fighting for food and a communist one is the certainty that it will go over very quickly. C escalated, France appealed to the United States . . . Asia, after all, has already lost some 450 million Vietnam could threaten its oil for help. The request put American officials in a of its peoples to Communist dictatorship, and we supply from Indonesia difficult position. The United States opposed simply can’t afford greater losses.” 2. Vietnam might control the colonialism. It had pressured the Dutch to give —President Eisenhower, quoted in America in Vietnam up their empire in Indonesia and supported the Straits of Malacca. British decision to give India independence in 1947. In Vietnam, however, the independence Defeat at Dien Bien Phu movement had become entangled with the Despite aid from the United States, the Communist movement. American officials did French continued to struggle against the not want France to control Vietnam, but they Vietminh, who consistently frustrated the also did not want Vietnam to be communist. French with hit-and-run and ambush tactics. R Two events convinced President Truman to These are the tactics of guerrillas, irregular help France—the fall of China to communism troops who blend into the civilian population and the outbreak of the Korean War. The latter, in and are difficult for regular armies to fight. Hands-On

Chapter 19 The Vietnam War 655 Chapter Project Step 1 Create a Documentary of the U.S. presidents conducting the war, army Vietnam War life, or life at home during the war. Putting It Together Later, each group Step 1: Determining the Theme should make a presentation to persuade Essential question: What were the mile- the others about the merits of their choice. stones in the Vietnam War? (Students could think about the arguments Directions Write the essential question on and style a young filmmaker might use to the board and explain to students that in persuade potential backers about backing this first step, different groups will create his or her project.) OL the basic storyline for a documentary of the (Chapter Project continued on page 665) Vietnam War. For example, a documentary could describe the battles of the war, the 655 Chapter 19 • Section 1 Vietnam, 1959

S Skill Practice CHINA Dien Using Geography Skills Ask Bien Phu students to calculate the distance BURMA Hanoi 20°N from Dien Bien Phu to Hanoi, the LAOS NORTH North Vietnamese capital, and to Vientiane VIETNAM M e k N Saigon, which had been the o Rangoon n g

R i French capital. (about 200 miles to v W E ▲ e Mao Zedong, leader of ▲ Ho Chi Minh, Communist THAILAND r Communist China, Hanoi and 800 miles to Saigon) OL leader of North Vietnam, S supported North Vietnam. was determined to reunite Bangkok Vietnam and began arming SOUTH S Vietcong guerrillas to seize CAMBODIA VIETNAM Analyzing GEOGRAPHY power in South Vietnam. South Phnom Saigon China Gulf of Penh Analyzing GEOGRAPHY Thailand Sea Answers: 10°N 1. Regions Why do you think Mao 1. For security reasons, it was supported North Vietnam? 0 400 kilometers better for communist China 2. Human-Environment Interaction What difficulties 0 400 miles to have a communist Miller projection would North Vietnam face in sending neighbor. 100°E 110°E ▲ Ngo Dinh Diem, South aid to the Vietcong? Vietnam’s president, 2. Shipping by sea would have accepted American aid been difficult because of to fight the Vietcong. American ships guarding the South China Sea; shipping The mounting casualties and the inability of nized Cambodia’s independence. Laos had overland through hundreds the French to defeat the Vietminh made the gained independence in the previous year. war very unpopular in France. Finally, in 1954 Shortly after the Geneva Accords parti- of miles of jungle was time- the struggle reached a turning point when the tioned Vietnam, the French troops left. The consuming and dangerous. French commander ordered his forces to United States became the principal protector occupy the mountain town of Dien Bien Phu. of the new government in the South, led by a Seizing the town would interfere with the nationalist leader named Ngo Dinh Diem Vietminh’s supply lines and force them into (NOH DIHN deh•EHM). Like Ho Chi Minh, open battle. Soon afterward, a huge Vietminh Diem had been educated abroad, but, unlike force surrounded Dien Bien Phu and began the North Vietnamese leader, Diem was pro- bombarding the town. On May 7, 1954, the Western and fiercely anti-Communist. A Answer: He sought indepen- French force at Dien Bien Phu fell to the Catholic, he welcomed the roughly one million dence for Vietnam. Vietminh. The defeat convinced the French to North Vietnamese Catholics who migrated make peace and withdraw from Indochina. south to escape Ho Chi Minh’s rule. The elections mandated by the Geneva Geneva Accords Accords never took place. In a special referendum, Diem became president of the new Negotiations to end the conflict were held Republic of Vietnam in the South. He then in Geneva, Switzerland. The Geneva Accords refused to permit the 1956 elections, fearing divided Vietnam along the 17th parallel, with Ho Chi Minh would win. Eisenhower approved Ho Chi Minh and the Vietminh in control of Diem’s actions and increased American aid to North Vietnam and a pro-Western regime in South Vietnam. control of the South. In 1956 elections were to be held to reunite the country under a single Summarizing Why did Ho Chi Additional government. The Geneva Accords also recog- Minh lead a resistance movement against France?

Support 656 Chapter 19 The Vietnam War

Extending the Content

Ngo Dinh Diem Diem’s ancestors had independent government in the north. dreds of Buddhists, whom he accused of converted to Catholicism. They were also a Diem refused, however, and lived outside aiding the Communists. This action in a land noble family with connections to the impe- the country for most of the following primarily Buddhist cost him the support not rial family. Frustrated at the French unwill- decade. He returned at the emperor’s only of his own people but of the United ingness to implement legislative reforms he request to serve as prime minister in 1954; States. suggested, in 1933 Diem resigned his post the following year, after a government- as Minister of the Interior. controlled referendum, Diem made himself president and staffed his regime with family In 1945 Diem was captured by forces of Ho members. Diem imprisoned and killed hun- Chi Minh, who hoped he would join an 656 peasants. Diem introduced some limited Chapter 19 • Section 1 America Becomes reforms, but they had little effect. Involved in Vietnam One program Diem introduced, at the urg- ing of American advisers, made the situation MAIN Idea Political pressures in the United worse. The South Vietnamese created special C Critical Thinking States led the nation to become deeply involved in fortified villages known as strategic hamlets. the civil war in Vietnam. Determining Cause and These villages were protected by machine C HISTORY AND YOU Do you have a relative or fam- guns, bunkers, trenches, and barbed wire. Effect Invite students to create ily friend who fought in the Vietnam War? Read on Vietnamese officials then moved villagers to graphic organizers showing the to find out why the United States got involved in the strategic hamlets. The program proved to this complicated conflict. cause-and-effect relationships in be extremely unpopular. Many peasants resented being uprooted from their villages, the segment “Kennedy Takes After Ngo Dinh Diem refused to hold national where they had worked to build farms and Over.” (Possible answers include: elections and began to crack down on Com- where many of their ancestors lay buried. munist groups in South Vietnam, Ho Chi Minh Cause: Kennedy does not want to and the Communists began an armed struggle appear soft on communism. Effect: to reunify the nation. They organized a new The Overthrow of Diem number of military personnel in guerrilla army of SouthVietnamese Communists, South Vietnam increases. Cause: which became known as the Vietcong. As Diem made himself even more unpopular fighting began between the Vietcong and South by discriminating against Buddhism, one of American officials believe the cor- Vietnam’s forces, President Eisenhower sent the country’s most widely practiced religions. ruption and unpopularity of Diem’s In the spring of 1963, Diem, a Catholic, banned hundreds of military advisers to train South government increased Vietcong Vietnam’s army. the traditional religious flags for Buddha’s Despite American assistance, the Vietcong birthday. When Buddhists took to the streets growth. Effect: They were sympa- continued to grow more powerful because in protest, Diem’s police killed 9 people and thetic to his overthrow. Cause: many Vietnamese opposed Diem’s govern- injured 14 others. In the demonstrations that R Diem created strategic hamlets. followed, a Buddhist monk poured gasoline ment. The Vietcong’s use of terror was also Effect: Program was unpopular effective. By 1961, the Vietcong had assassi- over his robes and set himself on fire, the first nated thousands of government officials and of several Buddhists to do so. Images of their among the people.) OL established control over much of the country- self-destruction horrified Americans as they side. In response Diem looked increasingly to watched the footage on television news reports. the United States for help. These extreme acts of protest were a dis- R Reading Strategy turbing sign of the opposition to the Diem regime. Making Connections Remind Kennedy Takes Over In August 1963 American ambassador students that in the early 2000s Henry Cabot Lodge arrived in Vietnam. He some nations, such as France, On taking office in 1961, President Kennedy quickly learned that Diem’s unpopularity had continued the nation’s policy of support for so alarmed several Vietnamese generals that banned young female Muslims South Vietnam. Like Presidents Truman and they were plotting to overthrow him. When from wearing their traditional Eisenhower before him, Kennedy saw the Lodge expressed American sympathy for their head scarves to schools. In the Southeast Asian country as vitally important in cause, the generals launched a military coup. Netherlands, the government pro- the battle against communism. They seized power on November 1, 1963, and In political terms, Kennedy needed to executed Diem shortly afterward. posed banning female Muslims appear tough on communism, since Repub- Diem’s overthrow only made matters worse. from wearing a burka, a garment C licans often accused Democrats of having lost Despite his unpopularity with some Viet- that covers both the head and China to communism during the Truman namese, Diem had been a respected national- administration. From 1961 to late 1963, the ist and a capable administrator. After his death, body. Lead a discussion about the number of American military personnel in South Vietnam’s government grew increas- rights of religious minorities and South Vietnam jumped from about 2,000 to ingly weak and unstable. The United States majorities. OL around 15,000. became even more deeply involved in order to American officials believed that the Vietcong prop it up. Coincidentally, three weeks after continued to grow because Diem’s govern- Diem’s death, President Kennedy was assassi- ment was unpopular and corrupt. They urged nated. The presidency, as well as the growing him to create a more democratic government problem of Vietnam, now belonged to and to introduce reforms to help Vietnam’s Kennedy’s vice president, Lyndon Johnson. Additional

Chapter 19 The Vietnam War 657 Support

Activity: Collaborative Learning

Model a Diplomatic Mission Divide the class into small groups. Ask students to imagine they are the diplomatic team given the task of planning what ought to be done in South Vietnam in 1961 to prevent the nation from collapsing. Have students present their ideas in panel discussion form or as a dialogue between American and South Vietnamese diplomats. OL

657 Chapter 19 • Section 1 Johnson and Vietnam The United States Sends in Troops Shortly after Congress passed the Gulf of Initially, President Johnson exercised cau- Tonkin Resolution, the Vietcong began to tion and restraint regarding the conflict in attack bases where American advisers were Vietnam. “We seek no wider war,” he repeat- Differentiated stationed in South Vietnam. The attacks began D edly promised. At the same time, Johnson was in the fall of 1964 and continued to escalate. Instruction D determined to prevent South Vietnam from After a Vietcong attack on a base at Pleiku in becoming communist.“The battle against com- English Learners Point out the February 1965 left eight Americans dead and munism,” he declared shortly before becoming more than 100 wounded, President Johnson expression “the battle . . . must be president, “must be joined .. . with strength decided to respond. Less than 14 hours after and determination.” joined” in the quotation by the attack, American aircraft bombed North Politics also played a role in Johnson’s President Johnson. Explain to Vietnam. Vietnam policy. Like Kennedy, Johnson After the air strikes, one poll showed that students that in this case the term remembered that many Republicans blamed Johnson’s approval rating on his handling of joined does not refer to a putting the Truman administration for the fall of China Vietnam jumped from 41 percent to 60 per- to communism in 1949. Should the Democrats together of different parts. Rather, cent. Further, nearly 80 percent of Americans also “lose” Vietnam, Johnson feared, it might it means that the battle must agreed that without American assistance, cause a “mean and destructive debate that Southeast Asia would fall to the Communists. begin. Remind students that every would shatter my Presidency, kill my adminis- An equivalent number believed that the United language has its own idioms that tration, and damage our democracy.” States should send combat troops to Vietnam must simply be learned and not to For the text The Gulf of Tonkin Resolution On be discouraged by the oddities of of the Gulf August 2, 1964, President Johnson announced of Tonkin that North Vietnamese torpedo boats had fired English. Encourage students to Resolution see R57 on two American destroyers in the Gulf of share an example of an idiom in in Documents in American History. Tonkin. Two days later, the president reported their own language. ELL that another similar attack had taken place. Johnson was campaigning for the presidency C and was very sensitive to accusations of being C Critical Thinking soft on communism. He insisted that North Vietnam’s attacks were unprovoked and imme- Should America Making Generalizations diately ordered American aircraft to attack Point out the reference to North Vietnamese ships and naval facilities. Fight in Vietnam? Johnson did not reveal that the American war- Johnson’s sensitivity to accusa- As the war in Vietnam dragged on, ships had been helping the South Vietnamese tions of being soft on communism Americans became increasingly divided conduct electronic spying and commando raids about the nation’s role in the conflict. and to Kennedy’s equal sensitivity, against North Vietnam. In January 1966, George W. Ball, under- discussed on page 657. Remind Johnson then asked Congress for the secretary of state to President Johnson, authority to defend American forces and students that these sensitivities delivered an address to indicate “how American allies in Southeast Asia. Congress we got [into Vietnam] and why we were related to earlier accusations agreed to Johnson’s request with little debate. must stay.” George Kennan, a former against Truman and to the Most members of Congress agreed with ambassador to the Soviet Union, testi- Republican representative Ross Adair of McCarthy era. Lead a discussion fied before the Senate Foreign Relations Indiana, who defiantly declared, “The American on the question of how much the Committee in that same year, arguing flag has been fired upon. We will not and can- that American involvement in Vietnam decisions or mistakes of previous not tolerate such things.” was “something we would not choose administrations influence current On August 7, 1964, the Senate and House deliberately if the choice were ours to passed the Gulf of Tonkin Resolution, foreign or domestic policies. OL make all over again today.” authorizing the president to “take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression.” With only two dissenting votes, Congress had, in effect, handed its war Additional powers over to the president.

Support 658 Chapter 19 The Vietnam War

Activity: Interdisciplinary Connection

Civics Invite students to find out who voted clashes. Ask them to see if there is a common against the Gulf of Tonkin Resolution and why thread among these dissenting voters. Suggest they voted against it. Students may decide to they present their findings as a skit or news extend their research to find out who were the interview with one of the dissenters. OL other members of Congress who voted against going to war in previous and subsequent

658 to prevent that from happening. The presi- PRIMARY SOURCE Chapter 19 • Section 1 dent’s actions also met with strong approval “The stakes in Vietnam are extremely high. The from his closest advisers, including Secretary American investment is very large, and American of Defense Robert McNamara and National responsibility is a fact of life which is palpable in the Security Adviser McGeorge Bundy. atmosphere of Asia, and even elsewhere. The interna- Some officials disagreed, chief among them tional prestige of the U.S. and a substantial part of our Undersecretary of State George Ball, who ini- influence are directly at risk in Vietnam.” tially supported involvement in Vietnam but —quoted in The Best and the Brightest later turned against it. He warned that if the United States got too involved, it would be dif- In March 1965, President Johnson expanded ficult to get out. “Once on the tiger’s back,” he American involvement by beginning a sus- warned, “we cannot be sure of picking the tained bombing campaign against North Answers: place to dismount.” Vietnam code-named Operation Rolling 1. Ball argues that the United Most of the advisers who surrounded Thunder. That same month, the president also States wants to protect the Johnson, however, firmly believed the nation ordered the first combat troops into Vietnam. had a duty to halt communism in Vietnam, American soldiers would now fight alongside Vietnamese from commu- both to maintain stability in Southeast Asia South Vietnamese troops against the Vietcong. nism. He also sees Vietnam as and to ensure the United States’s continuing power and prestige in the world. In a memo to Describing How did politics play part of the larger Cold War. the president, Bundy argued: a role in President Johnson’s Vietnam policy? 2. Vietnam is unimportant; if the U.S. tried to crush North Vietnam, the Chinese would YES NO enter the conflict; the war is giving the world a negative George W. Ball George F. Kennan view of the U.S. Undersecretary of State Former Diplomat 3. Ball: Vietnam is strategically important in the Cold War, it PRIMARY SOURCE PRIMARY SOURCE is the duty of the U.S. to help “[T]he conflict in Viet-Nam is “Vietnam is not a region of a product of the great shifts major military-industrial maintain its freedom; Kennan: and changes triggered by the importance. . . . Even a situa- Vietnam is not important and Second World War. . . . [T]he tion in which South Vietnam that the U.S. is losing good Soviet Union under Stalin exploited the confusion to push was controlled exclusively by the Vietcong, . . . would not out the perimeter of its power and influence in an effort to present in my opinion, dangers great enough to justify our will around the world over it. extend the outer limits of Communist domination by force direct military intervention. 4. Students’ paragraphs will vary. or the threat of force. . . . And to attempt to crush North Vietnamese strength to a The bloody encounters in [Vietnam] . . . are thus in a point where Hanoi could no longer give any support to real sense battles and skirmishes in a continuing war to Vietcong political activity in the South would. . . have the prevent one Communist power after another from violating effect of bringing in Chinese forces at some point. . . . internationally recognized boundary lines fixing the outer Our motives are widely misinterpreted; and the spectacle limits of Communist dominion. . . . of Americans inflicting grievous injury on the lives of a poor In the long run our hopes for the people of South and helpless people. . . produces reactions among millions Vietnam reflect our hopes for people everywhere. What we of people throughout the world profoundly detrimental to Answer: Johnson thought his seek is a world living in peace and freedom.” the image we would like them to hold of this country.” presidency would be ruined and —Speech delivered January 30, 1966 —Testimony before the Senate Foreign Relations Committee, February 10, 1966 democracy damaged if the Democrats lost Vietnam.

1. Summarizing Why does Ball believe that the United 3. Contrasting What is the fundamental difference between States is justified in fighting in Vietnam? the views of Ball and Kennan? 2. Explaining What are the three main points of Kennan’s 4. Evaluating With which position do you agree? Write a argument? paragraph to explain your choice. Additional

Chapter 19 The Vietnam War 659 Support

Extending the Content

The War in Vietnam One of the conten- was a new type of war, a covert war of military bases or territory there, the United tions of those who did not support the war aggression intended to bring about a com- States was acting as a friend to the people was that it was a civil war in which the munist regime. It described the people of of that nation. United States had no business intervening. South Vietnam as having courageously Others thought the conflict was one nation, resisted these efforts for years, which vio- North Vietnam, conducting a war of aggres- lated the Geneva Accords, the United sion against another nation, South Vietnam. Nations Charter, and other international In a White Paper issued in February 1965, agreements. Many felt that in coming to the the State Department argued that Vietnam aid of South Vietnam, without a desire for

659 Chapter 19 • Section 1 other guerrilla tactics. Ronald J. Glasser, an A Bloody Stalemate American army doctor, described the devas- MAIN Idea The failure of United States forces to tating effects of one booby trap: defeat the Vietcong and the deaths of thousands of D Differentiated American soldiers led many Americans to question PRIMARY SOURCE the nation’s involvement in Vietnam. Instruction “Three quarters of the way through the tangle, HISTORY AND YOU Have you ever heard people a trooper brushed against a two-inch vine, and a Logical/Mathematical Ask compare a contemporary military conflict to the grenade slung at chest high went off, shattering students to use the data on this Vietnam War? Read on to find out why some people the right side of his head and body. . . . Nearby fear becoming involved in a similar conflict today. troopers took hold of the unconscious soldier and, page and on page 657 to graph half carrying, half dragging him, pulled him the rest the increase of American troops in By the end of 1965, more than 180,000 of the way through the tangle.” Vietnam from 1961 to 1966. Tell American combat troops were fighting in —quoted in Vietnam, A History them to use a bar graph or line Vietnam. In 1966 that number doubled. Since graph to chart their findings. the American military was extremely strong, it The Vietcong also frustrated American troops BL D marched into Vietnam with great confidence. by blending in with the general population and “America seemed omnipotent then,” wrote then quickly vanishing. “It was a sheer physical Philip Caputo, one of the first marines to arrive. impossibility to keep the enemy from slipping C Critical Thinking “We saw ourselves as the champions of a away whenever he wished,” explained one Contrasting Invite a volunteer ‘cause that was destined to triumph.’” American general. Journalist Linda Martin noted, to read the quotation by Linda Lacking the firepower of the Americans, the “It’s a war where nothing is ever quite certain C Vietcong used ambushes, booby traps, and and nowhere is ever quite safe.” Martin. Ask: In what earlier wars might American soldiers have felt they were more certain and The Vietnam War, 1965–1973 safe? Why? (Students may say that in previous wars the enemy was readily recognizable and that con- ventional warfare felt safer than guerrilla attacks.) OL CHINA

0 200 kilometers Dien Bien Phu Hanoi 0 200 miles Analyzing GEOGRAPHY Miller projection Gulf of Tonkin 20°N N LAOS NORTH VIETNAM Answers: W E Me Vientiane ko n Con Thien 1. Laos, Cambodia S g South R 1967 . Khe Sanh China 2. South Vietnam had a long February 8–March, 1971: 1968 Invasion of Laos Hue 1968 Sea ▲ Although helicopters border with Cambodia and H O helped American troops C Vinh Huy 1967 H cope with Vietnam’s jungles I Laos that passed through THAILAND M Dak To 1967

I and mountains, napalm N H Cu Nghi bombs (right) were also used jungle regions. T R 1966 A to counter the thick foliage.

I May 1–June 29, 1970: L Ia Drang Invasion of Cambodia CAMBODIA 1965 100°E SOUTH Analyzing GEOGRAPHY Major U.S. and VIETNAM South Vietnamese Phnom Saigon Penh 1. Places What countries were troop movement invaded during the Vietnam War? Major North 10°N Vietnamese 2. Movement Why was it difficult to supply line seal South Vietnam’s border? Major battle Additional 110°E

Support 660 Chapter 19 The Vietnam War

Extending the Content

Robert McNamara Robert McNamara’s defense force. An architect of military strategy, training was in business, with an interest in effi- he became disillusioned with the progress of ciency. He further developed that interest dur- the war and resigned in 1968, going on to ing World War II, serving in the Air Force’s become president of the World Bank. A 1996 Statistical Control Office, and at the Ford Motor memoir reveals the mistakes McNamara per- Company, where he became the first nonfamily ceives were made in Vietnam. member to rise to the presidency of the company. Tapped as Secretary of Defense by John Kennedy, McNamara wanted to streamline both the Defense Department’s bureaucracy and its 660 “Search and Destroy” Chapter 19 • Section 1 To counter the Vietcong’s tactics, American troops went on Section 1 REVIEW “search and destroy” missions. They tried to find enemy troops, bomb their positions, destroy their supply lines, and force them D Differentiated out into the open for combat. Vocabulary The Vietcong evaded American forces by hiding out in the thick Instruction 1. Explain the significance of: Ho Chi Minh, jungle or escaping through tunnels dug in the earth. To take away domino theory, guerrilla, Dien Bien Phu, Naturalist Invite interested the Vietcong’s ability to hide, American forces literally destroyed Geneva Accords, Ngo Dinh Diem, Vietcong, students to find out more about the landscape. American planes dropped napalm, a jellied gaso- D Gulf of Tonkin Resolution, napalm, Agent line that explodes on contact. They also used Agent Orange, a the effects of napalm and Agent Orange, Ho Chi Minh trail. chemical that strips leaves from trees and shrubs, turning farm- Orange on both Vietnam and land and forest into wasteland. For those South Vietnamese still Main Ideas American soldiers. Have them living in the countryside, danger lay on all sides. 2. Explaining What convinced the French United States military leaders underestimated the Vietcong’s present their findings to the class to pull out of Vietnam? strength. They also misjudged the enemy’s stamina and the sup- using visual aids. AL port they had among the South Vietnamese. American generals 3. Determining Cause and Effect What believed that continuously bombing and killing large numbers of was the result of the overthrow of Diem in Vietcong would destroy the enemy’s morale and force them to give Vietnam? Assess up. The guerrillas, however, had no intention of surrendering, and they were willing to accept huge losses to achieve their goals. 4. Analyzing Why did fighting in Vietnam turn into a stalemate by the mid-1960s?

The Ho Chi Minh Trail Critical Thinking Study Central™ provides sum- In the Vietcong’s war effort, North Vietnamese support was a 5. Big Ideas How did American Cold War major factor. Although the Vietcong forces were made up of politics lead to the United States fighting maries, interactive games, and many South Vietnamese, North Vietnam provided arms, advis- a war in Vietnam? online graphic organizers to help ers, and leadership. As Vietcong casualties mounted, North 6. Sequencing Use a graphic organizer students review content. Vietnam began sending North Vietnamese Army units to fight. similar to the one below to sequence North Vietnam sent arms and supplies south by way of a network events that led to U.S. involvement in of jungle paths known as the Ho Chi Minh trail. The trail wound Vietnam. Close through the countries of Cambodia and Laos, bypassing the border

between North and South Vietnam. Because the trail passed through November 1, Ask: How did August 1963 August 2, 1964 Summarizing countries not directly involved in the war, President Johnson refused 1963 America become involved in to allow a full-scale attack on the trail to shut it down. February Vietnam? (Presidents committed North Vietnam itself received military weapons and other support August 7, 1964 March 1965 from the Soviet Union and China. One of the main reasons President 1965 advisers and troops gradually, hop- Johnson refused to order a full-scale invasion of North Vietnam was 7. Analyzing Visuals Study the map on ing to prevent the spread of his fear that such an attack would bring China into the war, as had page 655. Why is China’s location signifi- communism.) happened in Korea. By placing limits on the war, however, Johnson OL cant in relation to the Cold War struggles made it very difficult to win. Instead of conquering enemy territory, in Southeast Asia? American troops were forced to fight a war of attrition—a strategy of defeating the enemy forces by wearing them down. This strategy led Writing About History troops to conduct grisly body counts after battles to determine how 8. Persuasive Writing Suppose you are a many enemy soldiers had been killed. The U.S. military began mea- Answer: search and destroy member of Congress in August 1964. suring “progress” in the war by the number of enemy dead. Write a statement supporting or opposing missions, bombing, the use of Bombing from American planes killed as many as 220,000 the Gulf of Tonkin Resolution. Vietnamese between 1965 and 1967. By the end of 1966, more napalm and Agent Orange than 6,700 American soldiers had been killed. The notion of a quick and decisive victory grew increasingly remote. As a result, many citizens back home began to question the nation’s involvement in the war. Study Central™ To review this section, go Describing What tactics did the United States adopt to glencoe.com and click on Study Central. to fight the Vietcong? Section 1 REVIEW 661

Answers

1. All definitions can be found in the section 4. The Vietcong showed no signs of surrender- 6. August 1963: Henry Cabot Lodge arrives in and the Glossary. ing, and Johnson refused to order a full- Vietnam; November 1, 1963: Diem is over- 2. The French troops were unable to defeat scale invasion for fear of involving China in thrown; August 2, 1964: Gulf of Tonkin inci- the Vietminh guerrillas, and casualties made the conflict. dent; August 7, 1964: Gulf of Tonkin the war increasingly unpopular with the 5. As Democrats, both Kennedy and Johnson resolution; February 1965: attack on Pleiku French people. When the French lost Dien were concerned about being accused by base; March 1965: Johnson expands bomb- Bien Phu to the Vietminh, they decided to Republicans of losing Vietnam to ing campaign make peace and withdraw from Indochina. Communists. This made them express their 7. China borders North Vietnam, Laos, and 3. Diem’s overthrow made the situation in clear belief in the Cold War domino theory, Burma, which all seemed vulnerable to South Vietnam more unstable. The U. S. and to dedicate more and more forces to Communist influence. then had to use more resources to keep the efforts against the Vietnamese Communists. 8. Students’ statements should express a clear government in power. and reasoned point of view. 661 Focus

Explain that American pilots could Hanoi The Ho Chi Minh Trail CHINA see war supplies, military equip- NORTH Gulf of North and South Vietnam were long narrow VIETNAM Tonkin ment, and weapons being moved countries. As a result, the border between them 20°N on railroad trains in North was very narrow and easy to defend. In order to LAOS Vietnam. For fear of escalating the send supplies and troops to the south, the North Vientiane Me ko Vietnamese had to find a way around the bor- n war, however, Navy and Air Force g R der. They achieved this by crossing (illegally) into . strikes were rare in North Vietnam. Laos and Cambodia, two neutral nations to the South China Only after the shipments were west, then heading south bypassing South H O Sea Vietnam’s northern border. The mountains and C divided into small loads moving H THAILAND I rain forests of the region provided cover for peo- M I south on the Ho Chi Minh Trail N 15°N ple using the trails and roads that ran south. The H

were bombers allowed to strike. Americans referred to the elaborate network of T

roads, trails, forest paths, bridges, tunnels, and I L shelters as the Ho Chi Minh Trail. CAMBODIA Teach How Did Geography Influence SOUTH N VIETNAM the Ho Chi Minh Trail? Phnom The Ho Chi Minh Trail followed the topogra- W E Penh Saigon C phy—or natural physical features—of the S Critical Thinking 10°N C region. When viewed from aircraft, the trail Gulf of 0 200 kilometers Making Inferences Ask: What often disappeared and blended into the sur- Thailand rounding countryside, making it very difficult to 0 200 miles advantages did the North Miller projection attack. Furthermore, it provided access to multi- 105°E 110°E Vietnamese have in following ple points along South Vietnam’s long western the natural physical features of border, which was much harder for American the trail? (They didn’t have to build and South Vietnamese troops to defend. By bridges or roads; the tunnels and for- 1967, an estimated 20,000 Vietnamese soldiers traveled the route each month. The American military tried to dis- est cover helped to hide them.) OL rupt the flow of people and goods, but this proved very difficult to do. By the end of the war, the Ho Chi Minh Trail stretched some 12,000 miles (19,312 km) through the canopied rain forests.

Analyzing GEOGRAPHY 1. Movement What diplomatic and international problems were caused by the route of the Ho Chi Minh Trail? 2. Human-Environment Interaction What kinds of challenges did the geography of Southeast Asia pose for fighting a war? Additional

Support 662 Chapter 19 The Vietnam War photo credit

Extending the Content

The Ho Chi Minh Trail The route that paths had long been used by caravans of traders Americans dubbed the Ho Chi Minh Trail was an who traveled through Southeast Asia. elaborate patchwork of jungle paths, bridges, During the Vietnam War, this web of paths car- and shelters which began in North Vietnam and ried soldiers and military supplies from North extended through southern Laos and northeast- Vietnam into South Vietnam. In following the ern Cambodia into South Vietnam. Much of this trail as it snaked through the rain forests of “trail” existed long before the Vietnam War. Over Southeast Asia, travelers endured leeches, mos- centuries, the people who lived in this jungle quitoes, and attacks by wild animals (in addition region had carved out the paths as they hunted to the dangers posed by human enemies). tigers, elephants, and other prey. In addition the 662 C Critical Thinking Predicting Consequences Ask students to predict what the effect of napalm and Agent Orange would be on the land- ▲ In an effort to close the trail and ambush enemy troops using it, American troops set up scape and economy of Vietnam. “firebases” on hilltops overlooking part of the trail. Helicopters helped American troops (Students may say that the land overcome the region’s difficult terrain. They would be spoiled through the fires could quickly move men and supplies over the rain forest. and chemicals used, and would probably not be able to be culti- vated for some time.) OL Assess/Close

▲ The Vietnamese moved goods along the trail American aircraft tried to in many ways. Most porters carried goods on U08-04P T.K destroy troops and vehicles on their back; others strapped goods to bicycles. the trail by dropping bombs, Trucks carried supplies and people on wider parts Analyzing GEOGRAPHY including napalm—a jellied of the trail. gasoline that would catch fire and burn a wide area. Answers: 1. The Ho Chi Minh Trail went through countries that were supposed to be neutral. 2. Vietnam was a land of mountains and of dense rain forests, which were difficult to penetrate and to see into.

To deprive the enemy of cover, American aircraft sprayed areas near the trail with defoliants that killed all plant life, leaving a bar- ren area. The most famous chemical used was Agent Orange.

Additional

Chapter 19 The Vietnam War 663 Support

Activity: Economics Connection

Defending the Border The United States made by people coming from Mexico to work in shares a border with Mexico to the south. the United States. Hold a panel discussion focus- Because this border stretches for 1,900 miles, it ing on the economic effects of this exchange. is difficult to prevent people and goods from OL coming illegally into the United States. This flow of people and goods has an enormous effect on the American economy, both in Mexico and in the United States. Have students use library or Internet resources to investigate both the cost of defending the border and the contributions 663 Chapter 19 • Section 2 Section 2 Section Audio Spotlight Video Focus Vietnam Divides the Nation

Bellringer s casualties mounted in Vietnam, many Americans Guide to Reading began to protest against the war. Discouraged by Daily Focus Transparency 19-2 A Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWER: H domestic conflict over the war, rising violence, and the Teacher Tip: Remind students to compare the UNIT percentages given in the diagram. 6 DAILY FOCUS SKILLS Chapter 19 TRANSPARENCY 19-2 Group Action Many Americans Comparing and Contrasting apparent lack of progress in Vietnam, President Johnson

Directions: Answer the following GOVERNMENT’S CREDIBILITY GAP question based on the diagram. protested to end their country’s

What happened to public PUBLIC SUPPORT PRESIDENTIAL announced he would not seek another term as president. OF THE WAR APPROVAL RATINGS support of the Vietnam War and approval ratings of involvement in the Vietnam War. President Johnson between 1965 and 1968?

F Both public support and the president’s approval ratings increased sharply. 1965 1965 Content Vocabulary G Public support of the war 66% 60% Approved Approval decreased, but the president’s approval ratings increased. (p. 664) H Both public support and the • credibility gap president’s approval ratings decreased sharply. 1968 1968 26% 35% J Public support of the war Approved Approval (p. 665) An Antiwar Movement Emerges increased, but the president’s • teach-in approval ratings decreased. • dove (p. 667) MAIN Idea The Vietnam War produced sharp divisions between • hawk (p. 667) Americans who supported the war and those who did not, and the resulting Guide to Reading Academic Vocabulary political turmoil led President Johnson to decide not to run again for president. • media (p. 664) Answers: credibility gap, unfair • disproportionate (p. 665) HISTORY AND YOU Do you know people who did not support the war draft system, immorality of in Iraq and those who did? Read on to find out how differences over the People and Events to Identify Vietnam War began to divide the country. defending a corrupt dictatorship • William Westmoreland (p. 664) in South Vietnam, belief that it • Tet Offensive (p. 667) When American troops first entered the Vietnam War in the was a civil war that was not the spring of 1965, many Americans supported the military effort. A Reading Strategy Gallup poll published soon afterward showed that 66 percent of business of the United States Organizing Complete a graphic Americans approved of the policy in Vietnam. As the war dragged organizer similar to the one below to on, however, public support began to drop. Suspicion of the govern- list the reasons for opposition to the ment’s truthfulness about the war was a significant reason. Through- Vietnam War. out the early years of the war, the American commander in South Vietnam, General William Westmoreland, reported that the enemy Reasons for was on the brink of defeat. In 1967 he confidently declared that the To generate student interest and Opposition to Vietnam War “enemy’s hopes are bankrupt” and added, “we have reached an provide a springboard for class important point where the end begins to come into view.” discussion, access the Chapter 19, Contradicting such reports were less optimistic media accounts, Section 2 video at glencoe.com or especially on television. Vietnam was the first “television war,” with footage of combat appearing nightly on the evening news. Day after on the video DVD. day, millions of people saw images of wounded and dead Americans and began to doubt government reports. In the opinion of many people, a credibility gap had developed, meaning it was hard to believe what the Johnson administration said about the war. Congress, which had given the president a nearly free hand in Vietnam, soon grew uncertain about the war. Beginning in February 1966 the Senate Foreign Relations Committee held “educational” hearings on Vietnam, calling in Secretary of State Dean Rusk and other policy makers to explain the administration’s military strategy. The committee also listened to critics, such as American diplomat George Kennan. Although Kennan had helped to create the policy of containment, he argued that Vietnam was not strategically impor- Resource Manager tant to the United States.

664 Chapter 19 The Vietnam War

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Additional Resources Teacher Edition Teacher Edition Additional Resources • Using Word Parts, • Quizzes and Tests, • Verbal/Ling., p. 667 • Expository Writing, • Read Skills Act., URB p. 665 p. 268 • Adv. Learners, p. 669 p. 667 p. 85 • Read. Prim. Sources, • Read. Essen., p. 203 p. 666 Additional Resources • Making Connections, • Inter. Pol. Cartoons, URB p. 666 pp. 105–106 • Eng. Learner Act., URB Additional Resources p. 89 • Guide Read Act., URB • Am. Art and Music Act., p. 113 URB p. 103 Chapter 19 • Section 2 Should America Stay in Vietnam? Teach

R Reading Strategy Using Word Parts Tell students

▲ Ho Chi Minh sends a telegram that taking apart a long word, praising antiwar protesters. such as disproportionate, may help them reach the word’s meaning. By removing the prefix and suffix, they can see the word proportion. Analyzing VISUALS Recalling that dis- means “not” will 1. Finding the Main Idea What is the main mes- help them define the word. BL sage of the cartoon on the left? 2. Making Inferences The cartoon on the right was drawn before the one on the left. Do you think that Analyzing VISUALS differences between the two indicate a change in ▲ An axe labeled “Vietnam Issue” splits the attitude toward antiwar protests? Explain. nation in two. Answers: 1. the differing opinions on Vietnam issues threatens to Teach-ins Begin assigned to dangerous combat units. In 1969 draftees made up 62 percent of battle deaths. split the nation In March 1965, a group of faculty members The majority of soldiers who served in Viet- 2. The cartoon on the right is and students at the University of Michigan nam, however, were volunteer enlistees. Hold- joined together in a teach-in. They discussed openly critical of draft card ing out the military as an avenue to vocational burners, while the one on the the issues surrounding the war and reaffirmed training and upward social mobility, military their reasons for opposing it. In May 1965, 122 recruiters encouraged youth in poor and left sees the war as dividing colleges held a “National Teach-In” by radio for working-class communities to enlist. Thus, a all Americans. more than 100,000 antiwar demonstrators. disproportionate number of working-class R People who opposed the war did so for dif- youths, many of them minorities, were among ferent reasons. Some saw the conflict as a civil the volunteers who served in Vietnam. war in which the United States had no busi- The Vietnam War coincided with the high ness interfering. Others viewed South Vietnam tide of the civil rights movement, so the treat- as a corrupt dictatorship and believed that ment of African American soldiers came under defending it was immoral and unjust. scrutiny. Between 1961 and 1966, African Amer- icans constituted about 10 percent of military (l)Library of Congress/Tom Francis Darcy, Newsday/Reprinted with permission from LA Times Reprints; (r)Atlanta Constitution, Oct 18, 1965, Clifford H. “Baldy” Baldowski Editorial Cartoons. Courtesy of the Richard B. Russell Library for personnel while African Americans comprised Anger at the Draft about 13 percent of the total population of the Young protesters especially focused on what United States. Because African Americans were they saw as an unfair draft system. Until 1969, more likely to be assigned to combat units, a college student was often able to defer mili- however, they accounted for almost 20 percent tary service until after graduation. By contrast, of combat-related deaths. young people from working-class families were This unequal death rate angered African more likely to be drafted and sent to Vietnam American leaders. In April 1967 Dr. Martin because they were unable to afford college. Luther King, Jr. publicly condemned the Draftees in the military were most likely to be conflict: Hands-On

Chapter 19 The Vietnam War 665 Chapter Project Step 2 Create a Documentary of the the first and research photos in magazines Vietnam War and newspapers or video clips of the period. Essential Step 2: Planning the Video Putting It Together When the teams question: What were the key develop- meet, they can decide on the “storyboards” ments in the chosen story and what were for the video—sketches representing each the historical results? shot in the 10 scenes (or whatever number Directions Students should use their text- seems appropriate) so that the topic is cov- book and other research to outline the basic ered from beginning to end. OL issue and the chronology. A second team (Chapter Project continued on page 671) could concentrate on thinking visually. This team would have to collaborate closely with 665 Chapter 19 • Section 2 PRIMARY SOURCE and small protests against the war in towns “I speak for the poor of America who are paying across the country. In April 1965 Students for a the double price of smashed hopes at home and Democratic Society (SDS), a left-wing student R1 death and corruption in Vietnam. . . . The great organization, organized a march on Washing- R1 Reading Strategies initiative in this war is ours. The initiative to stop ton, D.C., that drew over 20,000 people. Two Reading Primary Sources it must be ours.” years later, in October 1967, a rally at the —quoted in A Testament of Hope Lincoln Memorial drew tens of thousands of Invite a volunteer to read Dr. protesters as well. When a group of Iowa King’s words. Ask: According to In response, military officials tried to lower public school students protested the war by Dr. King, who is really paying the the number of African American casualties. At wearing black armbands to school, school district administrators suspended them to cost of the war in Vietnam? (the war’s end, African Americans made up about 12 percent of America’s dead, roughly the same maintain “the disciplined atmosphere of the poor of both the United States and as their national population percentage. classroom.” The Supreme Court decision for Vietnam) BL As the war escalated, an increased draft call the case, Tinker v. Des Moines Independent Com- put many college students at risk. An estimated munity School District (1969), supported the 500,000 draftees refused to go. Some burned students’ actions, saying that the armbands R2 R2 Reading Strategies their draft cards, or did not show up for induc- were a form of symbolic speech, and therefore tion, or fled the country. Between 1965 and protected by the First Amendment. Making Connections Military 1968, officials prosecuted over 3,300 Americans Anger over the draft also fueled discussions recruiters are occasionally visitors who refused to serve in a war they opposed. In about the voting age. Many draftees argued to high school campuses. Discuss 1969 the government introduced a lottery that if they were old enough to fight, they were system in which only those with low lottery old enough to vote. In 1971 the Twenty-sixth with students their perceptions of numbers were subject to the draft. Amendment to the Constitution was ratified, whether this practice should be Anger against the war was not confined to giving all citizens age 18 and older the right to allowed and whether reinstating college campuses. Demonstrators held large vote in all state and federal elections. the draft would be a good idea. OL A Divided Nation

▲ The war split the nation. Above, construction workers march in New York City in support of the war effort.

▲ An antiwar protest in ▲ Antiwar demonstrators New York City in 1969 burn their draft cards in front Additional of the Pentagon in 1972.

Support 666 Chapter 19 The Vietnam War

Activity: Collaborative Learning

Investigate Younger Voters Divide the not vote. Have them also look at and evaluate class into small groups. Ask each group to con- the work of organizations such as Rock the Vote duct interviews with at least six people between that attempt to make voting popular among the ages of 18 and 25, three who voted in the younger people. Have them present their find- last presidential election and three who did not. ings to the class as a panel discussion about the Have students summarize the participants’ question “Have young people effectively used answers to questions about why they did or did the right to vote?” OL

666 Hawks and Doves 1968: The Pivotal Year Chapter 19 • Section 2 In the face of growing opposition to the war, MAIN Idea The Tet Offensive increased doubt President Johnson remained determined to that the United States could win in Vietnam. continue fighting. He assailed his critics in HISTORY AND YOU Have you ever participated in Differentiated Congress as “selfish men who want to advance D a public-opinion poll? Read how Johnson’s plum- Instruction their own interests.” He dismissed the college meting approval rating made him decide not to run protesters as too naive to appreciate the impor- for re-election in 1968. Verbal/Linguistic Invite stu- tance of resisting communism. dents to hold a debate on the role The president was not alone in his views. The most turbulent year of the chaotic 1960s of protest in a democratic society. In a poll taken in early 1968, 53 percent of was 1968. The year saw a shocking political the respondents favored stronger military announcement, two traumatic assassinations, Ask them to consider the question action in Vietnam, compared to 24 percent who and a political convention held amid strident of whether the answer changes if wanted an end to the war. Of those Americans anti-war demonstrations. First, however, the that nation is at war. OL who supported the policy in Vietnam, many nation endured a surprise attack in Vietnam. openly criticized the protesters for a lack of patriotism. By 1968 the nation seemed to be divided The Tet Offensive W Writing Support into two camps. Those who wanted the United On January 30, 1968, during Tet, the Viet- Expository Writing Ask stu- States to withdraw from Vietnam were known namese New Year, the Vietcong and North dents to write brief essays explain- as doves. Those who insisted that the country Vietnamese launched a massive surprise attack. stay and fight came to be known as hawks. As ing the role of the media in telling In this Tet Offensive, guerrilla fighters D the two groups debated, the war appeared to attacked most American airbases in South unpleasant truths. Have them cite take a dramatic turn for the worse, and the Vietnam and most of the South’s major cities. specific examples to support their nation endured a year of shock and crisis. Vietcong even blasted their way into the Amer- views. OL Explaining What led to the rati- ican embassy in Saigon. fication of the Twenty-sixth Amendment? Militarily, Tet was a disaster for the Vietcong. After about a month of fighting, the American and South Vietnamese soldiers repelled the enemy troops, inflicting heavy losses on them. President Johnson triumphantly noted that the Answer: Protests concerning Opposition to the Vietnam War enemy’s effort had ended in “complete failure.” the draft led to discussion about Later, historians confirmed that Tet nearly 70 Tet destroyed the Vietcong. the fact that draft-age citizens 60 First offensive U.S. troops The North Vietnamese, however, had scored did not at that time have the 50 in Vietnam Cease- a major political victory. The American people right to vote. 40 ﬁre signed were shocked that an enemy supposedly on 30 First the verge of defeat could launch such a large- withdrawal 20 of U.S. troops scale attack. When General Westmoreland 10 requested 209,000 troops in addition to the Percentage of People Percentage

Against U.S. Involvement Against U.S. 500,000 already in Vietnam, he seemed to be 8 admitting the United States could not win. Analyzing VISUALS 1965 1966 1967 196 1969 1970 1971 1972 1973 Year To make matters worse, the media, which Source: Statistical Abstract of the United States. had tried to remain balanced in their war Answers: coverage, now openly criticized the effort. 1. 1965, 1966; first U.S. troops “The American people should be getting ready Analyzing VISUALS to accept, if they haven’t already, the prospect arrive that the whole Vietnam effort may be doomed,” W 2. 1971; the government did not 1. Interpreting During which two years was opposition to the war lowest? What event declared the Wall Street Journal. Television believe the war could be won. occurred around that time? newscaster Walter Cronkite announced that it seemed “more certain than ever that the 2. Synthesizing In what year did opposition to the war peak? How was this sentiment bloody experience in Vietnam is to end in a logically related to the withdrawal of stalemate.” American troops?

Chapter 19 The Vietnam War 667

Extending the Content

Walter Cronkite By the time of the trip, he addressed his audience with a As media analysts have observed, Cronkite’s Vietnam War, veteran journalist Walter changed attitude about the war. In his tele- influence was substantial for two reasons. Cronkite had plenty of experience with war. vision broadcast, Cronkite said, “It seems First, most Americans believed that he was He had gone ashore with the troops on D- now more certain than ever that the bloody objective, trustworthy, and patriotic. Day and covered the Nuremberg trials as a experience of Vietnam is a stalemate.” Second, Cronkite worked during an era United Press reporter. In 1950 he joined President Lyndon Johnson listened to when the vast majority of Americans regu- CBS, becoming news anchor in 1962 and Cronkite’s verdict as did the rest of the larly tuned in to one of the three major retiring from that position in 1981. nation. According to one of Johnson’s aides, networks. the president said, “If I’ve lost Cronkite, I’ve Initially Cronkite was a hawk, and he went lost Middle America.” to Vietnam after the Tet Offensive. After that 667 Chapter 19 • Section 2 1968: A Year of Turmoil Presidential Election of 1968 The election year 1968 was tumultuous. The country was divided over Vietnam. President Johnson chose not to run again. Protesters fought with police at the Democratic National Convention. Race Nixon Humphrey In 1972 during his second riots erupted in several American cities and both Martin Luther King, Jr., and Robert Kennedy were killed. WA NH 9 VT 4 ME run for the presidency, this MT ND 4 4 4 3 OR MN MA 6 ID time as a Democratic Party SD 10 WI NY 14 4 43 WY 4 12 MI RI 3 21 4 candidate, Governor Wallace IA PA NJ CT NV NE 9 OH 29 17 8 3 5 IL IN 26 UT 13 DE 4 CO 26 WV VA MD 3 was the victim of an assassi- CA KS 7 10 40 6 MO KY 12 7 12 9 DC NC 3 TN 13 nation attempt. Although he AZ OK 11 5 NM 8 AR SC 4 6 8 AL GA survived the attack, Wallace MS 12 7 12 TX LA 25 10 was paralyzed in both legs. FL AK 14 He stopped his campaign 3 HI for the presidency but con- 4 % of tinued to govern Alabama Presidential Popular Popular Electoral until 1979 and again was Candidate Votes Vote Votes Nixon 31,710,470 43.60% 301 elected governor from 1983 Humphrey 30,898,055 42.48% 191 until 1987. Wallace 9,906,473 13.62% 46

Analyzing VISUALS Analyzing VISUALS ▲ Robert Kennedy campaigns for the Demo- 1. Regions In what area of the country did George cratic nomination (top left) in January 1968. Soon afterward, George Wallace (left) Wallace receive the most votes? Answers: entered the race as an independent. Above, 2. Regions Do you think Richard Nixon would have 1. the South police confront protestors at the Democratic won if Wallace had not been in the race? National Convention in August 1968. 2. Students may say that voters who would have supported Wallace would be unlikely to vote for Humphrey, thus Public opinion no longer favored the presi- Democratic presidential nomination. In March giving Nixon an even bigger dent. In the weeks following the Tet Offensive, 1968 McCarthy stunned the nation by winning the president’s approval rating plummeted to a more than 40 percent of the votes in the New victory. dismal 35 percent, while support for his han- Hampshire primary. Realizing that Johnson dling of the war fell even lower, to 26 percent. was vulnerable, Senator Robert Kennedy, who The administration’s credibility gap now also opposed the war, quickly entered the race seemed too wide to repair. for the Democratic nomination. With both the country and his own party Johnson Leaves the Race deeply divided, Johnson addressed the public With the war growing increasingly unpopu- on television on March 31, 1968. He stunned lar and Johnson’s credibility all but gone, some viewers by announcing, “I have concluded that Democrats began looking for an alternative I should not permit the presidency to become candidate to nominate for president in 1968. In involved in the partisan divisions that are November 1967, even before the Tet disaster, a developing in this political year. Accordingly, I little-known liberal senator from Minnesota, shall not seek, and I will not accept, the nomi- Eugene McCarthy, became the first dove to nation of my party for another term as your Additional declare he would challenge Johnson for the President.”

Support 668 Chapter 19 The Vietnam War

Activity: Economics Connection

The Cost of War Lyndon Johnson challenged items the money is spent. Suggest that they do Congress to fund both “guns and butter” pro- a comparative study of the costs of the wars in grams, but Congress refused, rendering some of Vietnam and in Iraq. OL Johnson’s Great Society programs all but use- less. Have students use the Internet to find out what modern wars cost per day and on what

668 A Season of Violence Chapter 19 • Section 2 Following Johnson’s announcement, the nation endured even Section 2 REVIEW more shocking events. In April, James Earl Ray was arrested for killing Dr. Martin Luther King, Jr. Just two months later, another D Differentiated assassination rocked the country—that of Robert Kennedy. Ken- Vocabulary nedy, who appeared to be on his way to winning the Democratic Instruction 1. Explain the significance of: William nomination, was gunned down on June 5. The assassin was Westmoreland, credibility gap, teach-in, Advanced Learners Invite Sirhan Sirhan, an Arab nationalist angry over the candidate’s dove, hawk, Tet Offensive. pro-Israeli remarks a few nights before. students to find out how third party candidates have fared in The violence that seemed to plague the country in 1968 culmi- Main Ideas nated with a chaotic and well-publicized clash between antiwar 2. Explaining Why did some people view presidential elections since 1900. protesters and police at the Democratic National Convention in the draft as unfair? Ask them to present their findings Chicago. Thousands of protesters surrounded the convention cen- to the class using visual aids such ter, demanding that the Democrats adopt an antiwar platform. 3. Summarizing What are three important Despite the protests, the delegates chose Hubert Humphrey, events that made 1968 such a violent year as graphs or charts. AL President Johnson’s vice president, as their presidential nominee. in the United States? Meanwhile, in a park not far from the convention hall, the protesters and police began fighting. As officers tried to disperse Critical Thinking Assess demonstrators with tear gas and billy clubs, demonstrators 4. Big Ideas Why did support of the war taunted the authorities with the chant, “The whole world is dwindle by the late 1960s? watching!” A subsequent federal investigation of the incident described the event as a “police riot.” 5. Organizing Use a graphic organizer similar to the one below to list the effects of Study Central™ provides sum- the Tet Offensive. Nixon Wins the Presidency maries, interactive games, and The violence and chaos now associated with the Democratic online graphic organizers to help Party benefited the 1968 Republican presidential candidate, Rich- Effects of Tet Offensive students review content. ard Nixon. Although defeated by John Kennedy in the 1960 election, Nixon had remained active in national politics. A third candidate, Governor George Wallace of Alabama, decided to run in 1968 as an independent. Wallace, an outspoken segregationist, Close 6. Analyzing Visuals Study the cartoon on sought to attract Americans who felt threatened by the civil rights the right on page 665. What is the mes- Summarizing Ask: What movement and urban social unrest. sage of the telegram beyond its literal Public opinion polls gave Nixon a wide lead over Humphrey event eroded public confidence meaning? and Wallace. Nixon’s campaign promise to unify the nation and in America’s role in Vietnam? restore law and order appealed to Americans who feared their Writing About History (failure to win the war, especially country was spinning out of control. Nixon also declared that he after the Tet Offensive) OL had a plan for ending the war in Vietnam. 7. Expository Writing Suppose that you At first Humphrey’s support of President Johnson’s Vietnam are living in 1968. Write a letter to the policies hurt his campaign. After Humphrey broke with the presi- editor of a local newspaper in which you dent and called for a complete end to the bombing of North Viet- explain your reasons for either supporting nam, he began to move up in the polls. A week before the election, or opposing the Vietnam War. President Johnson helped Humphrey by announcing that the Answer: He did not want the bombing had halted and that a cease-fire would follow. presidency to become involved Johnson’s announcement had come too late, however. In the in partisan division. end, Nixon’s promises to end the war and restore order at home were enough to sway the American people. On Election Day, Nixon D defeated Humphrey by more than 100 electoral votes, although he won the popular vote by a slim margin of 43 percent to 42 percent. Wallace partially accounted for the razor-thin margin by winning 46 electoral votes and more than 13 percent of the popular vote. Study Central™ To review this section, go Explaining Why did President Johnson say he would to glencoe.com and click on Study Central. not run for reelection in 1968? Section 2 REVIEW 669

Answers

1. All definitions can be found in the section 4. Media coverage of the mounting casualties 7. Students’ letters should express a clear and and the Glossary. fueled anger and distrust of government offi- reasoned argument for supporting or 2. Poor men, including a high proportion of cials’ reports on the progress of the war, and opposing the war. minorities, who were unable to afford col- many were angry over the unfair draft system. lege, were more likely to be drafted than 5. support for the war dropped, the media those who could afford college and thus became critical of the war effort, the presi- get deferments. dent’s approval rating plummeted 3. the assassination of Martin Luther King, Jr., 6. Students may say that the message is that the assassination of Robert Kennedy, and draft card burners were unpatriotic or the riots at the Democratic National Communist sympathizers. Convention

669 Chapter 19 • Section 3 Section 3 Section Audio Spotlight Video Focus The War Winds Down

Bellringer hortly after taking office, President Nixon moved Guide to Reading to end the nation’s involvement in the Vietnam War. Daily Focus Transparency 19-3 S Big Ideas Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The final years of the conflict, however, yielded more ANSWER: C Teacher Tip: Remind students to read the information UNIT given with the diagram. 6 DAILY FOCUS SKILLS Chapter 19 TRANSPARENCY 19-3 Trade, War, and Migration Drawing Conclusions bloodshed and turmoil, as well as a growing cynicism

Directions: Answer the following KISSINGER’S LINKAGE POLICY question based on the diagram. The Vietnam War changed the way Which three countries did in the minds of Americans about the honesty and effec- Kissinger believe needed to TH VIETNAM NOR cooperate in order to end Americans viewed the government and the war in Vietnam?

A China, Soviet Union, and North Vietnam the military, and led them to question tiveness of the United States government. B United States, China, and North Vietnam

CH ON C United States, Soviet Union, INA UNI how the armed forces were deployed. ET and China VI O S D United States, Soviet Union, and North Vietnam

U NITED STATES Content Vocabulary President Nixon gave Henry Kissinger, his special assistant for national security, the authority to use diplomacy to end the Vietnam conflict. Kissinger called his policy linkage. • linkage (p. 670) Nixon Moves to End the War • Vietnamization (p. 670) MAIN Idea While unrest and suspicion of the government grew, the Guide to Reading Academic Vocabulary United States finally withdrew its troops from Vietnam. • generation (p. 671) HISTORY AND YOU Have you ever protested against something you felt Answers may include: Kissinger • unresolved (p. 675) was wrong? Read on to find out how college students reacted to what they appointment, linkage policy, viewed as a widening of the Vietnam War. People and Events to Identify Vietnamization, bombing • Henry Kissinger (p. 670) As a first step to fulfilling his campaign promise to end the war, campaign, Cambodian invasion • Pentagon Papers (p. 672) Nixon appointed Harvard professor Henry Kissinger as special • War Powers Act (p. 675) assistant for national security affairs and gave him wide authority to Reading Strategy use diplomacy to end the conflict. Kissinger embarked upon a policy Organizing Complete a graphic orga- he called linkage, which meant improving relations with the Soviet nizer similar to the one below by listing Union and China—suppliers of aid to North Vietnam—so that he could persuade them to cut back on their aid. To generate student interest and the steps that President Nixon took to end American involvement in Vietnam. Kissinger also rekindled peace talks with the North Vietnamese. provide a springboard for class In August 1969 Kissinger entered into secret negotiations with North discussion, access the Chapter 19, Steps Nixon Took Vietnam’s negotiator, Le Duc Tho. In their talks, which dragged on for four years, Kissinger and Le Duc Tho argued over a possible Section 3 video at glencoe.com or cease-fire, the return of American prisoners of war, and the ultimate on the video DVD. fate of South Vietnam. Meanwhile, Nixon reduced the number of American troops in Vietnam. Known as Vietnamization, this process involved the gradual withdrawal of U.S. troops while the South Vietnamese assumed more of the fighting. On June 8, 1969, Nixon announced the withdrawal of 25,000 soldiers, but he was determined to keep a strong American pres- ence in Vietnam to ensure bargaining power during peace negotiations. In support of that goal, the president increased air strikes against North Vietnam and—without informing Congress or the public— began secretly bombing Vietcong sanctuaries in neighboring Cambodia. Turmoil at Home Continues Even though the United States had begun scaling back its involvement in Vietnam, the American home front remained divided and Resource Manager volatile, as Nixon’s war policies stirred up new waves of protest.

670 Chapter 19 The Vietnam War

R Reading C Critical D Differentiated W Writing S Skill Strategies Thinking Instruction Support Practice Teacher Edition Teacher Edition Teacher Edition Additional Resources Additional Resources • Act. Prior Know., p. 671 • Analyzing Prim. • Visual/Spatial, p. 672 • Linking Past/Present, • Read Essen., p. 206 • Making Inferences, Sources, p. 671 URB p. 98 • Reinforcing Skills, URB p. 672 Additional Resources p. 95 • Read. Prim. Sources, Additional Resources • Enrich. Act., URB p. 109 • Time Line Act., URB p. 675 • Linking Past and p. 97 Present Act., URB p. 98 Additional Resources • Authentic Assess, p. 43 • Guide Read Act., URB • Quizzes and Tests, p. 114 p. 269 • Am. History in Graphic • Supreme Court Case Novel, p. 65 Studies, p. 109 • Prim. Source Read., URB p. 101 C his War, viewed MyLaiasasymbolofthedilemma a founderofthe Vietnam Veterans Against the that thewar was brutalandsenseless. Jan Barry, small group, however, convinced many people and honorably duringthewar. The actionsofa went toprisonforhisrole inthekillings. men, women, andchildren. Calley eventually hamlet ofMyLai. Mostofthevictimswere old unarmed South Vietnamese civiliansinthe Lieutenant William Calley hadmassacred American platoonunderthecommandof cans learnedthat, inthespringof1968, an of America’s Vietnam war generation. Itiswhathas refuse tokillandbeacriminalisthemoralagony “To killonmilitaryordersandbeacriminal, orto P Massacre atMyLai Voiceover Step 3:Creating or theScript Vietnam War Create ofthe aDocumentary the visuals. The writingwill needto be con- “voiceover” for thevideoor astheycreate through themto write thescriptor andeditthemastheygo their storyboards Directions be conveyed withtheimages? the core ofthemessageandhow shallit 2. Specifying DeterminingCauseandEffect 1. Analyzing RIMARY ▲ University (above). of fourstudentsbyNationalGuardtroopsatKentState protests intheUnitedStatesandtotragicshooting North Vietnamesebasesthere.Theinvasionledtomass peace, NixonorderedtroopsintoCambodiatodestroy Most American soldiersactedresponsibly To convinceNorthVietnamtosettleforanegotiated generation level in Vietnam reachitspeak? shootings atKent State? did theinvasion ofCambodialeadtothe S OURCE Students may need to re-assess Studentsmay needto re-assess facedintheconflict: VISUALS

In whatyeardidthetroop Essential question: In late1969 Ameri- How

What is Protest The InvasionofCambodiaSparks .” . . one hundredthousandmilitarydesertersayear. draft resistersanddeserterstoCanada, andcreated forced upward ofsixtythousandyoung Americans, Jackson StateCollegeinMississippi. American studentsduringademonstration at dents. Ten days later, policekilledtwo African an order todoso. The soldierskilledfourstu- gas andrifles, fired ondemonstrators without Ohio NationalGuard soldiers, armedwithtear tests. At KentStateUniversity onMay 4, 1970, widening ofthewar, anditsetoffmany pro- bases there. troops were ordered todestroy Vietcong military American troops hadinvaded Cambodia. The when Nixonannouncedin April 1970that Many viewed theCambodianinvasion asa Source:

page) (Chapter Project continued onVisual Summary to review andedit theirfinalscript. It TogetherPutting two ormore storyboards. divide upinteams to write thevoiceover for is happeningineachscene. Studentscan cise andfocus ontheessentialpointof what Number of Troops ▲ Le DucTho(right). Vietnam’s representative peace talkswithNorth Henry Kissingermetfor later, SecretaryofState Cambodia in1970.Two years describes theinvasionof Americans heard more startlingnews (thousands) 100 200 300 400 500 600 Statistical Abstract oftheUnitedStates. PresidentNixon(above) 1964 U.S. Troops in Vietnam, 1964–1974 Protests andPeace Talks 1966 —quoted in 1968 Who Spoke Up? The teams canmeet Chapter 19 Year 1970 The VietnamWar R C 1972 OL 1974 671 tral withoutadeclaration country many. to Cambodia wassostartling announcement oftheinvasion of Ask students why Nixon’s of war.) Activating Prior Knowledge themilitary) deserted Canada andanother100,000 men faced? difficult choices young American What were thetwo results ofthe Read thequotationaloud. Analyzing Sources Primary Teach Analyzing R C 2. 1. Answers: Chapter 19 1968 of Cambodia. resulted from theinvasion were amongmany that The protests atKentState ReadingStrategy CriticalThinking (The U.S. hadinvaded aneu- (The

Chapter Project OL Hands-On Hands-On

(about 60,000went to Step 3 Step VISUALS • Section3

BL Ask: 671

Chapter 19 • Section 3 In addition to sparking violence on cam- troops in the South. Henry Kissinger tried to puses, the invasion of Cambodia cost Nixon win additional concessions from the Commu- significant congressional support. Numerous nists, but talks broke off on December 16, legislators expressed outrage over the presi- 1972. R Reading Strategy dent’s failure to notify them of the action. In The next day, to force North Vietnam to December 1970 an angry Congress repealed resume negotiations, the Nixon administration Making Inferences Have the Gulf of Tonkin Resolution, which had given began the most destructive air raids of the students read the first paragraph the president nearly complete power in direct- entire war. In what became known as the under the heading “The United ing the war in Vietnam. “Christmas bombings,” American B-52s States Pulls Out.” Ask: What can dropped thousands of tons of bombs on North The Pentagon Papers Support for the war Vietnamese targets for 11 straight days, paus- you infer about the timing of weakened further in 1971 when Daniel Ells- ing only on Christmas Day. Kissinger’s announcement? (it berg, a disillusioned former Defense Depart- In the wake of the bombing campaign, the ment worker, leaked what became known as was timed to influence the outcome United States and North Vietnam returned to the Pentagon Papers to the New York Times. the bargaining table. Thieu finally gave in to of the presidential election) OL The documents revealed that many govern- American pressure and allowed North Viet- ment officials during the Johnson administra- namese troops to remain in the South. On tion privately questioned the war while publicly January 27, 1973, the warring sides signed an D Differentiated defending it. agreement “ending the war and restoring the Instruction The documents contained details of deci- peace in Vietnam.” sions that were made by the presidents and The United States promised to withdraw its Visual/Spatial Invite students their advisers to expand the war without the troops, and both sides agreed to exchange to make a timeline of the war, consent of Congress. They also showed how prisoners of war. The parties did not resolve showing major events. BL the various administrations had tried to con- the issue of South Vietnam’s future, however. vince Congress, the press, and the public that After almost eight years of war—the longest the situation in Vietnam was better than it war in American history—the nation ended its really was. The Pentagon Papers confirmed direct involvement in Vietnam. what many Americans had long believed: the government had not been honest with them. Answer: that the government South Vietnam Falls had not been honest with them The United States Pulls Out Two years after the United States pulled its D troops out of Vietnam, the peace agreement By 1971, polls showed that nearly two-thirds collapsed. In March 1975 the North Vietnam- of Americans wanted to end the Vietnam War ese army launched a full-scale invasion of the as quickly as possible. In April 1972 President South. Thieu desperately appealed to Wash- Nixon dropped his longtime insistence that ington, D.C., for help. R North Vietnamese troops had to withdraw President Nixon had assured Thieu during from South Vietnam before any peace treaty the peace negotiations that the United States could be signed. In October, less than a month “[would] respond with full force should the before the presidential election, Kissinger settlement be violated by North Vietnam.” emerged from his secret talks with Le Duc Tho Nixon, however, had resigned under pressure to announce that “peace is at hand.” following Watergate, a scandal that broke as A month later, Americans went to the polls the war was winding down. The new presi- to decide on a president. Senator George dent, Gerald Ford, asked for funds to aid the McGovern, the Democratic candidate, was an South Vietnamese, but Congress refused. outspoken critic of the war. He did not appeal Without American assistance, the South to many middle-class Americans, however, Vietnamese Army was unable to stop the inva- who were tired of antiwar protesters. Nixon sion. On April 30, the North Vietnamese cap- was reelected in a landslide, winning 60.7 per- tured Saigon, South Vietnam’s capital, and cent of the popular vote. united Vietnam under Communist rule. They Just weeks after the presidential election, then renamed the city Ho Chi Minh City. the peace negotiations broke down. South Vietnam’s president, Nguyen Van Thieu, refused Evaluating What did the Differentiated to agree to any plan that left North Vietnamese Pentagon Papers confirm for many Americans?

Instruction 672 Chapter 19 The Vietnam War

Leveled Activities

BL Historical Analysis Skills OL Reinforcing Skills Activity, AL Critical Thinking Skills ELL Content Vocabulary Activity, URB p. 86 URB p. 95 Activity, URB p. 96 Activity, URB p. 91

Name Date Class Name Date Class Name Date Class Name Date Class

★ Historical Analysis Skills Activity 19 ★ Reinforcing Skills Activity 19 Critical Thinking Skills Activity 19 Detecting Bias ★ Content Vocabulary Activity 19

Reading a Map Analyzing Primary Sources LEARNING THE SKILL The Vietnam War, 1954–1975 When doing research, a critical thinker makes comparisons between historical DIRECTIONS: Choose the content vocabulary word or term to identify that best completes documents and looks for inconsistencies, or things that do not agree. If there are ★ LEARNING THE SKILL ★ LEARNING THE SKILL each sentence. Write the correct term in the space provided. Then answer the question at the inconsistencies, one of the sources of the information may be wrong or have a biased bottom of the page. Maps contain a variety of symbols that can help you interpret the information you An interview can provide firsthand and personal information you may not be able to point of view, or the author may be trying to persuade you by using propaganda. see. The map key helps you understand the colors (or shades), borders, or any spe- find in a book or magazine. Interviews provide historians with valuable new sources of Simple mistakes and out-of-date information also cause cial symbols on the map. The compass shows the directions of north, south, east, and information about the past. For example, interviews with political leaders may provide inconsistencies. domino theory guerrillas Agent Orange napalm west on the map. The map scale represents size and distance and is usually shown new insights into the decision-making process. Interviews may also focus on the per- credibility gap teach-ins doves hawks on a scale bar. Lines of latitude and longitude are part of the coordinate system used sonal memories of people who experienced firsthand an event such as a war or a natu- Use the following guidelines to help you compare accounts: Vietnamization to determine location on Earth. ral disaster. • Look for statements that do not agree. CHAPTER CHAPTER To begin the interview process, first contact the person you want to interview. Let • Decide if the statement not in agreement is wrong, biased, or contains 19 ★ PRACTICING THE SKILL them know about the purpose of the interview, and make arrangements for your meet- 19 0 200 miles propaganda. 1. ing. Before you meet, find out as much as you can about the interviewee and about the In order to destroy the landscape in which Vietcong forces hid, American planes DIRECTIONS: Analyze the map 0 200 kilometers CHINA topics you plan to discuss. Also prepare and organize your questions. As you begin • Decide if the statement has a mistake or contains out-of-date information. dropped , a chemical that strips the leaves from trees and shrubs. and then answer the questions Miller Cylindrical projection N your interview, introduce yourself. Listen carefully, ask additional questions for detail, • Use sources to support or disprove the statement(s). 19 below on a separate sheet of 19 2. In the late 1960s, many Americans no longer believed what the U.S. government told W E and record responses. After the interview, convert your notes into a transcript. CHAPTER paper. • Double-check your work for accuracy. CHAPTER NORTH S them about the Vietnam war, a situation referred to as a . BURMA VIETNAM ★ 1. What does this map show? 1948 1954 Hanoi PRACTICING THE SKILL PRACTICING THE SKILL 3. Strong supporters of military action in Vietnam became known as DIRECTIONS: Select an older citizen from your community who lived during the Vietnam 2. Which parallel of latitude 20 N DIRECTIONS: Read the following accounts of the Gulf of Tonkin Incident. Then find at least . LAOS Gulf of era and experienced either the war or the domestic homefront. Prepare a series of questions divides South Vietnam from 1954 four inconsistencies between the first and second accounts. Identify them below. Tonkin to interview this person. 4. Supporters of the war sometimes criticized the patriotism of , North Vietnam? Vientiane Account A who wanted an end to the war. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1. Find at least three sources of information (in addition to your textbook) about the aspect Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. Which three countries border According to U.S. government reports, three North Vietnamese PT boats, unprovoked and with- 17 N of the war the person you plan to interview experienced. Take careful notes. 5. Vietnam? How might this Rangoon out warning, opened fire on the U.S. destroyer Maddox. This attack took place on the evening of Nixon supported a policy of , in which American forces would affect the civil war taking THAILAND 2. Use your research to develop a list of questions for your interview. Be sure to use open- August 2, 1964. The Maddox was on routine patrol in international waters about 30 miles off the gradually withdraw while South Vietnamese forces took on more of the fighting. Never a European place there? colony ended questions that require your interviewee to give more than yes or no answers. coast of North Vietnam, in the Gulf of Tonkin. The Maddox and support aircraft fired back and 6. Faculty and students at universities who opposed the war staged , 4. Why do you think that the drove away the North Vietnamese vessels. Two nights later, on August 4, North Vietnamese PT Bangkok 3. Conduct the interview. spread of communism does boats attacked the U.S. destroyers Maddox and Turner Joy while they patrolled approximately in which they discussed their thoughts on the war. CAMBODIA 4. not provoke the same fear 1954 Use the notes from your interview to prepare a complete transcript. Analyze the inter- 65 miles off the coast of North Vietnam. U.S. forces counterattacked and sank two of the North view for reliability by comparing it with other evidence from your research. 7. The was the idea that if South Vietnam became Communist, in Kennan that it does in SOUTH Vietnamese craft in three hours of fierce fighting. Phnom VIETNAM the rest of Southeast Asia would follow. some others? Penh 1954 ★ Account B Saigon APPLYING THE SKILL 5. Gulf of 8. The Vietminh often used , irregular troops who blend into the What body of water is 10 N On the night of August 2, 1964, according to several reports, the U.S. destroyer Maddox was Thailand DIRECTIONS: Work in teams to record interviews with older citizens within your community. located near Hanoi? South about 10 miles—perhaps as close as 4 miles—from the North Vietnamese coastline. The Maddox civilian population and use ambush tactics. China Sea Select one aspect of community life to focus the interview on such as work or education. Contact the person to schedule the interview, gather background information, prepare ques- was providing cover for South Vietnamese gunboats that were attacking North Vietnamese targets ★ 9. The use of , a jellied gasoline that explodes on contact, helped APPLYING THE SKILL 100 E tions, conduct the interview, and prepare a final transcript. Be sure to evaluate the interview. in the Gulf of Tonkin. Former CIA station chief John Stockwell has claimed that these gunboats were “manned with CIA crew” and had been attacking North Vietnam for weeks. The Maddox’s log indi- destroy parts of the Vietnamese landscape. 672 DIRECTIONS: Research the changes Combine the transcripts of your group interviews with illustrations to create a documentary cated that the Maddox fired first while North Vietnamese boats were approximately 6 miles away. that took place in the region cov- record of your community. 10. Explain Henry Kissinger's policy of linkage. Eyewitness Navy pilot Jim Stockdale has written about the events of August 4. He stated that the ered by this map during the American destroyers were “firing at—nothing. . . . Not one American out there ever saw a PT boat. Vietnam conflict using your text- There was absolutely no gunfire except our own. . . .” book and library or Internet sources. Use a blank outline map to show the borders of the region after North and South Vietnam were unified. Include the location of any Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, 1. 3. Companies, Inc. The McGraw-Hill a division of Copyright © Glencoe/McGraw-Hill, places that you think someone trying to understand the war would need to know. Exchange maps with a classmate and discuss your decisions of what to include. Use 2. 4. your map for reference during your study of the Vietnam conflict.

8686 95 96 91 Analyzing Supreme Court Cases Supreme Court Cases Can the Government Put Limits on the Press? More About the Case ★ New York Times v. United States, 1971 Background to the Case Daniel Ellsberg, a former bureau- crat working in national security, In 1971 Daniel Ellsberg leaked classiﬁ ed documents, known as the Pentagon Papers, to the New York Times and was unhappy with the course of the Washington Post. When the newspapers attempted to the war. His leak of the Pentagon publish these documents, the Nixon administration argued Papers did not at first trouble offi- that publication would threaten national security. The case cials in the Nixon administration. centered on the First Amendment guarantee of a free press. Nixon, however, feared that if he How the Court Ruled did not have control over classi- In a 6-to-3 per curiam opinion—per curiam meaning that fied documents, he would later be the decision was issued by the whole Court and not speciﬁ c embarrassed. For his role in the justices—the Court found that the Nixon administration had failed to prove that publication of the Pentagon Papers would case, Ellsberg was indicted and imperil the nation in any way. The New York Times and the tried for the leak. Washington Post could publish the Pentagon Papers. ▲ Daniel Ellsberg (above, left) leaked the classified documents known as the Pentagon Papers. PRIMARY SOURCE Concurring View Answers: “The Government’s power to censor the press [via the First PRIMARY SOURCE Amendment] was abolished so that the press would remain 1. He feels that the First forever free to censure the Government. . . . And paramount Dissenting View Amendment guarantees among the responsibilities of a free press is the duty to prevent any part of the government from deceiving the people The First Amendment, after all, is only one part of an entire a free press to keep the and sending them off to distant lands to die of foreign fevers Constitution. Article II of the great document vests in the government from oppressing Executive Branch primary power over the conduct of foreign and foreign shot and shell. In my view, far from deserving the people. He implies that condemnation for their courageous reporting, the New York affairs and places in that branch the responsibility for the Times, the Washington Post, and other newspapers should be Nation’s safety. . . . What is needed here is a weighing, upon the government lied by commended for serving the purpose that the Founding properly developed standards, of the broad right of the press sending troops off to die to print and of the very narrow right of the Government to Fathers saw so clearly. In revealing the workings of govern- for dishonest reasons. ment that led to the Vietnam War, the newspapers prevent. Such standards are not yet developed. The parties did precisely that which the Founders hoped and trusted here are in disagreement as to what those standards should 2. He felt the executive they would do.” be. But even the newspapers concede that there are situa- tions where restraint is in order and is constitutional.” branch would know best —Justice Hugo Black in New York Times v. United States —Justice Harry Blackmun, dissenting in about issues of national New York Times v. United States security and thus should be able to restrain the media if necessary. 3. Students’ answers will vary.

1. Explaining Why did Justice Black agree with the Court’s decision? What did he imply about the government’s actions? 2. Contrasting Why did Justice Blackmun disagree with the Court’s decision? 3. Assessing Do you think the government can ever justify media censorship, even based on national security concerns? Explain. Differentiated

Chapter 19 The Vietnam War 673 Instruction (c)The Granger Collection, New York

Name ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Date ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Class ࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝࿝ Supreme Court Case Study 55 Censorship Prior to Publication New York Times v. United States, 1971 Analyzing a Supreme Court Decision ★★★★★★★★★★★★★★★★ Background of the Case ★★★★★★★★★★★★★★★★ During the turbulent years when the United States was engaged in the Vietnam War, protests against the war increased as the United States’s role escalated. One opponent of the Vietnam War , Daniel Ellsberg, a former Defense Department official, secured lengthy classified documents related to the war, including a “History of United States Decision-Making Process of Viet Nam [sic] Policy” and another document relating to the Gulf of Tonkin incident, which the government used to justify expanding its role in the war. These documents came to be known as the “Pentagon Papers.” The government maintained that making the Pentagon Papers public might impose grave danger to the security of the United Learn how the Supreme Court determined States. Objective: Differentiated Instruction Strategies Ellsberg turned the documents over to the New York Times, which planned to begin publish- ing them on July 13, 1971. The federal government sought to block publication and secured a temporary order from the Supreme Court which barred publication until the Court could hear and decide the case. The case was heard on June 26, 1971. On June 30, the Court lifted the stay whether the government could prevent the and allowed the paper to go to press. BL Explain the role the Vietnam War Constitutional Issue ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★ The First Amendment, as applied to the states through the due process clause of the publication of materials on the grounds that Fourteenth Amendment, guarantees the freedoms of speech and the press. The question in played in the case. this case was whether the government could prevent the publication of materials on the grounds that the national security was endangered. As had happened before, the right to criticize the government in wartime became an issue. The Supreme Court had to decide whether the government had the right to prevent publication of material that the government regarded as harmful. national security was endangered. AL Paraphrase the Court’s decision. Read ★★★★★★★★★★★★★★ The Supreme Court’s Decision ★★★★★★★★★★★★★★ The Court ruled in favor of the Times, maintaining that the government had not met the “heavy burden of justification” for a prior restraint. The decision was issued only four days Focus: Identify the central issue of the case. after the Court heard oral arguments. The justice writing the decision is not identified. All nine your version to the class. justices wrote opinions; 6 justices concurred with the Court’s ruling, while 3 dissented. Copyright © by The McGraw-Hill Companies,Copyright The McGraw-Hill © by Inc. In his concurring opinion, Justice Hugo L. Black wrote that the Court should not even have heard oral arguments in the case, and the government’s injunction should have been automati- cally denied. “In my view, it is unfortunate that some of my Brethren are willing to hold that the publication of news may sometimes be enjoined. Such a holding would make a shambles of Teach: Discuss the Court’s opinion. the First Amendment.” To Black, by the First Amendment, “the press was protected so that it ELL Explain the First Amendment in your could bare the secrets of government and inform the people.” In his view, the newspapers that

(continued) Supreme Court Case Studies 109 Assess: Explain the importance of the case (interpreta- own words. Case Study 55: New York tion of the First Amendment). Times v. United States, Close: Write a paragraph summarizing the case. p. 109 673 Chapter 19 • Section 3 people—and we should have our focus on The Legacy of Vietnam the future.” Vietnam had a deep and lasting MAIN Idea The Vietnam War made a negative impact on American society. impact on the way in which Americans viewed inter- Analyzing VISUALS national conflicts, as well as their own government. The War’s Human Toll HISTORY AND YOU Do you think that leaders at The United States paid a heavy price for its Answers: the highest levels of the federal government are Student Web trustworthy? Read on to find out how the Vietnam involvement in Vietnam. The war had cost the 1. It required the president to Activity Visit War and other events led Americans to lose some nation over $170 billion in direct costs and consult with Congress before glencoe.com and trust in their leaders. much more in indirect economic expenses. It complete the activ- had also resulted in the deaths of approxi- making troop commitments ity on the Vietnam “The lessons of the past in Vietnam,” Pres- mately 58,000 young Americans and the injury Veterans Memorial. and to inform Congress of any ident Ford declared in 1975, “have already of more than 300,000. In Vietnam, around one troops committed abroad been learned—learned by Presidents, learned million North and South Vietnamese soldiers within 48 hours. Also, unless by Congress, learned by the American died in the conflict, as did countless civilians. Congress approved the commitment, troops had to be withdrawn in 60 to 90 days. The Legacy of Vietnam 2. Students’ responses will vary The War Powers Act but should be supported by • Requires the president in all cases to reasons. consult with Congress before making any troop commitments • Requires the president to inform Con- gress of any commitment of troops abroad within 48 hours • Requires the president to withdraw troops in 60 to 90 days, unless Con- gress explicitly approves the troop commitment

▲ The Vietnam Veterans Memorial is inscribed with the names of the 58,249 people killed or missing in Vietnam.

Analyzing VISUALS 1. Explaining How did the War Powers Act seek to ▲ Along with returning troops, many freed prisoners curb the power of the president? of war, or POWs, such as Lt. Colonel Robert Stirm, were 2. Assessing Do you think that the legacy of joyfully greeted by their families. Sadly, some did not Vietnam has been a lasting one? Why or why not? come home and were labeled as MIAs, or “missing in Additional action,” and remain so to this day.

Support 674 Chapter 19 The Vietnam War

Extending the Content

The Vietnam Memorial The names of tary were kept during the war, but it is esti- 1400 designs submitted. When 21-year-old eight women nurses who died in Vietnam mated that as many as 8,000 may have Maya Lin, still a student at Yale University, are inscribed on The Wall of the Vietnam served in Vietnam. won the competition, many people were Veterans Memorial. Many more women dismayed by Lin’s youth, gender, and ethnic- The Vietnam Veterans Memorial was itself served; a former army nurse began working ity, as well as by the design itself, a “black controversial. In the fall of 1980, the Vietnam for a monument to highlight the contribu- gash of shame,” as some called it. The Wall Veterans Memorial Fund sponsored a tions of women in the war. A sculpture of was dedicated in 1982, becoming one of the national competition for the design, to be three women with a soldier, designed by nation’s most-visited public monuments. judged by a panel whose members would Glenna Goodacre, was dedicated in 1993. not know the creators of the more than No specific records on women in the mili- 674 Even after they returned home from fighting as in other wars, Chapter 19 • Section 3 soldiers found it hard to escape the war’s psychological impact. REVIEW Army Specialist Doug Johnson recalled the problems he faced: Section 3 PRIMARY SOURCE R Reading Strategy Vocabulary “It took a while for me to recognize that I did suffer some psychological problems in trying to deal with my experience in Vietnam. The first recol- 1. Explain the significance of: Henry Reading Primary Sources lection I have of the effect took place shortly after I arrived back in the Kissinger, linkage, Vietnamization, Invite a volunteer to read aloud R States. One evening . . . I went to see a movie on post. I don’t recall the Pentagon Papers, War Powers Act. the quotation by Doug Johnson. name of the movie or what it was about, but I remember there was a Ask: What event triggered sad part, and that I started crying uncontrollably. It hadn’t dawned on Main Ideas me before this episode that I had. . . succeeded in burying my emotions.” 2. Explaining Why was the United States Johnson’s realization that the —quoted in Touched by the Dragon unable to help South Vietnam following war was affecting him emotion- the full-scale invasion by North Vietnam ally? (crying uncontrollably at a One reason why it may have been harder for some Vietnam vet- in 1975? erans to readjust to civilian life was that many considered the war a movie being shown on post) BL defeat. Many Americans wanted to forget the war. Thus, the sacri- 3. Describing How was the aftermath of fices of many veterans often went unrecognized. There were rela- the Vietnam War different for its veterans tively few welcome-home parades and celebrations after the war. than postwar periods had been for veter- Assess The war also remained unresolved for the American families ans of earlier U.S. wars? whose relatives and friends were classified as prisoners of war (POWs) or missing in action (MIA). Despite many official inves- Critical Thinking tigations, these families were not convinced that the government 4. Big Ideas Why did Congress pass the had told the truth about POW/MIA policies. War Powers Act? How did it reflect dis- Study Central™ provides sum- The nation finally began to come to terms with the war almost trust of the executive branch of maries, interactive games, and a decade later. In 1982 the nation dedicated the Vietnam Veterans government? Memorial in Washington, D.C., a large black granite wall inscribed online graphic organizers to help 5. Organizing Use a graphic organizer sim- with the names of those killed and missing in action in the war. students review content. ilar to the one below to list the effects of “It’s a first step to remind America of what we did,” veteran Larry the Vietnam War on the nation. Cox of Virginia said at the dedication of the monument. Close

The War’s Impact on the Nation Effects of Vietnam War Summarizing Ask: What

The war also left its mark on the nation as a whole. In 1973 events led to America pulling Congress passed the War Powers Act as a way to reestablish out of Vietnam? (protests over some limits on executive power. The act required the president to inform Congress of any commitment of troops abroad within 48 Cambodia, leaking of Pentagon hours, and to withdraw them in 60 to 90 days, unless Congress 6. Analyzing Visuals Study the left photo Papers) OL explicitly approved the troop commitment. No president has rec- on page 674. Why do you think it is ognized this limitation, and the courts have tended to avoid the important for society to have war issue as a strictly political question. Nonetheless, every president memorials? since the law’s passage has asked Congress to authorize the use Writing About History of military force before committing ground troops to combat. In Answer: They became more general, the war shook the nation’s confidence and led some to 7. Descriptive Writing Suppose embrace isolationism, while others began to question the policy you are a college student in 1970. Write reluctant to intervene in other of containing communism and instead urged more negotiation a journal entry expressing your feelings nations’ affairs. with the Soviet Union. about the events at Kent State University On the domestic front, the Vietnam War increased Americans’ and Jackson State College. cynicism about their government. Many felt the nation’s leaders had misled them. Together with Watergate, Vietnam made Ameri- cans more wary of their leaders. Describing How did the Vietnam War affect Study Central™ To review this section, go Americans’ attitudes toward international conflicts? to glencoe.com and click on Study Central. Section 3 REVIEW 675

Answers

1. All definitions can be found in the section 4. It wanted to limit executive power. There 6. Students’ responses will vary but may and the Glossary. was a general sense that the presidents had suggest it is important to recall the human 2. Nixon, who had promised to help, had misused the power granted to them in the costs of war. resigned due to Watergate, and Congress Gulf of Tonkin Resolution, and 7. Students’ journal entries should focus on refused to give President Ford the funds. it had been found through the Pentagon feelings about the events and include 3. Unlike the periods following other wars, Papers and other sources that presidents descriptive language. many Americans just wanted to forget the had lied to the American public about the Vietnam War. There was also no sense of course of the war in Vietnam. having won the conflict, and so there were 5. Answers may include the following: few welcome-home parades or other cele- American cynicism toward government, brations for the returning troops. war dead and casualties, cost, and War Powers Act. 675 Chapter 19 • Visual Summary

Chapter VISUAL SUMMARY You can study anywhere, anytime by downloading quizzes and flashcards to your PDA from glencoe.com. Expository Writing Ask students to select one cause or one effect and write a paragraph fur- Causes of the Vietnam War ther explaining the event in its • During World War II, the United States helps the people of Indochina fi ght the Japanese, who had invaded the region. historical context. OL • After World War II, France refuses to give independence to the people of Indochina and sends troops to reestablish Visual/Spatial Ask students control. why so many photographs cap- • Led by Ho Chi Minh, the Vietminh fi ght the French. Ho Chi ture people touching the names Minh wants Vietnam to be independent but also wants to build a Communist society in Vietnam. on the wall. (Students may say that • Concerned about the spread of communism, President it is a concrete way to connect with Eisenhower sends aid to help the French retain control the person whose name is written in Vietnam. there.) BL • After losing the battle of Dien Bien Phu, France pulls out of Vietnam. The Geneva Accords create North and South Vietnam. • Ho Chi Minh becomes the leader of North Vietnam and makes it a Communist nation allied with the USSR and China. North Vietnam begins arming guerrillas to fi ght the South Vietnam- ese government. ▲ • American leaders become worried that a “domino effect” U.S. troops arrive might cause all of Southeast Asia to fall to communism if in Vietnam in 1965 South Vietnam falls. (above). Fighting communist guerrillas • President Kennedy sharply increases military aid to South proved diffi cult in the Vietnam. dense jungle terrain (right). • President Johnson escalates U.S. involvement and gains war powers after the Gulf of Tonkin incident.

Effects of the Vietnam War • Americans applaud President Johnson’s response to a Viet- cong attack with aggressive air strikes. • The United States commits over 380,000 ground troops to ﬁ ghting in Vietnam by the end of 1966. • American people question the government’s honesty about the war, creating the so-called “credibility gap.” • The war casualties and the unfair draft system cause civil unrest. • The wartime economy hurts domestic spending for programs such as the Great Society. • President Nixon is elected largely on promises to end the war and unite a divided country. • Congress passes the War Powers Act to limit the power of the president during wartime. ▲ The Vietnam Veterans Memorial in Washington, D.C., is a stark reminder of the Hands-On costs of the Vietnam War.

Chapter Project 676 Chapter 19 The Vietnam War Step 4 Create a Documentary of the • What was the message of the Putting It Together The class should Vietnam War documentary? determine as a whole if the documentaries reflected information from the textbook, • How was the message conveyed? Was it Step 4: Presenting the Documen- and if the information was portrayed clear? taries Ask: What is the message of the accurately. OL documentary? • What information was “left out” of the documentary? Directions Allow class time to view the completed documentaries. After each • What were the best parts of the documen- showing, engage the class by asking them tary? Why? to answer the following questions during a • How could the documentary be class discussion: improved? 676 Chapter 19 • Assessment Chapter ASSESSMENT

Answers and Analyses Reviewing Vocabulary Reviewing Main Ideas Reviewing Vocabulary Directions: Choose the word or words that best complete the sentence. Directions: Choose the best answer for each of the following questions. 1. C Students may note that two 1. Eisenhower cited the ______as the reason why the United Section 1 (pp. 654–661) answers are labeled theories, giv- States had to support South Vietnam. 6. Who was the leader of the North Vietnamese? ing a clue that one of those two A credibility gap A Mao Zedong answers must be correct. By B self-determination theory B Ho Chi Minh observing that self-determination C domino theory C Dien Bien Phu does not describe the idea of sup- D Communist way D Ngo Dinh Diem porting, they can select the domino theory. 2. A person who supported the war effort in Vietnam might be 7. One reason why President Johnson did not order a full-scale called a attack on North Vietnam was because 2. A Option D is easily eliminated, A hawk. A he did not think that the United States could win. B dove. because it is not a term that B the military lacked the manpower to launch an assault. applies to a person. Because dove C guerrilla. C he did not want to bring China into the war. D linkage. and hawk are contrasting terms, D he did not want to lose the 1968 election. students can also eliminate C. Considering the different natures 3. As the war in Vietnam escalated, a ______developed as 8. Which of the following temporarily established North and Americans began to find it hard to believe what the Johnson South Vietnam and recognized Cambodia’s independence? of doves and hawks, students can administration said about the conflict. A the Treaty of Paris select the correct answer. A linkage B Gulf of Tonkin Resolution B credibility gap 3. B Students with a firm grasp of C the Truman Doctrine C domino theory vocabulary will quickly see that D the Geneva Accords D teach-in believe and credible are related words, thus eliminating all false Section 2 (pp. 664–669) 4. The Vietcong were Communist ______located in South choices. Vietnam. 9. Many Americans objected to the draft because they believed it A elected officials A forced young men to flee to Canada. 4. D This question requires sim- B generals B unfairly targeted the poor and minorities. ple memorization and identifica- C diplomats C did not include women. tion. There are no real clues in the D guerrillas D did not raise the necessary number of troops. possible answers themselves, since any of the options could 5. President Nixon’s plan to withdraw U.S. troops and replace describe Communists. them with South Vietnamese troops was known as TEST-TAKING TIP A linkage. Do not spend too much time trying to figure out the right 5. D Nixon announced the with- B the Tet Offensive. answer to a question. Move on, and then come back to that drawal of 25,000 soldiers in June C the domino theory. question when you have answered all the questions you do know. If you still do not know the answer, select the one 1969. He did not, however, wish to D Vietnamization. that you think is the most logical. completely remove U.S. troops because he wanted to maintain Need Extra Help? negotiating power at the peace If You Missed Questions . . . 123456789 GO ON Go to Page . . . 665 667 664 657 670 664 658 656 665 talks.

Chapter 19 The Vietnam War 677 Reviewing Main ideas

7. C Knowing that Johnson decided not to run 9. B Students can eliminate A, which was an 6. B Students should be able to in 1968 will allow students to ignore answer D. unintended effect of the draft. Not including ignore the distraction of Mao Options A and B are also easy to discard as women would not raise an objection, espe- Zedong, recalling that he is options, since the United States was used to cially in the 1960s. Students should recall that Chinese. They will have to resort winning wars and the military was at the ready. many thousands of military personnel served to basic recall, knowing that Dien in the war. They may also recall the objections Bien Phu is a place and that Ngo 8. D Students can eliminate C because it is a of Dr. Martin Luther King, Jr., and so choose the Dinh Diem was the leader of doctrine and does not sound like a peace correct answer. South Vietnam. treaty. They need to recall that the Gulf of Tonkin Resolution granted Johnson the power to wage the war. They might also connect the ideas of accord and peace to arrive at the correct answer. 677 Chapter 19 • Assessment Chapter ASSESSMENT

10. D The question asks for a 10. Which of the following events was significant in turning Critical Thinking turning point against the war. American public opinion against the war in Vietnam? Directions: Choose the best answers to the following questions. Only A and D are directly related A the National Teach-in to the war. None of the other B the 1968 Democratic National Convention 14. Why is the Gulf of Tonkin Resolution important? options, although they affected C the assassination of President Kennedy A It authorized the use of force in Vietnam. some Americans, influenced pub- D the Tet Offensive B It ordered U.S. forces to withdraw from Vietnam. lic opinion about the war to a C It divided Vietnam into two countries. great extent. While teach-ins were Section 3 (pp. 670–675) D It required the president to consult Congress before important in the antiwar move- 11. The gradual removal of U.S. troops from Vietnam was committing troops. ment, they did not turn the major- known as ity of public opinion against the A Agent Orange. Base your answer to question 15 on the map below and on your knowledge of Chapter 19. war. The Tet Offensive was a major B containment. political victory for the North C linkage. The Vietnam War Vietnamese. It led many to believe D Vietnamization. the war could not be won and Dien Bien Phu Hanoi widened the credibility gap. 12. Which of the following was part of the legacy of the Gulf of Vietnam War? Tonkin N LAOS NORTH A Americans’ increased cynicism about their government VIETNAM 11. D Students should be able to Mek Vientiane o W E n B Americans’ belief that the policy of containment worked g omit Agent Orange, recalling that R S THAILAND . it was used to deforest Vietnam. C Americans’ confidence that the United States would win H O the Cold War Major U.S. and C H Although this leaves three South Vietnamese I My Lai Massacre M

D Americans’ paranoia about the intentions of the North troop movement I March 16, 1968 N options, they should recall that Major North H

Vietnamese government T Vietnamese R the suffix -tion refers to a process, A SOUTH

I supply line L VIETNAM which aligns it to the idea of a 13. The purpose of the War Powers Act was to ensure that the CAMBODIA gradual removal. president would Phnom Saigon Penh A have greater authority over the military. 0 200 kilometers 12. A After abandoning the stale- B consult Congress before committing troops in extended 0 200 miles Miller projection mated war, Americans did not conflicts. have greater belief in containment C have the authority to sign treaties without Senate as effective nor confidence in their approval. 15. The Ho Chi Minh trail ran through which two nations? ultimate victory in the Cold War. D have a freer hand in fighting the spread of communism. A Laos and Japan Within two years the North B Laos and Thailand Vietnamese conquered the South C Laos and China Vietnamese, so there was no need D Laos and Cambodia for paranoia about their intentions.

13. B The incorrect options all extend the president’s power. Only B limits executive power, so it is most likely to be correct. Need Extra Help? If You Missed Questions . . . 10 11 12 13 14 15 GO ON Go to Page . . . 667–668 670 674–675 675 668 R15

Critical Thinking 678 Chapter 19 The Vietnam War 14. A The resolution gave President Johnson the authority to use force in Vietnam.

15. D If students look carefully at the map, they will see that D is the only possible answer.

678 Chapter 19 • Assessment Chapter ASSESSMENT

20. No; the young man realized 16. On which idea is the Twenty-sixth Amendment based? Document-Based Questions that the view of war he had from A Women should be allowed to serve in the armed forces. Directions: Analyze the document and answer the short-answer World War II and the movies was B The president, not Congress, should decide where and questions that follow the document. when troops will fight. romanticized and not at all like C A person who is old enough to fight is old enough to vote. In the 1960s many young Americans enlisted or were drafted what real war would be like. for military service. Some believed that they had a duty to serve D A draft is an old-fashioned and unworkable system for their country. Many had no clear idea of what they were doing selecting soldiers. or why. In the following excerpt, a young man expresses his thoughts about going to war: Extended Response Analyze the cartoon and answer the questions that follow. Base your answers on the cartoon and on your knowledge of Chapter 19. “I read a lot of pacifist literature to determine whether 21. Students’ essays will vary but or not I was a conscientious objector. I finally concluded should clearly and logically that I wasn’t. . . . express the changing effects of The one clear decision I made in 1968 about me and the war was that if I was going to get out of it, I was going to get television on Americans’ percep- out in a legal way. I was not going to defraud the system in tions of the Vietnam war and war order to beat the system. I wasn’t going to leave the country, in general. because the odds of coming back looked real slim. . . . With all my terror of going into the Army . . . there was something seductive about it, too. I was seduced by World War II and John Wayne movies. . . . I had been, as we all were, victimized by a romantic, truly uninformed view of war.” —quoted in Nam

19. What options did the young man have regarding the war? 20. Do you think World War II movies gave him a realistic view of what fighting in Vietnam would be like?

17. This cartoon depicts what aspect of the Vietnam War’s effect Extended Response on the United States? 21. The conflict in Vietnam has been called the first “television A disagreements in Congress between hawks and doves war.” Americans could watch scenes of death and destruction unfold in front of them from their living rooms. Write B disagreements among military leaders about war strategy an expository essay about how television changed the way C disagreements between pro-war and antiwar groups Americans view war in general and how it contributed to among civilians the unpopularity of the Vietnam War specifically. Your essay D disagreements on Nixon’s plan to pull out of Vietnam should include an introduction and at least three paragraphs that explore this issue.

18. The cartoonist is expressing the opinion that A the war was dividing the country. STOP B President Johnson should ask the country to remain patient during the war. C Vietnam is a conflict with an easy solution. D President Johnson is a great leader with a solution to the problems in Vietnam. For additional test practice, use Self-Check Quizzes— Chapter 19 at glencoe.com. Need Extra Help? If You Missed Questions . . . 16 17 18 19 20 21 Go to Page . . . 666–667 R18 R18 679 679 664–672

Chapter 19 The Vietnam War 679 Photo Credit: The Granger Collection, New York

16. C Students familiar with the type of con- 18. A The other options are clearly false. No tent in constitutional amendments will readily one is pulling on Johnson, who appears to be Have students visit the Web site eliminate the false possibilities, even if they feeling his way in the dark, thus indicating the at glencoe.com to review cannot recall the subject of the Twenty-Sixth lack of easy solutions. Chapter 19 and take the Self- Amendment. Other students may remember Check Quiz. that protest of the draft also raised questions about the voting age. Document-Based Questions Need Extra Help? 19. He could declare he was a conscientious 17. C The cartoon depicts pro-war and antiwar Have students refer to the groups that divided the home front during the objector, avoid service in a legal way, leave the country, or become part of the military. pages listed if they miss any of Vietnam War. the questions.

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