The Vietnam War Storyboard (1)
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Hours of Instruction: Flexible, up to 45 Days Grades: 7–11 Overview: This comprehensive teaching unit covers American involvement in Vietnam beginning in 1961, and hostilities from 1964–1975. Use all of the lessons or select activities to enhance student understanding of America’s involvement in the quagmire of undeclared war. Your students will: s %XPLORE THE MILITARY AND POLITICAL DECISIONS THAT LED TO !MERICAN INVOLVEMENT s %XPERIENCE THE 6IETNAM 7AR AS CIVILIANS SOLDIERS ON BOTH SIDES 0/7S AND POLITICIANS s %XPRESS HISTORICAL UNDERSTANDING CREATIVELY THROUGH DRAWING POETRY WRITING HINDSIGHT REVISIONIST HISTORIES designing a war memorial, etc.) s 2EENACT BATTLES STUDY HISTORIC PERSONALITIES LEARN ABOUT 6IETNAMESE CULTURE AND LANGUAGE AND EXPERIENCE THE turbulent war years from the perspective of “Hawks” and “Doves” s )NTERVIEW 6IETNAM 7AR VETERANS CIVILIANS OR POST WAR IMMIGRANTS FROM 3OUTHEAST !SIA
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Use this Master Page to make a new Template Image Library for every new title. Just make sure the links refer to the images in the current art folder: “Brand New Title”/Art Folder/EPS/Template Graphics Then just drag each group to the open image library to make a library full of links to the current often used graphics conventions. I ADDRESS MANY !PPLIED ,EARNING 3TANDARDS UNDECLARED WAR 4HE COOPERATION NEEDED TO SUCCESSFULLY COMPLETE GROUP ACTIVITIES 4HEY GAIN AN UNDERSTANDING OF !MERICAS INVOLVEMENT IN THE QUAGMIRE OF MANY ACTIVITIES INCLUDING ROLE PLAYING RESEARCH ANALYSIS AND CREATIVE WRITING LANGUAGE ARTS SKILLS 7ORKING INDIVIDUALLY IN PAIRS OR IN TEAMS STUDENTS COMPLETE PERFORMANCE ASSESSMENTS 3TUDENTS WILL EXERCISE ESSENTIAL SOCIAL STUDIES AND 4HIS COMPREHENSIVE UNIT ABOUT THE 6IETNAM 7AR OFFERS MANY OPPORTUNITIES FOR 4HINKING (ISTORY #ONTENT %NGLISH ,ANGUAGE !RTS AND 4HEATER 3TANDARDS KNOW 6)%4.!- IS A STANDARDS BASED PROGRAM ADDRESSING .ATIONAL (ISTORY STUDENTS SHOULD LEARN BUT ALSO HAS MANDATED THAT STUDENTS 4HE NATIONWIDE MOVEMENT FOR HIGH STANDARDS HAS NOT ONLY DETERMINED WHAT Standard 2: Standard Standard 1 Standard N T E R A C !PPRECIATE s 2EAD s $IFFERENTIAL s 2ECONSTRUCT s to: able is student The %STABLISH s )DENTIFY s to: able is student The T
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I N T E R A C T I Standard 12: Standard 8: Standard 3TANDARD 6: Standard 5: Standard 4: Standard 3 Standard %RA N T E R A C 3TANDARD EXCHANGE OF INFORMATION THEIR OWN PURPOSES EG FOR LEARNING ENJOYMENT PERSUASION AND THE SYNTHESIZE INFORMATION AND TO CREATE AND COMMUNICATE KNOWLEDGE EG LIBRARIES DATABASES COMPUTER NETWORKS VIDEO TO GATHER AND audience. and purpose ARTIFACTS PEOPLE TO COMMUNICATE THEIR DISCOVERIES IN WAYS THAT SUIT THEIR SYNTHESIZE DATA FROM A VARIETY OF SOURCES EG PRINT AND NON PRINT TEXT IDEAS AND QUESTIONS AND BY POSING PROBLEMS 4HEY GATHER EVALUATE AND LANGUAGE AND GENRE TO CREATE CRITIQUE AND DISCUSS PRINT AND NON PRINT TEXTS CONVENTIONS EG SPELLING AND PUNCTUATION MEDIA TECHNIQUES FIGURATIVE purposes. of variety a for audiences different DIFFERENT WRITING PROCESS ELEMENTS APPROPRIATELY TO COMMUNICATE WITH purposes. of variety a for audiences EG CONVENTIONS STYLE VOCABULARY TO COMMUNICATE WITH DIFFERENT graphics). context, structure, sentence correspondence, sound-letter (e.g., features textual of understanding MEANING AND OF OTHER TEXTS THEIR WORD IDENTIFICATION STRATEGIES AND THEIR INTERACTIONS WITH OTHER READERS AND WRITERS THEIR KNOWLEDGE OF WORD EVALUATE AND APPRECIATE TEXTS 4HEY DRAW ON THEIR PRIOR EXPERIENCE THEIR s s s to: able is student The CONSEQUENCES OF THE 53 INVOLVEMENT IN 6IETNAM T
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OF THE 6IETNAM 7AR !NALYZE CONSTITUTIONAL ISSUES INVOLVED IN THE WAR AND EXPLORE THE LEGACY HOW THE WAR CONTINUED TO AFFECT POSTWAR POLITICS AND CULTURE %VALUATE HOW 6IETNAMESE AND !MERICAN FORCES EXPERIENCED THE WAR AND ADMINISTRATIONS AND THE SHIFTS OF PUBLIC OPINION ABOUT THE WAR !SSESS THE 6IETNAM POLICY OF THE +ENNEDY *OHNSON AND .IXON / r d .#4% e 3TUDENTS APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND INTERPRET r 3TUDENTS APPLY KNOWLEDGE OF LANGUAGE STRUCTURE LANGUAGE 3TUDENTS EMPLOY A WIDE RANGE OF STRATEGIES AS THEY WRITE AND USE
.ATIONAL 3TUDENTS ADJUST THEIR USE OF SPOKEN WRITTEN AND VISUAL LANGUAGE 3TUDENTS USE A VARIETY OF TECHNOLOGICAL AND INFORMATIONAL RESOURCES generating by interests and issues on research conduct Students D i 3TUDENTS USE SPOKEN WRITTEN AND VISUAL LANGUAGE TO ACCOMPLISH r e c # t 5NITED :
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STANDAR8 Standard D6 Standard S#ONTENT #ONTENT WORK ON TEAMS TO ACHIEVE PROJECT OBJECTIVES WRITING TECHNIQUES 3TUDENTS WILL DEMONSTRATE ABILITY TO COMMUNICATE ORALLY AND IN productions. FROM INFORMAL AND FORMAL THEATER FILM TELEVISION AND ELECTRONIC MEDIA history.and SCRIPTS BASED ON PERSONAL EXPERIENCE AND HERITAGE IMAGINATION LITERATURE 3TANDARD 3TANDARD .ATIONAL 3TUDENTS WILL UNDERSTAND THE IMPORTANCE OF TEAMWORK 3TUDENTS WILL 3TUDENTS WILL UNDERSTAND HOW TO APPLY COMMUNICATION SKILLS AND #ALIFORNIA 3CRIPT WRITING THROUGH IMPROVISING WRITING AND REFINING 3TANDARDS !NALYZING CRITIQUING AND CONSTRUCTING MEANINGS !PPLIED FOR !RTS ,EARNING %DUCATION © 3
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I N T E R A C T AUTHOR’S REFLECTION
January, 2003
,IKE MOST PEOPLE OVER THE AGE OF FIFTY 6IETNAMTHE WAR !MERICA FOUGHT FROM TO STILL FASCINATES ME EVEN MORE NOW IN THE EARLY YEARS OF THE ST CENTURY THAN IT DID IN THE S WHEN AS A TEACHER ) LIVED THROUGH IT 3OME THINGS GROW ON YOU AND THIS WAR SEEMS TO DO THAT TO ME ) REALLY CANT EXPLAIN IT FULLY ) WAS BUSY BACK THEN JUMP STARTING MY CAREER TRYING TO CARVE OUT MY PERSONAL CLASSROOM NICHE AND HELPING TO RAISE TWO DAUGHTERS 4HE DAILY HEADLINES AND THE SOMBER NIGHTLY NEWS WAS ALMOST A TURN OFF AND TO BE HONEST ) WAS PAST THE DRAFT AGE IN 3O UNTIL THE 6IET #ONG EITHER BLEW UP OUR LOCAL PIER OR THE .6! WADED UP ON THE SANDS OF (UNTINGTON "EACH ) WAS CONTENT TO IGNORE THE UNFOLDING TRAGEDY OF THIS STRANGE UNPOPULAR WAR IN !SIA
&AST FORWARD TO THE S WHEN NEW TEXTBOOKS SHOWCASED A SEPARATE CHAPTER ON 6IETNAM AND EVERY WORKSHOP SEEMED TO HIGHLIGHT h(OW TO TEACH THE WAR IN 6IETNAMv 7ITHIN A FEW YEARS 6IETNAM BECAME ONE OF MY FAVORITE UNITS AND MY STUDENTS RESPONDED TO MY USUALLY UNORTHODOX STRATEGIES TO MAXIMIZE THEIR INTEREST 6IETNAM AS A SUBJECT DIDNT EVEN FADE OUT OR GO AWAY WHEN ) RETIRED FROM FULL TIME TEACHING IN 4HEN WHAT SEEMED LIKE A CONSPIRACY TO GET ME TO WRITE THIS UNIT RECENT EVENTS SOME PERSONAL PROPELLED ME TOWARD MY FATE 4HE FIRST WAS IN THE SPRING OF AS ) CONTEMPLATED THE HEAVY WORKLOAD OF TAKING ON A NEW PROJECT FOR ).4%2!#4 7HILE ATTENDING MY CHURCH SERVICE OUR LITURGIST BEGAN WITH A DEDICATION TO TWO FELLOW SOLDIERS WHO DIED DURING THE 4ET /FFENSIVE SOME YEARS BEFORE 4HROUGH HIS TESTIMONY ) WAS GIVEN A CLEAR ILLUSTRATION OF THE TENACIOUS GRIP OF THAT WAR ON OUR PSYCHE
!BOUT THE SAME TIME FORMER SENATOR "OB +ERREY MADE HEADLINES WHEN HE ADMITTED TO hWASTINGv A VILLAGE AND KILLING CIVILIANS IN 6IETNAM WHILE LEADING A SEARCH AND DESTROY MISSION IN &OR SEVERAL DAYS +ERREYS RAID THIRTY TWO YEARS BEFORE DOMINATED THE NEWS AND MEDIA TALK SHOWS DISSECTED EVERY ASPECT OF THE STORY !GAIN !MERICANSINCLUDING MEREFOCUSED THEIR ATTENTION ON OUR ROLE IN THE 6IETNAM 7AR /N THE HEELS OF THE +ERREY REVELATIONS CAME ONE MORE 6IETNAM CONNECTION AN AIRPLANE CARRYING RELATIVES OF 53 SOLDIERS MISSING IN ACTION -)!S DURING THE 6IETNAM 7AR CRASHED OFF THE COAST OF 6IETNAM 7ITH ONLY A SCINTILLA OF EVIDENCE THAT ANY OF THE MEN UNACCOUNTED FOR COULD POSSIBLY BE ALIVE AFTER SURVIVING IN THE JUNGLES OR AS CAPTIVES IN A .ORTH 6IETNAMESE PRISON CAMP THE hopeful passengers on this flight all died, creating headlines once MORE REMINDING US THAT UNRESOLVED ISSUES FROM THE WAR ARE STILL VERY MUCH ALIVE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact AUTHOR’S REFLECTION
!S IF THE ABOVE EVENTS WERENT ENOUGH TO CONVINCE ME TO WRITE 6)%4.!- THREE LAST AND UNCONNECTED EPISODES HELPED ME MAKE the decision.
7ITHIN MONTHS OF EACH OTHER ) SAW A MAN WALKING AT THE BEACH WEARING A 4 SHIRT EMBLAZONED WITH h)M PROUD TO BE A 6IETNAM 6ETv
!ND ) READ CLOSELY WITH FASCINATION THE UNFOLDING STORY OF ONE UNIVERSITY PROFESSORA 0ULITZER PRIZE WINNING HISTORIANFACING CHARGES HE HAD EMBELLISHED HIS 6IETNAM RECORD BY BRAGGING TO HIS CLASSES THAT HE WAS A COMBAT OFFICER IN THE WAR 4HE COMPELLING EVIDENCE TO THE CONTRARY ALTHOUGH HE HAS BEEN MUM IN REBUTTING THE CHARGES HAS FOR MANY CAST DOUBT ON HIS INTEGRITY AS A TEACHER AND WRITER AS WELL AS GENERATING HUNDREDS OF EDITORIALS AND MEDIA hPIECESv ON COMBAT IN 6IETNAM
&OR ME THE LAST CONNECTION OR REMINDER OF THE WAR WAS SHOCKINGLY EXPOSED IN THE AFTERMATH OF THE 3EPTEMBER 7HEN HIJACKED !MERICAN COMMERCIAL JETS FLEW INTO THE 7ORLD 4RADE #ENTER TOWERS AND THE 0ENTAGON HISTORIANS AND JOURNALISTS DREW LENGTHY AND appropriate parallels not only to Pearl Harbor, but to the Tet Offensive AND THE 'ULF OF 4ONKIN )NCIDENT IN THE WAR IN 6IETNAM AS WELL
)N SHORT 6IETNAM REFUSES TO GO AWAY )T HAS A GRIP ON OUR MEMORIES SO STRONG THAT IT IS EMBEDDED DEEP IN OUR NATIONS CONSCIOUSNESS OVER 25 years after the fall of Saigon.
!LTHOUGH THE 6IETNAM 7AR IS FAMILIAR GROUND TO US hGEEZERSv WHO LIVED through it, the conflicts and the divisive issues it caused are ancient HISTORY TO OUR STUDENTS 3O 6)%4.!- WAS CREATED TO HELP TEACHERS PUTTING INTO YOUR HANDS HOPEFULLY STIMULATING CLEVER AND THOUGHTFULLY PROVOCATIVE LESSONS WITH WHICH TO INSTRUCT STUDENTS !S ONE WRITER EXPRESSED h%XPLAINING THE 6IETNAM 7AR IS LIKE USING CHOPSTICKS TO PURSUE THE LAST GRAIN OF RICE IN A COMPLEX !SIAN DISHv .OT IMPOSSIBLE but difficult.
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I !TTITUDES Skills +NOWLEDGE 7ITHIN THE LESSONS AND ACTIVITIES YOUR STUDENTS WILL EXPERIENCE THE FOLLOWING EXPERIENCES %ACH LESSON INCLUDES OBJECTIVES PROCEDURES AND MATERIALS brings it THE ERA TO LIFE 9OUR CLASSROOM WILL REFLECT CIVILIAN AND MILITARY ATTITUDES AND as students your educate and fascinate, involve, to certain activities 5NITED 3TATESPOLITICAL ECONOMIC SOCIAL AND CULTURAL 6)%4.!- INCLUDES 5NITED 3TATES HISTORY 4HE CONTROVERSIAL WAR IMPACTED ALL ASPECTS OF LIFE IN THE 4HE 6IETNAM 7AR n WAS THE LONGEST AND MOST UNPOPULAR WAR IN N T E s s s s s s s s s s s s s s s s s s s s s R A C 'AINING SATISFACTION AND EMPATHY FROM EFFECTIVE ROLE PLAYING 5NDERSTANDING THAT HARD WORK USUALLY PRODUCES BETTER RESULTS cooperation and interaction !PPRECIATING THE DYNAMICS AND ACCOMPLISHMENTS OF SUCCESSFUL GROUP !PPRECIATING THE EFFORTS OF A FORMIDABLE ENEMY BENT ON INDEPENDENCE INTENTIONALLY DECEITFUL IN IMPLEMENTING DECISIONS 2EALIZING THAT SOME WHO TOOK PART IN THE CONDUCT OF THE WAR WERE BRINGING AN END TO AN UNPOPULAR WAR !PPRECIATING THE EFFORTS OF AN EVOLVING AND VOCAL ANTIWAR MOVEMENT IN DIFFICULTIES WHEN FIGHTING THIS UNIQUE WAR !PPRECIATING THE EFFORTS OF THE COMMON FOOT SOLDIERS IN 6IETNAM AND THEIR 2EALIZING THAT WAR IS BRUTAL INGLORIOUS AND UNCOMPROMISING KNOWLEDGE AND UNDERSTANDING OF KEY UNIT CONCEPTS #REATING DESIGNING COMPOSING INTERVIEWING AND DRAWING TO REFLECT group a of part and/or individual an as playing) !NALYZING DATA THEN PREPARING AND ORALLY PRESENTING INFORMATION OFTEN ROLE /RGANIZING AND DIRECTING INDIVIDUAL AND GROUP WORK ACTIVITIES MAKING ACTIVITIES TO SIMULATE HISTORIC EXPERIENCES )DENTIFYING MULTIPLE PERSPECTIVES AND ISSUES THEN ENGAGING IN DECISION -AKING DECISIONS TO ACCOMPLISH PERSONAL AND GROUP GOALS 2EADING AND FOLLOWING DIRECTIONS TO MEET OBJECTIVES THESE OPINIONS IN A VARIETY OF ASSESSMENT STRATEGIES "ECOMING FAMILIAR WITH DIFFERENT VIEWPOINTS ABOUT THE WAR AND EXPRESS 5NDERSTANDING CONTRIBUTIONS MADE BY h(AWKSv AND h$OVESv AND DECISIONS ON THE CONDUCT OF THE WAR %XPLORING POLITICAL FACTORS AND CONTROVERSIES SURROUNDING MILITARY STRATEGIES USED BY MILITARY PERSONNEL DURING THE WAR ,EARNING UNDERSTANDING AND USING A DISTINCT AND VIVID GLOSSARY OF LANGUAGE PERMEATE THE ERA OF THE WAR IN 6IETNAM 5NDERSTANDING THE ISSUES PERSONALITIES AND EVENTS WHICH SURROUND AND unify,entertain educate, and 2EADING ESSAYS AND PARTICIPATING IN ACTIVITIES TO CLARIFY DEMYSTIFY INSPIRE 2EADING FOR UNDERSTANDING AND WRITING TO REFLECT KNOWLEDGE AND COMPREHENSION T
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! Ostrengths. their encourage and students your fit best to activities of choice aptitudes. the and Adjust styles learning of AND LISTENING 4HE ACADEMIC CRAFT AND KINESTHETIC ACTIVITIES APPEAL TO A VARIETY VSKILLS AND ATTITUDES THROUGH ALL DOMAINS OF LANGUAGE READING WRITING SPEAKING ITS VARIOUS LEARNING OPPORTUNITIES 3TUDENTS LEARN AND EXPERIENCE THE KNOWLEDGE ,IKE ALL ).4%2!#4 UNITS 6)%4.!- PROVIDES DIFFERENTIATED INSTRUCTION THROUGH 3PECIAL EAND ACADEMIC APTITUDES INSTRUCTION TO MEET THE NEEDS OF STUDENTS OF A WIDE VARIETY OF READING LEVELS ARTISTIC AND KINESTHETIC ACTIVITIES WITHIN THE UNIT ENABLES TEACHERS TO ADAPT THEIR !DJUST YOUR INSTRUCTION TO MEET THE NEEDS OF YOUR STUDENTS 4HE VARIETY OF R4HE ESSAYS IN 6)%4.!- ARE WRITTEN AT A GRADE OR ABOVE READING LEVEL 2EADABILITY issues. and events,people, of understanding student enhance and learning student reinforce V4HROUGHOUT 6)%4.!- TAKE ADVANTAGE OF THE EMBEDDED WRITING ACTIVITIES TO 7RITING ENHANCE YOUR 6IETNAM 7AR UNIT ALREADY IN PLACE DEVELOP YOUR OWN INSTRUCTIONAL PROGRAM 0ULL OUT TOPICS ESSAYS AND ACTIVITIES TO IYOUR TIME AVAILABLE FOR THIS HISTORICAL ERA )F THIS IS THE CASE USE 6)%4.!- TO ETHE CAUSES COURSE AND LEGACIES OF THE 6IETNAM 7AR 9ET OTHER FACTORS MAY LIMIT EVERY PART OF IT 4HIS CERTAINLY WOULD GIVE STUDENTS A THOROUGH UNDERSTANDING OF 4HE AUTHOR WROTE 6)%4.!- WITH THE INTENTION THAT THE TEACHER USES EACH AND ! W objectives. teaching OF THE 6IETNAM 7AR 5SE THE ENTIRE UNIT AS PRESENTED OR ADAPT TO FIT YOUR OWN 6)%4.!- IS A COMPREHENSIVE RESOURCE ON THE CAUSES CONDUCT AND LEGACY #OMPREHENSIVE #OMPREHENSIVE s s s s )NDEPENDENTLY USE SELECTED LESSONS ESSAYS ANDOR ACTIVITIES CREATIVE UNIT ON 6IETNAM 5SE ALL OR MOST OF THE RESOURCES TO FORM THE FOUNDATION OF A NEW AND INSTRUCTIONAL UNIT ON 6IETNAM #HOOSE AMONG THE NUMEROUS ACTIVITIES TO AUGMENT OR EXTEND YOUR EXISTING SIMULATION 5TILIZE THE ACTIVITIES AND COMPETITIVE CHALLENGES TO CONDUCT A TRADITIONAL .EEDS !CROSS ,EVEL 3TUDENTS THE 0ROGRAMxOR 2ESOURCE #URRICULUM 9OUR /WN © 5NIT 3
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"ACKGROUND %SSAYS Including the Student Guide essay, VIETNAM includes readings of different length for each lesson. These readings include detailed The Student Guide is essentially INFORMATION FROM A VARIETY OF SOURCES AND PROVIDE BACKGROUND an overview essay on the Vietnam War. There is enough detail to INFORMATION FOR RELATED ACTIVITIES )T IS RECOMMENDED THAT THE ESSAYS provide an historical outline and BE READ ALOUD IN CLASS !LTERNATIVELY ALLOW TIME IN CLASS FOR STUDENTS scope and whet students’ interest TO READ SILENTLY WITH PERIODIC CHECKS FOR UNDERSTANDING #OLLECT THE for further study and involvement. PAPERS FOR USE WITH THE NEXT CLASS !SSIGNING THE READING AS HOMEWORK WOULD REQUIRE MUCH DUPLICATION 7HATEVER THE CASE LEAD CLASS Statistics of troop strength, number of combatants, number DISCUSSIONS TO ENSURE STUDENT UNDERSTANDING FOLLOWING ALL READINGS and percentage of casualties, etc., appear throughout the lessons. !CTIVITIES The information comes from many 4HE MANY CREATIVE ACADEMIC TASKS AND ACTIVITIES OFFER A VARIETY OF government and military sources, EXPERIENCES TO ENLIVEN YOUR CLASSROOM AND ENRICH YOUR STUDENTS and numbers do not always agree. Every effort has been made to UNDERSTANDING OF THE 6IETNAM 7AR AND THE ERA IN WHICH IT OCCURRED be as accurate as possible when -OST ACTIVITIES FOCUS ON THE COMMON SOLDIERS PERSPECTIVE OF THE WAR inserting these statistics, but there are slight discrepancies in some 5NIT 3UMMARY totals, and some information 3TUDY THE FOLLOWING 6)%4.!- LESSON SUMMARIES 7HEN YOU ARE is not readily available. Discrepancies are indicative of FAMILIAR WITH ITS SUBSTANCE AND VARIETY YOU WILL BE BETTER ABLE TO general confusion about all wars incorporate VIETNAM into your teaching schedule. and this war in particular. We did ,ESSON /VERVIEW not alter any statistics (to make !SSESS YOUR STUDENTS PRIOR KNOWLEDGE OF 6IETNAM all numbers agree) because it is impossible to know which source s 4HE PRETESTPOSTTEST INDICATES WHAT STUDENTS ALREADY KNOW THIS MAY is most accurate. BE UTILIZED IN PART OR WHOLE AS A FINAL TEST s #OMPLETE A MAP OF 6IETNAM LOCATING KEY LANDFORMS CITIES AND neighboring countries. ,ESSON 3TORYBOARD 2EINFORCE YOUR STUDENTS OVERVIEW OF THE SCOPE AND SEQUENCE OF THE WAR FROM ,ESSON s #REATE AND COMPLETE A nEVENT STORYBOARD OF ILLUSTRATIONS BUT NO WORDS BASED ON THE 3TUDENT 'UIDE READING ,ESSON #ARTOONING 3ELDOM DO STUDENTS GET A CHANCE TO DRAW CARTOONS IN CLASS AS PART OF AN ASSIGNMENT )N THIS LESSON THEY DO s 2EAD DESCRIPTIONS OF EDITORIAL CARTOONS FROM THE EARLY S 3TUDENTS VISUALIZE THE PICTURES THEN DRAW CARTOONS DEPICTING KEY FIGURES CONCEPTS AND ELEMENTS OF HOW AND WHY THE 53 GOT Even stick figure “artists” can produce respectable work in this INVOLVED IN 6IETNAM rather simple but creative task.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 3 UNIT ELEMENTS
,ESSON 'ULF OF 4ONKIN )NCIDENT %XPLORE WHAT HAPPENED IN THE DARK AND MURKY WATERS OF THE 'ULF OF 4ONKIN IN !UGUST As revisionist historians, students write accurate versions of the s 'ROUPS SORT OUT THE FACTS FROM THE DECEPTIONS SURROUNDING THE incident. 'ULF OF 4ONKIN )NCIDENT 5SE h(INDSIGHT #ARDSv TO VERIFY OR CONTRADICT THE 53 'OVERNMENTS VERSION OF THE CONTROVERSIAL EVENT s 0ARTICIPATE IN A SCRIPTED DIALOGUE BASED ON CURRENT SCHOLARLY OPINION ON THE 'ULF OF 4ONKIN )NCIDENT ,ESSON ! #ONTRAST OF #ULTURES !N ESSAY PROFILES THE S 6IETNAMESE CULTURE AND VALUE SYSTEM WHILE WEAVING IN THE MANY CONTRASTS TO THE !MERICAN WAY OF LIFE s 2EAD AN ESSAY ON THE 6IETNAMESE AND COMPOSE A 4ANKA POEM s ,EARN SOME KEY WORDS AND PHRASES IN 6IETNAMESE AND SPEAK THEM IN CLASS ,ESSON 7HAT MADE THE 6IETNAM 7AR SO DIFFERENT )MMERSE YOUR STUDENTS IN THE WORLD OF THE GRUNT THE 53 INFANTRYMAN s ,EARN WHAT MADE THE 6IETNAM 7AR SO DIFFERENT FROM PREVIOUS 53 CONFLICTS AND UNDERSTAND THE 53 !RMY #HAIN OF #OMMAND s 2EAD A BACKGROUND ESSAY THAT DESCRIBES COMBAT FROM THE FOOT SOLDIERS PERSPECTIVE s #OMPOSE A 2ENGA CHAIN POEM AND CREATE AND PERFORM A TABLEAU MINI PLAY BASED ON THE READING ,ESSON (AWKS VS $OVES .O WAR IN 53 HISTORY GENERATED AS MUCH PROTEST OR DIVIDED THE NATION AS DID 6IETNAM s 2EAD A BRIEF ACCOUNT OF ANTI 6IETNAM 7AR PROTESTS AND LEARN THE BASIC DIFFERENCES BETWEEN Hawks and Doves. s #REATE A h(AWKv OR h$OVEv BUMPER STICKER LICENSE PLATE OR RAP ,ESSON 4HE 6IETNAM 7AR $RAFT AND 2ESISTANCE The focus here is on draft classifications, statistics, the 1970 draft lottery, and draft evasion. s ,EARN A SHORT HISTORY OF THE MILITARY DRAFT AND STATISTICS PERTINENT TO DRAFT AGE MEN IN THE 6IETNAM ERA s 5NDERSTAND 3ELECTIVE 3ERVICE 3YSTEM CLASSIFICATIONS OF DRAFT ELIGIBILITY AND EXPERIENCE A CLASSROOM DRAFT LOTTERY ,ESSON 4HE /THER 3IDE 4HIS LESSON TEACHERS STUDENTS ABOUT THE 6IETNAMESE NATIONALIST adversaries of the United States. s 2EAD AN ESSAY PROFILING THE RESPECTED .ORTH 6IETNAMESE SOLDIERS THE 6IET #ONG AND 'ENERAL 'IAP WHOSE STRATEGIES DEFEATED THE French, and eventually the U.S. s 0ERFORM A READERS THEATER EXPLORING THE PERSEVERANCE OF THE .ORTH 6IETNAMESE AND 6IET #ONG
4 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT UNIT ELEMENTS
s 0AIR UP AS A 53 INFANTRY SOLDIER OR .ORTH 6IETNAMESE6IET #ONG SOLDIER IN A WAR GAME THAT SIMULATES JUNGLE COMBAT COMPLETE WITH TUNNELS LAND MINES AND AMBUSHES ON A BATTLE ZONE GRID ,ESSON 0/7S AND -)!S -AYBE THE MOST UNFORTUNATE !MERICANS DURING THE WAR WERE THE HUNDREDS OR THOUSANDS TAKEN PRISONER BY THE .ORTH 6IETNAMESE s 2EAD ABOUT THE BRUTAL INHUMANITY OF .ORTH 6IETNAMESE PRISONS s !S A PRISONER OF WAR IN THE INFAMOUS h(ANOI (ILTON v LEARN A SECRET TAPPING CODE AND COMMUNICATE WITH OTHER INMATES ,ESSON ,EADERS 3UMMIT IN (AWAII 7HAT IFx,YNDON *OHNSON AND (O #HI -INH MET TO DISCUSS A STALEMATED 6IETNAM 7AR IN $ECEMBER s #REATE A SNAPPY SCRIPTED DIALOGUE BETWEEN THE TWO LEADERS AND THEN PERFORM THE SHORT DRAMAS ,ESSON "IOGRAPHIES "IOGRAPHY SOMEONE WROTE IS PAINLESS HISTORY 4HIS LESSON WILL INFLICT LITTLE PAIN WHILE CHALLENGING AND EXCITING YOUR STUDENTS s 2EAD SHORT BIOGRAPHIES OF 6IETNAM 7AR ERA PERSONALITIES s #OMPLETE A RESEARCHED BIOGRAPHICAL SKETCH OF ONE PERSON s #OMPOSE SEVERAL POETRY TASKS ABOUT THE SELECTED PERSON INCLUDING AN ORIGINAL POEM A POSTER BIO CUBE OR RAP AND A POETRY PUZZLE KIT ,ESSON ,EGACIES AND -EMORIALS 3TUDENTS LEARN OF THE CHAOTIC END OF THE WAR TO APPRECIATE ITS LEGACIES for the next generations, and to understand the personal and national healing that has occurred since 1975. s 2EAD AN ESSAY ON LEGACIES OF THE 6IETNAM 7AR THEN GROUPS DESIGN A 6IETNAM 6ETERANS MEMORIAL FOR THE LOCAL COMMUNITY s )NTERVIEW A 6IETNAM VETERAN 6IETNAM %RA CIVILIAN OR AN !SIAN IMMIGRANT ,ESSON 5NIT 2EVIEW (ELP STUDENTS TO REVIEW THE VAST COMPLEXITIES OF THE 6IETNAM 7AR TO SEE THE BIG PICTURE AND TO PUT A FRAMEWORK AROUND THE MANY concepts and facts they have learned. s #OMPLETE A SERIES OF 6IETNAM PERSPECTIVE ANALOGIES s #ONSTRUCT SCAFFOLD AND MIND MAP REVIEW CLUSTERS s #OMPOSE AND PERFORM (AIKU POEMS s 0ARTICIPATE IN A 1UIZ 3HOW REVIEW COMPETITION
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 5 SETUP DIRECTIONS
1. 5NDERSTANDING 6)%4.!- Read the entire 4EACHER 'UIDE and the 3TUDENT 'UIDE. VIETNAM includes a wide range $ECIDE HOW MUCH TIME AND WHICH ACTIVITIES ASSIGNMENTS AND of interactive, engaging, and ESSAYS YOU WILL INCLUDE EITHER AS A NEW INSTRUCTIONAL UNIT OR TO stimulating lessons to excite and delight both you and your SUPPLEMENT YOUR EXISTING UNIT ON 6IETNAM 3EE 5NIT %LEMENTS students. (page 3) and )NTEGRATING 6IETNAM )NTO 9OUR #URRICULUM (page 9) for ideas. Throughout the 4EACHER 'UIDE )NTERACT EMPLOYS The Student Guide is essentially CERTAIN EDITORIAL CONVENTIONS TO IDENTIFY MATERIALS an 8–page condensed history of A )N PREPARING MATERIALS class set MEANS one per student. the Vietnam War and American involvement. We suggest that b. One Day on the 5NIT 4IME #HART IS THE LENGTH OF A NORMAL students keep these handbooks class period MINUTES TO ONE HOUR at the conclusion of the unit, but C !LL TRANSPARENCY MASTERS AND STUDENT HANDOUTS ARE LISTED BY you may collect them for use in NAME USING !,, #!0)4!, ,%44%23 subsequent years. D 4EACHER REFERENCE PAGES AND MOST TRANSPARENCY MASTERS ARE NAMED IN "OLD. E 3TUDENT CREATED MATERIALS ARE NAMED WITH PLAIN TEXT BEGINNING WITH CAPITAL LETTERS EG THE "IO #UBES
2. %STABLISH A #LASSROOM !TMOSPHERE Your own personal enthusiasm and your motivational techniques will 9OUR ROOM ENVIRONMENT WILL AFFECT YOUR STUDENTS EXPERIENCES generate interest in the Vietnam 4AKE ADVANTAGE OF THE EFFECTS OF SIGNS PLACARDS AND BANNERS IN War era and will greatly enhance CREATING THE PROPER ATMOSPHERE your students’ experiences. a. Bulletin Boards s #REATE A S ATMOSPHERE IN YOUR CLASSROOM BY INCLUDING GRAPHICSDRAWINGS ON YOUR BOARDS AND WALLS s 0OST PHRASES THAT BROADCAST CLEAR SUPPORT OF THE WAR OR ANTIWAR PROTEST SLOGANS %XAMPLES MIGHT INCLUDE “America: Love it or leave it!” … “My country, right or wrong” … “Make love not war!” … “Hey! Hey! LBJ! How many kids did you kill today?” … “Suppose they gave a war and nobody came?” … or JUSTx “Imagine.” Music can be extremely effective B -USIC HAS A PROFOUND EFFECT IN CREATING A MOOD FOR STUDYING in engaging your students in this historical eras. The 1960s and 1970s produced hundreds of historical era. Try to locate lists of MEMORABLE SONGS TO UTILIZE IN OUR CLASSROOMS top songs of 1964–1975 to play at appropriate times. 3. 'ROUPING 3TUDENTS Consider playing the soundtrack 3OME ACTIVITIES INVOLVE STUDENTS IN GROUPS )T IS RECOMMENDED THAT of the film Platoon. Besides you balance groups for ability, gender, and ethnicity. Also, consider the popular songs of the era, ARTISTIC DRAMATIC KINESTHETIC AND LEADERSHIP SKILLS the soundtrack includes the incredibly moving Adagio for Strings composed years earlier 4. 2OOM !RRANGEMENTS by Samuel Barber. /VER THE COURSE OF THE 6)%4.!- UNIT SEVERAL DIFFERENT DESK CONFIGURATIONS WILL BE APPROPRIATE 9OUR CHOICE OF ACTIVITIES WILL DICTATE HOW YOU ARRANGE YOUR CLASSROOM 3EE EACH ,ESSON FOR SPECIFIC INFORMATION
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5. 3TUDENT )NCENTIVES 4HERE ARE NO EXTRINSIC REWARDS FOR PARTICIPATING IN 6)%4.!- 4HE AUTHOR REJECTED AN INCENTIVE POINTS SYSTEM AS BEING TOO FRIVOLOUS FOR SUCH A SERIOUS SUBJECT /NLY IN THE 6IETNAM 7AR 'AME IS THERE A POINT SYSTEM AND THAT IS TO DETERMINE A hWINNERv BETWEEN PAIRS OF COMBATANTS ON A BATTLE ZONE GRID !T your discretion add a point incentive flourish, especially if you AWARD EXTRINSIC hDOLLARSv OR POINTS DURING OTHER TEACHING UNITS
6. $UPLICATION !LL DUPLICATION INSTRUCTIONS AND SPECIFIC QUANTITIES ARE CLEARLY LISTED WITHIN EACH LESSON PLAN 4EACHER 2EFERENCE pages are GENERALLY TRANSPARENCIES THAT YOU USE TO ILLUSTRATE INFORMATION OR as teaching aids.
7. -ATERIALS 3PECIALIZED MATERIALS PROPS ETC ARE LISTED WITHIN EACH LESSON
8. !SSESSMENT 6)%4.!- INCLUDES A WEALTH OF CROSS CURRICULAR ACADEMIC ARTISTIC AND DRAMATIC ACTIVITIES FROM WHICH YOU MAY ASSESS STUDENT ACCOMPLISHMENT AND LEARNING A $ETERMINE YOUR COURSE OBJECTIVES AND ASSESS STUDENTS ON THEIR SUCCESS IN SATISFYING YOUR CLASSROOM STANDARDS b. 0RETEST0OSTTEST 3TUDENTS WILL WITNESS THEIR OWN GROWTH OF UNDERSTANDING BY COMPARING THEIR RESPONSES ON THE TWO EXAMS c. 2UBRICS 6IETNAM INCLUDES SEVERAL RUBRICS 5SE THEM AS THEY ARE OR ADAPT TO MEET YOUR CLASSROOM SITUATION COOPERATIVE GROUP WORK RUBRIC )NTRODUCTION !PPROPRIATE FOR ANY STUDENT PAIR OR GROUP ASSIGNMENTS ESSAY RUBRIC )NTRODUCTION Appropriate for any ,EARNING ,OG WRITING COMPOSITION ASSIGNMENTS QUALITATIVE RUBRIC )NTRODUCTION !PPROPRIATE FOR ANY CREATIVE WRITING OR HANDS ON ASSIGNMENTS PRESENTATION RUBRIC: Content )NTRODUCTION !PPROPRIATE FOR ANY RECITATION OR DRAMATIC READINGACTING ASSIGNMENTS PERSUASIVE ESSAY RUBRIC ,ESSON !PPROPRIATE FOR A SUMMARIZING OR REVIEW ESSAY ASSIGNMENT D 0OST OR DISTRIBUTE THE RUBRICS AT THE TIME OF THE ASSIGNMENT to enable students to understand their objectives and your expectations.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 7 SETUP DIRECTIONS
9. %NHANCING 3TUDENT ,EARNING a. QUOTATIONS )NTRODUCTION Consider using transparencies %NLARGE CUT APART AND POST A FEW OF THESE VARIED AND highlighting appropriate COLORFUL VIEWPOINTS ON YOUR BOARD EACH DAY OF YOUR UNIT QUOTATIONS or VIETNAM GLOSSARY words throughout the OR WRITE THEM ON THE BOARD %NCOURAGE CLASS DISCUSSIONS unit. PROMPTED BY THE VIEWPOINTS EXPRESSED b. VIETNAM GLOSSARY ,ESSON Tableaus are an effective learning 4HESE WORDS AND PHRASES GIVE STUDENTS AN ESSENTIAL WORKING technique that require students’ VOCABULARYAS WELL AS A COLORFUL VERNACULAR DESCRIPTION interaction. For the most part students ad lib from a general OF6IETNAM 7AR ERA WORDS PHRASES AND CULTURE 4HE LISTING script and act out their tableau in HAS BEEN KEPT AS BRIEF AS POSSIBLE -ANY OF THE WORDS BUT NOT a 1–2 minute performance. all) are used and defined in the readings. c. Tableaus 4HESE MINI PLAYS FOCUS IN ON HISTORICAL EVENTS OR EPISODES AS EXPERIENCED BY GROUPS OF PEOPLE 3CENES FROM HISTORY COME ALIVE WHEN THE TEACHER UNFREEZES THE PLAYERS WITH A CERTAIN gesture and a dialogue begins. As the play transpires, the AUDIENCE RECEIVES A SNAPSHOT OR A PEEK IN THE WINDOW OF AN HISTORICAL MOMENT IN TIME
Whatever choice you make about 10. ,EARNING ,OGS the Learning Logs, allow time in 2EFLECTIVE WRITING ALLOWS STUDENTS TO MAKE SENSE OF WHAT THEY class for the reflection process. HAVE JUST EXPERIENCED AND SHARPEN THEIR WRITING SKILLS "UILT INTO Keep in mind that reflection is “to EACH LESSON ARE REFLECTIVE WRITING PROMPTS FOR ,EARNING ,OGS think deeply, to consider, to remind oneself of past events.” A 4HE ,EARNING ,OG PROMPTS ALLOW STUDENTS TO CONNECT EACH lesson to their personal lives. The Learning Log prompts B 5SE THE ,EARNING ,OGS AS A REQUIRED COMPONENT OF THE LESSON reinforce the composition or for extra credit. principles of Interact’s BASIC C %NCOURAGE STUDENTS TO KEEP THEIR ,EARNING ,OG RESPONSES IN STEPS writing program. The prompts will guide your students to A SINGLE NOTEBOOK write clear, organized short essays. D 2EAD THE PROMPTS OR DISPLAY EACH LESSONS PROMPT USING A For more information call Interact TRANSPARENCY FROM THIS )NTRODUCTION (pages 20–21). Students at 1-800-359-0961 or visit us on COPY THE PROMPT TO THEIR OWN PAPER THEN RESPOND the Internet at teachinteract.com E 3OME ,ESSONS HAVE MORE THAN ONE PROMPT $ECIDE IN ADVANCE IF STUDENTS WILL RESPOND TO ALL OR ONE F 3TUDENTS CAN ALSO EXTEND THE ,EARNING ,OG BY WRITING DOWN EXACTLY WHAT HAPPENED IN CLASS DURING EACH LESSON WHAT THEIR PERSONAL PARTICIPATION WAS AND HOW THEY FELT ABOUT WHAT HAPPENED DURING AND AFTER THEIR PARTICIPATION This lesson finale is one more “arrow for your quiver.” You might show suggested videos (see 11. To %XTEND THE ,ESSON Resources, pages 12–14), invite 4HIS LESSON PLAN ELEMENT ALLOWS AN OPPORTUNITY TO FURTHER guest speakers, share additional DEVELOP LESSON IDEAS 3TUDENTS MIGHT EXPLORE NEW INFORMATION information, or conduct in-depth ANDOR RELATED IDEAS 4HEY MIGHT THEN PREPARE AND PRESENT THEIR class discussions. ideas for you and/or the class.
8 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT INTEGRATING VIETNAM INTO YOUR CURRICULUM
!FTER STUDYING THE SCOPE SEQUENCE AND MATERIALS WITHIN 6)%4.!- DECIDE HOW TO USE THIS INSTRUCTIONAL PROGRAM TO MEET your curricular needs. 1. 5SE ALL OF 6)%4.!- 2EPLACE ALL OR A PART OF YOUR TRADITIONAL INSTRUCTION ON 6IETNAM WITH THIS NEW UNIT ON 6IETNAM BUT PERHAPS RETAIN ASPECTS OF your old unit).
2. 5SE 3ELECTED !CTIVITIES 3ELECT SPECIFIC LESSONS TO INTEGRATE INTO YOUR EXISTING 6IETNAM 7AR UNIT 4IME MAY DICTATE HOW MANY LESSONS OR ACTIVITIES YOU choose.
3. !UTHOR 2ECOMMENDATIONS 4HE AUTHOR RECOMMENDS THE FOLLOWING LESSONS AS CRUCIAL TO STUDENT UNDERSTANDING AND AS STIMULATING MOTIVATORS OF LEARNING Each Group Activity listed here ,ESSON /VERVIEW may have one or more handouts for student use. See the Lesson s 3TUDENT 'UIDE "ACKGROUND %SSAY Daily Directions for duplication s -!0 /& ).$/#().! )NDIVIDUAL !CTIVITY instructions. s 6IETNAM #ONFLICT 4IMELINE 4EACHER 2EFERENCE ,ESSON 4HE 'ULF OF 4ONKIN )NCIDENT s '5,& /& 4/.+). .%73 2%0/24 "ACKGROUND )NFORMATION s Gulf Of Tonkin Incident 'ROUP !CTIVITY ,ESSON 7HAT MADE THE 6IETNAM 7AR SO DIFFERENT s ! '25.43 7!2 "ACKGROUND %SSAY s A Grunt’s War Tableau 'ROUP !CTIVITY ,ESSON 4HE 6IETNAM 7AR $RAFT AND 2ESISTANCE s 4(% -),)4!29 $2!&4 ! "RIEF (ISTORY "ACKGROUND Essay s Classroom Draft Lottery )NDIVIDUAL !CTIVITY ,ESSON 4HE /THER 3IDE s The Enemy Readers Theater 'ROUP !CTIVITY s The Vietnam War Game 3TUDENT 0AIR !CTIVITY ,ESSON 0/7S AND -)!S s !-%2)#!.3 ). #!04)6)49 0/7S AND -)!S "ACKGROUND %SSAY s Hanoi Hilton Prison Code )NDIVIDUAL !CTIVITY ,ESSON ,EGACIES AND -EMORIALS s Design a Community War Memorial 'ROUP !CTIVITY
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 9 RESOURCES NON-FICTION BOOKS
)NDICATES WORKS SUITABLE FOR YOUNGER STUDENTS Anderson, Charles R. The Grunts. San Rafael, CA: Presidio Press, 1976. *Ashabranner, Brent. Always to Remember: The Story of the Vietnam Veterans Memorial .EW 9ORK $ODD -EAD #OMPANY "AKER -ARK Nam: The Vietnam War in the Words of the Men and Women Who Fought .EW 9ORK 7ILLIAM -ORROW AND #OMPANY Bonds, Ray, editor. The Vietnam War: The Illustrated History of the Conflict in Southeast Asia .EW 9ORK #ROWN 0UBLISHERS )NC Caputo, Philip. A Rumor of War. .EW 9ORK (ENRY (OLT AND #OMPANY (One of the best!) Chant, Christopher. The Military History of the United States: The Vietnam War—The Early Days. .EW 9ORK -ARSHALL #AVENDISH *Donnelly, Judy. A Wall of Names .EW 9ORK 2ANDOM (OUSE $UNNIGAN *AMES & AND !LBERT ! .OFI Dirty Little Secrets of the Vietnam War .EW 9ORK 4HOMAS $UNNE "OOKS %DELMAN "ERNARD %DITOR Dear America: Letters Home from Vietnam .EW 9ORK 77 .ORTON #OMPANY Fitzgerald, Frances. Fire in the Lake: The Vietnamese and the Americans in Vietnam. Boston: Little, "ROWN AND #OMPANY 'IBSON *AMES 7 The Perfect War: Techno-War in Vietnam .EW 9ORK 4HE !TLANTIC -ONTHLY 0RESS Gibson, Michael. The War in Vietnam 7ITNESS TO (ISTORY SERIES .EW 9ORK 4HE "OOKWRIGHT 0RESS Gottlieb, Sherry Gershon. Hell No We Won’t Go!: Resisting the Draft during the Vietnam War .EW 9ORK 6IKING Greene, Bob. Homecoming: When the Soldiers Returned from Vietnam .EW 9ORK '0 0UTNAMS 3ONS Herring, George C. America’s Longest War: The United States and Vietnam, 1950–1975. 2nd edition. No publisher or date listed. (ILLSTROM +EVIN AND ,AURIE #OLLIER (ILL Vietnam War VOLUMES $ETROIT 58, AN IMPRINT OF THE Gale Group), 2001. )SSERMAN -AURICE The Vietnam War: America at War .EW 9ORK &ACTS ON &ILE Just, Ward. To What End: Report from Vietnam .EW 9ORK 0UBLIC !FFAIRS Kaiser, David. American Tragedy: Kennedy, Johnson and the Origins of the Vietnam War #AMBRIDGE MA: Harvard University Press, 2000. +ARNOW 3TANLEY Vietnam: A History. .EW 9ORK 0ENGUIN "OOKS Kovic, Ron. Born of the Fourth of July .EW 9ORK 0OCKET "OOKS Kutler, Stanley I. Editor. Encyclopedia of the Vietnam War .EW 9ORK #HARLES 3CRIBNERS 3ONS Langguth, A. J. Our Vietnam: The War, 1954–1975 .EW 9ORK 3IMON AND 3CHUSTER Maclear, Michael. The Ten Thousand Day War: Vietnam, 1945–1975 .EW 9ORK !VON "OOKS
10 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT RESOURCES NON-FICTION BOOKS
-C.AMARA 2OBERT 3 In Retrospect: The Tragedies and Lessons of Vietnam .EW 9ORK 2ANDOM (OUSE 1995. Mahony, Phillip, Editor. From Both Sides Now: The Poetry of the Vietnam War and its Aftermath. .EW 9ORK 3CRIBNER 0OETRY 3IMON AND 3CHUSTER )NC Mann, Robert. A Grand Delusion: America’s Descent into Vietnam .EW 9ORK "ASIC "OOKS Morrison, Wilber H. The Elephant and the Tiger: The Full Story of the Vietnam War .EW 9ORK (IPPOCRENE "OOKS .ICKELSON (ARRY Vietnam /VERVIEW 3ERIES 3AN $IEGO #! ,UCENT "OOKS /LSON *AMES 3 %DITOR Dictionary of the Vietnam War .EW 9ORK 'REENWOOD 0RESS /LSON *AMES 3 %DITOR AND OTHERS The Vietnam War: Handbook of the Literature and Research. 7ESTPORT #4 'REENWOOD 0RESS /LSON *AMES 3 AND 2ANDY 2OBERTS Where the Domino Fell: America and Vietnam, 1945–1990. .EW 9ORK 3T -ARTIN 0RESS *Rice, Earle, Jr. Battles of the Twentieth Century: The Tet Offensive 3AN $IEGO #! ,UCENT "OOKS Santoli, Al. To Bear Any Burden: The Vietnam War and its Aftermath in the Words of Americans and Southeast Asians .EW 9ORK % 0 $UTTON )NC Santoli, Al. Everything We Had: An Oral History of the Vietnam War by Thirty-three American Soldiers Who Fought It .EW 9ORK 2ANDOM (OUSE Scott, Peter Dale. The War Conspiracy: The Secret Road to the Second Indochina War. Indianapolis and .EW 9ORK 4HE "OBBSn-ERRILL #OMPANY )NC 3CRUGGS *AN AND *OEL , 3WERDLOW To Heal a Nation: The Vietnam Veterans Memorial. .EW 9ORK (ARPER 2OW Shafer, D. Michael, Editor, and others. The Legacy: The Vietnam War in the American Imagination. Boston, MA: Beacon Press, 1990. Sheehan, Neil. A Bright Shining Lie: John Paul Vann and America in Vietnam .EW 9ORK 6INTAGE "OOKS 1989. 3MITH 7INNIE American Daughter Gone to War: On the Front Lines with an Army Nurse in Vietnam. .EW 9ORK 0OCKET "OOKS Terry, Wallace. Bloods: An Oral History of the Vietnam War by Black Veterans .EW 9ORK 2ANDOM (OUSE 1984. Van deVanter, Lynda, editor, and Joan A. Furey. Visions of War, Dreams of Peace: Writings of Women in the Vietnam War .EW 9ORK 7ARNER "OOKS 7ARREN *AMES ! Portrait of a Tragedy: America and the Vietnam War .EW 9ORK ,ATHROP ,EE 3HEPARD "OOKS *Wright, David. Causes and Consequences of the Vietnam War !USTIN 48 2AINTREE 3TECKn6AUGHN Publishers, 1996. :EINART +AREN The Valiant Women of the Vietnam War "ROOKFIELD #4 4HE -ILLBROOK 0RESS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 11 RESOURCES FILMOGRAPHY: FEATURE FILMS
#OUNTLESS FEATURE FILMS SHOWCASE THE 6IETNAM 7AR OR HAVE A SUBPLOT DEALING WITH IT 4HE LIST BELOW IS IN NO WAY EXHAUSTIVE AND NOT EVERY FILM IS RECOMMENDED FOR CLASSROOM USE 3OME MATERIAL IS NOT SUITABLE FOR STUDENTS 0REVIEW BEFORE SHOWING TO YOUR CLASSES .OTE THE FILMS ARE LISTED BY THEIR RELEASE DATE The Quiet American 3TARS 7ORLD 7AR )) HERO !UDIE -URPHY "ASED ON THE 'RAHAM 'REENE NOVEL IT PORTRAYS 6IETNAM BEFORE THE !MERICAN ESCALATION 2EMAKE OF THE FILM STARS -ICHAEL #AINE AND "RENDAN &RASER The Ugly American !N UNUSUAL BUT MEMORABLE ROLE FOR -ARLON "RANDO AS AN !MERICAN AMBASSADOR TO AN !SIAN COUNTRY READ 6IETNAM The Green Berets *OHN 7AYNE TRIED TO MAKE ANOTHER 7ORLD 7AR )) FILM BUT WITH A 6IETNAM SETTING 0ATRIOTIC AND PRO 53 PARTICIPATION THE FILM HAD BOTH STRONG SUPPORTERS AND CRITICS JUST LIKE THE WAR IT DEPICTS The Boys in Company C 4HE FIRST 6IETNAM 7AR FILM PRODUCED BY A MAJOR STUDIO BUT THIS FACT DOESNT MAKE IT MEMORABLE OR NOTEWORTHY $EPICTS COMBAT IN 6IETNAM IN n The Deer Hunter 2OBERT $E.IRO AND -ERYL 3TREEP HEAD A CAST OF TOP DRAWER ACTORS IN THIS AWARD WINNING 6IETNAM 7AR DRAMA SO DEPRESSING YET POWERFUL AND INTENSE MANY !MERICANS COULD NOT WATCH IT ESPECIALLY THE SCENES WITH /SCAR¤ WINNER #HRISTOPHER 7ALKEN PLAYING Russian roulette. Go Tell the Spartans 3UPERSTAR "URT ,ANCASTER STARRED IN THIS hINTELLIGENTv FILM IN SHOWING IN THE EARLY DAYS OF THE WAR WHEN ONLY !MERICAN ADVISORS WERE IN 6IETNAM Coming Home "EST ACTING /SCARS¤ WENT TO *ON 6OIGHT AND *ANE &ONDA FOR THEIR PORTRAYALS OF !MERICANS DEALING WITH VETS RECONNECTING WITH 5 3 SOCIETY ESPECIALLY THOSE LIKE 6OIGHTS CHARACTER WHO HAVE BEEN LEFT PARALYZED FROM BATTLE WOUNDS 4HE FILM TAKES A STRONG ANTI 6IETNAM 7AR STANCE 3OME LANGUAGE AND NUDITY UNLESS VERSION IS FROM NETWORK 46 Apocalypse Now $IRECTOR &RANCIS &ORD #OPPOLAS SURREAL BUT RIVETING 6IETNAM 7AR DRAMA STARRING -ARLON "RANDO 2OBERT $UVALL AND -ARTIN 3HEEN 3OME CALL IT A hFLAWED MASTERPIECEv NO DOUBT BECAUSE OF ITS MEMORABLE VISUAL IMAGES OF WAR First Blood 0OPULAR 3YLVESTER 3TALLONE MOVIE IN WHICH THE CHISELED ACTOR PLAYS A HEROIC VET WHO GOES TO WAR AGAINST A TOWN SHERIFF BECAUSE *OHN 2AMBO 3TALLONES CHARACTER IS UNFAIRLY MISTREATED /NE CRITIC CALLED THE FILM hCHEAPxVIOLENTx EXCITEMENTv 3O POPULAR WAS IT THAT TWO SEQUELS FOLLOWED Rambo: First Blood Part II FINDS 2AMBO IMPLAUSIBLY RETURNING TO 6IETNAM TO EXTRICATE SOME -)!S Rambo III (1988) has Stallone in Afghanistan to fight #OMMIES !LL THREE ARE VIOLENT Full Metal Jacket ,EGENDARY DIRECTOR 3TANLEY +UBRICKS TAKE ON THE TRAINING OF SOLDIERS EN ROUTE TO 6IETNAM JUST IN TIME FOR THE 4ET /FFENSIVE 4HOUGH MEMORABLE RIVETING AND DISTURBING AS A WAR FILM ROUGH SOLDIER LANGUAGE MAKES IT ALMOST UNWATCHABLE ESPECIALLY IN SCHOOL CLASSROOMS Hamburger Hill 7ITH NO BIG NAME ACTORS THIS FILM TELLS THE STORY OF THE BLOODY STRUGGLE BY 53 INFANTRYMEN TO SECURE A PARTICULAR HILL IN 6IETNAM WITH THE MESSAGE OF HOW FUTILE THEIR EFFORTS WERE Hanoi Hilton ! CAST OF RELATIVELY UNKNOWN ACTORS TRIES TO DIGNIFY THE ORDEAL OF THOSE 0/7S WHO SPENT MOST OF THE 6IETNAM 7AR IN (OA ,O PRISON DUBBED BY INMATES THE h(ANOI (ILTONv
12 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT RESOURCES FILMOGRAPHY: FEATURE FILMS
Platoon 4HE FIRST OF /LIVER 3TONES 6IETNAM 7AR TRILOGY AND CERTAINLY ONE OF THE BEST WAR FILMS DEPICTING A SMALL BAND OF WARRIORS IN COMBAT 4HE FILM STARS #HARLIE 3HEEN 7ILLEM $AFOE AND 4OM "ERENGER "EST 0ICTURE AND "EST $IRECTOR FOR Gardens of Stone 4HIS FILM WHICH STARRED *AMES #AAN !NJELICA (USTON AND *AMES %ARL *ONES WAS &RANCIS #OPPOLAS FOLLOW UP TO HIS Apocalypse Now. Good Morning Vietnam 2OBIN 7ILLIAMS PLAYS A $* IN 6IETNAM WHO hRUFFLES FEATHERSv OF HIS SUPERIORS BY PLAYING MUSIC TO RAISE TROOP MORALE 4HE ROLE FITS 7ILLIAMS HUMOR PERFECTLY Bat 21 'ENE (ACKMAN BATTLES THE 6IET #ONG WITH HIS WITS AND A RADIO AFTER BEING SHOT DOWN IN THE 6IETNAM JUNGLE (ACKMAN AND HELICOPTER PILOT $ANNY 'LOVER DELIVER SOLID PERFORMANCES Born on the Fourth of July 4OM #RUISE RECEIVED A "EST !CTOR NOMINATION AND DIRECTOR /LIVER 3TONE CAPTURED HIS SECOND /SCAR¤ FOR A 6IETNAM 7AR FILM IN THE SCREEN VERSION OF VETERAN 2ON +OVICS MOVING MEMOIR OF HIS TRANSFORMATION FROM ZEALOUS SOLDIER TO WAR CRITIC IN A WHEELCHAIR In Country "RUCE 7ILLIS AND %MILY ,LOYD STAR IN THIS POWERFUL .ORMAN *EWISON FILM ABOUT A hMENTALLY ALIENATEDv 6IETNAM VET TRYING TO ADJUST TO CIVILIAN LIFE AND ONE GIRLS EFFORTS TO FIND OUT HOW HER FATHER DIED IN 6IETNAM 4HE LAST n MINUTES AT The Wall LEAVE A LUMP IN YOUR THROAT Casualties of War 7ITH -ICHAEL * &OX AND 3EAN 0ENN THIS FILMS PLOT REVOLVES AROUND A SQUAD OF !MERICAN GRUNTS WHO KIDNAP RAPE AND MURDER A 6IETNAMESE GIRL /NE MEMORABLE SCENE SHOWS HOW EFFECTIVELY THE .ORTH 6IETNAMESE AND 6# USED THEIR TUNNEL SYSTEM Heaven and Hell %PISODE THREE AND THE LAST OF DIRECTORSCREENWRITER /LIVER 3TONES TRILOGY 4OMMY ,EE *ONES STARS IN THE STORY OF A 6IETNAMESE GIRLS JOURNEY FROM 6# SYMPATHIZER TO 3AN $IEGO HOUSEWIFE "ASED ON THE BOOK BY ,ELY (AYSLIP Forrest Gump 4OM (ANKS PORTRAYS A MENTALLY CHALLENGED MAN EXPERIENCING !MERICAN LIFE FROM THE S #IVIL 2IGHTS -OVEMENT THROUGH THE S INCLUDING HIS DIRECT PARTICIPATION IN THE 6IETNAM 7AR 4HE BATTLE SCENES ARE COMMENDABLE AND SHOWING A n MINUTE SEGMENT WOULD be a bonus. Tigerland 4HIS FILM CAST A COUPLE OF ACTING UNKNOWNS #OLIN &ARRELL AND -ATTHEW $AVIS AS YOUNG RECRUITS IN FACING THE CHALLENGES OF BOOT CAMP IN THE INFAMOUS h4IGERLANDv ,OUISIANA SWAMP WHICH SUPPOSEDLY RESEMBLES 6IETNAM PRIOR TO BEING SENT TO 6IETNAM "RUTAL DEPICTION OF 53 SOLDIERS ORDEAL ,ANGUAGE AND ONE SEX SCENE MAKE THIS WELL MADE FILM HARD TO RECOMMEND FOR STUDENTS Path to War 4HIS THREE HOUR ("/ MOVIE SHOWS $EFENSE 3ECRETARY 2OBERT -C.AMARA WITH A POWERFUL INFLUENCE OVER 0RESIDENT *OHNSON AS THE 6IETNAM 7AR ESCALATED UNCONTROLLABLY IN THE MID TO LATE S %NGLISH ACTOR -ICHAEL 'AMBON IS DEAD ON PORTRAYING THE SALTY TONGUED AGONIZED PRESIDENT WHO FINALLY REALIZES THAT HIS 'REAT 3OCIETY PROGRAMS ARE BEING DESTROYED BY MONEY DIVERTED TO 6IETNAM !N ALL STAR CAST INCLUDING !LEC "ALDWIN AS -C.AMARA MAKE THIS AN EXTREMELY WATCHABLE IF LENGTHY FILM We Were Soldiers !N OUTSTANDING FILM STARRING -EL 'IBSON AS A LEADER OF MEN IN THE FIRST PITCHED BATTLE AGAINST THE .6! IN THE )A $RANG 6ALLEY IN 'RITTY REALISM MARKS THIS POWERFUL MOVIE
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4HERE ARE MANY FINE DOCUMENTARIES AVAILABLE ON VIDEO OR $6$ 4HOSE LISTED BELOW ARE GENERALLY RECOMMENDED FOR CLASSROOM USE ESPECIALLY IF ORIGINALLY SHOWN ON TELEVISION Vietnam: A Television History (1983) Originally aired on PBS (13 hours). VIDEOCASSETTES DEALING WITH EVERY ASPECT OF THE WAR Vietnam—How We Went to War: The 20th Century 7ITH -IKE 7ALLACE MIN No Time for Tears: Vietnam—The Women Who Served 7EST %ND &ILMS MIN Vietnam: The War that Divided America 'UIDANCE !SSOCIATES MIN Dear America: Letters Home from Vietnam !N OUTSTANDING DOCUMENTARY FROM ("/ MIN .O NARRATION BUT VOICE OVERS OF AUTHENTIC LETTERS READ BY PROMINENT ACTORS 3OME BRIEF NUDITY Letters from Vietnam: The Daring American /RIGINALLY SHOWN ON !"# MIN Vietnam: Ordinary Americans #LOSE UP &OUNDATION MIN The War at Home /RIGINALLY SHOWN ON THE (ISTORY #HANNEL MIN Back to My Lai /RIGINALLY SHOWN AS A 60 Minutes SEGMENT ON #"3 MIN Remembering My Lai /RIGINALLY SHOW AS A Frontline special on PBS 4HIS IS A SAD BUT POWERFUL DOCUMENTARY OF THOSE INFANTRYMEN WHOSE LIVES WERE ALTERED AFTER TAKING PART IN THE -Y ,AI MASSACRE OF Return with Honor. (2000) 0RODUCED BY 4ERRY 3ANDERS AND &REIDA ,EE -OCK 0RESENTED BY 4OM (ANKS 0"3 (OME 6IDEO MIN h0AYS TRIBUTE TO !MERICAN 0/7SxDURING YEARS OF IMPRISONMENT IN 6IETNAM &IRST PERSON ACCOUNTS AND NEVER BEFORE SEEN FOOTAGE FROM THE 6IETNAMESE -INISTRY OF #ULTURE AND )NFORMATION PROVIDE POWERFUL EVIDENCE OF THE PRICE THOSE SOLDIERS PAID IN SERVING THEIR COUNTRYv The Encyclopedia of the Vietnam War: The War Collection #$n2/- FOR 7INDOWS FROM !"# #,)/ The War in Vietnam: A Multimedia Chronicle from CBS News and the New York Times. CD–ROM for -AC7INDOWS This was America—1968 /RIGINALLY SHOWN ON THE $ISNEY #HANNEL The Personal Experience: Helicopter Warfare in Vietnam /RIGINALLY SHOWN ON THE (ISTORY #HANNEL Time Machine: The Grunts of Vietnam /RIGINALLY SHOWN ON THE (ISTORY #HANNEL -USIC Sadler, Staff Sergeant Barry. The Ballad of the Green Berets. RCA Records, 1966. 4HIS SONG WAS INCLUDED IN THE FILM The Green Berets, starring John Wayne, based on a novel by 2OBIN #OOK )T WAS THE SINGLE FOR FIVE WEEKS AFTER ITS RELEASE IN *ANUARY 0OLITICAL #ARTOONS Mauldin, Bill. What’s so funny monsieur? I’m only trying to find my way #HICAGO 3UN 4IMES .OV .ATIONAL !RCHIVES HTTPLCWEBLOCGOVRRPRINTCATALOGHTML "LOCK (ERBERT Our position hasn’t changed at all. Washington Post, Jun. 10, 1965. Library of #ONGRESS %XHIBITION ,# 53: HTTPLOCGOVRRPRINTSWANNHERBLOCKASCENTHTML
14 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT QUOTATIONS (1)
,ESSONS n
h7E WANT !MERICAS MORAL SUPPORT 7E ASK FOR NOTHING MOREv (O #HI -INH
h9OU SEE THE COMMUNISTS WANT TO RULE THE WORLD AND IF WE DONT STAND UP TO THEM THEY WILL DO IT !ND WELL BE SLAVESv 0RESIDENT ,YNDON *OHNSON
h7E THOUGHT WE WERE GOING INTO ANOTHER +OREAN 7AR BUT THIS WAS A DIFFERENT COUNTRYv 'ENERAL -AXWELL 4AYLOR !MBASSADOR TO 3OUTH 6IETNAM *OHNSON !DMINISTRATION
h)F ) HAD BEEN A YOUNG LAD GROWING UP IN 6IETNAM BETWEEN n ) WOULD HAVE BEEN A 6IET #ONGv *OHN 0AUL 6ANN 53 !DVISOR
h!LL 6IETNAM IS NOT WORTH THE LIFE OF A SINGLE !MERICAN BOYv %RNEST 'RUENING $n!LASKA VOTING AGAINST THE 'ULF OF 4ONKIN 2ESOLUTION
h7E ARE SWATTING FLIES WHEN WE SHOULD BE GOING AFTER THE MANURE PILEv 'ENERAL #URTIS ,E-AY ADVOCATING BOMBING .ORTH 6IETNAM
,ESSONS n
hxTHROUGHOUT THE WAR WE NEVER LOST A BATTLEv 'ENERAL 7ILLIAM 7ESTMORELAND h6IETNAM THROBBED LIKE AN OPEN WOUNDv 4OM -ATHEWS
h/NE OF THE HARDEST THINGS FOR ME TO REALLY ADJUST TO IN MY MIND WAS TO STEP OFF AN AIR CONDITIONED PLANE WHERE )D JUST WATCHED A FIRST RUN MOVIE AND HEAR THE STEWARDESS SAY @HAVE A NICE WARv *AMES 7EBB h! SOLDIER MUST BE PREPARED TO COPE WITH THE HARDSHIPS OF WAR AND BEAR ITS SCARSv 'ENERAL 7ILLIAM 7ESTMORELAND h!MERICANS HAVENT BEEN IN 6IETNAM TEN YEARS 4HEYVE BEEN HERE ONE YEAR TEN TIMESv AN !MERICAN 'ENERAL
h)F WE GET INVOLVED IN THAT BITCH OF A WAR MY 'REAT 3OCIETY WILL BE DEADv 0RESIDENT ,YNDON *OHNSON
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h/NCE WE BROUGHT ANY TROOPS IN THAT WAS THE NOSE OF THE CAMEL )T WOULD BE DIFFICULT TO KNOW HOW MUCH WAS ENOUGHv 'ENERAL -AXWELL 4AYLOR
[On Rolling Thunder= h4HE BOMBING STARTED AT ABOUT EIGHT OCLOCKxAND LASTED FOR HOURSxSOME OF US CLIMBED OUT ;DURING A BOMBING PAUSE= TO SEE WHAT WE COULD DO AND THE SCENE WAS TERRIFYING "ODIES HAD BEEN TORN TO PIECESLIMBS HANGING FROM TREESxTHEN THE BOMBING BEGAN AGAIN 4HE NAPALM HIT MEx) FELT LIKE ) WAS BURNING ALL OVER LIKE CHARCOALxMY SISTER IN LAW AND THREE NEPHEWSxWERE BURIED ALIVE WHEN THEIR TUNNEL COLLAPSEDv (O 4HANH $AM
h) VOLUNTEERED YOU KNOW %VER SINCE THE !MERICAN 2EVOLUTION MY FAMILY HAD PEOPLE IN ALL WARS AND THAT WAS ALWAYS THE THINGWHEN YOUR COUNTRY NEEDS YOU YOU GO 9OU DONT ASK A LOT OF QUESTIONS BECAUSE THE COUNTRYS ALWAYS RIGHT 4HIS TIME IT DIDNT TURN OUT THAT WAYv $AVID 2OSE IN Everything We Had h7E WERE THE UNWILLING WORKING FOR THE UNQUALIFIED TO DO THE UNNECESSARY FOR THE UNGRATEFULv +IT "OWEN 53 )NFANTRYMAN IN 6IETNAM h) REMEMBERxGOING TO $ANANG AND WATCHING ALL THESE ;6IETNAMESE= RIDE ON (ONDA MOTORCYCLESx EIGHTEEN OR NINETEEN YEAR OLDS AND ME SEEING THE DAY BEFORE MY BUDDIES GETTING BLOWN AWAY AND SAYING @(EY WHAT THE HELL IS HAPPENING HERE 4HESE GUYS INVITED ME OVER HERE TO FIGHT FOR DEMOCRACY AND THESE GUYS ARE RUNNING AROUND ON (ONDA MOTORCYCLES 7HAT THE HELL IS HAPPENING HERE v *ACK -C#LOSKY -ARINE -EDIC h7AR IS NOT KILLING +ILLING IS THE EASIEST PARTxSWEATING TWENTY FOUR HOURS A DAY SEEING GUYS DROP ALL AROUND YOU FROM HEATSTROKE NOT HAVING FOOD NOT HAVING WATER SLEEPING ONLY THREE HOURS A NIGHT FOR WEEKS AT A TIME THATS WHAT WAR ISSURVIVALv 6IETNAM 6ET h)T SEEMED LIKE THE WHOLE COUNTRY WAS THE ENEMY 4HE ANIMALS THE REPTILES THE INSECTS THE PLANTS AND THE PEOPLEYOU JUST COULDNT RESPECT EM ANYMORE 9OU KNEW THEY WERE @%H ') NUMBER ONE DURING THE DAY BUT AT NIGHT THEY WERE TRYING TO KILL YOUv 7ARREN 7OOTEN -ARINE 0VT ST #LASS h(IS NAME WAS #HAMPION ! NICE KID WHO WOULD GIVE ME A BACK RUB AFTER A HARD DAY ON THE MARCH WHO WOULD CLEAN MY RIFLE FOR ME 4HIS LITTLE KID SEVEN YEARS OLD KNEW HOW TO TAKE MY -n RIFLE APART ) DIDNT 4HERE SEEMED TO BE A MESSAGE IN THATv 4IM /"RIEN 3OLDIER !UTHOR h) WANT TO LEAVE THE FOOTPRINTS OF !MERICA IN 6IETNAMv 0RESIDENT ,YNDON *OHNSON
16 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT QUOTATIONS (3)
h4O SURVIVE WAR YOUVE GOT TO BECOME WARv 3YLVESTER 3TALLONE AS *OHN 2AMBO IN FILM Rambo: First Blood, Part II (1985)
h/NCE ON THE TIGERS BACK WE CANNOT BE SURE OF PICKING THE PLACE TO DISMOUNTv 'EORGE "ALL *OHNSON !DMINISTRATION 5NDERSECRETARY OF 3TATE LATER 6IETNAM 7AR CRITIC
h3OMEONE ONCE WROTE @HELL IS THE IMPOSSIBILITY OF REASON 4HATS WHAT THIS PLACE FEELS LIKE (ELL ) HATE IT ALREADY AND ITS ONLY BEEN A WEEKv #HARLIE 3HEEN AS 0VT #HRIS 4AYLOR IN /LIVER 3TONES FILM Platoon (1986)
h4HIS WAS NOT A WAR THAT COULD BE WON OR NOT AT THE COST THAT COULD BE JUSTIFIED EITHER TO THE !MERICAN PEOPLE OR TO THE JURY OF THE CIVILIZED WORLD )T WAS A TERRIBLE MISTAKE TO HAVE GOTTEN INTO ITxv 2OBERT -C.AMARA YEARS AFTER ESCALATION
h7HEN THE HELICOPTERS LANDEDxSIX MEN JUMPED OUT OF EACH @CHOPPER ;THEN= WE WERE FIRING THE MOMENT WE HIT THE GROUNDxWE BURNED ALL THE HUTSxEVERYONE IS CRYING BEGGING AND PRAYING THAT WE DONT SEPARATE THEMxTHE WOMEN WAIL AND MOAN 4HEN THEY WATCHED IN TERROR AS WE BURNED THEIR HOMES PERSONAL POSSESSIONS AND FOOD 9ES WE BURN ALL RICE AND SHOOT ALL LIVESTOCKv 53 SOLDIER TO HIS FAMILY
h7E HUDDLED THEM UP 7E MADE THEM SQUAT DOWNx) POURED ABOUT FOUR CLIPS ;ABOUT SHOTS= INTO THE GROUPxWELL WE KEPT RIGHT ON FIRINGx) STILL DREAM ABOUT ITxSOME NIGHTS ) CANT EVEN SLEEPxv 0VT 0AUL -EADLO AT -Y ,AI
h#HARGING A MAN WITH MURDER IN THIS PLACE ;6IETNAM= WAS LIKE HANDING OUT SPEEDING TICKETS AT THE )NDY v -ARTIN 3HEEN IN &RANCIS &ORD #OPPOLAS FILM Apocalypse Now (1978) h(EY (EY ,"* (OW MANY KIDS DID YOU KILL TODAY v &REQUENT ANTIWAR CHANT IN MID TO LATE S h) LEARNED TO QUESTION THE AIR THAT ) BREATHED THE FOOD ) ATE THE WAR ) FOUGHTv COLLEGE GRADUATE h;4HE= (ISTORY BOOKS MUST ADMIT THISxWE LOST THE WAR IN THE -ISSISSIPPI 6ALLEY NOT THE -EKONG 6ALLEYv # , 3ULZBERGER New York Times Correspondent, 1973 h4HE GREAT INITIATION IS OURS 4HE INITIATION TO STOP IT MUST BE OURSv -ARTIN , +ING *R h7HEN THE GUNS BOOM THE ARTS DIEv !RTHUR -ILLER IN A TELEGRAM SENT TO THE 7HITE (OUSE
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h)F )VE LOST 7ALTER THEN ITS OVER )VE LOST -R !VERAGE #ITIZENv 2EPORTEDLY A COMMENT BY 0RESIDENT *OHNSON AFTER #"3 NEWS ANCHOR 7ALTER #RONKITE TOLD VIEWERS hWE CANNOT WIN THE WARv h9OU CAN KILL OF MY MEN FOR EVERY ONE ) KILL OF YOURS "UT EVEN AT THOSE ODDS YOU WILL LOSE AND ) WILL WINv (O #HI -INH h4HEY ;.6!6#= HAD AN EXTRAORDINARY ABILITY TO RECUPERATE ABSORBING CASUALTIES IN NUMBERS UNTHINKABLE TO US TRAINING AND RE INDOCTRINATING THEM AND THEN BOUNCING BACKxTHEIR WILL TO PERSIST WAS INEXTINGUISHABLEv 'ENERAL "RUCE 0ALMER *R h7E ALWAYS KNEW WHY WE WERE FIGHTINGv .6! PRIVATE h)T WAS BETTER TO GET INTO A FIGHT THAN JUST WALK AROUND SWEATINGv -ARK 3MITH ON A GRUNTS BOREDOM h9OU LOSE IF YOU DO NOT WINv 3IR 2OBERT 4HOMPSON "RITISH !DVISOR IN 3AIGON h;4HE 6IETNAM 7AR= WASNT LIKE THE 3AN &RANCISCO &ORTY NINERS ON ONE SIDE OF THE FIELD AND THE #INCINNATI "ENGALS ON THE OTHER 4HE ENEMY WAS ALL AROUND YOUv % * "ANKS -ARINE #APTAIN h) FEEL LIKE A HITCHHIKER CAUGHT IN A HAILSTORM ON A 4EXAS HIGHWAY ) CANT RUN ) CANT HIDE !ND ) CANT MAKE IT STOPv 0RESIDENT *OHNSON TO 0RESS 3ECRETARY "ILL -OYERS AS THE PRESIDENT CONTEMPLATED ESCALATION h) SAID THE OPPOSITION TO THE WAR WOULD BEGIN WHEN THE BODIES STARTED COMING BACK TO THE SMALL TOWNS ;AND= SOMETHING WOULD HAPPEN IN THE COUNTRYv %UGENE -C#ARTHY AS A PRESIDENTIAL CANDIDATE h)F ONLY ) COULD GET (O IN A ROOM WITH ME )M SURE WE COULD WORK THINGS OUTv 0RESIDENT *OHNSON ON HIS SKILL AS A PERSUASIVE NEGOTIATOR
18 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT QUOTATIONS (5)
,ESSONS n
h;4HE 6IETNAM 7AR= WAS PROBABLY THE GREATEST SINGLE ERROR MADE BY !MERICA IN ITS HISTORYv 'EORGE "ALL *OHNSON !DMINISTRATION 5NDERSECRETARY OF 3TATE AND 6IETNAM 7AR CRITIC
h7ITHIN THE SOUL OF EACH 6IETNAM VETERAN THERE IS PROBABLY SOMETHING THAT SAYS @"AD WAR GOOD SOLDIERS .OW THEY CAN SEPARATE THE WAR FROM THE WARRIORv *AN 3CRUGGS
h7E CANT ALL BE HEROES 3OME OF US HAVE TO STAND ON THE CURB AND CLAP AS THEY GO BYv 7ILL 2OGERS h"Y 'OD WEVE KICKED THE 6IETNAM SYNDROME ONCE AND FOR ALLv 0RESIDENT 'EORGE "USH AFTER 53 VICTORY IN THE 'ULF 7AR h) THINK NOWLOOKING BACKWE DID NOT FIGHT THE ENEMY WE FOUGHT OURSELVES !ND THE ENEMY WAS IN US 4HE WARxWILL ALWAYS BE THERE THE REST OF MY DAYS "UT BE THAT AS IT MAY THOSE OF US WHO DID MAKE IT HAVE AN OBLIGATION TO BUILD AGAIN TO TEACH TO OTHERS WHAT WE KNOW !ND TO TRY WITH WHATS LEFT OF OUR LIVES TO FIND THE GOODNESS AND MEANING TO THIS LIFEv #HARLIE 3HEEN AS #HRIS 4AYLOR IN /LIVER 3TONES FILM Platoon (1986)
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 19 LEARNING LOG PROMPTS (1)
,ESSON 4OPIC 7HAT ARE MY FIRST IMPRESSIONS OF THE 53 INVOLVEMENT IN THE 6IETNAM 7AR
,ESSON 4OPIC 7HAT PIECE OF INFORMATION CONFIRMED WHAT ) ALREADY KNEW ABOUT THE HISTORY OF THE 6IETNAM 7AR 4OPIC 7HAT INFORMATIONFACT IS NEW TO MY THINKING AND COMES AS SORT OF A SHOCK
,ESSON 4OPIC 7HAT DOES EACH CARTOON REVEAL ABOUT 53 OPINION AT THE TIME
,ESSON 4OPIC 0RESIDENT *OHNSON AND $EFENSE 3ECRETARY 2OBERT -C.AMARA WANTED THE 5NITED 3TATES TO BE MORE INVOLVED IN 6IETNAM 4O ACCOMPLISH THIS THEY LIED TO THE !MERICAN PEOPLE 3HOULD THEY BE CHARGED AND BROUGHT TO TRIAL FOR THEIR LIES AND DECEPTION 7HAT WOULD BE THE OUTCOME OF SUCH A TRIAL
,ESSON 4OPIC &ROM WHAT ) KNOW ABOUT THE 6IETNAMESE ) THINK THESE DIFFERENCES BETWEEN THE TWO SOCIETIES MIGHT HAVE CAUSED PROBLEMS FOR OUR SOLDIERS s 7RITE A PARAGRAPH ESSAY WITH AN INTRODUCTION BODY PARAGRAPH AND SUMMARY
,ESSON 4OPIC 7HAT WAS COMBAT LIKE FOR THE COMMON hGROUND POUNDER v 4OPIC 7HAT SPECIFIC ASPECT OF BEING A GRUNT WAS THE MOST DISTASTEFULFEARFUL unsatisfying?
,ESSON 4OPIC $URING THE 6IETNAM 7AR ) WOULD BE A Hawk BECAUSEx 4OPIC $URING THE 6IETNAM 7AR ) WOULD BE A Dove BECAUSEx
,ESSON 4OPIC ) WOULD OR WOULD NOT BE COMFORTABLE TRYING TO EVADE THE DRAFT BECAUSEx 4OPIC )F ) HAD SERVED ON THE LOCAL DRAFT BOARD IN OUR CLASS ) WOULD GRANT THE REQUEST OF THIS 0ETITIONER FOR THESE REASONS
20 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LEARNING LOG PROMPTS (2)
,ESSON 4OPIC %XPLAIN YOUR KNOWLEDGE OF THE 6IETNAMESE OPPOSITION AND COMBAT EXPERIENCE IN 6IETNAM s 7RITE A PARAGRAPH ESSAY WITH AN INTRODUCTION BODY PARAGRAPH AND SUMMARY
,ESSON 4OPIC 9OU ARE A 0/7 IN THE (ANOI (ILTON 7RITE A LETTER HOME s 4RY TO CONVEY THE INHUMANE TREATMENT AND PRISON CONDITIONS 9OU MUST NOT OFFEND ANY ENEMY CENSOR WHO WILL NEVER LET THE truth of prison conditions BE BROADCAST TO THE WORLD 9OU ARE LIMITED TO WORDS
,ESSON 4OPIC !RGUE ISSUES FROM THE PERSPECTIVE OF BOTH 0RESIDENT *OHNSON AND (O #HI -INH AS THEY TRY TO REACH A SETTLEMENT OR CEASE FIRE IN LATE s 5SING A 4nCHART FORM WRITE DOWN THREE ISSUES YOU WOULD BRING UP IN SUCH a conference. Place the issues for one leader on one side, those for the other leader on the other side of the T-chart. s 0REPARE ARGUMENTS TO COUNTER EACH OF THE ISSUES s $ECIDE WHAT YOU WOULD BE WILLING TO GIVE UP AS A hBARGAINING CHIPv IF THE OTHER DEMANDED
,ESSON 4OPIC 4HE PERSON ) RESEARCHED DESERVES TO BE A MAJOR HISTORICAL PERSONALITY FROM THIS ERA BECAUSEx s 7RITE A PARAGRAPH ESSAY WITH AN INTRODUCTION BODY PARAGRAPH AND SUMMARY
,ESSON 4OPIC 7RITE A PARAGRAPH ESSAY EXPLAINING WHAT ONE PERSON EVENT OR IDEA STANDS OUT THE MOST FROM THE ENTIRE UNIT $EFEND YOUR THESIS STATEMENT WITH THREE POINTS s /NE PARAGRAPH INTRODUCES YOUR THESIS AS TO WHAT IS 4(% MOST IMPORTANT person, event, or idea in the unit. s 4HREE BODY PARAGRAPHS SUPPORT YOUR THESIS WITH THREE MAIN POINTS REASONS s /NE PARAGRAPH SUMMARIZES YOUR ARGUMENTS AND RESTATES YOUR THESIS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 21 GENERIC QUALITATIVE RUBRICS
Cooperative Group Work Rubric
.AME ______ Exemplary You consistently and actively help your group achieve its goals by encouraging the group to WORK TOGETHER AND BY WILLINGLY ACCEPTING AND COMPLETING THE NECESSARY DAILY WORK Expected 9OU USUALLY HELP YOUR GROUP ACHIEVE ITS GOALS BY COMMUNICATING WITH OTHER GROUP MEMBERS BY ENCOURAGING THE GROUP TO WORK TOGETHER AND WILLINGLY ACCEPTING AND COMPLETING DAILY WORK Nearly There 9OU SOMETIMES HELP YOUR GROUP ACHIEVE ITS GOALS Incomplete You do very little to help your group achieve its goals.
Essay Rubric
.AME ______ %XCEEDS THE 3TANDARD Exemplary s 9OUR ESSAY DEMONSTRATES A THOROUGH WELL DEVELOPED UNDERSTANDING OF CONCEPTS ADDRESSED s 9OU USE AMPLE DETAILS TO CLEARLY SUPPORT STATEMENTS ANDOR POSITIONS s 9OU CONSISTENTLY USE PROPER MECHANICSPARAGRAPH FORM SENTENCE STRUCTURE GRAMMAR punctuation, spelling, and capitalization. -EETS THE 3TANDARD WITH 1UALITY Expected s 9OUR ESSAY DEMONSTRATES A GENERAL ADEQUATELY DEVELOPED UNDERSTANDING OF CONCEPTS addressed. s 9OU USE SOME DETAILS TO SUPPORT STATEMENTS ANDOR POSITIONS s 9OU USE PROPER MECHANICS )NCONSISTENTLY -EETS THE 3TANDARD Nearly There s 9OUR ESSAY DEMONSTRATES A LIMITED PARTIALLY DEVELOPED UNDERSTANDING OF CONCEPTS ADDRESSED s 9OU USED FEW DETAILS TO SUPPORT STATEMENTS ANDOR POSITIONS s 9OU SOMETIMES USE PROPER MECHANICS (AS NOT -ET THE 3TANDARD — Incomplete s 9OUR ESSAY DEMONSTRATES A MINIMAL UNDEVELOPED UNDERSTANDING OF CONCEPTS ADDRESSED s 9OU USED NO DETAILS TO SUPPORT STATEMENTS ANDOR POSITIONS s 9OU DO NOT USE PROPER MECHANICSPARAGRAPH FORM SENTENCE STRUCTURE GRAMMAR punctuation, spelling, and capitalization.
22 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT GENERIC QUALITATIVE RUBRICS
Qualitative Rubric
.AME ______ %XCEEDS THE 3TANDARD — Exemplary s 9OUR WORK EXCEEDS THE STANDARD FOR THIS ACTIVITY DOING MORE THAN EXPECTED s 9OUR WORK IS WELL PRESENTED VISUALLY APPEALING AND CONTAINS NO ERRORS s 9OU CONSISTENTLY WILLINGLY AND ACTIVELY DEMONSTRATE MASTERY OF BOTH CONTENT AND EXPECTATIONS -EETS THE 3TANDARD WITH 1UALITY — Expected s 9OUR WORK MEETS THE STANDARD FOR THIS ACTIVITY DOING WHAT IS EXPECTED s 9OUR WORK IS WELL PRESENTED VISUALLY APPEALING AND CONTAINS FEW ERRORS s 9OU MASTERED THE CONTENT AND CAN DEMONSTRATE UNDERSTANDING WITH GOOD QUALITY )NCONSISTENTLY -EETS THE 3TANDARD Nearly There s 9OUR WORK NEARLY MEETS THE STANDARD FOR THIS ACTIVITY BUT STILL NEEDS A LITTLE EXTRA s 9OUR WORK IS NOT WELL PRESENTED AND CONTAINS SEVERAL ERRORS s 9OUR EFFORT IS INCONSISTENT OR YOU DO NOT FULLY UNDERSTAND THE CONTENT OR EXPECTATIONS (AS NOT -ET THE 3TANDARD — Incomplete s 9OUR WORK DOES NOT MET THE STANDARD IN CONTENT ANDOR IN QUALITY s 9OU NEED TO RE DO THE ASSIGNMENT MEET WITH THE TEACHER TO CLARIFY CONTENT ANDOR EXPECTATIONS
Presentation Rubric: Content Preparation, Organization, and Detail
.AME ______ %XCEEDS THE 3TANDARD — Exemplary s 9OU CONSISTENTLY provided an EXCELLENT EXPLANATION of your project and detailed descriptions. s 4HE INFORMATION WAS VERY WELL ORGANIZED, and you provided MORE INFORMATION than expected. s 9OU SPOKE WITH EXCELLENT VOLUME AND CLARITY MADE EYE CONTACT, and effectively used VISUAL AIDS ANDOR PROPS. -EETS THE 3TANDARD WITH 1UALITY — Expected s 9OU PROVIDED AN ACCURATE APPROPRIATE EXPLANATION of your project in an ORGANIZED MANNER s 9OU PROVIDED SOME detailed descriptions. s 9OU SPOKE WITH GOOD VOLUME AND CLARITY MADE EYE CONTACT, and used VISUAL AIDS ANDOR PROPS. )NCONSISTENTLY -EETS THE 3TANDARD Nearly There s 9OU OFFERED ONLY SOME INFORMATION ABOUT YOUR PROJECT ANDOR WAS SOMEWHAT DISORGANIZED. s 9OU SELDOM PROVIDED detailed descriptions. s 9OU SPOKE WITH INCONSISTENT VOLUME AND CLARITY SELDOM MADE EYE CONTACT, and did not effectively use VISUAL AIDS ANDOR PROPS. (AS NOT -ET THE 3TANDARD — Incomplete s 9OUR PRESENTATION OFFERED TOO LITTLE INFORMATION OR WAS DISORGANIZED. s 9OU SPOKE WITH POOR VOLUME ANDOR CLARITY DID NOT MAKE EYE CONTACT, and did not use VISUAL AIDS ANDOR PROPS.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 23 UNIT TIME CHART
,%33/.0(!3% ,%33/.0(!3% ,%33/.0(!3%
4WO$!9 $AYS 4WO$!9 $AYS /NE$!9 $AY
s /VERVIEW THE CHRONOLOGY AND s 2EVIEW HISTORY AND CHRONOLOGY OF s $RAW EDITORIAL CARTOONS BASED ON SCOPE OF THE WAR THE 6IETNAM 7AR WRITTEN TEXT s #OMPLETE A MAP OF 3OUTHEAST !SIA s !PPLY ACQUIRED INFORMATION TO A WITH 6IETNAM AS A FOCUS CREATIVE STORYBOARD TASK s #!24//.).'
s 3TUDENT 'UIDES s 3TUDENT 'UIDES s 02%4%340/344%34 /. 4(% s #(!3).' #(!2,)% VIETNAM WAR (1–2) s 34/29"/!2$ 4!3+ s -!0 /& ).$/#().! s 4(% 6)%4.!- 7!2 s 6)%4.!- ',/33!29 n STORYBOARD (1–2) 4EACHER 2EFERENCE s 6IETNAM #ONFLICT 4IMELINE
,%33/.0(!3% ,%33/.0(!3% ,%33/.0(!3%
4WO$!9 $AYS /NE $!9 $AY &OURnFIVE$!9 $AYS
s %XAMINE THE 'ULF OF 4ONKIN s #REATIVELY ILLUSTRATE ASPECTS OF s %XPLORE COMBAT EXPERIENCES OF THE )NCIDENT IN LIGHT OF hNEWv EVIDENCE 6IETNAMESE CULTURE COMMON FOOT SOLDIER and re-interpretation of facts s #ONTRAST 6IETNAMESE AND !MERICAN s ,EARN UNIQUE ASPECTS OF THE s 0RODUCE A hREVISIONISTv VERSION OF values 6IETNAM 7AR THE 'ULF OF 4ONKIN )NCIDENT s ! #/.42!34 /& #5,452%3 s ! '25.43 7!2 n s '5,& /& 4/.+). .%73 1965 (1–3) s 2%.'! 0/%-3 REPORT s 4!.+! 0/%-3 AND 0/%- &/2- s 2%.'! 0/%- &/2- s '5,& /& 4/.+). ).#)$%.4 s PRESENTATION and ESSAY s ! '25.43 7!2 4!",%!5 s ().$3)'(4 #!2$3 SET OF RUBRICS TASKS s '5,& /& 4/.+). $)!,/'5% 4EACHER 2EFERENCE s ! '25.43 7!2 4!",%!5 (1–4) s 3PEAKING 6IETNAMESE /2'!.):%2
,%33/.0(!3% ,%33/.0(!3% ,%33/.0(!3%
&OURnFIVE$!9 $AYS /NEnTWO$!9 $AYS 4WO $!9 $AYS
s %XPLORE COMBAT EXPERIENCES OF THE s !RGUMENTS OF SUPPORTERS AND s 3HORT HISTORY OF MILITARY DRAFT AND COMMON FOOT SOLDIER OPPONENTS OF 53 INVOLVEMENT DRAFT STATISTICS OF 6IETNAM %RA s 5NIQUE ASPECTS OF THE 6IETNAM 7AR s !PPLY LEARNING IN A REFLECTION PIECE s 3ELECTIVE SERVICE CLASSIFICATIONS THAT TAKES A (AWK OR $OVE POSITION and the national draft lottery s PRESENTATION RUBRIC: Content 4EACHER 2EFERENCE s 3TUDENT 'UIDES s 4(% -),)4!29 $2!&4 ! "RIEF s 7HAT MADE THE 6IETNAM 7AR SO s 02/4%34 $52).' 4(% History (1–4) DIFFERENT (1–2) VIETNAM WAR (1–2) s 3%,%#4)6% 3%26)#% s #OMPARING 6IETNAM WITH /THER s !- ) ! (!7+ /2 ! $/6% CLASSIFICATIONS -AJOR 7ARS 4EACHER 2EFERENCE s 0%4)4)/.%2 02/&),%3 s 53 !RMY #HAIN OF #OMMAND s (AWKS VS $OVES s $2!&4 "/!2$ (%!2).' GUIDELINES
24 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT UNIT TIME CHART
,%33/.0(!3% 0(!3% ,%33/. 0(!3%
4WO $!9 $AYS $!9 4WO $AYS $!9
s 3HORT HISTORY OF MILITARY DRAFT AND s ,EARN ABOUT .ORTH 6IETNAMESE MILITARY LEADERSHIP AND STRATEGIES DRAFT STATISTICS OF 6IETNAM %RA s 3IMULATE THE NATURE OF COMBAT PECULIAR TO 6IETNAM 7AR s 3ELECTIVE SERVICE CLASSIFICATIONS and the national draft lottery s 3/,$)%23 /& 4(% ./24( s 4(% 6)%4.!- 7!2 '!-% The Other Side (1–4) s /0 /2$%23 #ONFIDENTIAL s $2!&4 "/!2$ (%!2).' s 4(% /4(%2 3)$% 2EADERS s .6!6# #ONFIDENTIAL OBSERVATIONS Theater (1–2) s "!44,% :/.% '2)$ 4EACHER 2EFERENCE s &!4% #!2$3 PER SET s 3TATISTICS OF $RAFT !GE -EN s 6)%4.!- 7!2 67 0/).43 DURING THE 6IETNAM 7AR s 7!2 '!-% 3#/2% 3(%%4 s 4HE $RAFT ,OTTERY s %33!9 25"2)#
,%33/.0(!3% ,%33/.0(!3% ,%33/.0(!3%
/NE$!9 $AY /NEnTWO$!9 $AYS 4HREEnFIVE$!9 $AYS
s 5NDERSTAND INHUMANE TREATMENT OF s Create a dialogue for a hypothetical s "ECOME FAMILIAR WITH MAJOR 5NITED 3TATES SOLDIERS IMPRISONED CONFERENCE BETWEEN 0RESIDENT PERSONALITIES OF 6IETNAM 7AR %RA BY THE .ORTH 6IETNAMESE Johnson and Ho Chi Minh in 1968 s !PPLY ACQUIRED INFORMATION TO s ,EARN AND USE THE TAPPING CODE s Apply concepts and content learned SHOWCASE ONE PERSON developed by POWs to enable THEM TO COMMUNICATE s 35--)4 '5)$%,).%3 s ")/ "2)%&3 s 35--)4 "!#+'2/5.$ s ")/'2!0(9 3+%4#( n s !-%2)#!.3 ). #!04)6)49 s ()34/29 (%!$ ()34/29 s ")/'2!0(9 4!3+ ! " AND # POWs and MIAs (1–2) HEART s %33!9 25"2)# s (!./) (),4/. 02)3/. #/$% s PRESENTATION RUBRIC: 4EACHER 2EFERENCE Content s 6IETNAM 7AR "IOGRAPHIES
,%33/.0(!3% 0(!3%,%33/. 5.)4 2%6)%70(!3%
4WOnFOUR$!9 $AYS $!9 &OUR $AYS $!9
s ,EARN ABOUT THE LEGACIES AND s 2EVIEW AND RELEARN CONCEPTS AND IMPACT OF 7AR IN 53 AND 6IETNAM content of VIETNAM unit s 'RASP THE TOTALITY OF THE 6IETNAM s 3TUDENT 'UIDES War experience for United States 4EACHER 2EFERENCE s ,%'!#)%3 /& 4(% 6)%4.!- s 6IETNAM 0ERSPECTIVE !NALOGIES WAR (1–3) s 3TUDENT 'UIDES s 3CAFFOLDING -ODELS (1–2) s 4(% 6)%4.!- 6%4%2!.3 s !.!,/')%3 s 3CAFFOLDING -ODELS !NSWER +EY MEMORIAL s 3#!&&/,$).' s 6IETNAM 7AR 1UIZ 3HOW s $%3)'. ! #/--5.)49 7!2 s (!)+5 0/%429 4!3+ 0ROMPTS (1–2) MEMORIAL s 6)%4.!- 7!2 -).$ -!0 s 6IETNAM 7AR 1UIZ 3HOW s 4HREE ).4%26)%7 FORMS n s 0%235!3)6% %33!9 25"2)# 2ESPONSES (1–2) s PRESENTATION RUBRIC
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 25 LESSON 1 TEACHING DIRECTIONS
,ESSON /VERVIEW /BJECTIVES s $ISCOVER EXTENT OF PRIOR KNOWLEDGE OF THE 6IETNAM 7AR s /VERVIEW THE CHRONOLOGY AND SCOPE OF THE WAR Two Days s #OMPLETE A MAP OF 3OUTHEAST !SIA WITH 6IETNAM AS A FOCUS
-ATERIALS s 3TUDENT 'UIDES — class set s 02%4%340/344%34 /. 4(% 6)%4.!- 7!2 n — class set s -!0 /& ).$/#().! — class set + transparency s 6)%4.!- ',/33!29 n — class set Individuals s #OLORED PENCILS — class set s ,INED PAPER — class set 4EACHER 2EFERENCE s 6IETNAM #ONFLICT 4IMELINE — transparency
3ETUP $IRECTIONS 0OST A WORLD MAP IN A PROMINENT PLACE IN THE CLASSROOM
9OUR REGULAR CLASSROOM CONFIGURATION IS ADEQUATE FOR ALL COMPONENTS OF THIS LESSON
-OTIVATOR "EGIN THIS LESSON BY ASKING STUDENTS TO TELL YOU WHERE 6IETNAM IS LOCATED !SK ONE OR TWO STUDENTS TO COME FORWARD TO IDENTIFY THE COUNTRY ON A LARGE WALL MAP
!SK STUDENTS WHY THE 53 MIGHT COME TO THE AID OF A SMALL Asian country in the early 1960s.
$ISCUSS THE QUESTION AND THE ROLE THE 53 PLAYED AS hPOLICEMAN OF THE WORLDv DURING THE TH CENTURY
0ROCEDURE 4ELL STUDENTS YOU WANT TO FIND OUT WHAT THEY ALREADY KNOW ABOUT !MERICAS MOST UNPOPULAR AND CONTROVERSIAL WAR $ISTRIBUTE THE 15–20 minutes PRETEST/POSTTEST ON THE VIETNAM WAR.
Decide in advance if students will answer on the handout or -ONITOR STUDENTS AS THEY TAKE THE 02%4%340/344%34 /. on lined paper. Distribute paper THE VIETNAM WAR. Collect as they finish. Consider scoring or have them use their own. The THE TEST IN CLASS WITH STUDENTS READING QUESTIONS AND POSSIBLE essay questions may be optional ANSWERS at this time.
26 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 1 TEACHING DIRECTIONS
02%4%340/344%34 !NSWERS 1. F 7. F 13. F 19. F 25. F 2. F 8. F 14. F 20. T 26. T 3. F 9. F 15. T 21. F 27. T 4. T 10. T 16. F 22. F 28. T 5. T 11. T 17. T 23. F 29. F 6. T 12. F 18. T 24. T 30. T .ORTH 6IETNAM 5NITED 3TATES 32. Lyndon Johnson 33. Pentagon Papers (ANOI 3AIGON 35. Ho Chi Minh 36. Viet Cong (VC) 37. grunt 6IETNAM 7AR -EMORIAL The Wall) !NSWERS WILL VARY !NSWERS WILL VARY
3. Distribute the Student Guides and read aloud as a class. Choose several students (perhaps one per section) to share in reading this VITAL HISTORICAL SWEEP OF THE WAR 3ILENT READING WILL NOT GET THE Consider the “popcorn” method: The student reading can stop TASK DONE 2EADING ALOUD IS BETTER AND AFFORDS YOU OPPORTUNITIES TO anytime (after at least three MONITOR UNDERSTANDING AND ADD COLOR AND DETAIL sentences) and call on someone else to read, which means the !S A FOLLOW UP TO THE READING ILLUMINATE THE 6IETNAM #ONFLICT new reader has to “pop up” and 4IMELINE TRANSPARENCY AND DISCUSS THESE KEY EVENTS AND continue the flow, even if it is in the middle of a sentence. PERSONALITIES WITH STUDENTS
$ISTRIBUTE THE -!0 /& ).$/#().! TO THE CLASS h0RIME THE Use the QUALITATIVE RUBRIC PUMPv FOR STUDENTS BY LOCATING A FEW ITEMS FOR THEM UTILIZING (on page 23) to evaluate map THE TRANSPARENCY YOU MADE OF THE SAME MAP work.
!LLOW STUDENTS TO WORK ON THEIR MAPS IN CLASS #ONSIDER FURNISHING A LARGE BOX OF COLORED PENCILS FOR THIS TASK
7. Distribute the VIETNAM GLOSSARY. Suggest that students KEEP THIS RESOURCE AVAILABLE AS THEY COMPLETE ASSIGNED READINGS or activities throughout the unit.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 27 LESSON 1 TEACHING DIRECTIONS
$EBRIEFING#LOSURE #HECK FOR UNDERSTANDING BY HAVING STUDENTS STAND AND TELL THE CLASS WHAT NEW KNOWLEDGE OF THE 6IETNAM 7AR THEY HAVE LEARNED
Two minutes 2. ,EARNING ,OG 4OPIC 7HAT ARE MY FIRST IMPRESSIONS OF THE 53 INVOLVEMENT IN Distribute lined paper or have THE 6IETNAM 7AR students use their own notebooks. 4O %XTEND THE ,ESSON s #ONSIDER SHOWING A VIDEO TO GET STUDENTS THINKING AND TO CREATE VISUAL IMAGES OF !MERICANS FIGHTING IN 6IETNAM 3EE 2ESOURCES PAGES n FOR POSSIBLE FILMS a. For younger students, consider Forrest Gump. B &OR OLDER STUDENTS CONSIDER A BATTLE SCENE FROM A FILM THAT you have seen and can rent. C 4HE FIREFIGHT SCENE FROM Platoon is suggested as part of the -OTIVATOR for ,ESSON )T IS A VERY GRAPHIC SCENE USE WITH CAUTION WITH YOUNGER STUDENTS
28 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT PRETEST/POSTTEST ON THE VIETNAM WAR (1)
.AME ______Period ______Score ______/40 4RUE OR &ALSE 1. _____ 4HE 6IETNAM 7AR WAS FOUGHT IN .ORTH 6IETNAM BETWEEN #HINA AND THE 5NITED 3TATES 2. _____ 4HROUGHOUT THE WAR THE 53 PEOPLE SUPPORTED 53 MILITARY PARTICIPATION IN 6IETNAM 3. _____ !T THE WARS END THE 53 OCCUPIED 6IETNAM AND SET UP A DEMOCRATIC GOVERNMENT 4. _____ 4HE 6IETNAM 7AR WAS !MERICAS LONGEST WAR LASTING n YEARS 5. _____ 6IETNAM IS LOCATED IN 3OUTHEAST !SIA JUST WEST OF *APAN AND BORDERED BY #HINA ,AOS AND #AMBODIA 6. _____ 4HE 6IETNAM 7AR HAS HAD A LINGERING IMPACT ON !MERICAN SOCIETY AND FOREIGN POLICY 7. _____ 4HE .ORTH 6IETNAMESE SURRENDERED TO THE 53 IN *ANUARY ENDING THE LONG STRUGGLE 8. _____ 7HEN 53 SOLDIERS RETURNED AFTER THEIR TOURS OF DUTY IN 6IETNAM THEY WERE TREATED AS HEROES AND RESPECTED WARRIORS 9. _____ !MERICANS WITH OPPOSING VIEWS ON THE 6IETNAM 7AR WERE CALLED Eagles and Pigeons. 10. _____ 4HE 6IETNAM 7AR WAS PART OF A LARGER STRUGGLE BETWEEN #OMMUNISM AND $EMOCRACY KNOWN TODAY AS THE #OLD 7AR 11. _____ 4HE 53 MILITARY LEARNED TO RESPECT THEIR .ORTH 6IETNAMESE ENEMIES AS DETERMINED AND hard fighters. 12. _____ &OR MOST 6IETNAMESE THE 53 MERELY REPLACED 'REAT "RITAIN AS THE INVADER ENEMY AFTER THE "RITISH WERE DEFEATED AND LEFT 6IETNAM IN 13. _____ 7HILE SERVING IN 6IETNAM MOST !RMY FOOT SOLDIERS WERE CALLED ')S 14. _____ h4HE 'OOD 7ARv IS OFTEN USED AS A LABEL FOR THE !MERICAN INVOLVEMENT IN 6IETNAM 15. _____ &OR THE MOST PART THE 53 SIDED WITH THE 3OUTH AGAINST THE .ORTH IN A 6IETNAM CIVIL WAR 16. _____ &OR THE 53 THE 6IET #ONG ATTACK AND SIEGE OF +HE 3ANH WAS TO THE 6IETNAM 7AR WHAT 0EARL (ARBOR WAS TO 7ORLD 7AR )) 17. _____ )N THE FIRST FEW YEARS OF THE WAR UNLIKE THE LAST YEARS THERE WAS LITTLE DISSENT OR OPPOSITION FROM !MERICAS COLLEGE AGE POPULATION OR MAINSTREAM MEDIA 18. _____ 4HE 6IETNAM 7AR WAS UNIQUE IN THAT THE !MERICAN PUBLIC COULD WATCH HIGHLIGHTS OF EACH DAYS COMBAT ON NIGHTLY TELEVISION NEWS PROGRAMS 19. _____ 4HROUGHOUT THE WAR THE 53 AND A #HINA SUPPLIED .ORTH 6IETNAM WERE EQUALS IN FIREPOWER WEAPONS AND WAR TECHNOLOGY YET THE DIFFERENCE IN VICTORY FOR THE 53 WAS THE SUPERIOR AND TENACIOUS !MERICAN SOLDIERS FIGHTING FOR DEMOCRACY IN 3OUTHEAST !SIA 20. _____ 4HE ATTACK ON TWO !MERICAN SHIPS IN THE 'ULF OF 4ONKIN THAT PROVOKED THE 53 ESCALATION OF THE WAR IN PROBABLY WAS EXAGGERATED IF IT HAPPENED AT ALL 21. _____ 4HE 53 USED NUCLEAR WEAPONS TO BRING AN END TO THE 6IETNAM 7AR AS IT HAD DONE against Japan in World War II.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 29 PRETEST/POSTTEST ON THE VIETNAM WAR (2)
22. _____ (ISTORIANS GENERALLY AGREE THE 6IETNAM 7AR LASTED FROM TO 23. _____ 4ANKS AND LARGE ARTILLERY PROVED TO BE THE MOST EFFECTIVE 53 WEAPONS IN 6IETNAM 24. _____ &OR FRUSTRATED 53 TROOPS IN 6IETNAM THE WAR CONSISTED OF CHASING AN ELUSIVE ALMOST HIDDEN ENEMY THROUGH JUNGLES AND RICE PADDIES AND OCCUPYING NAMELESS NUMBERED HILLS WHILE SUFFERING OPPRESSIVE HEAT TORRENTIAL RAINS SHARP ELEPHANT GRASS AND DEHYDRATION 25. _____ /DDLY ENOUGH THE 53 MILITARY DID NOT BRING THE WAR TO 6IETNAMS CIVILIAN POPULATION OR DESTROY MUCH OF THE LAND ITSELF 26. _____ $RAFT EVADERS IN LARGE NUMBERS AVOIDED MILITARY SERVICE IN 6IETNAM BY FLEEING TO #ANADA %UROPE OR -EXICO OR SEEKING DEFERMENTS THROUGH LOCAL DRAFT BOARDS 27. _____ 4HE 4ET /FFENSIVE OF *ANUARY SHOWED THE 53 THAT THE .ORTH 6IETNAMESE WOULD never give up. 28. _____ 4HE YEAR WAS ONE OF THE MOST VIOLENT AND CHAOTIC TIMES IN 53 HISTORY IN PART BECAUSE THE 53 WAS INVOLVED IN AN UNPOPULAR WAR IN 3OUTHEAST !SIA 29. _____ 0RESIDENT .IXON UPON HIS INAUGURATION IN *ANUARY GAINED POPULARITY AMONG YOUNG PEOPLE WHEN HE BROUGHT A SWIFT AND HONORABLE END TO THE WAR IN 6IETNAM 30. _____ 4HE MASSACRE OF CIVILIANS AT THE VILLAGE OF -Y ,AI IN DEMONSTRATED THAT 53 SOLDIERS WERE NOT ABOVE ATROCITIES IN A WAR WHERE THE ENEMY WAS NOT CLEARLY IDENTIFIED &ILL INS 4HE TWO MAJOR NATIONS OR COMBATANTS IN THE 6IETNAM 7AR WERE ______and ______. 4HE 53 0RESIDENT n WHO ESCALATED THE WAR IN 6IETNAM AT THE EXPENSE OF HIS DOMESTIC PROGRAMS AT HOME WAS ______. 4HE CLASSIFIED AND SECRET 53 'OVERNMENT VERSION OF THE WAR ILLEGALLY GIVEN TO THE MEDIA IN IS KNOWN AS The ______. 4HE TWO RIVAL CAPITALS IN 6IETNAM WERE ______and ______. 4HE INSPIRING AND TENACIOUS LEADER OF .ORTH 6IETNAM WHO FOUGHT TIRELESSLY TO OUST FOREIGN INVADERS AND UNIFY 6IETNAM WAS ______. &IGHTING IN TANDEM WITH THE REGULAR UNIFORMED .ORTH 6IETNAMESE !RMY .6! FOR MOST OF THE WAR WERE THE hGHOST LIKEv SECRET SOLDIERS IN CIVILIAN CLOTHES KNOW AS ______. 4HE AVERAGE 53 FOOT SOLDIERINFANTRYMAN IN 6IETNAM WAS CALLED A ______. 4HE MOST VISIBLE REMINDERS OF THE 6IETNAM 7AR IN !MERICA TODAY ARE THE VETERANS WHO SERVED AND the ______in Washington D.C. 3HORT %SSAY 7HY SHOULD WE STUDY THE 6IETNAM 7AR 7HAT MORE DO YOU WANT TO LEARN ABOUT THIS WAR
30 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT
95 100 105 110
MAP OF INDOCHINA
25 25
20 20
15 15
,OCATE AND LABEL THE FOLLOWING .ORTH 6IETNAM China 3OUTH 6IETNAM Thailand 'ULF OF 4ONKIN Hainan Island Gulf of Thailand Ho Chi Minh City South China Sea -EKONG $ELTA My Lai -EKONG 2IVER $EMILITARIZED :ONE 10 10 Red River 17th Parallel Hanoi "ANGKOK Saigon Haiphong Danang 95 0HNOM 0ENH Laos 0 100 200 300 400 500 km #AMBODIA Dien Bien Phu 0 100 200 300 mi
110 5 INTERACT | /rder Direct: 8) 310059 961 | ©3 Interact 105 VIETNAM Teacher Guide 31 5
Map No. 4112 UNITED NATIONS Department of Public Information July 1999 Cartographic Section VIETNAM GLOSSARY (1)
!GENT /RANGE CHEMICAL DEFOLIANT DROPPED TO STRIP LEAVES SO THE ENEMY IS MORE VISIBLE !/ area of operations !26. 3OUTH 6IETNAMESE REGULAR ARMY !RMY OF THE 2EPUBLIC OF 6IETNAM 53 ALLY "ASIC BASIC TRAINING BOOT CAMP "ODY BAG A PLASTIC BAG USED TO TRANSPORT DEAD BODIES FROM THE FIELD BACK TO THE 3TATES "ODY COUNT NUMBER OF CASUALTIES IN A FIREFIGHT OFTEN TO DETERMINE OPERATIONS SUCCESS "OUNCING "ETTY U. S. LAND MINE THAT BOUNCES WAIST HIGH AND SPRAYS SHRAPNEL "USH !REA OF JUNGLE MOUNTAINS OR FLOODED RICE PADDIES THROUGH WHICH 53 TROOPS MARCHED #HARLIE THE 6IET #ONG AN ELUSIVE ENEMY FOR 53 ALSO #HUCK 6ICTOR 6# #HARLIES -R #HARLES 4HE NAME DERIVED FROM THE MILITARY ALPHABET Viet = V = Victor and Cong = C = Charlie.) #HERRY (also Newby, FNG 53 INFANTRYMAN NEWLY ARRIVED IN 6IETNAM #HOPPER helicopter, Huey #/ COMMANDING OFFICER #/ STATUS CONSCIENTIOUS OBJECTOR ONE WHO HAS MORAL OR RELIGIOUS REASONS TO AVOID COMBAT #LAYMORE 53 ANTIPERSONNEL MINE WHICH THROWS OFF A FAN SHAPED SPRAY OF FRAGMENTS DURING ITS EXPLOSION USED FOR DEFENSE #LICKS THE MEASUREMENT IN KILOMETERS FOR MARCHES WHEN COMPANIES WENT INTO THE BUSH FOR EVERY METERS KILOMETER 53 UNITS MARCHED CLICK ALMOST FOOTBALL FIELDS $ECEIT CONVINCING SOMEONE TO BELIEVE AN UNTRUTH GIVING MISLEADING FALSE OR INCOMPLETE INFORMATION $%2/3 $ate of %xpected 2ETURN FROM /verSeas $INK (also Gook, Slope, Oriental 53 SOLDIER TERM FOR !SIANS ESPECIALLY 6IETNAMESE ALLOWED SOLDIERS TO DEPERSONALIZE THE ENEMY MAKING IT EASIER FOR THEM TO SHOOT AND KILL $-: DEMILITARIZED ZONE THE hBUFFER v NON COMBAT ZONE SEPARATING .ORTH AND 3OUTH 6IETNAM $OMINO 4HEORY 53 IDEA THAT IF 6IETNAM FELL TO THE COMMUNISTS THE REST OF 3OUTHEAST !SIA WOULD hFALL LIKE DOMINOS IN A LINEv $RAFT $ODGER A PERSON USING LEGAL OR ILLEGAL METHODS TO AVOID THE DRAFT AND MILITARY SERVICE %LUSIVE TENDING TO ELUDE CAPTURE PERCEPTION COMPREHENSION OR MEMORY DIFFICULT TO DEFINE OR DESCRIBE &IREFIGHT A BATTLE OR EXCHANGE OF FIRE WITH THE ENEMY &IVE /CLOCK &OLLIES NICKNAME FOR THE REGULAR AFTERNOON PRESS BRIEFINGS FOR 53 JOURNALISTS IN 3AIGON OFTEN CHARACTERIZED BY REPORTS OF EXAGGERATED ENEMY BODY COUNTS AND QUESTIONABLE CLAIMS OF 53 VICTORIES IN THE WAR 4HESE DERIDED OFFICIAL PRONOUNCEMENTS LED SOME REPORTERS TO VENTURE INTO WAR ZONES TO PURSUE THE TRUTH &REE FIRE ZONE ENEMY TERRITORY THIS DEFINITION WAS OFTEN A LICENSE TO KILL ANYONE IN THE REGION &RIENDLY FIRE WHEN ALLIES OR OUR OWN PERSONNEL ARE ACCIDENTALLY KILLED BY FRIENDLY FORCES NOT BY THE ENEMY 'RUNT (also ground pounder 53 INFANTRYMAN IN 6IETNAM COMPARABLE TO ') IN 7ORLD 7AR )) 'UERRILLA A MEMBER OF AN IRREGULAR MILITARY UNIT OPERATING IN SMALL BANDS TO UNDERMINE THE ENEMY 'UN SHIP ARMED HELICOPTER USED TO SUPPORT GROUND TROOPS
32 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT VIETNAM GLOSSARY (2)
(AMLET A SMALL 6IETNAMESE VILLAGE Hooch A HUT OR SIMPLE DWELLING FOR !SIAN CIVILIANS USUALLY BUILT WITH FLAMMABLE THATCHED ROOFS (OT ,: A LANDING ZONE FOR 53 HELICOPTERS THAT IS UNDER ENEMY ATTACK )N COUNTRY BEING IN 6IETNAM )NDIANS AS IN KILLING h)NDIANS v OR THE 53 ENEMY IN 6IETNAM +)! KILLED IN ACTION ,IFER CAREER SOLDIER MOST IN 6IETNAM WERE NOT LIFERS -ILLION DOLLAR WOUND A WOUND SERIOUS ENOUGH TO WARRANT A RETURN TO THE 53 -)! MISSING IN ACTION .APALM JELLIED PETROLEUM SUBSTANCE USED IN FLAME THROWERS AND BOMBS THAT STICKS TO SURFACES INCLUDING HUMAN FLESH h.UMBER v THE BEST AS 6IETNAMESE WOULD SAY TO 53 SOLDIERS h9OU .UMBER v 4HE OPPOSITE h.UMBER v .6! .ORTH 6IETNAMESE !RMY FOE OF 53 ALSO 0EOPLES !RMY OF 6IET .AM OR 0!6. 0 0IASTER 6IETNAMESE MONEY WORTH ABOUT ` 043$ 0OST 4RAUMATIC 3TRESS $ISORDER BATTLE FATIGUE ILLNESS SUFFERED BY 6IETNAM VETS 0OGUES SOLDIERS AND OFFICERS ASSIGNED TO SUPPORT POSITIONS IN 6IETNAM WHO NEVER SAW THE BUSH highly resented by grunts in the line of fire 0OINT MAN ON 53 PATROLS INTO THE BUSH THE EXPOSED MAN IN FRONT USUALLY A hCHERRYv 0UNJI STAKES SHARPENED WOODEN STAKES HIDDEN IN DEEP HOLES DIPPED IN HUMAN EXCREMENT THESE STAKES INFECTED 53 SOLDIERS IF THEY FELL IN PIT AND STAKES PENETRATED FLESH 2 2 REST AND RELAXATION A n DAY VACATION FROM THE WAR OFTEN TO 3AIGON *APAN OR (AWAII 2OLLING 4HUNDER 0RESIDENT ,YNDON " *OHNSONS CAMPAIGN OF BOMBING .ORTH 6IETNAMESE continuously 3HORT TIMER 53 SOLDIER WITH A SHORT TIME LEFT TO SERVE IN 6IETNAM 3PIDER HOLE A HIDDEN ENEMY FOXHOLE OR PIT Third world DEVELOPING NATIONS OF !FRICA !SIA AND ,ATIN !MERICA USUALLY NOT ALIGNED WITH ANY MAJOR POLITICAL POWER 4OUR OF DUTY THE PERIOD OF TIME A SOLDIER SERVES HIS MILITARY OBLIGATION FOR THE ARMY DAYS FOR THE MARINES DAYS 6# THE 6IET #ONG GUERRILLA FIGHTERS IN 3OUTH 6IETNAM WHO FOUGHT AGAINST THE 3AIGON GOVERNMENT and the U.S. 7)! WOUNDED IN ACTION 7AR OF !TTRITION STRATEGY OF WEARING DOWN THE ENEMY BY KILLING THEM RATHER THAN CONQUERING TERRITORY 4HE WORLD THE 53! AS IN A RETURN TO THE REAL WORLD :IPPO RAID PART OF A MILITARY OPERATION WHICH INCLUDES BURNING DOWN 6IETNAMESE VILLAGES OFTEN IGNITED WITH A CIGARETTE LIGHTER
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 33 VIETNAM CONFLICT TIMELINE KEY EVENTS AND PEOPLE OF VIETNAMESE HISTORY
S 4HE &RENCH OCCUPY )NDOCHINA INCLUDING 6IETNAM TO BUILD AN OVERSEAS EMPIRE Truman
France– 0RESIDENT 4RUMAN SENDS MILLION TO AID THE &RENCH IN 6IETNAM 4HE 6IETNAMESE DEFEAT THE &RENCH AT $IEN "IEN 0HU THE 'ENEVA !CCORDS DIVIDE 6IETNAM AT THE TH PARALLEL CREATING A COMMUNIST .ORTH 6IETNAM AND A SOMEWHAT hDEMOCRATICv 3OUTH 6IETNAM SUPPORTED BY THE 53 #OMMUNIST THREAT TO ALL 3OUTHEAST !SIA CONCERNS THE 53 DOMINO THEORY Eisenhower S 53 AID TO 3OUTH 6IETNAM PROPS UP SHAKY REGIMES 0RESIDENT +ENNEDY SENDS hADVISORSv TO 6IETNAM 53 ADVISORS AND MILITARY PERSONNEL SENT TO 6IETNAM 6IETNAM RELIGIOUS STRUGGLES BETWEEN #HRISTIANS AND "UDDHISTS 0RESIDENT +ENNEDY KILLED IN $ALLAS
Kennedy ,YNDON *OHNSON BECOMES PRESIDENT domino theory BECOMES CENTERPIECE OF 53 foreign policy. 'ULF OF 4ONKIN )NCIDENT OFF .ORTH 6IETNAM LEADS #ONGRESS TO GRANT WAR POWERS TO 0RESIDENT *OHNSON 53 INVOLVEMENT IN 6IETNAM BEGINS TO ESCALATE 6IET #ONG ATTACK ON 0LEIKU IN 3OUTH 6IETNAM LEADS TO RAPID 53 TROOP BUILD UP AND MASSIVE BOMBING OF .ORTH 6IETNAM h/PERATION 2OLLING 4HUNDERv 53 TROOP STRENGTH IN 6IETNAM REACHES NEARLY
Johnson 4ET /FFENSIVE BY .ORTH STUNS 53 MILITARY "ATTLE OF +HE 3ANH -Y ,AI MASSACRE EXHIBITS 53 ATROCITIES IN THE WAR 53 TROOPS OVER ANTIWAR PROTESTS LEAD TO TURMOIL AND VIOLENCE ON THE HOME FRONT 0RESIDENT *OHNSON RETIRES 2ICHARD .IXON WINS THE PRESIDENCY PROMISING hPEACE WITH HONORv .ORTH 6IETNAMS LEADER AND GUIDING LIGHT (O #HI -INH DIES 53 STARTS h6IETNAMIZATIONv POLICY SECRET BOMBING OF ,AOS AND #AMBODIA LEADS TO WIDE SPREAD PROTESTS +ENT 3TATE AND *ACKSON 3TATE STUDENTS SHOT BY .ATIONAL 'UARD and State Police forces. New York Times publishes the Pentagon Papers A SECRET HISTORY OF THE WAR .IXON RE ELECTED #HRISTMAS BOMBING OF .ORTH 6IETNAM 53 TROOP STRENGTH DOWN TO 24,000. Nixon 0ARIS 0EACE !CCORDS END 53 INVOLVEMENT IN 6IETNAM 53 TROOPS AND SOME 0/7S RETURN #ONGRESS ENACTS 7AR 0OWERS !CT OVER VETO BY 0RESIDENT .IXON 7ATERGATE SCANDAL FORCES .IXON TO RESIGN 'ERALD &ORD ASSUMES PRESIDENCY AND OFFERS CLEMENCY TO 53 DRAFT DESERTERS AND EVADERS ,AST !MERICANS EVACUATE 3OUTH 6IETNAM 3AIGON FALLS TO COMMUNISTS (O #HI -INHS DREAM OF A hFREEv AND UNITED 6IETNAM BECOMES REALITY Ford
34 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 2 TEACHING DIRECTIONS
,ESSON 3TORYBOARD /BJECTIVES s 2EVIEW HISTORY AND CHRONOLOGY OF THE 6IETNAM 7AR s !PPLY ACQUIRED INFORMATION TO A CREATIVE STORYBOARD TASK Two Days -ATERIALS s 3TUDENT 'UIDES — class set (from previous day) s #(!3).' #(!2,)% — one + transparency (optional) s 34/29"/!2$ 4!3+ — class set or transparency s 4(% 6)%4.!- 7!2 34/29"/!2$ n — class set /2 $RAWING PAPER X — class set s #OLORED PENCILS OR MARKERS — class set Individuals or Student Pairs s 2ULERS — class set 4EACHER 2EFERENCE s 6IETNAM #ONFLICT 4IMELINE — transparency (from Lesson 1 for motivator) s "LANK PAPER X — 12–14 (motivator)
3ETUP 1. The day before beginning ,ESSON CALL ASIDE ONE DRAMATIC CHARISMATIC STUDENT AND ASK HIMHER TO READ THE #(!3).' Reading CHASING CHARLIE with CHARLIE letter to introduce ,ESSON . (Gender is not significant: some dramatic flair will set the THE READER COULD BE THE PERSON WHO WROTE THE LETTER OR A FAMILY tone for the Student Guide essay MEMBER RECEIVING THE LETTER 'IVE THE STUDENT THE LETTER OFFER review that follows. assistance as necessary.
&OR THE -OTIVATOR WRITE n EVENTS FROM THE 6IETNAM #ONFLICT 4IMELINE ON INDIVIDUAL PIECES OF X PAPER /MIT THE DATES
$ECIDE IF STORYBOARDS WILL BE DONE IN PAIRS OR INDIVIDUALLY AND ARRANGE DESKS AS NECESSARY
-OTIVATOR #HOOSE n STUDENTS TO COME FORWARD $ISTRIBUTE THE PREPARED TIMELINE EVENTS PAPERS !S YOU REVIEW THE SEQUENCE OF EVENTS HAVE THE STUDENTS ARRANGE THEMSELVES IN PROPER CHRONOLOGICAL ORDER HOLDING THE PAPERS CHEST HIGH AS THEY TAKE THEIR POSITION
3EE IF STUDENTS CAN APPROXIMATELY DATE EACH EVENT AS THEY STAND in order earliest to latest.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 35 LESSON 2 TEACHING DIRECTIONS
0ROCEDURE read 1. Call on the selected student to read CHASING CHARLIE. or tell Introduce the letter by saying, h)MAGINE RECEIVING THIS LETTER FROM YOUR BROTHER WHO SHIPPED OUT TO 6IETNAM TWO MONTHS AGOv Adapt this to your classroom situation—you might instead !FTER THE READING USE THE TRANSPARENCY TO TRANSLATE THE SOLDIERS introduce the student reader as the SLANG AND TO HELP THE STUDENTS UNDERSTAND WHAT THEY HAVE JUST writer of this letter. heard. Read or tell, h4HE SPECIAL LANGUAGE $AVID USES AND THE MOOD HE CREATES CLEARLY COMMUNICATE HIS COMBAT EXPERIENCES AND FEELINGS 7HAT INITIALLY SOUNDS LIKE A FOREIGN LANGUAGE OR hMUMBO JUMBOv IS ACTUALLY AN HONEST AND PERSONAL ACCOUNT OF A FOOT SOLDIER IN THE 6IETNAM 7ARv
,EAD A DISCUSSION TO REINFORCE THE INFORMATION IN THE 3TUDENT 'UIDE !FTER THE REVIEW DISTRIBUTE THE 34/29"/!2$ 4!3+ OR You could lecture to recap the ILLUMINATE THE TRANSPARENCY AND READ ALOUD WITH STUDENTS content of the Student Guide essay; however, a class discussion and !NSWER ALL QUESTIONS BEFORE DISTRIBUTING 4(% 6)%4.!- 7!2 question-and-answer format will be 34/29"/!2$ n 2EMIND STUDENTS OF THE RESOURCES AT THEIR more engaging for the students. DISPOSAL AS THEY PREPARE THEIR ASSIGNMENT The Storyboard Task is an excellent s 3TUDENT 'UIDES s 6)%4.!- ',/33!29 tool for reinforcing knowledge, s -!0 /& ).$/#().! and appeals to more visual and !LLOW TIME IN CLASS FOR STUDENTS TO WORK -ONITOR THEIR WORK kinesthetic learners. For students 'IVE THEM A REALISTIC COMPLETION DATE FOR THE STORYBOARDS who are challenged to draw even a straight line, emphasize that stick $EBRIEFING#LOSURE figures and outlines are acceptable. The key of this assignment is to 7HEN FINISHED HAVE STUDENTS STAND AND TELL THE CLASS WHAT EVENTS capture the essence of information THEY CHOSE TO ILLUSTRATE 3OME OF YOUR hARTISTSv MAY WISH TO within the Student Guide. This is exhibit their illustrations. not a test of artistic abilities. !SK QUESTIONS TO REINFORCE THE INFORMATION PRESENTED THUS far in the Student Guide, the 4IMELINE, and the MAP OF INDOCHINA.
3. ,EARNING ,OG 4OPIC 7HAT PIECE OF INFORMATION CONFIRMED WHAT ) ALREADY KNEW ABOUT THE HISTORY OF THE 6IETNAM 7AR 4OPIC 7HAT INFORMATIONFACT IS NEW TO MY THINKING AND Two minutes COMES AS SORT OF A SHOCK Distribute lined paper or have students use their own paper. 4O %XTEND THE ,ESSON s )LLUMINATE A TRANSPARENCY OF #OMPARING 6IETNAM WITH /THER -AJOR 7ARS STATISTICS FROM ,ESSON PAGE 5SING THIS NOW WILL GIVE STUDENTS SOME ADDITIONAL PERSPECTIVE
36 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT CHASING CHARLIE
Dear Kim, Our AO here in Nam is near the DMZ. Since my last letter just after my arrival in-country, our platoon, Tango 3, was ordered on an S-and-D mission to nail as many Indians as possible near the city of Hue. At 0800 a Huey dropped us into a hot LZ and soon we were humping the boonies— doing what we do most of the time—chasing Charlie. Because I’m a Cherry, or Newby, with little experience, the other Grunts stayed away from me. Lt. Walker made me point man. I felt buku exposed to enemy fire, booby traps, and large snakes hidden in the tall elephant grass. By 0900 the heat and dust was almost unbearable. My buddy from Cleveland, Rusty, went down with dehydration. Eventually we reached a village suspected of aiding the VC and zippoed the hooches. As we did, I was shot in the shoulder from a spider hole nearby. I was in a world of hurt. A Huey lifted me out to a MASH unit and from there to a hospital in Danang. I have been in the hospital for 3 weeks. I am healing, but not fast enough for the docs. I-guess I got myself a million-dollar wound. Tell Mom I should be back in the world to see you all in a month or so. Love to all, David
42!.3,!4)/. $AVIDS AREA OF OPERATION AO IS NEAR THE DEMILITARIZED ZONE DMZ BETWEEN WARRING .ORTH AND 3OUTH 6IETNAM (E TELLS OF A HELICOPTER Huey) dropping his platoon off in a LANDING ZONE UNDER ENEMY FIRE hot LZ) as it prepares to go out (humping the boonies) on another search and destroy (S and D MISSION THROUGH UNFAMILIAR HILLS AND JUNGLE FOLIAGE $AVID WAS ORDERED TO LEAD THE WAY point man) facing dangerous conditions and dangers (buku exposed 4HEY REACHED AN ENEMY VILLAGE suspected of aiding the VC 4HE MEN set the houses on fire (zippoed the hooches 7HILE IN THE VILLAGE $AVID WAS SHOT BY A Viet Cong sniper (from a spider hole A WOUND THAT HE THINKS IS SERIOUS ENOUGH TO ALLOW HIM TO LEAVE 6IETNAM million-dollar wound) and return to the States (the world).
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 37 STORYBOARD TASK
3TORYBOARDS ARE A NEAT AND FUN WAY TO CAPTURE THE ESSENCE OF AN HISTORICAL ESSAY 4HEY ARE ESPECIALLY HELPFUL TO SORT OUT IMPORTANT INFORMATION INCLUDED IN LENGTHY CHRONOLOGIES
'UIDELINES 5SE THE 3TUDENT 'UIDE AS YOUR STORYBOARD RESOURCE 3ELECT MAJOR EVENTS OR TOPICS FROM THAT BACKGROUND INFORMATION 3ELECT THOSE THAT YOU THINK ARE THE MOST INTERESTING OR IMPORTANT EVENTS OR TOPICS !S A TEST ASK h)F ) LEFT IT OUT WOULD THE STORYBOARDS FLOW AND CONTINUITY STILL MAKE SENSE v With the no words 5SING PENCIL SKETCH EACH OF THOSE EVENTS OR TOPICS IN ONE OF THE restriction, you must SQUARES ON THE PAPERwith no words except for the project title. clearly illustrate A 4HE VIEWER OF YOUR FINISHED WORK SHOULD BE ABLE TO IDENTIFY your ideas. Be very accurate in sketching, WHAT THE EVENTTOPIC IS say, the “The Gulf of b. Only a date (if applicable) can adorn each illustration to add Tonkin Incident” or “Home Front chronology. Protests.”
-AKE ANY ADJUSTMENTS TO YOUR
PENCIL SKETCHES BEFORE ADDING THE VIETNAM WAR STORRYBOARD (1) color to your illustrations and any other finishing touches to COMPLETE YOUR STORYBOARD ON THE 6IETNAM 7AR
4. Give your storyboard an appropriate and eye-catching title. Does a pithy and colorful title Adrian Collier 48 LEAP OFF THE PAGES OF YOUR WORK THAT WOULD GRAB THE ATTENTION OF ANY VIEWERS 7RITE DOWN A FEW thoughts and then choose the PERFECT TITLE FOR YOUR MASTERPIECE
/N THE BACK OF THE PAPER OR ON A separate paper) identify the events THAT MAKE UP YOUR STORYBOARD AND EXPLAIN WHY YOU INCLUDED THEM (their significance).
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38 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT THE VIETNAM WAR STORYBOARD (1)
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40 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 3 TEACHING DIRECTIONS
,ESSON #ARTOONING /BJECTIVES s $RAW EDITORIAL CARTOONS BASED ON WRITTEN TEXT
-ATERIALS One Day s #!24//.).' — class set s $RAWING PAPER X — class set s ,INED PAPER — class set (or students’ own) s 2ECENT POLITICAL CARTOONS — at least two per student (students bring to class) s 2ULERS — class set or one per student pair
3ETUP Individuals or Student Pairs 3ELECT A FAMOUS ANDOR RECENT POLITICAL CARTOON AND MAKE A TRANSPARENCY )F YOU HAVE PLENTY OF TIME USE PERHAPS TWO OR three cartoons.)
3EVERAL DAYS IN ADVANCE ASSIGN STUDENTS TO BRING IN AT LEAST TWO POLITICAL CARTOONS FROM NEWSPAPERS OR WEEKLY NEWSMAGAZINES Three or four cartoons would be better; students will have a wider 3TUDENTS MAY WORK IN PAIRS ARRANGE DESKS TO PROVIDE ADEQUATE choice when they must do their WORKSPACE analysis during the lesson.
-OTIVATOR !LTHOUGH WAR DOES NOT SEEM AN APPROPRIATE SUBJECT FOR CARTOONS COMMUNICATING IDEAS THROUGH DRAWN IMAGES REQUIRES SOME HIGHER LEVEL THINKING 'IVE YOUR STUDENTS A QUICK OVERVIEW OF this lesson.
2. Use the transparency of the cartoon(s) you selected and analyze IT USING THE SAME CRITERIA STUDENTS WILL USE &OLLOW THE SIX QUESTIONSPOINTS IN THE &ROM 0ICTURE TO 0RINT section of #!24//.).' 4HIS WILL TEACH THE STUDENTS HOW TO LOOK AT AND CRITICALLY ANALYZE A VISUAL IMAGE &ROM 0ICTURE TO 0RINT This text is from the student handout. 1. Describe the people/objects in the cartoon. 7HERE DOES THE SCENE TAKE PLACE 7HEN 3. What is the first thing you noticed? Why? $EFINE ANY SYMBOLS IN THE CARTOON 7HAT IS THE POINT OF VIEW OR THEME OF THE CARTOON 7HO IS THE CARTOONIST TRYING TO CONVINCE 7HAT WILL BE THE reaction(s)?
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 41 LESSON 3 TEACHING DIRECTIONS
0ROCEDURE 1. Distribute CARTOONING and go over its contents, including the explanation and procedural steps.
(AVE STUDENTS TAKE OUT THEIR POLITICAL CARTOONS #ALL ON individuals to stand and describe one of their cartoons WITHOUT SHOWING ANYONE THE ACTUAL CARTOON 4HIS WILL HELP STUDENTS WHEN THEY DRAW CARTOONS FROM DESCRIPTIONS THEY READ %VENTUALLY PASS AROUND THE CARTOONS THAT WERE DESCRIBED
3. Next, have students select the best of the cartoons they brought IN AND USE THIS ONE CARTOON TO ANSWER THE SIX QUESTIONS IN &ROM 0ICTURE TO 0RINT. Monitor student progress.
4. When students have finished their analyses, briefly discuss SOME OR ALL OF THEIR WORK BEFORE ALLOWING STUDENTS TO MOVE Copyright protections make it AHEAD TO DRAW THE TWO CARTOONS DESCRIBED IN #ARTOON and impossible for Interact to print the actual cartoons in this publication. #ARTOON . You may find copies of the cartoon by Bill Mauldin in the National !LLOW STUDENTS TIME IN CLASS TO COMPLETE THE CARTOONING TASK Archives, and the cartoon by )F THEY DONT FINISH ASSIGN AS HOMEWORK Herbert Block through the Library of Congress. See Resources (page 14) for web addresses current at )F YOU CARRY THIS ASSIGNMENT OVER TO A SECOND DAY CONSIDER the time of publication. Be aware USING AN OPAQUE PROJECTOR TO ILLUMINATE STUDENTS DRAWINGS the web addresses can change /THERWISE IT WILL BE DIFFICULT FOR STUDENTS TO DISPLAY AND without notice. EXPLAIN THEIR WORK If possible, scan and print the drawings, make transparencies, $EBRIEFING#LOSURE and illuminate. Students could 1. Reinforce for students the purpose of political cartoons. A perfect also present their drawings WAY TO BRING A hWOWv CLOSURE TO THIS LESSON IS TO FIND AND THEN within small groups, circulating ILLUMINATE FOR YOUR STUDENTS THE ACTUAL CARTOONS DESCRIBED IN THIS the pictures during or after their ASSIGNMENT 4HIS WOULD AFFORD STUDENTS AN OPPORTUNITY TO SEE THE explanations. Post drawings on the board to reach a wider audience. CARTOONS AND COMPARE THEIR MASTERPIECES WITH THE ORIGINALS
2. ,EARNING ,OG 4OPIC: What does each cartoon reveal about U.S. opinion at the TIME
Two minutes 4O %XTEND THE ,ESSON s (AVE STUDENTS COLLECT AND INTERPRET SEVERAL POLITICAL CARTOONS Have students reflect on the OVER A MONTH OR SO WITH A FOCUS ON ONE OR TWO ON GOING CURRENT content and meaning of the two EVENTS OR THE PRESENT PRESIDENTIAL ADMINISTRATION cartoons. Place the cartoons at a time when the U.S. considered deeper involvement in Vietnam, but before massive escalation.
42 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT CARTOONING
"Y ONE DEFINITION CARTOONS ARE hAMUSING DRAWINGS ESPECIALLY AS COMMENTS ON PUBLIC MATTERSv 4HIS APPLIES TO POLITICAL CARTOONS -OST NEWS PUBLICATIONS INCLUDE POLITICAL CARTOONS 0OLITICAL CARTOONS MAKE SERIOUS POINTS ABOUT SENSITIVE TOPICS 4HEY CAN MAKE US SMILE BY IRONY 7ITH A FEW STROKES OF THE PEN THE CARTOONIST BRANDS A PERSON OR SITUATION AS NOBLE OR EVIL ADMIRABLE OR DESPICABLE ! WELL DRAWN CARTOON EFFECTIVELY CUTS TO THE TRUTH OF A SITUATION (OW DO POLITICAL CARTOONS WORK
&ROM 0ICTURE TO 0RINT 4O DISCOVER HOW POLITICAL CARTOONS WORK ANALYZE A POLITICAL CARTOON 3UBMIT YOUR ANALYSIS TO YOUR TEACHER /N A SEPARATE PAPER WRITE YOUR ANALYSIS OF THE CARTOON BASED ON THESE QUESTIONSPOINTS 1. Describe the people/objects in the cartoon. 7HERE DOES THE SCENE TAKE PLACE 7HEN 3. What is the first thing you noticed? Why? $EFINE ANY SYMBOLS IN THE CARTOON 7HAT IS THE POINT OF VIEW OR THEME OF THE CARTOON 7HO IS THE CARTOONIST TRYING TO CONVINCE 7HAT WILL BE THE REACTIONS
&ROM 0RINT TO 0ICTURE $URING THE 6IETNAM %RA POLITICAL CARTOONS WERE POWERFUL TOOLS THAT AFFECTED HOW PEOPLE IN THE 5NITED 3TATES FELT ABOUT THE WAR 2EAD THE WRITTEN DESCRIPTIONS OF TWO ACTUAL POLITICAL CARTOONS PRINTED IN THE MIDnS A .OTICE THE DETAILS OF THE DESCRIPTIONS 4RY TO UNDERSTAND THE POINT OF VIEW OF THE ARTIST B !NALYZE THE CARTOON BY ANSWERING THE QUESTIONSPOINTS ABOVE $RAW YOUR OWN POLITICAL CARTOON THAT COMMUNICATES THE IDEAS OF EACH CARTOON DESCRIBED A $EVELOP IMAGES THAT FIT THE DESCRIPTIONS B )N A FEW SENTENCES EXPRESS YOUR INTERPRETATION AND THOUGHTS ABOUT THE ORIGINAL CARTOON
#ARTOON 4WO SOLDIERS DOMINATE THIS CARTOON /NE IS A 53 INFANTRYMAN MAKE SURE THIS IS CLEAR STANDING AND TALKING TO A &RENCH SOLDIER 4HE LATTER IS ACTUALLY A SKELETON IN A &RENCH UNIFORM 4HE &RENCH SOLDIER IS SITTING PROPPED AGAINST A TREE IN THE JUNGLE FOLIAGE EVERYWHERE HOLDING HIS RIFLE WHICH IS DRAPED ACROSS HIS KNEES 4HE 53 SOLDIER LOOKING AT HIS DEAD COUNTERPART AND NOT REALIZING THE &RENCHMAN IS LONG TIME DECEASED HAS HIS RIGHT HAND OUT GESTURING AS HE SAYS h7HATS SO FUNNY MONSIEUR )M ONLY TRYING TO FIND MY WAYv .AILED ONTO THE TREE JUST ABOVE THE &RENCHMANS HEAD ARE TWO SIGNS ! CROSSED OUT Indochina and a clearly printed Vietnam. 4HIS CARTOON BY 0ULITZER 0RIZE WINNER "ILL -AULDIN APPEARED IN -R -AULDIN WAS FAMOUS FOR HIS 7ORLD 7AR )) h7ILLIE AND *OEv DRAWINGS
#ARTOON 4HIS CARTOON HAS THE CAPTION h/UR POSITION HASNT CHANGED AT ALLv 4WO MEN ARE FACING EACH OTHER ON an escalator (labeled Vietnam Escalator ON THE SIDE AND WITH AN ARROW POINTING UP 4HE ESCALATOR IS OBVIOUSLY IN MOTION HEADING UP 4HE TALLER MAN IS 0RESIDENT ,YNDON *OHNSON SPEAKING AND GESTURING WITH HIS ARMS AT HIS SIDES HANDS FACING UP 4HE SHORTER MAN REPRESENTS THE !MERICAN PUBLIC (E HAS AN INQUISITIVE PERHAPS EVEN DOUBTFUL LOOK ON HIS FACE 4HIS CARTOON BY 0ULITZER 0RIZE WINNER (ERBLOCK (ERBERT "LOCK APPEARED IN
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 43 LESSON 4 TEACHING DIRECTIONS
,ESSON 'ULF OF 4ONKIN )NCIDENT /BJECTIVES s %XAMINE THE 'ULF OF 4ONKIN )NCIDENT IN LIGHT OF hNEWv EVIDENCE and re-interpretation of facts Two Days Cooperative s 0RODUCE A hREVISIONIST v MORE ACCURATE VERSION OF THE 'ULF OF Groups 4ONKIN )NCIDENT of 4–6 -ATERIALS s '5,& /& 4/.+). .%73 2%0/24 — one per group or class set s '5,& /& 4/.+). ).#)$%.4 — one per group s ().$3)'(4 #!2$3 SET OF — one set per group (cut apart) The news report is similar to the s '5,& /& 4/.+). $)!,/'5% n — class set or one per official versions that appeared in the mainstream media immediately participant after the incident. Decide if s ,INED PAPER X — one per group students will have their own copies s 3CISSORS — class set (optional) of the news report or if groups will share this resource as they read 3ETUP and discuss. $ECIDE MEMBERSHIP OF HETEROGENEOUS GROUPS OF FOUR TO SIX The GULF OF TONKIN DIALOGUE includes phrases from $ECIDE IF YOU WILL CUT APART AND PREPARE SETS OF ().$3)'(4 Barry Sadler’s Ballad of the Green #!2$3 FOR EACH GROUP OR IF STUDENTS WILL CUT APART THEIR SETS Berets. Playing that stirring song WHEN YOU DISTRIBUTE THEM as background music prior to the lesson will set the mood for the patriotic attitude prevalent in the -OTIVATOR United States in the early 1960s. !SK STUDENTS IF THEY HAVE EVER DONE SOMETHING DECEITFUL OR LIED See Resources (page 14) for more TO GET THEIR WAY IN ORDER TO ACCOMPLISH AN HONORABLE GOAL /NE information about the song. ASPECT OF THE DISCUSSION IS hDOES THE END JUSTIFY THE MEANS v
(AVE STUDENTS CITE EXAMPLES OF THIS BEHAVIOR 0OINT OUT THE parallels to 1964 and President Johnson.
0ROCEDURE %XPLAIN THAT STUDENTS WILL WORK IN GROUPS TO EXPLORE THE 'ULF OF 4ONKIN )NCIDENT AND RESULTING 2ESOLUTION PASSED OVERWHELMINGLY by Congress in August 1964. Move students into their groups.
This article includes the essentials 2. Distribute GULF OF TONKIN NEWS REPORT to individuals of the Gulf of Tonkin Incident. It was published before close OR GROUPS AND ALLOW TIME FOR THEM TO READ 3OME DISCUSSION analysis would bring questions, SHOULD FOLLOW ESPECIALLY ABOUT POINTS THAT SEEM VAGUE OR OPEN doubt, and protest, and…a call to interpretation. for facts, testimony, and evidence. Unfolding events can be grossly 3. Distribute GULF OF TONKIN INCIDENT. Read over and misreported and misinterpreted, especially if the government is the CLARIFY EXACTLY WHAT STUDENTS ARE TO DO primary agent of information.
44 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 4 TEACHING DIRECTIONS
$ISTRIBUTE ().$3)'(4 #!2$3 AND SCISSORS AND QUICKLY REITERATE HOW STUDENTS USE THE CARDS AND FILL IN THE TOP SECTIONS
!LLOW GROUPS TO WORK SORTING OUT THE CARDS AS DIRECTED 3–5 minutes for groups to cut 6. When groups have selected their final 10 HINDSIGHT CARDS, apart HINDSIGHT CARDS. YOU MIGHT CONSIDER RE READING ON THE '5,& /& 4/.+). 30–40 minutes for the sorting. ).#)$%.4 $ISTRIBUTE PAPER OR HAVE STUDENTS USE THEIR OWN Make sure that students evolve !LLOW TIME FOR GROUPS TO SHARE THEIR INSIGHTS AND WRITE THEIR through the discard process (20, then 15, then 10— and not REVISIONIST VERSIONS OF THE INCIDENT 2EQUIRE THAT EACH STUDENT from 36 to 10 in one jump). WRITE A VERSION AND FINISH AS HOMEWORK IF NECESSARY 4HE GROUP CAN DECIDE WHICH REVISIONIST HISTORY TO SHARE WITH THE CLASS Consider allowing students to bring back 2–3 cards for this 8. /PTIONAL revisionist work, making a total The next day, have group representatives stand and read their of 12–13 cards. BRIEF REVISIONIST HISTORY OF THE 'ULF OF 4ONKIN INCIDENT Historians are continually trying A $ISCUSS WHAT EVIDENCE IN COMMON WHICH SAME to portray past events (and people) ().$3)'(4 #!2$3 WERE SELECTED BY ALL GROUPS FOR THEIR as accurately as possible. This is revisionist histories. a painstaking task. The official B $ISCUSS THE GOVERNMENTS MOTIVES TO BE DECEITFUL )S DECEIT information available about the Gulf of Tonkin Incident affected ever justifiable? an entire nation and involved international consequences. What $EBRIEFING#LOSURE happened (or didn’t happen) in the 1. Distribute GULF OF TONKIN DIALOGUE and select four Gulf of Tonkin near North Vietnam GOOD READERS TO PLAY THE TWO HISTORIANS AND THE TWO STUDENTS altered the already tense situation in Southeast Asia. 7ITHIN THE CONTEXT OF THE DIALOGUE THE FOUR SPEAKERS CLARIFY AND DRAW CONCLUSIONS ABOUT THE INCIDENT Many in education believe that turning students into “polite 2. Carefully going over this dialogue should provide an excellent skeptics” is our ultimate goal. CLOSURE TO THE EVENT AND SET UP A hPOLITELY SKEPTICALv ATTITUDE FOR the rest of the unit.
3. ,EARNING ,OG 4OPIC: President Johnson and Defense Secretary Robert -C.AMARA WANTED THE 5NITED 3TATES TO BE MORE INVOLVED IN 6IETNAM 4O ACCOMPLISH THIS THEY LIED TO THE !MERICAN people. Should they be charged and brought to trial for Two minutes THEIR LIES AND DECEPTION 7HAT WOULD BE THE OUTCOME OF such a trial in 1965? Today? Students need to reflect on their exposure to the government’s role in deceiving the American people, 4O %XTEND THE ,ESSON an act that precipitated decades of s #ONSIDER SHOWING AN APPROPRIATE SCENE FROM In Love and War, public mistrust of its officials. A TELEVISION MOVIE THAT INCLUDES ,T #OM *AMES " 3TOCKDALE RETURNING TO HIS CARRIER AFTER SEEING FROM HIS PLANE NO ENEMY PATROL BOATS FROM THE SECOND ATTACK IN THE 'ULF OF 4ONKIN INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 45 GULF OF TONKIN NEWS REPORT August 8, 1964 HOSTILE ACTION BY NORTH VIETNAM The attackers continued their course FORCES U.S. HAND IN SOUTHEAST ASIA and launched torpedoes at the Maddox. The Maddox returned fire and called for By Richard T. Sharpe air support. These defensive measures Washington Bureau Correspondent drove off the attack boats, except one, which was “dead in the water.” Why the WASHINGTON, D. C. — Congress attack took placed remains unclear, said has given President Johnson authority to Defense Secretary Robert McNamara. U.S. wage war in Southeast Asia. The action officials warned that further attacks would follows attacks by the North Vietnamese on result in retaliation. two U.S. ships in international waters. The The Maddox continued on routine patrol destroyers Maddox and Turner Joy were in the Gulf of Tonkin. The U.S.S. Turner on routine patrol. The attacks occurred on Joy accompanied the Maddox for added August 2 and 4 in the Gulf of Tonkin. The protection. On August 4, North Vietnamese President told of the aggression in a radio- torpedo boats again launched an attack television address to the nation after the on the destroyer. The second attack lasted second attack. He made a clear case for two hours. Dark and murky conditions retaliation. He announced the launching of interfered with actual visual sightings a military offensive against North Vietnam. of torpedo boats. Both ships detected U.S. planes began an aerial bombardment numerous “blips” on their radar screens. of ports early Wednesday. It is the first U.S. One U.S. pilot reported seeing the wake air strike against a communist country of a torpedo boat. A shipboard officer since the Korean War (1950–1953). reported seeing cockpit lights from an In his dramatic speech, the president attacking gunboat. Sonar equipment on noted that there were two separate attacks. the Maddox detected several torpedoes. The first occurred on Sunday, August 2, The attack of August 4 was successfully in the early morning. The second attack repelled. Sources claim that two of the was on Tuesday, August 4 and “required torpedo boats were sunk. A thorough me,” said Johnson, “to order the military search of the attack site revealed no oil forces of the United States to take action in slicks or debris. There were no American reply.” “Air action,” he continued, “is now in casualties from either attack. execution…against…North Vietnam.” The Congress quickly passed the The Department of Defense has Gulf of Tonkin Resolution. There were released this information: On August 2 the two dissenting votes in the Senate. There U.S.S. Maddox was under the command of were no negative votes in the House of Captain John J. Herrick. It was on a routine Representatives. The Resolution authorizes patrol in international waters between the the president “to repel any armed attack Vietnam coast and the island of Hainan. It against the forces of the United States was at least 30 miles from North Vietnam. and to prevent further aggression.” Usually a coastal nation claims control of President Johnson has a blank check to waters only 12 miles from shore. The attack wage a limited war in Southeast Asia. The came from three North Vietnamese torpedo government is hoping to avert a major war boats. To defend the Maddox, Captain that might potentially involve China or the Herrick ordered warning shots fired at the Soviet Union. approaching gunboats.
46 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT GULF OF TONKIN INCIDENT
7HOSE 6ERSION OF (ISTORY )S 4HIS 9OU NOW KNOW WHAT THE !MERICAN PUBLIC KNEW IN 4HE REPORTER BASED HIS NEWS ARTICLE ON INFORMATION PROVIDED BY THE GOVERNMENT 4HE $EPARTMENT OF $EFENSE ISSUED ALL FACTS DETAILS AND CONCLUSIONS 4HE #ONGRESS BELIEVED THERE WAS A GREAT URGENCY TO ACT 4HIS URGENCY OVERRODE CAREFUL ANALYSIS OF WHAT REALLY HAPPENED 5NDER OUR #ONSTITUTION ONLY THE #ONGRESS HAS THE POWER TO DECLARE WAR 4HE 'ULF OF 4ONKIN 2ESOLUTION GAVE THE PRESIDENT THE POWER TO WAGE WAR WITHOUT A DECLARATION OF WAR BY THE #ONGRESS 4HE 'ULF OF 4ONKIN )NCIDENT WAS THE hSPARKv THAT IGNITED THE 6IETNAM 7AR FOR THE 5NITED 3TATES !S A RESULT THE 5NITED 3TATES PLUNGED INTO A WAR WITHOUT CAREFUL ANALYSIS AND DEBATE
Hindsight Hindsight IS THE ABILITY TO EVALUATE AN EVENT LONG AFTER IT HAS OCCURRED )F WE STUDY AN EVENT AFTER MANY YEARS WE CAN MORE CLEARLY UNDERSTAND WHAT REALLY HAPPENED )N FEW DOUBTED THE GOVERNMENTS ACCOUNT OF THOSE TWO FATEFUL NIGHTS IN THE DARK MURKY WATERS OFF THE COAST OF .ORTH 6IETNAM )T WOULD TAKE YEARS TO DISCOVER THE TRUTH ABOUT THE 'ULF OF 4ONKIN hATTACKSv
! .EW ,OOK AT (ISTORY 9OU WILL NOW GAIN A VERY DIFFERENT VERSION OF THE 'ULF OF 4ONKIN )NCIDENT 7ORKING WITHIN A GROUP YOU WILL COMPARE THE NEWS ARTICLE WITH DATA ON (INDSIGHT #ARDS 4HESE CONTAIN FACTUAL INFORMATION THAT WAS INTENTIONALLY WITHHELD FROM THE PUBLIC IN 4HE DATA IS FROM EYEWITNESS ACCOUNTS )T IS ALSO FROM METHODICAL HISTORICAL ANALYSIS OF THE EVENTS 2EAD ALL CARDS $ISCUSS DECIDE AND CLASSIFY THE INFORMATION s )F THE DATA agrees WITH THE NEWS ARTICLE WRITE Confirms in the upper right corner of the card. s )F THE DATA disagrees WITH THE NEWS ARTICLE WRITE Contra in the upper right corner. s )F THE DATA neither confirms nor contradicts THE NEWS ARTICLE WRITE New Info in the upper right CORNER (INT -OST OF THE CARDS WILL BE Contra cards.)
%VALUATE THE INFORMATION ON THE (INDSIGHT #ARDS. s %LIMINATE CARDS 4HESE CARDS CONTAIN INFORMATION THAT YOU THINK YOU CAN IGNORE AND STILL UNDERSTAND WHAT REALLY HAPPENED -ARK AN h8v IN THE UPPER LEFT CORNER OF THESE CARDS s 9OU NOW HAVE (INDSIGHT #ARDS THAT ACCURATELY EXPLAIN THE 'ULF OF 4ONKIN )NCIDENT
%VALUATE THE INFORMATION ON THE (INDSIGHT #ARDS. s %LIMINATE MORE CARDS 4HESE CARDS CONTAIN INFORMATION THAT YOU THINK YOU CAN IGNORE AND STILL UNDERSTAND WHAT REALLY HAPPENED -ARK AN h8v IN THE UPPER LEFT CORNER OF THESE CARDS s 9OU NOW HAVE (INDSIGHT #ARDS THAT ACCURATELY EXPLAIN THE 'ULF OF 4ONKIN )NCIDENT
%VALUATE THE INFORMATION ON THE (INDSIGHT #ARDS. s %LIMINATE MORE CARDS 4HESE CARDS CONTAIN INFORMATION THAT YOU THINK YOU CAN IGNORE AND STILL UNDERSTAND WHAT REALLY HAPPENED -ARK AN h8v IN THE UPPER LEFT CORNER OF THESE CARDS s 9OU NOW HAVE (INDSIGHT #ARDS THAT ACCURATELY EXPLAIN THE 'ULF OF 4ONKIN )NCIDENT
!S A GROUP DISCUSS WHAT HAPPENED IN THE 'ULF OF 4ONKIN a. Arrange the (INDSIGHT #ARDS IN A SEQUENCE THAT MAKES SENSE AND HAS A SMOOTH NARRATIVE B )NDIVIDUALLY WRITE YOUR OWN REVISIONIST VERSION ENTIRELY IN YOUR OWN WORDS C 5SE TRANSITION WORDS moreover, however, furthermore, nevertheless, in contrast, likewise, on the other hand, consequently, therefore, most (least) important, etc.) to connect sentences or ideas.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 47 HINDSIGHT CARDS
(INDSIGHT #ARD (INDSIGHT #ARD &OR MONTHS BEFORE !UGUST THE 53 .AVY 0RESIDENT *OHNSON RUSHED THE !MERICAN PEOPLE WAS OPERATING IN THE 'ULF OF 4ONKIN .AVY SHIPS through the finer details of the incident. He TRANSPORTED 3OUTH 6IETNAMESE COMMANDOS WANTED #ONGRESS TO SUPPORT HIS RESOLUTION to locations above the 17th parallel. These QUICKLY (E WANTED TO CONDUCT THE 6IETNAM 7AR COMMANDOS STAGED RAIDS ON THE .ORTH and reach his foreign policy goals.
(INDSIGHT #ARD (INDSIGHT #ARD President Johnson based his foreign policy 0RESIDENT *OHNSON COMPARED THE 'ULF OF 4ONKIN ON FEARS OF #OMMUNISM (E USED THE 'ULF 2ESOLUTION TO A hGRANDMAS NIGHTSHIRTv (E OF 4ONKIN )NCIDENT TO STOKE THE FIRES OF ANTI MEANT THAT THE RESOLUTION COVERED hEVERYTHINGv COMMUNISM (E USED THIS SENTIMENT TO GET This proves deception and perhaps dishonesty ELECTED THREE MONTHS LATER ABOUT HIS ROLE IN EXPANDING THE WAR IN 6IETNAM
(INDSIGHT #ARD (INDSIGHT #ARD 4HROUGH THE SPRING AND SUMMER OF THE 4HE CREW OF THE U.S.S. Maddox WAS 53 WAS RUNNING ALL KINDS OF COVERT SECRET INEXPERIENCED AND THE SONAR OPERATOR WAS NOT OPERATIONS /NE WAS /0,!. ! WHICH confident and nervous. ASSISTED 3OUTH 6IETNAMESE INTRUSIONS INTO THE North. The U.S. also participated in propaganda efforts. Navy pilots dropped leaflets designed TO PRODUCE FEAR AMONG CIVILIANS
48 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT HINDSIGHT CARDS
(INDSIGHT #ARD (INDSIGHT #ARD WAS A PRESIDENTIAL ELECTION YEAR !LL 4HE 6IETNAMESE HAD NEVER REALLY OFFICIALLY THAT YEAR 0RESIDENT *OHNSON CAMPAIGNED FOR DEFINED THEIR TERRITORIAL WATERS 4HEY STILL REELECTION (E PROMISED TO KEEP !MERICAN BOYS RECOGNIZED A nMILE LIMIT NOT OR MILES OUT OF ANY 3OUTHEAST !SIA WARS
(INDSIGHT #ARD (INDSIGHT #ARD U.S. officials developed a scenario to increase 4HE SONAR EQUIPMENT ON THE Maddox WAS NOT IN 53 INVOLVEMENT IN 3OUTHEAST !SIA 4HEY good shape and often gave inaccurate readings. DREW UP A ROUGH DRAFT FOR A h4ONKIN 'ULF TYPEv RESOLUTION 4HIS RESOLUTION WOULD GIVE THE 0RESIDENT AUTHORITY TO COMMIT 53 FORCES TO DEFEND 3OUTH 6IETNAM 4HIS HAPPENED IN -AY THREE MONTHS BEFORE THE )NCIDENT
(INDSIGHT #ARD (INDSIGHT #ARD 4HE ATTACK OF !UGUST PROBABLY LASTED ABOUT 3OME SAILORS ON BOTH THE Maddox and Turner MINUTES )T COULD BE CONSIDERED A 53 VICTORY Joy CLAIMED THEY SAW hSOMETHINGv DURING THE ATTACK OF !UGUST 4HEY WERE NEVER REALLY SURE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 49 HINDSIGHT CARDS
(INDSIGHT #ARD (INDSIGHT #ARD #APTAIN (ERRICK OF THE Maddox intercepted 4HE .ORTH 6IETNAMESE HAVE REPEATEDLY DENIED MESSAGES AFTER THE FIRST ATTACK (E MISINTERPRETED THE SECOND ATTACK ON !UGUST 4HEY HAVE NOT THEM (E THOUGHT THE .ORTH 6IETNAMESE WERE DENIED THE FIRST ATTACK ON !UGUST PREPARING FOR hMILITARY OPERATIONSv
(INDSIGHT #ARD (INDSIGHT #ARD In 1968 Secretary of Defense Robert .O MEDIA CORRESPONDENTS WERE IN THE 'ULF OF -C.AMARA TESTIFIED BEFORE A 3ENATE HEARING 4ONKIN TO WITNESS THE ATTACKS -OST NEWS REPORTS (E SAID HE HAD hUNIMPEACHABLE PROOFv OF THE RELIED ON INFORMATION SUPPLIED BY THE 0ENTAGON ATTACK ON !UGUST 4HE PROOF WAS IN FOUR -AJOR NEWSMAGAZINES WROTE VERY SIMILAR ARTICLES INTERCEPTED .ORTH 6IETNAMESE RADIO MESSAGES DESCRIBING THE 'ULF OF 4ONKIN )NCIDENT These intercepts have never been declassified for historians.
(INDSIGHT #ARD (INDSIGHT #ARD #APTAIN (ERRICK WAS UNSURE ABOUT WHAT REALLY )MMEDIATELY FOLLOWING !UGUST 53 PILOTS HAPPENED ON !UGUST (E WAS PRESSURED BY WERE DEBRIEFED 4HEY REPORTED THAT THEY HAD officials in the White House to support the SEEN NO ENEMY SHIPS AT THAT TIME 7EEKS AND VIEWS OF THE 0RESIDENT 4HE CAPTAIN FINALLY MONTHS LATER THESE PILOTS WERE hRE DEBRIEFEDv DECLARED THAT A SECOND hATTACKv HAD TAKEN PLACE They changed their versions. This gave 0RESIDENT *OHNSON A hPROOF PACKAGEv OF AN ACTUAL ATTACK
50 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT HINDSIGHT CARDS
(INDSIGHT #ARD (INDSIGHT #ARD (OWARD :INN IS A REVISIONIST HISTORIAN )N #APTAIN (ERRICK ON THE Maddox reported the HE WROTE THAT h4HE 'ULF OF 4ONKIN EPISODE ATTACK ON !UGUST (E CABLED TO HIS SUPERIORS WAS A FAKE THATx!MERICAN OFFICIALS HAD LIED h%NTIRE ACTION LEAVES MANY DOUBTS SUGGEST TO THE PUBLICxTHE Maddox WAS ON A SPECIAL COMPLETE EVALUATION BEFORE ANY FURTHER ACTIONv ELECTRONIC SPYING MISSION ANDxIT WASxIN 6IETNAMESE WATERSv
(INDSIGHT #ARD (INDSIGHT #ARD 7HAT REALLY HAPPENED IN THE 'ULF OF 4ONKIN The destroyer U.S.S. Craig WAS SCHEDULED TO DID NOT MATTER TO 0RESIDENT *OHNSON &OR HIM carry out covert operations in March 1964. Bad THE MOST IMPORTANT RESULT WAS TO GET ACTION (E WEATHER CANCELLED THE NAVYS PLANS 4HE U.S.S. WANTED TO MOTIVATE #ONGRESS AND THE COUNTRY TO Maddox WAS THEN ASSIGNED TO COVERT OPERATIONS accept a larger U.S. role in stopping the spread in the Gulf in August 1964. OF #OMMUNISM IN 6IETNAM
(INDSIGHT #ARD (INDSIGHT #ARD /N THE MORNING OF !UGUST THE Maddox sailed !FTER THE FIRST ATTACK ON !UGUST 0RESIDENT WITHIN MILES OF THE COAST OF 6IETNAM 4HE SHIP *OHNSON SENT A DIPLOMATIC NOTE TO (ANOI (E WAS NEAR THE 2ED 2IVER $ELTA WARNED AGAINST FURTHER UNPROVOKED ACTION (E THREATENED THE 6IETNAMESE WITH hGRAVE CONSEQUENCESv
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 51 HINDSIGHT CARDS
(INDSIGHT #ARD (INDSIGHT #ARD Officers on the Maddox gave conflicting reports 0RESIDENT *OHNSON WANTED CONGRESSIONAL OF THE 53 RESPONSE TO THE .ORTH 6IETNAMESE APPROVAL TO FIGHT #OMMUNISM IN 6IETNAM (IS ATTACK #APTAIN (ERRICK ORDERED THAT WARNING advisors plotted to get that support (a resolution) shots be fired. Another officer recalled later that WITHOUT A DECLARATION OF WAR 4HEY DID THIS BY (ERRICK WAS hSHOOTING TO KILLv MANIPULATING EVENTS IN THE 'ULF 4HIS INCLUDED PROVOKING AN ATTACK BY THE .ORTH 6IETNAMESE
(INDSIGHT #ARD (INDSIGHT #ARD h&REAK WEATHERv PROBABLY CAUSED THE .AVY #OMMANDER *AMES " 3TOCKDALE WAS RADARSCOPE hBLIPSv ON THE SCREEN ABOARD THE senior pilot on the nearby aircraft carrier, Maddox. A young, jittery sonar technician, U.S.S. Ticonderoga (E FLEW OVER THE REGION WHO MISREAD HIS EQUIPMENT MADE THE AFTER THE SECOND ATTACK (E WAS LATER DEBRIEFED PROBLEM WORSE After the incident he told an intelligence OFFICER THAT HE DIDNT SEE ANY ENEMY BOATS h.O BOATS NO BOAT WAKESxNO BOAT FIRE NO TORPEDO WAKESNOTHINGv
(INDSIGHT #ARD (INDSIGHT #ARD 3OME HAVE SUGGESTED THAT ANOTHER SOURCE FOR 0RESIDENT *OHNSON WENT ON 46 TO ANNOUNCE the sonar readings on August 4. These sounds THE ATTACKS OF !UGUST AND *UST BEFORE THE MIGHT HAVE BEEN THE SOUNDS OF THE Maddox S BROADCAST HE ORDERED RETALIATORY AIR STRIKES ON RUDDER NOT INCOMING ENEMY TORPEDOES .ORTH 6IETNAM #APTAIN (ERRICK WAS NOT CERTAIN ABOUT THE SECOND ATTACK ON !UGUST 4HIS MADE it difficult for Secretary of Defense Robert -C.AMARA TO JUSTIFY THE 0RESIDENTS ACTION
52 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT HINDSIGHT CARDS
(INDSIGHT #ARD (INDSIGHT #ARD -ANY HIGH RANKING GOVERNMENT OFFICIALS HAD !FTER THE FIRST ATTACK ON !UGUST IT APPEARS THAT SERIOUS DOUBTS ABOUT THE SECOND ATTACK -ILITARY the Maddox and the Turner Joy TRIED TO PROVOKE personnel shared these doubts. Evidently A SECOND ATTACK BY THE .ORTH 6IETNAMESE 4HEY President Johnson shared these doubts. Only WERE ESSENTIALLY BAIT IN A TRAP TAUNTING THE days after August 4, he confidentially told an COMMUNISTS "OTH SHIPS SAILED WITHIN MILES OF AIDE h(ELL THOSE DUMB STUPID SAILORS WERE THE .ORTH 6IETNAM COAST 4HEY GOT AS CLOSE AS JUST SHOOTING AT FLYING FISHv MILES TO SOME .ORTH 6IETNAMESE ISLANDS
(INDSIGHT #ARD (INDSIGHT #ARD !FTER #OM 3TOCKDALE AND HIS PILOTS RETURNED 0RESIDENT *OHNSON DID NOT WAIT TO FIND THE TRUTH to the Ticonderoga THEY FLASHED A MESSAGE TO ABOUT THE 'ULF INCIDENT (E IMMEDIATELY SET OUT 7ASHINGTON 4HEY CLAIMED hNO VISUAL SIGHTING TO MOBILIZE #ONGRESS (E SOUGHT SUPPORT FOR HIS OF ANY ;ENEMY= VESSELSv 4HEY RECEIVED A REPLY ANTI COMMUNIST AGENDA (E DRAFTED A RESOLUTION STATING hEVIDENCE OF A SECOND ATTACK ;NEEDED hTO TAKE ALL MEASURESv TO REPEL ATTACKS (E TO= CONVINCE 5NITED .ATIONS THAT AN ATTACK IN FOUND VERY FEW CRITICS #ONGRESS AND THE MEDIA FACT DID OCCURv supported the resolution. Over 85% of the !MERICAN PUBLIC SUPPORTED THE RESOLUTION
(INDSIGHT #ARD (INDSIGHT #ARD $R $ANIEL %LLSBERG WAS A DEFENSE DEPARTMENT In August 1964, the U.S.S. Maddox WAS IN analyst. He released the secret history of the THE 'ULF OF 4ONKIN TO SPY ON .ORTH 6IETNAM WAR CALLED THE Pentagon Papers (E LATER WROTE 4HE 53 SHIP WAS ALSO A SHUTTLE TO HELP 3OUTH THAT THE FIRST ATTACK WAS hNOT UNPROVOKED AND THE 6IETNAMESE COMMANDOS RAID .ORTH 6IETNAMESE MISSION OF THE Maddox WAS NOT A ROUTINE PATROL coastal installations. THAT THERE WAS NO SECOND ATTACKxIT WAS A LIEv
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 53 GULF OF TONKIN DIALOGUE (1)
2OLES 4WO HISTORIANS AND TWO STUDENTS EATING LUNCH )NTRO -ANY STUDENTS OF !MERICAN HISTORY MAY STILL BE PUZZLED ABOUT THE FACTS AND CONCLUSIONS SURROUNDING THE CONTROVERSIAL 'ULF OF 4ONKIN )NCIDENT IN !UGUST 4HIS DIALOGUE MAY help. 3TUDENT : What really HAPPENED OUT THERE IN THE DARK AND MURKY WATERS OF THE 'ULF OF 4ONKIN )M STILL CONFUSED 3TUDENT !LL THE DATA WE JUST LEARNED IN CLASS WASNT ENOUGH 3TUDENT .OxIT WAS ALMOST TOO MUCH ) FEEL OVERWHELMED %SPECIALLY IN THE CONCLUSIONS 7AS THERE A SECOND ATTACK OR NOT (ISTORIAN ! FADING IN 3TILL PUZZLED EH 7E HISTORIANS LOVE IT WHEN TOPICS GENERATE MORE QUESTIONS THAN ANSWERS 3TUDENT 0ROFESSOR THERES SO MUCH TO ABSORB )TS LIKE GETTING LOST IN THE 6IETNAM JUNGLE (ISTORIAN ! !H HA !N APT METAPHOR FOR SCHOLARS OF HISTORY ESPECIALLY THE WAR IN 6IETNAM 3TUDENT : Well, the (INDSIGHT #ARDS suggest that President Johnson deceived the people of the 5NITED 3TATES (E WANTED EVERYONE TO BELIEVE THAT THERE WAS A SECOND ATTACK BY THE .ORTH 6IETNAMESE 4HAT WAY HE COULD JUSTIFY THE 5NITED 3TATES TAKING ON A WIDER ROLE IN 6IETNAMS CIVIL WAR (ISTORIAN ! 9ES THAT IS A THEORY MANY HISTORIANS HAVE 3TUDENT 0ROFESSOR IS IT POSSIBLE WE COULD GO THROUGH THE FACTS WITH YOU JUST TO MAKE SURE WERE FAIRLY ACCURATE WITH THE DATA before WE BLAME 0RESIDENT *OHNSON FOR THE WAR IN 6IETNAM (ISTORIAN ! 3URE &IRE AWAY 3TUDENT /KAYxFIRST THE 53 WAS ALREADY A STRONG PRESENCE IN 6IETNAM BEFORE AS FAR BACK AS 0RESIDENTS 4RUMAN AND %ISENHOWER 2IGHT !ND WE STEPPED IT UP A BIT UNDER 0RESIDENT +ENNEDY BY SENDING MORE TROOPS LIKE 3PECIAL &ORCES (ISTORIAN " COMING IN x4HE 'REEN "ERETS 3TUDENT : Yeah (pause), The Green Berets (E RECITESSINGS h3ILVER WINGS UPON THEIR CHESTS THESE ARE MEN !MERICANS BESTxv (ISTORIAN " (E FINISHES SONG h/NE HUNDRED MEN WILL TEST TODAYx"UT ONLY THREE WIN THE 'REEN "ERETv !H ! BIT OF POPULAR CULTURE TO REMIND US OF A TIME WHEN THE WAR SEEMED WINNABLE "ARRY 3ADLERS HIT SONG 4HE MEMORIES (E SIGHS (MM 7ELL YES 'ETTING BACK TO HIS COMMENTS 9ES WE WERE A STRONG PRESENCE BEFORE 3TUDENT !ND IN THE 'ULF OF 4ONKIN OFF .ORTH 6IETNAM OUR DESTROYER THE Maddox WAS ON AN ELECTRONIC SPY MISSION STUDYING SHIP MOVEMENTS AND COMMUNICATIONS IN THE AREA
54 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT GULF OF TONKIN DIALOGUE (2)
(ISTORIAN ! 0ROBABLY !ND CONVEYING 3OUTH 6IETNAMESE COMMANDOS TO THE .ORTHS COAST SO THEY COULD STAGE RAIDS ON ENEMY INSTALLATIONS 3TUDENT 3PYING MISSIONS ) THOUGHT THE 53 WAS BEYOND THIS ,ET THE OTHER GUYS RESORT TO THIS ) GUESS THE #OLD 7AR WAS AT ITS HEIGHT !ND WE HAD TO DO WHAT THEYTHE 2USSIANS AND THE 2ED #HINESEWERE DOING TO US 4HAT OLD #OLD 7AR MENTALITY SECRECY AND MISTRUST (ISTORIAN " 4HE #OLD 7AR BROUGHT OUT THE WORST IN ALL OF US !CTIONS WERE JUSTIFIED IN THE NAME of survival. 3TUDENT 3OxTHE Maddox WAS not ON A ROUTINE PATROLIT WAS SPYING !ND FROM WHAT WEVE READ THE SHIP WAS INSIDE THE MILE LIMIT )F THATS THE CASE THE .ORTH 6IETNAMESE TORPEDO BOATS WERE JUSTIFIED IN THEIR ATTACKS ON !UGUST ND PAUSE 7AS THE Maddox WITHIN THE MILE LIMIT (ISTORIAN ! (ARD TO SAY !ND WHATS THE ACCEPTED LIMIT TO CLAIM NATIONAL WATERS MILES 4HE .ORTH 6IETNAMESE NEVER REALLY DEFINED THEIR LIMIT 3TUDENT /KAY )TS AGREED THAT THE FIRST ATTACK ACTUALLY TOOK PLACE 4HE .ORTH 6IETNAMESE NEVER DENIED THE FIRST ATTACK UNPROVOKED OR NOT BY THE 53 EVEN THOUGH OUR PRESENCE WITHIN THE MILE LIMIT OUR ROLE IN CARRYING 3OUTH 6IETNAMESE COMMANDOS TO THEIR RAIDS AND SUCH WAS ENOUGH TO GET FIRED UPON "UT ITS THE SECOND ATTACKTHE ONE ON !UGUST THAT BOTHERS ME 4HE (INDSIGHT #ARDS SUGGEST THAT THERE WAS NO ATTACK FROM .ORTH 6IETNAMESE BOATS AT ALL (ISTORIAN ! 'ATHERING ALL THE EVIDENCE LISTENING TO EYEWITNESS TESTIMONY AFTER ALL THESE YEARS LEADS MOST REPUTABLE HISTORIANS TO SHARE YOUR VIEW THAT THE SECOND ATTACK NEVER HAPPENED 3TUDENT 3O )TS THE SECOND ATTACK THAT REALLY JUSTIFIED OUR DEEP INVOLVEMENT IN 6IETNAM (ISTORIAN " #ORRECT "UT DOES THAT MEAN THE 53 WOULD NEVER HAVE ESCALATED THE WAR IF NOT FOR THE hFRAUDv OF FAKING THE SECOND ATTACK ) THINK NOT 3OMEHOW SOMEWAY THE 53 HAD TO MEET ITS OBJECTIVES IN 3OUTHEAST !SIA !ND WAS IT REALLY FRAUD 3TUDENT : %XPLAIN WHAT YOU MEAN PROFESSOR (ISTORIAN " !T THE TIME THE Maddox FIRED ITS TORPEDOES AT ATTACKING .ORTH 6IETNAMESE GUNBOATS ON THE NIGHT OF !UGUST IT WAS PERCEIVED BY ALL THAT WE WERE IN FACT UNDER ATTACK )T WAS A NIGHT OF ANXIETY AND ILLUSION 7E ACTED ON WHAT WE THOUGHT WE SAW AND SENSED 4HAT IT WAS ANOTHER UNPROVOKED ATTACK .O ONE AT THE TIME FALSIFIED WHAT THEY THOUGHT THEY SAW (ISTORIAN !: Correct. That perception guided our actions that night. 3TUDENT : !NDxIT NEVER HAPPENEDTHE SECOND ATTACK ON THE Maddox and its protection, the destroyer the Turner Joy, on August 4.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 55 GULF OF TONKIN DIALOGUE (3)
(ISTORIAN " )T LOOKS THAT WAY 3TUDENT #ONCLUSIVELYNO ATTACK ON !UGUST TH (ISTORIAN " 0ROBABLY NEVER CONCLUSIVELYIF ) CAN USE THOSE WORDS TOGETHER 3TUDENT h.O ONE ON THE 53 SHIPS FALSIFIED FACTS AT THE TIME v YOU SAID (OW ABOUT LATER 4HE PRESIDENT APPARENTLY DIDNT FOLLOW THAT PHILOSOPHY (ISTORIAN ! !H HA 4HATS WHERE THE DECEPTION TOOK PLACE )N 7ASHINGTONAT THE HIGHEST LEVEL THE 0RESIDENT RUSHED THE #ONGRESS TO JUDGMENT (E WANTED TO PURSUE HISAND !MERICAS foreign policy objectives in Southeast Asia. (ISTORIAN " #ERTAINLY ONE OF THOSE OBJECTIVES OR GOALS WAS TO HALT THE SPREAD OF COMMUNISM (O #HI -INHS COMMUNISTS WERE A SIZABLE THREAT TO ALL 3OUTHEAST !SIA 2EMEMBER THE 6IET #ONG WERE MAKING STEADY GAINS AGAINST THE 3OUTH 6IETNAMESE -ORE AND MORE ARMS FROM THE .ORTH WERE SUPPLYING THE 6# AND THE 3OUTH WAS FALLING APART 4HUS THE WAR WAS NOT GOING WELL FOR OUR ALLY 3TUDENT 3OxTHE Domino Theory WAS IN FORCE AND FOR THE 53 IT WAS VALID IN (ISTORIAN ! 9ES 4HE LOSS OF 6IETNAM AND THEN EVERY NATION IN THE REGION TO #OMMUNISM WAS A LEGITIMATE NIGHTMARE TO THE 5NITED 3TATESTHE BEACON OF LIBERTY IN THE WORLD )T WAS FOREMOST THAT WE STOP THE COMMIES IN 6IETNAM #ONTAINMENT 4HAT WAS OUR POLICY (ISTORIAN " !ND 0RESIDENT *OHNSON WAS NOT GOING TO BE THE FIRST PRESIDENT TO LOSE AN ALLY TO #OMMUNISM OR LOSE A WAR JUST BECAUSE WE WAITED UNTIL THE ENEMY LANDED ON A #ALIFORNIA BEACH BEFORE WE TOOK ACTION 3TUDENT : )TS SO HARD TO BELIEVE THE WHOLE 6IETNAM 7AR WAS STARTEDx(E IS INTERRUPTED (ISTORIAN ! xESCALATED x2EMEMBER WE WERE ALREADY IN A WAR *Escalate TO INCREASE IN INTENSITY 3TUDENT 2IGHTxESCALATEDxBECAUSE OF A MAJOR DECEPTIONA LIE 3TUDENT WITH RESIGNATIONSADNESS 4HE SECOND ATTACK NEVER HAPPENED (E PAUSES !LL THOSE !MERICAN LIVES LOSTOVER YOUNG MEN AND WOMEN 3TUDENT : Even the captain of the Maddox EXPRESSED DOUBT WHEN HE CABLED HIS SUPERIORS IN 7ASHINGTON MENTIONING hFREAK WEATHER v AN hOVER EAGERv SONAR MAN AND NO EVIDENCE OF hVISUAL SIGHTINGSv h3UGGEST COMPLETE EVALUATION BEFORE FURTHER ACTION v HE SAID 3TUDENT "UT THE 0ENTAGON IGNORED THE CAPTAINS CAUTION AND MAINTAINED THAT THE ATTACK had occurred.
56 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT GULF OF TONKIN DIALOGUE (4)
(ISTORIAN ! 2IGHT )T SEEMS THE 7HITE (OUSE AND THE 0ENTAGON WANTED TO ESCALATE THE WAR HAD planned to do so before August. This incident gave President Johnson his opportunity to carry out a secret or prearranged plan. 3TUDENT ! CONSPIRACY IN THE 7HITE (OUSETHATS WHAT IT WAS (ISTORIAN " (ARDLY A CONSPIRACY ) THINK "UT HE DID INTENTIONALLY MISLEAD US AND USE THE 'ULF OF 4ONKIN )NCIDENTS ON !UGUST AND AS A PRETEXT TO ESCALATE THE WAR 3TUDENT : Lies. Deception. Fraud. Conspiracy. President Johnson should be vilified.* That goes FOR 2OBERT -C.AMARA HIS 3ECRETARY OF $EFENSE TOO !ND SOME ADMIRALS AND GENERALS *Vilified TO SAY BAD EVIL OR DESPICABLE THINGS ABOUT SOMEONE (ISTORIAN ! ,YNDON *OHNSONS REPUTATION AS A PRESIDENT has PLUMMETED )T HURTS !MERICANS TO THINK THAT THE 0RESIDENT AND HIS ADVISORSMILITARY AND CIVILIAN ALIKEDECEIVED US ALL "UT AGAIN THE 0RESIDENT SAW THE BIGGER PICTURE THE NEED FOR THE 53 TO TAKE A LARGER MORE DECISIVE ROLE IN 6IETNAM ) GUESS YOU COULD SAY HE DECEPTIVELY MISLED US (ISTORIAN " !NDxAT THE TIME A WAR IN 6IETNAM A THIRD WORLD COUNTRY WITHOUT FANCY TECHNOLOGY AND WEAPONRY LOOKED LIKE AN EASY ONE FOR THE 53 )T WOULD BE ANOTHER SUCCESS in the Cold War. 3TUDENT (OW WRONG WE WERE 3TUDENT !ND MAYBE THE SADDEST CHAPTER OF ALL THIS (OW EASY #ONGRESS ROLLED OVER AND HANDED THE 0RESIDENT A BLANK CHECK TO WAGE WAR IN 6IETNAM 3TUDENT 9EAH 4HE (OUSE PASSED THE 'ULF OF 4ONKIN 2ESOLUTION ON !UGUST UNANIMOUSLY In the Senate only Senators Wayne Morris and Ernest Tidings dissented. Even Senator 7ILLIAM &ULBRIGHT BACKED THE PRESIDENTS RESOLUTION (ISTORIAN !: Senator Fulbright later regretted it and said so soon after. Later, he too felt 0RESIDENT *OHNSON HAD DECEIVED AND MISLED THE COUNTRY NOT SO MUCH IN THE INCIDENT ITSELF AS THE EXTENT OF THE RESOLUTION AND THE BROAD BASED POWERS IT GAVE HIM 3TUDENT )T ALL HAPPENED SO FASTA RUSH TO JUDGMENT 7E HAD NO TIME TO THINK AND SORT OUT the facts. (ISTORIAN " %XACTLY 4HERES A LESSON TO BE LEARNED THERE (ISTORIAN ! )N SUMMARY WE CAN SAY THE 'ULF OF 4ONKIN LED TO A MAJOR WAR FOR THE 53 "UT IT EVENTUALLY CAUSED GREATER DAMAGE BECAUSE IT LED TO A CREDITABILITY GAP BETWEEN PEOPLE WHO RUN OUR GOVERNMENT AND THE PEOPLE WHO ARE SERVED (ISTORIAN " ) AGREE 4HE GOVERNMENTS HANDLING OF THIS INCIDENT THE WAR ITSELF AND THE 7ATERGATE 3CANDAL THAT FOLLOWED n YEARS LATER CREATED A WIDESPREAD SKEPTICISM AND MISTRUST OF OUR ELECTED AND APPOINTED OFFICIALS THAT MAY NEVER DIMINISH
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 57 LESSON 5 TEACHING DIRECTIONS
,ESSON ! #ONTRAST OF #ULTURES /BJECTIVES s #REATIVELY ILLUSTRATE ASPECTS OF 6IETNAMESE CULTURE s #ONTRAST 6IETNAMESE AND !MERICAN VALUES One+ Day -ATERIALS s ! #/.42!34 /& #5,452%3 n — class set s 4!.+! 0/%-3 — class set s 4!.+! 0/%- &/2- — class set s 02%3%.4!4)/. 25"2)# #ONTENT — class set + transparency (optional) s %33!9 25"2)# — class set + transparency (optional) Individuals or 4EACHER 2EFERENCE Student Pairs or Trios s 3PEAKING 6IETNAMESE — transparency
3ETUP s $ECIDE IF STUDENTS WILL WORK INDIVIDUALLY IN PAIRS OR IN TRIOS AND ARRANGE THE ROOM ACCORDINGLY
-OTIVATOR 7RITE THE WORD hVALUESv ON THE BOARD AND HAVE STUDENTS DEFINE Dictionary definition of values: “a principle, standard, or 7ITH THEIR DEFINITION OR ONE YOU SUPPLY IN MIND ASK STUDENTS TO quality considered worthwhile or DISCUSS WHAT 53 SOCIETYCULTURE VALUES -AKE A BRIEF LIST ON THE desirable” BOARD !SK IF THEY THINK THESE VALUES HAVE CHANGED SINCE
3EGUE NEXT INTO THE VALUES THEY THINK THE 6IETNAMESE OF MIGHT HAVE HELD AND HOW THESE VALUES MIGHT HAVE DIFFERED FROM !MERICAN VALUES
Decide how you want to have students read the essay—silently, 0ROCEDURE in groups, or aloud with you 1. Distribute A CONTRAST OF CULTURES 1965. Read in class. directing student readers. Whatever the case, complete the $URING THE DISCUSSION STRESS THAT THE FAILURE OF !MERICANS TO task with appropriate discussion. UNDERSTAND THE CULTURAL DIFFERENCES OR ACCEPT THE 6IETNAMESE AS EQUALS LED TO PROBLEMS FIGHTING THE WAR
3. Using the transparency of 3PEAKING 6IETNAMESE, teach your STUDENTS A FEW KEY WORDS AND PHRASES PERHAPS REHEARSING A FEW TIMES BEFORE DIALOGUING WITH THEM 3UGGESTED 4EACHER n h(ELLOv 3TUDENTS n h'OOD -ORNINGvx 4EACHER n h(OW ARE YOU v 3TUDENTS n h&INE 4HANKSv 4EACHER n h'OOD 'OODBYEv 3TUDENTS n h'OODBYEv
58 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 5 TEACHING DIRECTIONS
$ISTRIBUTE 4!.+! 0/%-3 WHICH BRIEFLY EXPLAINS THE FORMAT AND THE ASSIGNMENT CONNECTED TO THE READING !S YOU DO THIS EMPHASIZE THE rigid structure of the syllabication. Read the Write a Tanka poem of your own EXAMPLE SLOWLY NOTING THE PROPER NUMBER OF SYLLABLES PER LINE as another model.
!LLOW TIME FOR STUDENTS TO WORK ON THE TWO POEMS
7HEN EACH STUDENT HAS WRITTEN ACCEPTABLE DRAFTS OF THE TWO If there is time in your schedule, REQUIRED POEMS AUTHORIZE THEM TO MOVE TO THE NEXT STAGE OF THE suggest that students use color or illustrations to enhance the process by distributing the TANKA POEM FORMS. Students presentation of their poems. THEN NEATLY TRANSFER THEIR DRAFTS TO THE FORM SHEET
-AKE THE hPOLISHINGv OF THE POEMS HOMEWORK IF THE STUDENTS DONT COMPLETE THE PROCESS BY THE PERIODS END
$EBRIEFING#LOSURE Depending on resources available, (AVE STUDENTS AT THE PERIODS END OR ON THE NEXT DAY STAND AND READ suggest that students devise simple RECITE THEIR POEMSPERHAPS THE BEST ONE OF THE TWO .OTE WHAT costumes to wear as they read their WORDS OR IDEAS SEEM TO BE COMMON IN MOST OF THE POEMS poems—perhaps donning traditional Asian hats. Assess student poetry reading using the PRESENTATION 2. ,EARNING ,OG RUBRIC: Content (on page 23). 4OPIC &ROM WHAT ) KNOW ABOUT THE 6IETNAMESE ) THINK THESE DIFFERENCES BETWEEN THE TWO SOCIETIES MIGHT HAVE CAUSED PROBLEMS FOR OUR SOLDIERS s 7RITE A PARAGRAPH ESSAY WITH AN INTRODUCTION BODY PARAGRAPH AND SUMMARY
4O %XTEND THE ,ESSON 10–12 minutes s #ONSIDER HAVING STUDENTS CONSTRUCT A 6ENN DIAGRAM OR DOUBLE Use the ESSAY RUBRIC (on page BUBBLE MIND MAP CLEARLY EXHIBITING THE SIMILARITIES AND 22) to assess student compositions. contrasts of both societies/cultures.
!MERICA 6IETNAM
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 59 GREATER MEKONG SUBREGION
95 100 105 110 C h Zigong o n ng ua Indian Line qing Y Luzhou Changsha Chinese Line Xichang a u h s W g n n i a J i ra X put Guiyang Brahma Panzhihua INDIA YUNNAN Zhanyi CHINA in Baoshan 25 w Kunming 25 d n i Tengchong h Yishan
C Y y u Hongs d a hu i
n w L r Y
a Wenshan a Gejiu ou Y ong y n
e c y Mengzi a Nanning A n g ( A CONTRAST OF MCULTURESH 1965 (1) e o Mandalay k n Maoming o g n g D MYANMAR ) a Hanoi Meiktila Haiphong !NOTHER 0LANET Hoa Binh Sittwe A Gulf of Tonkin y 20 9OUNG SOLDIERS FROM THE 5NITED 3TATES LANDED AT 3AIGON OR 20 e in y w Loungphrabang a l Haikou r n $ANANG 4HEY IMMEDIATELY FILTERED OUT TO SMALLER TOWNS AND w a h
a L
d A T Hainan A
y Taungoo O Chiang Mai P VILLAGES "EING hIN COUNTRYv WAS TRAUMATIC 4HE LAND ITSELF WAS m E Vinh o O
P Y L E E SHOCK ENOUGHTHE JUNGLE HEAT HUGE CRAWLING BUZZING AND Vientiane 'S D Uttaradit E BITING CREATURES THE TORRENTIAL RAINS "UT THE 6IETNAMESE PEOPLE M S P Udon Thani O i C n R provided the biggest challenge.Yangon Understandingg and accepting A T M I 6IETNAMESE CULTURE WAS AN ALMOST IMPOSSIBLE TASK FOR MOST C THAILAND Chi e A k R Gulf of o Da Nang n E YOUNG SOLDIERS 4HEY OFTEN FELT THEY WERE ON A DIFFERENT PLANET Martaban g P U
Nakhon VIET NAM N M B u n K SO DIFFERENT WERE THE PEOPLE THEY WERE TO FIGHT AND FIGHT FOR L Ratchasima o 15 I n 15 C Ubon g I A Ratchathani
N Dawei ! $IFFERENT 3OCIETY H Qui Nhon 7HO WERE THESE !SIAN PEOPLE BOTH ENEMIES AND ALLIES OF D Bangkok Srepok Battambang C
A THE 5NITED 3TATES 6IETNAMESE SOCIETY WAS OVERWHELMINGLY CAMBODIA RURAL -OST 6IETNAMESE WERE RICE FARMERS 4HEY LIVED IN SMALL M Myeik
A Cam Ranh H VILLAGES AND WERE MOSTLY NON POLITICAL 4HE WAR PITTED THE Mergui Phnom Penh N Archipelago T South (European influenced) against the North (nationalistic, Ho Chi Minh City (Saigon) COMMUNIST 9ET IT WAS MAINLY GEOGRAPHY AND A POLITICAL S Gulf of Thailand U 10 E Long Xuyen Go Cong 10 IDEOLOGY THAT SEPARATED THEM !LL 6IETNAMESE SHARED A A O COMMON SOCIETY LANGUAGE AND CULTURE S Surat Thani 95 #ULTURAL 2OOTS National capital 6IETNAMESE SOCIETY AND CULTURE WERE VERY Other cities Songkhla STRANGE TO PEOPLE FROM THE 5NITED 3TATES International boundary The boundaries and names shown and the designations 110 4HIS IS MAINLY BECAUSE THE TWO SOCIETIES used on this map do not imply official endorsement or 0 100 200 300 400 500 km and culturesacceptance have by verythe United different Nations. origins 0 100 200 300 mi intellectually,5 spiritually, and culturally. 100 MALAYSIA 105 5
6IETNAM TRACES ITS ORIGINS TO #HINA 4HE 5NITED Map No. 4112 UNITED NATIONS Department of Public Information July 1999 Cartographic Section States traces its origins through European SOCIETIES TO THE ANCIENT (EBREWS 'REEKS AND 2OMANS *Society ORGANIZED COMMUNITIES THAT HAVE COMMON PURPOSE *Culture CUSTOMS AND CIVILIZATION OF A particular people or society
#ONQUEST AND 2ESISTANCE /VER THE CENTURIES THE 6IETNAMESE HAVE FACED CONQUEST AND OCCUPATION MANY TIMES 2ESISTANCE TO DOMINATION BY INVADERS IS INGRAINED IN THEIR CHARACTER 'REAT WEALTH IS A SIGN OF SELFISHNESS TO THE 6IETNAMESE 4HE 7ESTERN COLONIAL HERITAGE REVERES GREAT WEALTH EVEN IF THE WEALTH IS GAINED AT THE EXPENSE OF OTHERS THE WEAK CONQUERED COLONY 4HE 6IETNAMESE ARE CONTENT WITH LIMITS AND HARMONY &RANCE ADDED TO ITS COLONIAL EMPIRE BY CONQUERING AND DOMINATING 6IETNAM 4HE 6IETNAMESE SUCCEEDED IN DRIVING THE &RENCH OUT IN 4HEY WERE DETERMINED TO RESISTAS THEY HAVE FOR CENTURIESTHE NEW FOREIGN POWER THAT TOOK THE PLACE OF THE &RENCHTHE 5NITED 3TATES "UDDHISM AND #ONFUCIANISM ENCOURAGE A BELIEF IN SPIRITUALITY AND HARMONY
60 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT A CONTRAST OF CULTURES 1965 (2)
! #HASM OF 6ALUES ! CHASM OF VALUES SEPARATED THE TWO SOCIETIES MUCH AS THE WIDE 0ACIFIC SEPARATED THE 5NITED 3TATES FROM !SIA )N GENERAL TERMS LIFE IN THE 5NITED 3TATES WAS MATERIALISTIC WITH SUCCESS BASED ON ACHIEVEMENT LIFE IN 6IETNAM WAS MORE SPIRITUAL AND RELAXED )N THE 5NITED 3TATES AWARENESS OF TIME AND CLOCK WATCHING WAS A DAILY RITUAL IF NOT AN OBSESSION 4HE 6IETNAMESE WERE LESS ORIENTED TOWARD PUNCTUALITY AND DEADLINES !MERICAN YOUTH WERE NOTORIOUS FOR DISRESPECTING AGE AND TALKING BACK TO THEIR PARENTS 6IETNAMESE YOUTH WERE TAUGHT TO RESPECT THEIR ELDERS )N THE 5NITED 3TATES WOMEN WERE GAINING LEGAL AND MARITAL RIGHTS )N 6IETNAM WOMEN OBEYED THEIR FATHERS THEIR HUSBANDS OR THEIR ELDEST SON !MERICAN CUSTOMS ALLOWED WOMEN TO GO OUT ALONE ON DATES IN 6IETNAM ONLY hBADv GIRLS OR UNEDUCATED FEMALES WOULD DO SO *Chasm A DEEP OPENING A GAP
"LUNTNESS AND 2ESTRAINT 0EOPLE FROM THE 5NITED 3TATES AND 6IETNAM EXHIBITED DIFFERENCES IN MANNERS AND MORALITY 4HESE DIFFERENCES PERSIST TO THIS DAY )N THE 5NITED 3TATES CONVERSATION IS BLUNT AND STRAIGHTFORWARD $IRECT EYE CONTACT IS EXPECTED 4HE 6IETNAMESE TEND TO TALK AND WRITE AROUND SUBJECTS BEFORE REACHING THE POINT ,OOKING DIRECTLY INTO SOMEONES EYES MAY MEAN THE OPPOSITE OF RESPECT JUST AS A SMILE MAY NOT MEAN HAPPINESS OR BEING PLEASED !MERICANS OFTEN SHOW STRONG EMOTIONS IN PUBLIC SOMETHING THE 6IETNAMESE RARELY IF EVER DO /VERALL THE 6IETNAMESE ARE MORE MODEST AND KEEP THEIR EMOTIONS UNDER RESTRAINT 0UBLIC KISSING OR DISPLAYS OF AFFECTION ARE RARE 4HIS hPERMANENTv 6IETNAMESE SMILE FRUSTRATED 53 TROOPS WHO COULD NEVER KNOW WHAT EMOTION IT SHOWED OR MASKED
&AMILY ,IFE #ONTRASTS )N THE 5NITED 3TATES THE NUCLEAR FAMILY MOTHER FATHER AND CHILDREN LIVING IN ONE HOUSE WAS THE NORM !MERICAS ELDERLY GENERALLY LIVED ALONE OR IN NURSING HOMES "USY !MERICAN WOMEN WERE BUYING PREPARED CONVENIENCE FOODS &AST FOOD RESTAURANTS WERE BEGINNING TO CATER TO FAMILIES )N CONTRAST THE 6IETNAMESE MIGHT HAVE THREE OR FOUR GENERATIONS LIVING IN ONE HOUSE &OOD PREPARATION BY THE WOMEN OF THE FAMILY WAS A TRADITIONAL HONORABLEAND TIME CONSUMING TASK &AST FOOD WAS LITERALLY A FOREIGN CONCEPT !T MEALTIME CHILDREN BOWED TO THEIR ELDERS ALLOWING THE ADULTS TO BE SERVED FIRST
#ELEBRATING #ELEBRATIONS ILLUSTRATE ANOTHER DIFFERENCE IN THE TWO CULTURES )N THE 5NITED 3TATES FAMILIES CELEBRATE BIRTHDAYS 4HE GUEST OF HONOR RECEIVES PRESENTS 4HE 6IETNAMESE CELEBRATE THE DEATH DAYS OF ANCESTORS &AMILIES WORSHIP THE DECEASED AT IN HOME ALTARS )N BOTH CULTURES FOOD IS A CENTERPIECE AT MOST CELEBRATIONS 7OMEN FROM BOTH SOCIETIES TOIL IN THEIR KITCHENS for hours or even days preparing special foods.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 61 A CONTRAST OF CULTURES 1965 (3)
#ONSUMPTION AND $EBT 4HE 5NITED 3TATES WAS AN INDUSTRIAL CAPITALIST ECONOMY 6IETNAM WAS A SUBSISTENCE AGRICULTURAL ECONOMY 4HE MOST OBVIOUS DIFFERENCE BETWEEN THE TWO WAS IN hTOYSv OR LUXURIES )N MOST HOMES IN THE 5NITED 3TATES HAD ONE OR MORE TELEPHONES AND AT LEAST ONE TELEVISION SET -OST FAMILIES HAD ONE OR TWO CARS -OST FAMILIES ALSO HELD CREDIT CARDS 4HEY COULD GO INTO DEBT TO POSSESS CONSUMER PRODUCTS AND PAY FOR THEM LATER -OST 6IETNAMESE WERE NOT AWARE OF ELECTRONIC OR MECHANICAL CONSUMER GOODS %VEN THOSE IN A CITY LIKE 3AIGON DID NOT FREQUENTLY PURCHASE ITEMS ON CREDIT #REDIT MEANT DEBT AND DEBT VERY OFTEN MEANT DISHONORING THEIR FAMILIES WITH A bad reputation.
&INAL 0ROFILES 7HILE THESE CULTURAL SNAPSHOTS MAY NOT FIT EVERY !MERICAN AND EVERY 6IETNAMESE THEY DO CHARACTERIZE THE TWO SOCIETIES IN 0ERHAPS THIS FINAL THUMBNAIL SKETCH MIGHT SUM UP THE VALUES OF THE TWO PEOPLES s 4HE TYPICAL URBAN !MERICAN RUSHED TO THE future in pursuit of the good life, achieving and COLLECTING IN CONSTANTLY CHANGING TIMES s 4HE 6IETNAMESE VILLAGER FARMER LOOKED TO THE REVERED past PROUD OF THE ANCESTORS IN HARMONY WITH A LIMITED WORLD OBLIVIOUS FOR THE MOST PART TO EMPERORS KINGS PRESIDENTS OR PREMIERS
62 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT TANKA POEMS
Tanka is Japanese for short poem 4ANKA POEMS CAN EXPRESS OPINIONS AND FEELINGS IN RELATIVELY FEW WORDS SOMETHING POETRY DOES BETTER THAN MOST LITERARY FORMS s 4HE 4ANKAS FORMAT IS LINES AND FOLLOWS A nnnn SYLLABLE COUNT s 4ANKAS ARE GENERALLY MOOD PIECES perfect FOR THIS PARTICULAR TASK CAPTURING TWO DIVERSE SOCIETIES WITH AN EMPHASIS ON STRONG IMAGES METAPHORS AND PERSONIFICATION s 3UBJECTS FOR TANKA POETRY INCLUDE LOVE SADNESS THE SEASONS AND THE HUMAN CONDITION s 4HE FIFTH AND LAST LINE COULD BE IRONIC THAT IS IT COULD HAVE A CLEVER TWIST s 4ANKA POEMS LIKE MOST *APANESE POETRY DO NOT RHYME
4ANKA 0OETRY 2ULES 9OU WILL NOW COMPOSE TWO TANKA POEMS BASED ON THE ESSAY ! #ONTRAST OF #ULTURES . Read over THE RULES FOR WRITING THE TANKA POEM BELOW AND FOLLOW THEM RIGIDLY s #OMPOSE TWO SEPARATE POEMS ONE ON THE !MERICANS ONE ON THE 6IETNAMESE s &OR EACH OF THE TWO POEMS FOLLOW THE RULE OF LINES AND A SYLLABLE COUNT OF nnnn 2E WORK YOUR THOUGHTS AND WORDS UNTIL YOU HAVE THE exact NUMBER OF SYLLABLES PER LINE 4HIS AGONIZING constraint forces YOU TO FIND JUST THE RIGHT WORDS s 4HE WORDS SHOULD REFLECT THE THEME AND DETAILS OF THE ESSAY s 0EPPER YOUR POEMS WITH WORDS FROM THE ESSAY BUT NOT TOO OFTEN (UMOR ESPECIALLY WIT OR SARCASM MAY BE APPROPRIATE
%XAMPLES .OTE SYLLABLE COUNT IN EACH LINE
With roots in Europe, Spiritual lives
They try to win over the world Smiling through it all, so odd
Clock watching, working To their ally, foe.
To covet rich toys— Life is to be lived
Hey, are we having fun yet? Without clocks, stress, or worry.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 63 TANKA POEM FORM
64 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT SPEAKING VIETNAMESE
,EARNING A FEW KEY WORDS AND PHRASES WILL HELP YOU UNDERSTAND THE hSOUNDSv OF THE 6IETNAM 7AR AND MAKE YOUR EXPERIENCE MORE MEANINGFUL "E ADVENTURESOME ,EARNING THE SOUNDS OF THE COUNTRY WILL MAKE 6IETNAM MORE REAL #ONTINUE HERE YOUR EDUCATION AS A GROUND SOLDIER hIN COUNTRYv $O THE BEST YOU CAN WITH THESE SIMPLE CONVERSATIONAL WORDSPHRASES
%NGLISH 6IETNAMESE h2OUGHv 0RONUNCIATION Hello Chào ông JAO-AWNG Chào bà JAO-BAH
'OOD -ORNING 8IN CHËO ÙNG 3). *!/ !7.' 8IN CHËO BË 3). *!/ "!(
(OW ARE YOU ¼NG CO KHO2 E KHÙNG !7.' '/ +7%( +!7.' "Ë CØ KHO2 E KHÙNG "! '/ +7%( +!7.'
&INE THANKS 4ÙI KHO2 E CÈM ON $/9 +7%( '!- 52.
'OOD 4Ù|T (AY $!7$ (!9
Yes Vâng (North) VUHNG Da (South) YA
No Không KAWNG
0LEASE ,ËM ON ,!- 52.
4HANK YOU #ÈM ON ÙNG '!- 52. !7.' #ÈM ON BË '!- 52. "!(
'OOD BYE #HËO TAM BIÐT *!/ $!- ") !9$ /R JUST h*!/v
¼NG MALES "Ë FEMALES
.OTE 6IETNAMESE IS NOT AN EASY LANGUAGE TO LEARN )T IS A TONAL LANGUAGETHE MEANING OF A WORD IS DETERMINED BY THE PITCH AT WHICH YOU SPEAK IT !ND THE 6IETNAMESE USE SIX TONES &OR EXAMPLE THE WORD hbav CAN MEAN female, aunt, grandmother, three, poisoned food, or wasteDEPENDING on the tone.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 65 LESSON 6 TEACHING DIRECTIONS
,ESSON 7HAT MADE THE 6IETNAM 7AR SO DIFFERENT /BJECTIVES s %XPLORE COMBAT EXPERIENCES OF THE COMMON FOOT SOLDIER s ,EARN UNIQUE ASPECTS OF 6IETNAM 7AR Four–five Days -ATERIALS s ! '25.43 7!2 n — class set s 2%.'! 0/%-3 — class set or transparency s 2%.'! 0/%- &/2- — class set s ! '25.43 7!2 4!",%!5 4!3+3 — class set or one per group s ! '25.43 7!2 4!",%!5 /2'!.):%2 — one per group Individuals and s ,INED PAPER X — class set Cooperative Groups of 5 or 6 s 0ROPS — as needed (for tableaus) s 3TAPLER — one 4EACHER 2EFERENCE s 7HAT MADE THE 6IETNAM 7AR SO DIFFERENT (1–2) — transparency (class set optional) s #OMPARING 6IETNAM WITH /THER -AJOR 7ARS — transparency s 53 !RMY #HAIN OF #OMMAND — transparency (optional)
3ETUP ! '25.43 7!2 ESSAY $ECIDE HOW STUDENTS WILL READSILENTLY AS INDIVIDUALS ALOUD IN GROUPS OR TEACHER DIRECTED WITH STUDENT READERS
! 'RUNTS 7AR 4ABLEAU Plan ahead to ensure group tableau success. a. Divide the class into heterogeneous groups of 5 or 6 and assign each group a section (or sections) of the essay. s 5SING THEIR SECTIONS OF THE ESSAY AS THE BASIS FOR THEIR SCRIPT STUDENTS MEET AND DISCUSS THE SCOPE AND SEQUENCE OF THEIR PLAY AND WHAT EACH CHARACTER WILL DO AND SAY HOWEVER BRIEF THE ACTION AND DIALOGUE s 3TUDENTS USE THE ! '25.43 7!2 4!",%!5 /2'!.):%2 TO JOT DOWN GENERAL IDEAS s All group members must participate WITH A SENTENCE OR TWO EXPRESSING THE THOUGHTS OF THE CHARACTER PORTRAYED B 4HE PRESENTATIONS REQUIRE SOME ROOM RE ARRANGEMENT s !T A MINIMUM CLEAR A SECTION OF THE ROOM TO ALLOW ROOM FOR STUDENT PERFORMANCES s $EVISE SOME SORT OF CURTAIN SET UP SO THAT GROUPS CAN FEEL LIKE PROFESSIONALIF IMPROMPTUACTORS AND THE audience is treated to a sudden unveiling of a scene.
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c. Be sure that students understand procedures and logistics. s )NFORM STUDENTS OF THE ORDER OF THE GROUPS TABLEAU PRESENTATIONS 5SE THE SEQUENCE ON THE HANDOUT s 3INCE THE GROUP IS hFROZENv WHEN THE CURTAIN RISES ESTABLISH a signal to start and stop action/dialogue (ex., snapped FINGERS BELL RINGING POINTED FINGER A CERTAIN WORD RAISING LOWERING OF THE CURTAIN ETC
-OTIVATOR 4URN OUT THE LIGHTS AND USE A FLASHLIGHT TO DRAMATICALLY READ THE first paragraph, &IREFIGHT FROM ! '25.43 7!2
#ONSIDER SHOWING A BRIEF SNIPPET FROM /LIVER 3TONES Platoon, WHERE THE hCHERRY v #HRIS 4AYLOR #HARLIE 3HEEN IS ON NIGHT WATCH JUST BEFORE A FIREFIGHT WITH .6! TROOPS 4HIS SCENE IS For years the author read the paragraph from the essay as ABOUT n MINUTES INTO THE FILM described, and then showed the video snippet from Platoon. This 0ROCEDURE provided a powerful introduction )LLUMINATE THE TRANSPARENCIES OF 7HAT MADE THE 6IETNAM 7AR to the reality of combat in Vietnam SO DIFFERENT , #OMPARING 6IETNAM WITH /THER -AJOR 7ARS, for high school students. and 53 !RMY #HAIN OF #OMMAND !DD DETAIL OR EMPHASIS AS YOU GO OVER THE DATA TO ENRICH STUDENTS UNDERSTANDING OF THE 6IETNAM 7AR !SK KEY QUESTIONS THAT ENABLE STUDENTS TO BRING SOME MEANING AND PERSPECTIVE TO THIS WAR EG h)N WHAT THREE YEAR PERIOD WAS THERE THE MOST 53 COMBAT TROOPS IN 6IETNAM v xOR h7HAT WAS THE NATURE OF COMBAT IN 6IETNAM v
$ISTRIBUTE ! '25.43 7!2 n AND HAVE STUDENTS READ IT IN THE MANNER YOU DECIDED EARLIER
/NCE DONE HAVE SOME DISCUSSION ON KEY POINTS IN THE ESSAY !SK STUDENTS IF THE READING CHANGED ANY PERCEPTIONS OF COMBAT IN 6IETNAM
)LLUMINATE THE TRANSPARENCY OR DISTRIBUTE 2%.'! 0/%-3 'O You may allow students to stand OVER ITS GUIDELINES AND ALLOW APPROPRIATE TIME FOR STUDENTS TO and recite their work before collecting them and moving on. WRITE A ROUGH DRAFT !S THE ROUGH DRAFTS ARE FINISHED DISTRIBUTE the RENGA POEM FORM for students to transfer their polished WORK
$ISTRIBUTE ! '25.43 7!2 4!",%!5 4!3+3 WHICH INCLUDES THE GUIDELINESPROCEDURE FOR THE ASSIGNMENT AND A CHART OF TOPICS AND DRAMATIZATION IDEAS FOR THEIR SCRIPTS %XPLAIN THOROUGHLY
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 67 LESSON 6 TEACHING DIRECTIONS
4HE FOLLOWING TEXT IS FROM THE ! '25.43 7!2 4!",%!5 TASKS student handout: Tasks $ISCUSS THE SCOPE AND SEQUENCE OF YOUR DRAMA A $ECIDE ON THE IDENTITY OF CHARACTERS AND WHAT EACH WILL do or say. b. Decide on the action to include in the script. C %VERY GROUP MEMBER MUST PARTICIPATE WITH AT LEAST A SENTENCE OR TWO COMMUNICATING THE THOUGHTS OF THE character portrayed. D -AKE NOTES OF GENERAL IDEAS ON ! '25.43 7!2 4!",%!5 /2'!.):%2 2. Plan an effective script A "EGIN THE PLAY WITH SOME NARRATIVE SETUP B )NCLUDE WORDS PHRASES AND IDEAS FROM THE ESSAY IN THE dialogue or narrative setup. C 0ROVIDE A LOGICAL SEQUENCE OF ACTION 0RODUCE AN EFFECTIVE DRAMA Be very clear in your expectations of audience behavior—paying A 'ATHER ANY PROPS OR COSTUME PIECES attention, courtesy, and applause B 2EHEARSE n TIMES afterwards, etc. (See Setup for this Lesson for additional suggestions.) $ISTRIBUTE ! '25.43 7!2 4!",%!5 /2'!.):%2 AND THEN RELEASE STUDENTS INTO THEIR GROUPS TO BEGIN WORK ON THEIR tableau scripts.
!LLOW ENOUGH TIME AT LEAST TO PERIODS FOR STUDENTS TO WRITE ORGANIZE AND PUT TOGETHER THEIR SCRIPTS 7HEN THEY ARE READY HAVE EACH GROUP COME FORWARD AND hPERFORMv THEIR WORK as prescribed in the Tasks section.
'ENERALLY PRAISE EVERY TABLEAU !FTER THE PERFORMANCES HAVE GROUPS STAPLE TOGETHER ALL OF THEIR WORKING PAPERS AND HAND IN
$EBRIEFING#LOSURE 1. ! 'RUNTS 7AR $EBRIEF WITH PERTINENT QUESTIONS AND COMMENTS THAT FURTHER ENLIGHTEN STUDENTS ABOUT COMBAT FOR A 53 SOLDIER IN 6IETNAM AND HOW IT DIFFERED FROM EARLIER WARS
2. ! 'RUNTS 7AR 4ABLEAU !SK VARIOUS STUDENTS TO SUM UP THE ESSENCE OF EACH TABLEAU GROUPS DRAMATIZED TOPICS MAKING A CONNECTION TO THE ESSAY THEY read.
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3. ,EARNING ,OG 4OPIC 7HAT WAS COMBAT LIKE FOR THE COMMON hGROUND POUNDER v 4OPIC 7HAT SPECIFIC ASPECT OF BEING A GRUNT WAS THE MOST distasteful/fearful/unsatisfying? Two minutes
4O %XTEND THE ,ESSON (AVE STUDENTS THINK OF WAYS TO MAKE THE COMBAT EXPERIENCE LESS arduous and frustrating.
$ISCUSS POSSIBLE ARMY STRATEGIES THAT MIGHT MAKE 53 EFFORTS AGAINST THE ENEMY MORE EFFECTIVEAND IN THE END SUCCESSFUL IN WINNING THE WAR
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 69 A GRUNT’S WAR (1)
&IREFIGHT )T IS PITCH DARK MOONLESS 9OUR PLATOON IS on patrol itching for a firefight. Charlie is EVERYWHERE /VER HERE IN )NDIAN #OUNTRY THE 6# OWN THE NIGHT 4HE RAIN HAS STOPPED BUT IT IS STILL HOT AND STEAMY !S YOU AND THE OTHER GUYS ADVANCE TOWARD (ILL YOU STEP ON SOMETHING h'OD DONT LET IT BE A TWO STEP SNAKE )F IT IS AND IT BITES ME TWO STEPS FROM NOW )M DEADv 3WEAT RUNS OFF YOUR FOREHEAD 9OUR ARMPITS drip profusely. You are scared. Charlie APPEARS AND DISAPPEARS WITH EQUAL EASE SO SUDDENLY (IS TUNNELS MUST BE EVERYWHERE SO ARE HIS MINES BOMBS BOOBY TRAPS AND SHARP POISONOUS PUNJI STAKESALL HIDDEN BY TWIGS THICK VEGETATION OR DIRT ! MISSTEP COULD MEAN INSTANT DEATH OR LIFELONG DISABILITY h-AN ITS HOT 7HY AM ) HERE ) COULD HAVE GONE TO #ANADA /NLY DAYS TIL ) RETURN TO @THE WORLD 7HATS THAT NOISE OVER THERE ) HATE BEING ON POINT ) gotta SURVIVE THISv
! 5NIQUE 7AR )N SO MANY WAYS THIS UNDECLARED WAR IN 6IETNAM WAS LIKE NO OTHER IN 53 HISTORY 7ORLD 7AR ) hDOUGHBOYSv FOUGHT BATTLES FROM TRENCHES 7ORLD 7AR )) ')S FOUGHT MASSIVE INVASION BATTLES IN .ORTH !FRICA %UROPE AND THE 3OUTH 0ACIFIC 4HEIR EXPERIENCES WERE VERY DIFFERENT FROM THOSE OF THEIR GRANDSONS AND SONS IN 6IETNAM
7HO 3ERVED 53 !RMY FOOT SOLDIERS IN 6IETNAM WERE OFTEN ON PATROL 4HEY WERE SEARCHING FOR A RUTHLESS AND ELUSIVE ENEMY 3OMEHOW SOMEONE CAME UP WITH THE LABEL hGRUNTSv FOR THESE INFANTRYMEN (OW DID THEY GET TO BE hGROUND POUNDERS v CHASING #HARLIE IN THE JUNGLES OF 6IETNAM 4HE AVERAGE GRUNT WAS WHITE AND CAME FROM RURAL OR SMALL TOWN !MERICA -OST SOLDIERS HAD VOLUNTEERED FOR THE ARMY AND WERE n YEARS OLD !BOUT n PERCENT OF THESE YOUNG MEN WERE !FRICAN !MERICAN YET THIS ETHNIC GROUP MADE UP APPROXIMATELY PERCENT OF THE COMBAT DEATHS (OW DID THE hGROUND POUNDER v THE INFANTRY SOLDIER WHO GLORIED IN THE NAME hGRUNT v EXPERIENCE THE 6IETNAM 7AR
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&IRST )MPRESSIONS .EW RECRUITS OR DRAFTEES TRAINED IN BOOT CAMPS AT PLACES LIKE &ORT "ENNING 'EORGIA OR &ORT "RAGG .ORTH #AROLINA !N AIR CONDITIONED COMMERCIAL JET TRANSPORTED THE NEWLY TRAINED SOLDIERS TO 6IETNAM OFTEN WITH STOPS IN *APAN AND /KINAWA %XITING THE PLANE THE NEW ARRIVALS WERE ALMOST OVERWHELMED BY THE HEAT AND HUMIDITY SIMILAR TO 3OUTH &LORIDA 3MELLS WERE SO STRONG THE ARRIVING !MERICANS WERE ALMOST BREATHLESS 4HE USE OF HUMAN AND ANIMAL FERTILIZERS IN FIELDS NEAR THE AIRPORT THE ABSENCE OF DEODORANTS ON THE NATIVE POPULATION AND THE SPICY FOODS COOKED OUTDOORS MIXED UNPLEASANTLY 4HE SOUNDS AROUND THE AIRPORT AND IN THE BASE CAMPS WERE JUST AS POTENT AND FOREIGN 4HE 6IETNAMESE WHO OF COURSE OUTNUMBERED !MERICANS SPOKE IN A LOUD STRANGE TONGUE SHARPER AND MORE ABRUPT THAN #HINESE OR *APANESE 4HE SIGHTS SOUNDS AND SMELLS OF THIS !SIAN COUNTRY HIT LIKE A BRICK 4HE FIRST IMPRESSION OF 6IETNAM ALTHOUGH NOT A PLEASANT ONE WAS CERTAINLY a sensory experience.
)NTO THE "USH 4IME SPENT AT THE $ANANG OR 3AIGON AIRPORT WAS BRIEF .EW COMBAT SOLDIERS WERE WHISKED AWAY BY TRUCK OR HELICOPTER TO A BASE CAMP OR FIREBASE hIN THE BUSHv 4HIS IS WHERE THE GRUNTS SPENT MOST OF THEIR YEARS TOUR OF DUTY &ROM THESE CAMPS LARGE HELICOPTERS SHUFFLED PLATOONS FURTHER INTO THE INTERIOR DROPPED THEM OFF FOR DAYS AND RETURNED TO CAMP 0LATOONS CONSISTED OF n CORPORALS AND PRIVATES ! LIEUTENANT AND NONCOMMISSIONED OFFICER .#/USUALLY A SERGEANT LED A PLATOON !T LEAST ONE GRUNT IN EACH PLATOON HAD SOME MEDICAL TRAINING (E COULD PATCH UP WOUNDS OR ADMINISTER hMEDSv UNTIL A CHOPPER CAME TO LIFT OUT THE CASUALTIES /NE OR TWO GRUNTS WERE TRAINED AS THE RADIOTELEPHONE OPERATOR 24/ 4HE 24/ WAS AT LEAST AS IMPORTANT AS THE LIEUTENANT MEDIC OR GRENADE LAUNCHER 7ITHOUT THE 24/ A PLATOON WAS UNABLE TO CALL FOR ARTILLERY SUPPORT OR AIR COVER AND RISKED BEING CUT OFF AND VULNERABLE TO AMBUSH +ILLING THE 24/ BECAME A GOAL OF THE ENEMY
0ACK AND 7EAPONS 4HE TYPICAL GRUNTS PACK WEIGHED BETWEEN n POUNDS )T INCLUDED CANTEENS OF WATER FOOD COOKING UTENSILS BOOKS EXTRA SOCKS VERY IMPORTANT SALT tablets, rope, playing cards, letters, and photos. To this THE GRUNT ADDED HIS TOOLS TO PROTECT LIFE AND LIMB WEAPONS 4HE INFANTRY GRUNTS PRIMARY WEAPON WAS THE -n RIFLE 3OME GRUNTS CARRIED MACHINE GUNS /THER WEAPONS IN THE PORTABLE ARSENAL INCLUDED A VARIETY OF GRENADES AND AN EXPLOSIVE DEVICE CALLED A #LAYMORE WHICH PROJECTED STEEL BALLS CAPABLE OF SHREDDING ALMOST ANYTHING UP TO YARDS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 71 A GRUNT’S WAR (3)
'UNGIS AND #HERRIES ! PLATOON WAS A MIXTURE OF PERSONALITIES AND A BLEND OF VETERANS AND NEWLY ARRIVED cherries, FNGs, or newbys ! PLATOON MIGHT HAVE n gungis WHO THRIVED IN THE BUSH WERE DEFIANTLY UNAFRAID OF THE ENEMY AND WHO WERE PROBABLY A LITTLE CRAZY 6ERY OFTEN THE PLATOON LEADER WAS THE Gungi Mother Supreme. %XPERIENCED GRUNTS AVOIDED THE CHERRIES 7ALKING CLOSE TO THESE NAÕVE AND INEXPERIENCED SOLDIERS WAS DANGEROUS 4HE GREATEST FEAR FOR A VETERAN GRUNT WAS hBUYING THE RANCHv OR hGETTING BLOWN AWAYv BY A SNIPERS BULLET OR BURIED EXPLOSIVE %ACH PLATOON PURSUED TWO ENEMIES THE 6# 6IET #ONG AND THE .6! .ORTH 6IETNAMESE REGULAR ARMY "OTH THE 6# NICKNAMED Charlie, Chuck, or Mr. Charles, and the NVA TROOPS WERE WELL RESPECTED FOES
(UMPING )N 6IETNAM Operation Orders CAME FROM HEADQUARTERS /P /RDERS INCLUDED DETAILED INTELLIGENCE ESTIMATES AND TACTICAL CONCEPTS 0LATOONS received their orders by pogues (rear echelon officers). Platoon officers found their objective(s) under the subheading Mission 4HIS WAS USUALLY A search and destroy (S and D MISSION 4HE PLATOON WAS TO USE hAGGRESSIVE PATROLLINGv TO OCCUPY AND DEFEND AN AREA OR HILL ! CHOPPER Big Green Bird, DISGORGED THE MEN IN A LANDING ZONE LZ )T WAS A hot LZ IF ENEMY FIRE GREETED THEIR ARRIVAL 4HE GRUNTS THEN BEGAN THEIR ASSIGNED MARCH OR hump. A PLATOON MEASURED ITS PROGRESS IN hCLICKSv CLICK OR KLICK METERS ALMOST FOOTBALL FIELDS ! PLATOON MIGHT TRY TO COVER METERS OR hCLICKSv PER DAY 4HE TERRAIN ENEMY RESISTANCE AND THE WEATHER COULD ALL AFFECT THIS PROGRESS %ACH MORNING AND AFTERNOON THE OFFICER LIEUTENANT OR .#/ SERGEANT YELLED hSADDLE UPv !FTER THE MEN PUT ON THEIR PACKS OFF THEY HUMPED
$EHYDRATION 0YTHONS AND 2ATS /NCE THE PLATOON MOVED OUT THE HUMP WAS SLOW AND METHODICAL 0ROGRESS WAS GOVERNED BY THE TERRAIN AND REPORTS OF WHERE THE ENEMY WAS !N EASY HUMP WAS CALLED A skate !N UPHILL MARCH IN HEAVY JUNGLE WAS NOT EASY ! HUMP OF CLICKS MIGHT TAKE AN ENTIRE MORNING %VERY HUMP WAS FRAUGHT WITH PROBLEMS AND DANGERS -OST OF THESE WERE HIDDEN ALL HAD TO BE OVERCOME 6IETNAM ALWAYS HAD HEAT HUMIDITY AND TROPICAL RAINS 4HESE WERE MAJOR FRUSTRATIONS 3ALT PILLS AND WATER CANTEENS HELPED !LTHOUGH MOST GRUNTS AVOIDED SERIOUS DEHYDRATION THERE WAS NO GUARANTEE THAT SEVERAL ON A HUMP WOULD NOT PASS OUT !NIMAL LIFE IN THE 6IETNAM JUNGLES PRESENTED PROBLEMS AS WELL 4IGERS AND EVEN ELEPHANTS WERE OCCASIONALLYIF NOT COMMONLYSEEN (OWEVER IT WAS THE CRAWLING CREATURES SPECIFICALLY SNAKES THAT POSED THE GREATEST DANGER #OBRAS VIPERS WITH LETHAL BITES CONSTRICTORS UP TO FEET LONG AND PYTHONS FEET LONG LIVED IN THE JUNGLE 7OE TO THE CARELESS GRUNT WHO STEPPED ON OR BUMPED INTO A SNAKE HANGING FROM A TREE 4HE MOST FREQUENTLY SEEN ANIMALS WERE RATS WHICH FEASTED ON THE RESIDUES OF UNEATEN GRUNT MEALS AND AFTER AMBUSHES AND FIREFIGHTS DEAD BODIES
72 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT A GRUNT’S WAR (4)
!MBUSHES 4HE BIGGEST WORRY FOR A PLATOON OF GRUNTS WAS ACTUALLY WHAT THEY WERE ON THE HUMP FORFINDING AND DOING BATTLE WITH THE ENEMY "UT battle is not really THE PROPER WORD FOR THE GUERRILLA STYLE TACTICS UTILIZED BY THE 6# AND .6! 4HE ENEMY WOULD ATTACK SUDDENLY AND QUICKLY 4HE GRUNTS WERE LUCKY IF THEY EVEN SAW WHERE THE BULLETS OR MORTAR FIRE CAME FROM 4HE 53 SOLDIERS COULD NEVER USE THEIR SUPERIOR WEAPONS AND NUMBERS TO ANY GREAT ADVANTAGE &URTHER CHASING #HARLIE AT THE END OF AN AMBUSH OR FIREFIGHT EXCHANGE OF FIRE AT NIGHT OFTEN RESULTED IN FRUSTRATION 'RUNTS WOULD FIND NO SIGN OF THE ENEMY EXCEPT TRAMPLED BRUSH OR CAMPFIRE EMBERS
4UNNELS AND 4UNNEL 2ATS !FTER AN AMBUSH THE 6# USUALLY DISAPPEARED OFTEN INTO A TUNNEL 4HE .6!6# BUILT AN ELABORATE NETWORK OF TUNNELS WHEREVER THEY MIGHT ENCOUNTER 53 TROOPS 4HESE UNDERGROUND COMPLEXES INCLUDED HOSPITALS AND FUEL STORAGE TANKS 4HERE WERE EVEN MULTI LEVEL FURNISHED KITCHENS AND BEDROOMS 5 3 OFFICIALS ESTIMATED THAT BY THERE WERE OVER MILES OF TUNNELS AND PROBABLY A LOT MORE 4HERE WERE EVEN tunnels under SOME !MERICAN INSTALLATIONS 3COUTING OUT AND DESTROYING THESE TUNNELS BECAME A FULL TIME OCCUPATION FOR hTUNNEL RATSv 4HESE WERE SMALL WIRY 3OUTH 6IETNAMESE AND (ISPANIC !MERICAN SOLDIERS 4HEY USED PHOSPHOROUS GRENADES OR FLAME THROWERS They destroyed any tunnels they found.
7ALK 3OFTLY !S BAD AS AMBUSHES WERE 6# BOOBY TRAPS WERE PERHAPS WORSE 4HE GRUNTS DREADED THESE HIDDEN MINES AND OTHER EXPLOSIVE AND POISONOUS DEVICES 4HE 6# WERE MASTERS IN THE ART OF CONCEALING MINES ON OR OFF TRAILS 'RUNTS ESPECIALLY THE ONES WALKING hPOINT v OR OUT ON THE SIDES WERE MOST VULNERABLE /NE MISSTEP COULD LEAD TO PERMANENT INJURY OR DEATH 3OLDIERS WITH ONLY A FEW DAYS OR WEEKS BEFORE THEIR TOURS WERE UP hSHORT TIMERSv WERE EVER VIGILANT FOR SIGNS OF TRIPWIRES RUFFLED VEGETATION FLATTENED GRASSES OR RAKED DIRT !NY OF THESE SIGNS MIGHT INDICATE EXPLOSIVE BOOBY TRAPS OR DEADLY PUNJI STAKES 0LATOONS HAD A REASON FOR ASSIGNING A hCHERRYv TO WALK OUT ON POINT .O SHORT TIMER DARED WALK EVEN CLOSE TO HIM ON A HUMP
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 73 A GRUNT’S WAR (5)
"ODY #OUNTS AND 3OUVENIRS *UNGLE WARFARE WAS BRUTAL )N 6IETNAM TAKING TERRITORY WAS NOT AS VITAL AS DESTROYING THE ENEMY 53 MILITARY leaders assessed the results of AMBUSHES AND FIREFIGHTS BY COUNTING the dead. The success or failure of ANY SMALL OR LARGE OPERATION WAS OFTEN DETERMINED BY A hKILL RATIOv 4HEY COMPARED THE NUMBER OF ENEMY KILLED TO THE NUMBER OF 53 AND !26. !RMY OF THE 2EPUBLIC OF 6IETNAM SOLDIERS KILLED OR LOST IN ACTION 4HE NOTORIOUS hBODY COUNTv WAS CONCEIVED TO IMPRESS POLITICIANS AND CRITICS BACK HOME )T WAS MEANT TO INDICATE 53 DAILY MILITARY SUCCESSES 4HE INCREASING NUMBER OF hBODY BAGSv RETURNING TO SMALL TOWNS IN THE 53 SOON MADE ANY ATTEMPT AT KEEPING A hWAR SCOREv POINTLESS AND HOLLOW 3OME CALLOUS GRUNTS IN THE FIELD CAME UP WITH A MORE TANGIBLE SYMBOL OF SUCCESS IN BATTLE 4HEY CUT THE EARS OFF THE ENEMY DEAD AND KEPT THEM IN THEIR BACKPACKS 4HESE WERE INDEED SYMBOLS TO SHOW FRIENDS OF A HARD WON victory in the bush.
"ACK TO "ASE #AMP 3UCH WAS THE GRUNTS EXPERIENCE hHUMPING THE BOONIESv IN 6IETNAM 'RUNTS SPENT DAYS CHASING #HARLIE WHILE FIGHTING HEAT AND DEHYDRATION 4HEY FACED THE CONSTANT ANXIETY OF TAKING A BULLET DURING A 6# OR .6! AMBUSH OR STEPPING ON A hTWO STEPv SNAKE BOOBY TRAP OR PUNJI STAKE 4HE GRUNTS WERE ECSTATIC WHEN THEY HUMPED BACK TO THE ORIGINAL ,: AND HEARD THE hWHUMP WHUMP WHUMPv OF THE CHOPPER THAT WOULD TAKE THEM BACK TO BASE CAMP 4HEY HAD SURVIVED ANOTHER PATROL 4HEY LOOKED FORWARD TO A FEW DAYS OF h2 2v AND THE TWO GENUINE BUT SIMPLE PLEASURES OF A GRUNTS LIFE BEER AND LETTERS FROM HOME
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3OMEONE WROTE THAT hPOETRY IS THE USE OF LANGUAGE WITH THE MOST POSSIBILITIESv 2ENGA POEMS EVOLVED FROM TANKAS AND ARE IN A SENSE CHAINS OF TANKA STANZAS /RIGINALLY MAYBE A MILLENNIA AGO IN *APAN POETS BANDED TOGETHER AFTER TANKA CONTESTS TO WRITE RENGA PIECES 4HE RENGA POEM OFFERS LIMITLESS AND creative possibilities. s 4ANKAS ARE GENERALLY MOOD PIECES WITH AN EMPHASIS ON STRONG IMAGES METAPHORS AND PERSONIFICATION 3UBJECTS INCLUDE LOVE SADNESS THE SEASONS AND THE HUMAN CONDITION s 4ANKA POEMS LIKE MOST *APANESE POETRY DO NOT RHYME s 2ENGA ARE LONGER CONNECTED POEMS AND ARE THE PARENT OF TWO PERHAPS MORE FAMILIAR FORMS THE HAIKU AND SENRYU 2ENGA ALSO ARE MORE FLEXIBLE IN SYLLABICATION s 2ENGA ARE NOT NECESSARILY STORIES %ACH STANZA IS LINKED TO THE PREVIOUS ONE BUT NOT TO THE ONE BEFORE THAT -AKE THESE CONNECTIONS 2EPEAT WORDS AS A WAY OF LINKING STANZAS 4RY A LITTLE HUMOR if it fits. 2ENGA 0OETRY 2ULES 9OU WILL NOW COMPOSE ONE RENGA POEM OF AT LEAST SIX STANZAS BASED ON THE ESSAY ! 'RUNTS 7AR. 2EAD OVER THE RULES FOR WRITING THE RENGA POEM BELOW AND FOLLOW THEM RIGIDLY PART OF THE FUN AND AGONY OF POETRY IS WORKING WITH THE CONSTRAINTS s !LTERNATE YOUR STANZAS LINES LINES LINES LINES ETC s 6ARY THE SYLLABLE LENGTH IN EACH LINE BUT LIMIT EACH TO THE n RANGE s 3TART WITH A nLINE STANZA AND CREATE AN IMAGE THAT SUGGESTS THE POEMS THEME s 0EPPER YOUR POEM WITH WORDS FROM THE ESSAY BUT NOT TOO MANY s ,INK EACH STANZA WITH SIMILAR IMAGES PACING SENSITIVITY AND THE HUMAN CONDITION s 4HE LAST STANZA SHOULD SOUND LIKE A PROPER ENDING A CONCLUSION %XAMPLE
Vietnam, Six “clicks” today…saddle up Like earlier wars Watch out for two-step But…not like them. snakes And booby traps. “Grunts”: sweating; At 19…scared, frustrated. Ambushes and firefights Make up a war Going into the bush Chasing Charlie Of body counts Where is he? And cut-off ears. Why are we here? Always humping With “cherries” out in front.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 75 RENGA POEM FORM
76 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT A GRUNT’S WAR TABLEAU TASKS
A tableau IS A MINI PLAY THAT FOCUSES ON HISTORICAL EVENTS OR EPISODES AS EXPERIENCED BY A GROUP 4HE ACTION AND THE DIALOGUE GIVE THE AUDIENCE A PEEK INTO A HISTORICAL MOMENT IN TIME 0ARTICIPANTS ARE hFROZENv AT THE START !T A SIGNAL THEY AD LIB DIALOGUE FROM A GENERAL SCRIPT AND COMPLETE THE ACTIONS WITHIN A n MINUTE PERFORMANCE 9OUR GROUP WILL PREPARE A TABLEAU BASED ON ONE OR TWO SECTIONS OF ! 'RUNTS 7AR. Tasks $ISCUSS THE SCOPE AND SEQUENCE OF YOUR DRAMA A $ECIDE ON THE IDENTITY OF CHARACTERS AND WHAT EACH WILL DO OR SAY b. Decide on the action to include in the script. C %VERY GROUP MEMBER MUST PARTICIPATE WITH AT LEAST A SENTENCE OR TWO COMMUNICATING THE thoughts of the character portrayed. D -AKE NOTES OF GENERAL IDEAS ON ! '25.43 7!2 4!",%!5 /2'!.):%2
2. Plan an effective script A "EGIN THE PLAY WITH SOME NARRATIVE SETUP B )NCLUDE WORDS PHRASES AND IDEAS FROM THE ESSAY IN THE DIALOGUE OR NARRATIVE SETUP C 0ROVIDE A LOGICAL SEQUENCE OF ACTION
0RODUCE AN EFFECTIVE DRAMA A 'ATHER ANY PROPS OR COSTUME PIECES B 2EHEARSE n TIMES
'ROUP 3ECTIONS /F %SSAY )DEAS(INTS
1 &IRST )MPRESSIONS 'RUNTS IN BASIC TRAINING 'RUNTS GETTING OFF THE JET IN 6IETNAM
2 )NTO THE "USH )NTRODUCE PLATOON MEMBERS AS THEY JUMP OFF 0ACK AND 7EAPONS A HELICOPTER EXPLAINING THEIR RANK POSITION AND WEAPON
3 &IREFIGHT 0ORTRAY PLATOON MEMBERS ANTICIPATING A NIGHT SKIRMISH WITH #HARLIE
4 'UNGIS AND #HERRIES #ONVERSE ABOUT WHAT WENT ON ALONG A HUMP (UMPING IN THE BOONIESPROBLEMS DREAMSx
5 !MBUSHES 2UN THROUGH AN AMBUSH BY THE 6# AND THE 7ALK 3OFTLY DANGERS OF MINES BOOBY TRAPS AND PUNJI STAKES
6 4UNNELS AND 4UNNEL 2ATS 3IT AROUND AN ABANDONED 6# CAMPFIRE AND TALK ABOUT THE GHOST LIKE ENEMY DISAPPEARING INTO TUNNELS AND OUR hRATSv THAT DESTROY TUNNELS
7 "ODY #OUNTS AND 3OUVENIRS ! GRIM DISCUSSION OF THE DEAD AND HOW "ACK TO "ASE #AMP VICTORY IS DETERMINED AFTER A hBATTLEv THE JOYS OF SURVIVING ANOTHER DAY AND RETURNING TO CAMP
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 77 A GRUNT’S WAR TABLEAU ORGANIZER
Group #: ______ .AMES ______
Section(s) in Essay: ______
Narrative setup: ______
Characters: ______
%SSENTIAL WORDSPHRASES ______
Essential ideas: ______
!CTIONWHAT WILL HAPPEN ______
78 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT WHAT MADE THE VIETNAM WAR SO DIFFERENT? (1)
4HE AVERAGE 53 SOLDIER IN 6IETNAM WAS YOUNGER YEARS OLDBUT NOT AS MYTH WOULD HAVE IT THAN FIGHTING MEN IN EARLIER 53 WARS YEARS OLD IN 77)) PERCENT WERE VOLUNTEERS PERCENT IN 77))
4HE 6IETNAM 7AR WAS A CIVIL WAR AND THE 53 SOLDIERS HAD DIFFICULTY DISTINGUISHING BETWEEN THEIR ALLIES FROM THE 3OUTH AND THEIR ENEMIES FROM THE .ORTH 4HE PEOPLE WERE ALL 6IETNAMESE THEY LOOKED IDENTICAL /FTEN THE 6# USED WOMEN AND CHILDREN CIVILIANS in sabotage.
)T WAS WAR ALL THE TIME 3INCE THE ENEMY COULD BE ANYWHERE THERE WAS NEVER ANY LET UP OR RELIEF FROM THE WAR &IREBASES BASE CAMPS BARS THEATERS AND EVEN MAJOR 2 2 SITES OFFERED LITTLE RELIEF FROM ENEMY TERROR h#OMBAT PARANOIA WAS ENDEMICv
&RUSTRATED BY AN ELUSIVE ENEMY THE 6IET #ONG THE NATURE OF COMBAT IN THIS WAR AND NON SUPPORT AT HOME MANY 53 SOLDIERS TURNED TO DRUGS WHICH BECAME A BIG BUSINESS hIN COUNTRYv
4HE WAR WAS A TELEVISION WAR WATCHED NIGHTLY ON THE NETWORK NEWS 4HIS HAD THE EFFECT OF NUMBING THE PUBLIC ABOUT THE REALITIES OF COMBAT
4HERE WAS NO FORMAL COMBAT STRUCTURE IN 6IETNAM 4HERE WERE NO FRONTS TO PUSH FORWARD NOR ANY CLEAR BATTLE LINES 5SING GUERRILLA TACTICS ENEMY ATTACKS WERE USUALLY SURPRISES AND INCONCLUSIVE 4ERRITORY WAS TAKEN THEN LOST THEN TAKEN AGAINWHICH MADE 53 CASUALTIES SEEM POINTLESS
4HE WAR WAS FOUGHT GENERALLY BY POOR RURALSMALL TOWN WHITE YOUNG MEN MORE AFFLUENT YOUNG MEN FOUND WAYS TO LEGALLY AVOID MILITARY SERVICE PRIMARILY THROUGH COLLEGE DEFERMENTS
5NLIKE THE 77)) GOAL OF DEFEATING FASCISM 53 OBJECTIVES FOR THE 6IETNAM 7AR WERE NEVER CLEARTO EITHER THE HIGH RANKING OFFICIALS WHO WERE TO CONDUCT IT OR TO THE !MERICAN PEOPLE WHO WERE TO SUPPORT IT 4HE 5NITED 3TATES GOVERNMENT NEVER OFFERED ITS CITIZENS A CREDIBLE JUSTIFICATION FOR INVOLVEMENT
-OSTLY THE 3OUTH 6IETNAMESE UNLIKE THE 3OUTH +OREANS &RENCH AND )TALIANS OF EARLIER WARS DID NOT LOOK UPON 53 SOLDIERS AS LIBERATORS OR PROTECTORS 4HEIR MILITARY SUPPORT IN FIGHTING THE .ORTH WAS MINIMAL
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 79 WHAT MADE THE VIETNAM WAR SO DIFFERENT? (2)
4HIS WAS A WAR WHERE TECHNOLOGICAL SUPERIORITY AND FIREPOWER WAS NOT A GREAT ADVANTAGE ! THIRD WORLD NATION USING STEALTHAND WITH A GREAT DESIRE TO OUTLAST THE INVADERWON
)N 6IETNAM THE ULTIMATE OBJECTIVE FOR 53 SOLDIERS WAS SURVIVAL -OST STARTED THEIR OWN COUNTDOWN OR $%2/3 $ATE %XPECTED TO 2ETURN FROM /VER3EAS ALMOST ON THE DAY THEY ARRIVED hIN COUNTRYv %ACH SOLDIER HAD A PERSONAL STRUGGLE TO SURVIVE PHYSICALLY AND EMOTIONALLY
/N THE HOME FRONT IT WAS CONSIDERED ALMOST FASHIONABLE TO PROTEST THIS UNPOPULAR WAR and openly resist the draft by public acts of defiance.
4HE 6IETNAM 7AR CAUSED A MAJOR DIVISION IN !MERICAN PUBLIC OPINION UNLIKE ANY PREVIOUS FOREIGN WAR 4HE NATION WAS TRULY DIVIDED INTO h(AWKSv AND h$OVESv
)N 7ORLD 7AR )) THE ')S WERE MOST OFTEN OVERSEAS FOR n YEARS 3O UNPOPULAR WAS THE 6IETNAM 7AR THAT A TYPICAL SOLDIERS SERVICE WAS LIMITED TO A TOUR OF DUTYONE YEAR MONTHS FOR A -ARINE 4HIS MEANT A HUGE TURNOVER OF MEN AND FEWINCLUDING OFFICERSWITH ANY EXPERIENCE PAST MONTHS
4HE 53 NEVER LOST A BATTLE IN 6IETNAM FIREFIGHTS AND AMBUSHES WERE ANOTHER STORY YET LOST THE WAR 4HE 53 FINALLY WITHDREW BECAUSE THE PRICE OF VICTORY WAS TOO HIGH AND THE U.S. public ceased to support the effort.
53 SOLDIERS IN 6IETNAM DESPITE SERVING ONLY ONE TOUR A YEAR SAW MORE ACTION THAN DID THOSE IN EARLIER WARS AND THAT ACTION WAS MORE INTENSE SINCE THE BURDEN IN THE WAR FELL on the infantry.
4HE 6IETNAM 7AR WAS THE ONLY CONFLICT THE 53 HAS LOST AND AS A RESULT IT LEFT A devastating psychological legacy for later generations.
2ETURNING 53 SOLDIERS RECEIVED NO HEROES WELCOME AS IN EARLIER WARS -ANY WERE SPIT UPON AND CALLED hBABY KILLERSv -OST WERE SHUNNED AND CRITICIZED FOR SERVING IN 6IETNAM 0ERHAPS AS MANY AS 6IETNAM 7AR VETERANS SUFFER MENTAL DISORDERS LIKE POST TRAUMATIC STRESS DISORDER 043$
80 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT COMPARING VIETNAM WITH OTHER MAJOR WARS
6IETNAM 7AR $EATHS* 9EAR 53 TROOPS IN 6IETNAM 53 &ATALITIES UP TO 1973– unavailable 1,141* (Battle and related deaths) INCLUDES ESTIMATED DEATHS OF PRISONERS OF WAR
TH #ENTURY 7ARS 5NITED 3TATES STATISTICS ONLY 4OTAL #OMBATANTS !VERAGE !GE $EATHS ALL SERVICES OF #OMBATANTS DATA 7ORLD 7AR ) 7ORLD 7AR )) n +OREAN 7AR n 6IETNAM 7AR
TH #ENTURY 7ARS 5NITED 3TATES STATISTICS ONLY $URATION #OSTS )N DOLLARS 7ORLD 7AR ) n BILLION 7ORLD 7AR )) n TRILLION +OREAN 7AR n BILLION 6IETNAM 7AR n BILLION
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 81 U.S. ARMY CHAIN-OF-COMMAND
3QUAD !BOUT n MEN PRIVATES OR CORPORALS #OMMANDED BY A STAFF SERGEANT
Two or more squads is a… 0LATOON !BOUT n MEN What is an NCO? #OMMANDED BY A LIEUTENANT !N .#/ NON COMMISSIONED OFFICER IS A PERSON WHO SERVES WITH AUTHORITY BETWEEN A Two or more platoons is a… COMMISSIONED OFFICER LIEUTENANT #OMPANY !BOUT n MEN and above) and the privates. An #OMMANDED BY A CAPTAIN NCO is usually a sergeant or a corporal. Besides leadership, the NCO provides training and helps Two or more company-sized units is a… ADMINISTER POLICY 4HIS RANK IS NEITHER SALUTED NOR CALLED hSIRv "ATTALION !BOUT n MEN .#/S PROGRESS THROUGH RANKS #OMMANDED BY A LIEUTENANT COLONEL SIMILAR TO COMMISSIONED OFFICERS % Sergeant Two or more battalions is a… % Staff Sergeant "RIGADE !BOUT n MEN % Sergeant 1st Class and #OMMANDED BY A COLONEL Platoon Sergeant % Master Sergeant and First Two or more brigades is a… Sergeant $IVISION !BOUT n MEN % Sergeant Major and #OMMANDED BY A MAJOR GENERAL #OMMAND 3ERGEANT -AJOR % 3ERGEANT -AJOR OF THE !RMY
Two or more divisions is a … #ORPS !BOUT n MEN #OMMANDED BY A LIEUTENANT GENERAL PRONOUNCED hCOREv
Two or more corps is a… &IELD !RMY !BOUT n MEN #OMMANDED BY A GENERAL
82 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 7 TEACHING DIRECTIONS ,ESSON (AWKS VS $OVES /BJECTIVES s 5NDERSTAND ARGUMENTS OF THOSE WHO SUPPORTED AND OPPOSED 53 INVOLVEMENT IN 3OUTHEAST !SIA s !PPLY ACQUIRED INFORMATION BY CREATING A REFLECTION PIECE THAT TAKES A Hawk or Dove position One–two Days
-ATERIALS s 3TUDENT 'UIDES — class set s 02/4%34 $52).' 4(% 6)%4.!- 7!2 n — class set s !- ) ! (!7+ /2 ! $/6% — class set or transparency s $RAWING PAPER X — class set s ,INED PAPER X — class set or students’ own paper s 2ULERS — several Individuals 4EACHER 2ESOURCE s (AWKS VS $OVES — transparency
3ETUP s .O SPECIAL SETUP IS REQUIRED UNLESS YOU DECIDE TO BREAK THE CLASS INTO SMALL GROUPS TO READ OR TO WORK ON THE REFLECTION PIECES
-OTIVATOR !SK STUDENTS TO LIST ON THEIR OWN PAPER ALL THE WAYS AN !MERICAN CITIZEN CAN PROTEST AN OVERSEAS WAR OR ANY GOVERNMENT POLICY Consider playing protest music THAT ONE DISAGREES WITH of the era to bring this lesson alive. See Setup Directions (OPEFULLY STUDENTS WILL COME UP WITH SOME OR ALL OF THE #2. Establish a Classroom FOLLOWING WRITING LETTERS MARCHING DEMONSTRATING BURNING Atmosphere (on page 6). DRAFT CARDS CONVINCING YOUNG MEN TO AVOID THE DRAFT LEADING A hTEACH IN v AND LEAVING THE COUNTRY
7RITE RESPONSES ON THE BOARD DISCUSS THE OPTIONS AND ASK STUDENTS WHICH OPTIONS THEY WOULD ACTUALLY CHOOSE TO DO
0ROCEDURE 1. Distribute PROTEST DURING THE VIETNAM WAR. It is brief Read aloud the first two paragraphs to “prime the pump.” Sometime ENOUGH TO HAVE STUDENTS READ SILENTLY ON THEIR OWN 4O ENSURE during this lesson suggest that UNDERSTANDING TELL STUDENTS TO MAKE A MIND MAPCLUSTER ON PAPER students ask older members of as they read the essay. their families if they were Hawks or Doves during the war, and what actions they took— if any. During Lesson 12 (page 135) students will 02/4%34 have the opportunity to learn more Protest during the War $52).' Largest protest in U.S. History about specific personalities of the 4(% Vietnam War era, both Hawks and 6)%4.!- Doves. 7!2
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 83 LESSON 7 TEACHING DIRECTIONS
!FTER THEY HAVE COMPLETED THE ASSIGNMENT DISCUSS THE ESSAYS SALIENT POINTS THEN COLLECT THEIR WORK AND THE ESSAY
)LLUMINATE THE TRANSPARENCY (AWKS VS $OVES and go over the TENETS ONE SIDE AT A TIME %NCOURAGE STUDENTS TO TAKE NOTES
$ISTRIBUTE OR ILLUMINATE !- ) ! (!7+ /2 ! $/6% 'O OVER THE REFLECTIVE WRITING FOLLOW UP TO THE ESSAY IN WHICH STUDENTS TAKE A STAND FOR OR AGAINST 53 INVOLVEMENT IN THE WAR A 3TUDENTS CHOOSE TO BE EITHER A (AWK OR A $OVE B %NCOURAGE THEM TO TIE IN A TENET OR TWO FROM THE ESSAY OR transparency. C 4ELL STUDENTS TO BE CREATIVExBUT WITHIN THE CONSTRAINTS OF THE LICENSE PLATE BUMPER STICKER OR RAP FORMAT %XAMPLES
WINWIN IN INVN VN 44 THE THE WAR WAR GTOUTVNGTOUTVN 7IN IN 6IETNAM7IN IN 6IETNAM &OR THE WAR&OR THE WAR 'ET OUT OF 6IETNAM'ET OUT OF 6IETNAM
$ISTRIBUTE THE DRAWING PAPER OR LINED PAPER AS NEEDED
$EBRIEFING#LOSURE !LLOW TIME FOR STUDENTS TO PRESENT THEIR MESSAGES (AVE INDIVIDUALS COME FORWARD AND DISPLAY THEIR WORK To assess student creations, use A (AVE OTHERS TRY TO GUESS WHAT THE LICENSE PLATE MESSAGE IS the QUALITATIVE RUBRIC and the PRESENTATION RUBRIC: B !LLOW TIME FOR STUDENTS TO PERFORM THEIR RAPS Content (both on page 23). !FTERWARD MAKE ROOM ON YOUR CLASS WALLS TO DISPLAY ALL SUBMITTED LICENSE PLATES AND BUMPER STICKERS
3. ,EARNING ,OG 4OPIC $URING THE 6IETNAM 7AR ) WOULD BE A Hawk BECAUSEx 4OPIC $URING THE 6IETNAM 7AR ) WOULD BE A Dove BECAUSEx
One minute 4O %XTEND THE ,ESSON Time students for exactly one minute s (AVE STUDENTS PAIR UP TO WRITE A ONE PAGE DIALOGUE BETWEEN A h(AWKv AND A h$OVEv )MAGINE THEM TRAPPED IN AN ELEVATOR FOR their debate.
84 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT PROTEST DURING THE VIETNAM WAR (1)
,OVE )T OR ,EAVE )T #ITIZENS IN THE 5NITED 3TATES HAVE A RIGHT TO TAKE PART IN PUBLIC DEMONSTRATIONS /UR #ONSTITUTION GUARANTEES THIS RIGHT )N THE EARLY S THE !MERICAN PUBLIC GENERALLY SUPPORTED THE 6IETNAM 7AR 4HERE WERE EVEN SOME RALLIES IN SUPPORT OF THE WAR -OST WHO TOOK A h(AWKv POSITION REMAINED RELATIVELY SILENT 3UPPORTERS LISTENED TO "ARRY 3ADLERS The Ballad of the Green Berets WITH LUMPS IN THEIR THROATS 4HEY FLOCKED TO THEATERS TO SEE *OHN 7AYNE IN HIS PRO 6IETNAM 7AR FILM The Green Berets. More visible INDICATORS OF SUPPORT WERE BUMPER STICKERS LIKE h!MERICA,OVE IT OR ,EAVE )T v OR h3UPPORT /UR "OYS IN 6IETNAMv
3$3 !S THE WAR ESCALATED OPPOSITION GREW -ANY ANTIWAR PROTESTERS WERE COLLEGE STUDENTS /NE ORGANIZATION STRONGLY OPPOSED TO THE WAR WAS 3TUDENTS FOR A $EMOCRATIC 3OCIETY 3$3 3$3 WAS SEEKING A hDEMOCRATIC REVOLUTIONv 4HIS hNEW LEFTv ORGANIZATION ATTRACTED IDEALISTS AND YOUNG INTELLECTUALS 3$3 ORGANIZED THE FIRST hTEACH INv IN 3PEAKERS SOUGHT TO EDUCATE PEOPLE ABOUT THE ISSUES OF THE WAR 4HEY HOPED TO SPREAD ANTIWAR THINKING 4HEY ALSO TRIED TO INTERFERE WITH THE GOVERNMENT CONDUCT OF THE WAR 7HEN DRAFT CALLS DOUBLED IN !UGUST 3$3 TAUGHT POTENTIAL DRAFTEES TO APPLY FOR Conscientious Objector STATUS 4HE NEXT SPRING THE 3ELECTIVE 3ERVICE 3YSTEM BEGAN TO DRAFT STUDENTS AND LIMIT DEFERMENTS 3$3 ASKED UNIVERSITY ADMINISTRATIONS NOT TO COOPERATE WITH THE GOVERNMENT 3$3 WAS THE MOST VISIBLE SYMBOL OF COLLEGE AGE PROTESTERS OF THE 6IETNAM 7AR )T DISSOLVED IN
7E WONT GO "Y THE SUMMER OF THE draft calls increased, and the BODY COUNT MOUNTED #OLLEGE AGE MEN AND WOMEN stepped up their opposition. One organization, The 2ESISTANCE STAGED A hWE WONT GOv CONFERENCE IN #HICAGO 3EVERAL ANTIWAR organizations published a letter in the New York Times 4HEY WARNED THAT THE COUNTRY WAS LOSING ITS hMOST LOYAL AND COURAGEOUS YOUNG MENv 4HOSE OPPOSED TO THE WAR WOULD RATHER GO TO JAIL THAN 6IETNAM 3$3 PUBLISHED A RESOLUTION CONDEMNING THE WAR FOR SUPPRESSING SELF DETERMINATION FOR THE 6IETNAMESE PEOPLE 4HIS 3$3 RESOLUTION ALSO OPPOSED THE DRAFT AS COERCIVE AND UNDEMOCRATIC )N 3$3 BEGAN PICKETING THE OFFICES OF WAR CONTRACTORS 4HEY TARGETED $OW #HEMICAL MAKER OF NAPALM 4HIS JELLY LIKE PETROLEUM SUBSTANCE WAS USED IN FIREBOMBS 4HEY ALSO ORGANIZED DRAFT CARD BURNINGS THE HIGHLIGHT OF MANY DEMONSTRATIONS .EARLY PROTESTERS ATTENDED SUCH A RALLY IN .EW 9ORK #ITY
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 85 PROTEST DURING THE VIETNAM WAR (2)
,IGHTNING 2OD FOR 0ROTEST !S n PLAYED OUT THE WAR WORE ON hGOING NEITHER FORWARD NOR BACKWARDv 4HE 6IETNAM 7AR BECAME A hLIGHTNING RODv FOR heated discussions. People argued about HOW TO FIGHT THIS WAR THE INEQUITIES OF THE STEPPED UP DRAFT SYSTEM THE NEED TO DIVERT MONEY BACK TO OUR DECAYING CITIES AND QUITE FRANKLY HOW TO GET OUT OF THIS hIMMORALv WAR AS SOON AS POSSIBLE /PPOSITION TO THE WAR BROUGHT MASSES OF PROTESTERS TOGETHER AT DEMONSTRATIONS 4HE MAJORITY OF ATTENDEES WERE WHITE MIDDLE CLASS AND OF COLLEGE AGE BUT THEY WERE NOT ALONE 0ROTESTERS REPRESENTED A CROSS SECTION OF !MERICAN society. No one ideology or organization DOMINATED 4HE FACT WAS THAT INCREASING NUMBERS OF !MERICANS WERE CONVINCED THAT THE WAR WAS A MISTAKE 4HEY DEMONSTRATED TO INSIST THAT THE 53 SHOULD PULL OUTxNOW 5P TO A MILLION ANTIWAR DEMONSTRATORS CAME TOGETHER ON !PRIL 4HIS WAS THE LARGEST ANTIWAR RALLY EVER HELD
4HE TURNING POINT FOR !MERICAN SUPPORT OF THE WAR WAS 4HE 4ET /FFENSIVE IN LATE *ANUARY PROVED THE RESOLVE AND RESISTANCE OF THE .ORTH 6IETNAMESE !T HOME POLICIES AND POLITICS WERE IN TURMOIL 3ELECTIVE 3ERVICE DRAFT CALLS INCREASED WITH INCREASED RESISTANCE BY DRAFTEES -ORE COLLEGE CAMPUSES ERUPTED IN ANTIWAR AND ANTIDRAFT PROTESTS 4HE PROTESTS GREW MORE VIOLENT !T FIRST STUDENTS BLOCKADED OR OCCUPIED BUILDINGS 4HIS ESCALATED TO TRASHING OFFICES AND DESTROYING BUILDINGS 0OLICE RESPONSES BECAME INCREASINGLY HARSH 4HIS WAS AGAIN A PRESIDENTIAL ELECTION YEAR !NTIWAR CANDIDATES RAN STRONG PRIMARY CAMPAIGNS %UGENE -C#ARTHY AND 2OBERT +ENNEDY HAD MANY SUPPORTERS )N !PRIL 2EVEREND -ARTIN ,UTHER +ING *R WAS ASSASSINATED -ANY LARGE CITIES WERE WRACKED BY DESTRUCTIVE RIOTS 0ROTESTERS CHARGED THAT THE GOVERNMENT WAS DIVERTING RESOURCES FROM NEEDS AT HOME TO FIGHT AN hIMPERIALISTv WAR IN !SIA 4HE WAR CLAIMED MORE CASUALTIES FROM RURAL AND SMALL TOWN !MERICA 5SUALLY THESE POPULATIONS SUPPORTED GOVERNMENT POLICY AND FOREIGN WARS "Y THEY WERE DISTRAUGHT BY THE DEATH TOLL h"ODY BAGSv RETURNED FATHERS UNCLES HUSBANDS AND SONS 4ELEVISION NEWS BROUGHT THE WAR INTO PEOPLES HOMES EVERY EVENING
4HE )MPACT .O CONFLICT IN 53 HISTORY CREATED MORE TURMOIL AND PROTESTS THAN THE WAR IN 6IETNAM 4HE ANTIWAR MOVEMENT HAD A TREMENDOUS IMPACT ON THE COURSE OF THE WAR 0ROTESTERS CHANGED THE MOOD OF THE COUNTRY )N THE BEGINNING SOME STUDENTS PROTESTED THE ESCALATION OF THE WAR IN THE MID S 7ITHIN A FEW YEARS THE COUNTRY SAW REPEATED MASS DEMONSTRATIONS 4HE MEN AND WOMEN WHO PROTESTED THE WAR MADE 6IETNAM THE CENTRAL ISSUE IN !MERICAN LIFE 4HEY CAUSED !MERICAN LEADERS NOT ONLY TO ALTER WAR STRATEGY BUT EVENTUALLY TO BRING THE SOLDIERS HOME AND ACCEPT A NEGOTIATED END TO THE WAR
86 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT AM I A HAWK OR A DOVE?
)F YOU HAD LIVED DURING THE 6IETNAM 7AR WOULD YOU HAVE BEEN A Hawk or a Dove? Create a reflection PIECE TO COMMUNICATE YOUR THINKING )T IS IMPORTANT THAT YOUR TEACHER APPROVES WITH HISHER SIGNATURE A last rough draft of your reflection before you prepare the final version.
Create ONE OF THE FOLLOWING 1. A personalized 7-digit LICENSE PLATE CRYSTALLIZING EITHER A (AWK OR $OVE POSITION ON THE WAR 4HE FINISHED PRODUCT SHOULD MAKE SENSE BE CONCISE AND SHOULD BE NEAT AND ATTRACTIVE TO BE ON DISPLAY 5SE REALISTIC DIMENSIONS ANDOR PROPORTIONS
X WIN IN VN 7IN IN 6IETNAM
2. A clever car BUMPER STICKER THAT CAPTURES THE ESSENCE OF EITHER THE (AWK OR $OVE POINT OF VIEW 4HE FINISHED PRODUCT SHOULD MAKE SENSE BE CONCISE AND SHOULD BE NEAT AND ATTRACTIVE TO BE ON DISPLAY 5SE REALISTIC DIMENSIONS ANDOR PROPORTIONS
X
3. An original RAP THAT CAPTURES THE MOOD AND IDEAS OF THE ANTIWAR MOVEMENT 0RACTICE SEVERAL TIMES TO ENSURE QUALITY THEN PERFORM FOR YOUR TEACHER OR CLASS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 87 HAWKS vs. DOVES Hawks $OVES
0 &IGHTING IN 6IETNAM IS A PATRIOTIC DUTY h 4HE WAR IN 6IETNAM IS A CIVIL WAR and an honor. BETWEEN .ORTH AND 3OUTH 6IETNAM AND NONE OF OUR BUSINESS 7OULD WE HAVE 0 7E MUST STOP COMMUNIST AGGRESSION WANTED &RANCE TO GET INVOLVED IN OUR the domino theory is valid. If one Civil War in the 1860s? nation in Southeast Asia falls to the COMMUNISTS NEIGHBORING COUNTRIES h We should not uphold and give SOON WILL financial support to the corrupt GOVERNMENT IN 3OUTH 6IETNAM 4HIS IS 0 7E MUST HONOR OUR TREATY COMMITMENTS A hNO WINv WAR (SEATO, CENTO, etc.) h #OMMUNISM IN !SIASPECIFICALLY 0 7E MUST PROTECT OUR ECONOMIC INTERESTS 3OUTHEAST !SIAIS NOT A THREAT TO us. IN !SIA 7E HAVE MANY INVESTMENTS 7HY SHOULD WE CARE WHAT GOES ON THERE there and being involved in Southeast 7E HAVE PROBLEMS OF OUR OWN HERE !SIA WILL ENSURE PROTECTION FOR DECADES h -ILITARY COMMITMENTS USUALLY MEAN 0 7E MUST HELP THE 3OUTH 6IETNAMESE fighting and death and could possibly FRIENDS WHO WANT !MERICAN DEMOCRATIC LEAD TO NUCLEAR WAR institutions. h ! FULL BLOWN WAR IN 3OUTHEAST !SIA 0 !MERICANS ARE THE hPOLICEMEN OF WOULD ALIENATE LONG TIME ALLIES LIKE THE WORLDv 7E CAN NOT DISAPPOINT OR Great Britain. ABANDON PEOPLE WHO LOVE FREEDOM h /UR LEADERS HAVE MISLED USWE ARE 0 7E MUST WIN not WINNING THE WAR TO secure the h 7E WILL LOSE GOOD YOUNG MEN AND peace. WASTE BILLIONS OF DOLLARS h 7E ARE KILLING INNOCENT 6IETNAMESE PEOPLE 7E MUST STOP FIGHTING AND negotiate a peace treaty as soon as possible.
88 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 8 TEACHING DIRECTIONS
,ESSON 4HE 6IETNAM 7AR $RAFT AND 2ESISTANCE /BJECTIVES s ,EARN A SHORT HISTORY OF THE MILITARY DRAFT AND STATISTICS PERTINENT TO DRAFT AGE MEN IN 6IETNAM ERA s 5NDERSTAND SELECTIVE SERVICE CLASSIFICATIONS AND THE NATIONAL Two+ Days draft lottery s 5NDERSTAND THE WORKINGS OF A 6IETNAM ERA DRAFT BOARD
-ATERIALS s 4(% -),)4!29 $2!&4 ! "RIEF (ISTORY n — class set s 3%,%#4)6% 3%26)#% #,!33)&)#!4)/.3 — one per Draft Board Member and Petitioner + transparency s 0%4)4)/.%2 02/&),%3 — one profile for each of four Individuals lottery winners s $2!&4 "/!2$ (%!2).' '5)$%,).%3 — one per Draft Board Member s $2!&4 "/!2$ (%!2).' /"3%26!4)/.3 — class set (minus the four Petitioners) s "OX OR HAT — one (for lottery) s 'AVEL one s 3CRAP PAPER class set 4EACHER 2EFERENCE s 3TATISTICS OF $RAFT !GE -EN DURING THE 6IETNAM 7AR — transparency s 4HE $RAFT ,OTTERY — transparency
3ETUP s ,OCATE A PODIUM FOR THE DRAFT LOTTERY OR USE A TABLE s 3ET UP THE ROOM TO RESEMBLE A DRAFT BOARD HEARING ROOM 0ROVIDE A LONG TABLE WITH A CHAIR FOR EACH $RAFT "OARD -EMBER .AME PLACARDS IN FRONT OF EACH MEMBER ADD A REALISTIC TOUCH 0LACE ONE CHAIR IN FRONT WHERE THE 0ETITIONER WILL SIT
-OTIVATOR s )LLUMINATE THE TRANSPARENCY 3TATISTICS OF $RAFT !GE -EN DURING THE 6IETNAM 7AR 0OINT OUT THE LARGE NUMBER OF POTENTIAL VS ACTUAL DRAFTEES THE TOTAL CASUALTIES AND THE NUMBER OF DEFERMENTS EVADERS AND CONVICTIONS
0ROCEDURE 1. Either distribute THE MILITARY DRAFT: A Brief History and HAVE STUDENTS READ IT ON THEIR OWN OR USE THE ESSAY AS AN OUTLINE FOR A BRIEF LECTURE $ISCUSS KEY POINTS WITH STUDENTS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 89 LESSON 8 TEACHING DIRECTIONS
)LLUMINATE THE SELECTIVE SERVICE CLASSIFICATIONS TRANSPARENCY AND GO OVER (AVE STUDENTS NOTE THE MOST COMMON classifications: I–A, II–S, III–A, IV–D, IV–F, and V–A.
3. Display and explain 4HE $RAFT ,OTTERY transparency. Be sure that students understand the steps of the lottery. Emphasize the random selections of birthdays for potential draftees that made this procedure both 4. Distribute scrap paper and have students fill in their birth dates hated and loved. AND FOLD THEM TWICE #OLLECT THE PAPERS AND CONDUCT THE LOTTERY a. Place the folded papers in a hat or box. B $RAW THE DATES FOR ONE THIRD OF THE CLASS AND ANNOUNCE WITH great fanfare. c. List these dates on the board or on a transparency. #ONGRATULATE THESE hWINNERSv OF THE DRAFT LOTTERY 4HEY SHOULD CONSIDER THEMSELVES DRAFTED %MPHASIZE THAT THEIR DRAFT STATUS IS ROUGHLY THE SAME AS NUMBERS n FROM THE ORIGINAL DRAFT LOTTERY 4HEY WILL PROBABLY GO TO 6IETNAM D $RAW THE DATES FOR THE NEXT ONE THIRD OF THE CLASS E ,IST THESE DATES ALSO %MPHASIZE THAT THEIR DRAFT STATUS IS ROUGHLY THE SAME AS NUMBERS nMID S FROM THE ORIGINAL DRAFT LOTTERY 4HEIR DRAFT STATUS IS DETERMINED BY HOW MANY OF THE PREVIOUS GROUP OF STUDENTS GO INTO MILITARY SERVICE 4HEY ARE IN WHAT WAS CALLED hTHE SWEAT ZONEv F $RAW THE DATES FOR THE FINAL ONE THIRD OF THE CLASS Adjust this draft quota number G ,IST THESE DATES ALSO %MPHASIZE THAT THEIR DRAFT STATUS IS to accommodate students who ROUGHLY THE SAME AS NUMBERS FROM THE MID S TO FROM volunteer for military service. If the original draft lottery. They are probably not subject to one student volunteers, the draft quota will be one more than one- ACTIVE MILITARY SERVICE UNLESS THEY CHOOSE TO ENLIST third of the class, if two students volunteer, the draft quota will be !SK IF ANYONE WISHES TO VOLUNTEER FOR MILITARY SERVICE THIS two more, etc. For this exercise, MONTH (AVE VOLUNTEERS COME FORWARD !NNOUNCE THAT THE LOCAL the draft quota to be filled by the DRAFT QUOTA FOR THIS MONTH IS ____ soldiers (one-third of the local draft lottery is always one- third of the class. As a result, four CLASSADJUST FOR ANY VOLUNTEERS students from the second group of lottery winners will be in the 2EMIND STUDENTS THAT ALTHOUGH THE LOTTERY ENDED INDEFINITE “sweat zone,” uncertain of their STUDENT DEFERMENTS AND SOME FINANCIAL HARDSHIP DEFERMENTS actual draft status until after the THE LAW DID STILL ALLOW SOME EXEMPTIONS FROM MILITARY SERVICE petitions are heard and decided. This recreates the situation of men %MPHASIZE THAT LOCAL DRAFT BOARDS HELD HEARINGS WHERE THEY with draft lottery numbers in the RECEIVED PETITIONS FROM DRAFTEES REQUESTING DEFERMENTS middle 100s to middle 200s. !RGUMENTS FOR DEFERMENTS VARIED FROM TOWN TO TOWN AND FROM STATE TO STATE 4HESE DRAFT BOARDS MADE UP OF LOCAL CITIZENS HEARD MANY STORIES$RAFT BOARDS HAD A QUOTA TO FILL FOR THE MILITARY )T WAS THEIR DUTY TO SUPPLY LOCAL YOUNG MEN TO BECOME SOLDIERS )T WAS ALSO OFTEN A PERSONAL DILEMMA -ANY LOCAL DRAFT BOARDS AGONIZED AS THEY MADE THEIR LIFE AND DEATH DECISIONS
90 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 8 TEACHING DIRECTIONS
#ALL THE FIRST GROUP OF LOTTERY WINNERS TO THE FRONT OF THE CLASS Distribute a PETITIONER PROFILE and one SELECTIVE SERVICE CLASSIFICATIONS to draftees #2, # 4, #5, and #7, PERHAPS READING THEIR NEW IDENTITY WITH SOME FANFARE 7RITE OR HAVE THEM WRITE THEIR OWN BIRTHDATE AND MONTH ON THEIR PETITIONER PROFILE.
8. Announce that four draftees have decided to petition their local DRAFT BOARD FOR DEFERMENT OR EXEMPTION FROM MILITARY SERVICE &OR EVERY REQUEST GRANTED BY THE DRAFT BOARD ONE OF THE LOTTERY hWINNERSv FROM THE SECOND GROUP HAVE THEM STAND WILL FACE IMMEDIATE MILITARY INDUCTION (AVE THE FOUR 0ETITIONERS RETURN TO THEIR SEATS OR ALLOW THEM TO MOVE TO THE BACK OF THE ROOM TO begin preparing their presentations for the draft board.
9. Select 5–6 reliable, outgoing, and assertive students for the local DRAFT BOARD 'IVE THESE DRAFT BOARD MEMBERS THE FOLLOWING Students may confer with others as s $2!&4 "/!2$ (%!2).' '5)$%,).%3 they prepare their presentations. Some Petitioners are encouraged s 3%,%#4)6% 3%26)#% #,!33)&)#!4)/.3 to bring “parents” or a “coach” Have these students prepare as a group for the hearings by to the hearing. Certainly many STUDYING THE HANDOUTS AND ELECTING A PRESIDING OFFICER -AKE young men did seek advice and note of their selection. support from family and friends when going before their draft boards to appeal their draft status. 10. Assist your students as they prepare for the draft board hearings. A #HECK IN WITH THE 0ETITIONERS Have the draft board members s /FFER ANY NECESSARY GUIDANCE AS THEY PREPARE THEIR write the number of their draft presentations. quota for this month (one-third of s "E SURE THAT ALL COMMENTS AND ARGUMENTS ARE APPROPRIATE the class). Of course, adjust this to reflect any classroom volunteers. B 2EVIEW THE OBJECTIVES AND PROCEDURES FOR THE $RAFT "OARD -EMBERS s 4HEY ARE TRYING TO LEARN AS MUCH FACTUAL INFORMATION about each Petitioner as possible. s 4HEY SHOULD BE FAMILIAR WITH THE ELIGIBILITY GUIDELINES for various draft classifications. s 4HEY WILL TAKE TURNS ASKING QUESTIONS OF THE 0ETITIONERS s 4HEY WILL CONSULT AND MAKE A DECISION AFTER HEARING each petition. C 2EVIEW THE PURPOSE OF THE ACTIVITY WITH THE REST OF THE CLASS s $RAFT BOARD HEARINGS COVERED SERIOUS TOPICS AND RESULTED in life-altering decisions. s $EFINE YOUR EXPECTATIONS FOR THE BEHAVIOR OF OBSERVERS during these draft board hearings.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 91 LESSON 8 TEACHING DIRECTIONS
11. Distribute the DRAFT BOARD HEARING OBSERVATIONS to all students except the four Petitioners. Remind students (especially those A %XPLAIN HOW THEY WILL USE THIS FORM TO TAKE NOTES AS THEY in “the sweat zone”) that for every listen to each Petitioner. petition that is granted, one other student will be drafted to take his B !FTER EACH PRESENTATION THEY WILL DECIDE WHETHER THE place. 0ETITIONER WILL BE DEFERRED BY PLACING A Y or N in the Petition Granted box.
12. Begin the draft board hearings. Turn the proceedings over to the PRESIDING OFFICER SUPPLIED WITH A GAVEL s 4HE BOARD INTERVIEWS EACH 0ETITIONER SEPARATELY s !FTER EACH PRESENTATION ALLOW THE BOARD SOME REFLECTION AND DISCUSSION TIME n MINUTES FOR CONSIDERING EACH PETITION s !T THE SAME TIME OTHER STUDENTS COMPLETE THEIR $2!&4 "/!2$ (%!2).' /"3%26!4)/.3 AND MAKE THEIR DECISIONS ABOUT WHETHER TO GRANT THE REQUEST OF THE 0ETITIONER
$EBRIEFING#LOSURE 1. Moderate a class discussion of the decision process for draftees, For an exploration and analysis of the justifications for armed conflict, AND THE FACTORS THAT YOUNG MEN WEIGHED DURING THE 6IETNAM 7AR consider Interact’s WHY WAGE 4OUCH ON SOME OF THESE ISSUES INCLUDE OTHERS AS RELEVANT WAR? instructional unit. A -ORAL CONVICTIONS REGARDING WAR b. Self preservation C 0HILOSOPHICAL DIFFERENCES WITH NATIONAL POLICY D 3LIDING SCALE OF WILLINGNESS TO ENGAGE IN ARMED CONFLICT E 7HEN IS ARMED CONFLICT JUSTIFIED F 7HAT WOULD YOU ENDURE TO REFUSE SERVICE
2. ,EARNING ,OGS 4OPIC ) WOULD OR WOULD NOT BE COMFORTABLE TRYING TO EVADE THE DRAFT BECAUSEx Two minutes 4OPIC : If I had served on the local draft board in our class, I WOULD GRANT THE REQUEST OF THIS 0ETITIONER FOR THESE REASONS
3. Option !S A FOLLOW UP TO THE DRAFT LOTTERY AND $RAFT "OARD (EARINGS HAVE EACH 0ETITIONER WHO WAS NOT GRANTED A DEFERMENT STAND AND TELL THE CLASS HOW THEY FEEL AND WHAT THEY WILL DO NOW
4O %XTEND THE ,ESSON s (AVE STUDENTS TELL YOU WHY THE 6IETNAM 7AR MET WITH SUCH RESISTANCE AND WHY SO MANY ELIGIBLE YOUNG MEN EVADED THE DRAFT
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#ITIZEN 3OLDIERS $URING THE !MERICAN 2EVOLUTION n THERE WAS NO MILITARY DRAFT ALSO CALLED conscription 4HE #ONTINENTAL !RMY OF 'EORGE 7ASHINGTON WAS A RAGTAG MIX OF POORLY TRAINED VOLUNTEERS 4HESE CITIZEN SOLDIERS SERVED WHEN THEY COULD 4HEIR PAY WAS LOW OR NONEXISTENT 'ENERALLY SOLDIERS WERE YOUNG AND POOR -ANY WERE IMMIGRANTS AND SOME WERE BLACK
! .ATIONAL $RAFT Wars in the nineteenth century depended on volunteers and PROFESSIONAL SOLDIERS 4HE FIRST 5NITED 3TATES DRAFT WAS DURING the Civil War (1861–1865). Both the North and the South used LIMITED CONSCRIPTION PROGRAMS $RAFTEES WERE ALLOWED TO OPT OUT OF MILITARY SERVICE 4HE WEALTHY COULD PAY A SUBSTITUTE TO TAKE THEIR PLACE 4HE DRAFT WAS NOT POPULAR AND THERE WERE MAJOR PROTESTS ! DRAFT RIOT IN .EW 9ORK #ITY IN LASTED THREE DAYS /VER PEOPLE DIED )T WAS IN during World War I, that the Selective Service Act first established a NATIONAL DRAFT 0RESIDENT 7OODROW 7ILSON ENCOURAGED MEN TO FIGHT THE 'ERMANS h+AISER "ILLS (UNSv (E REMINDED THE !MERICAN PEOPLE THAT CITIZENS IN A DEMOCRACY HAD OBLIGATIONS ! TEMPORARY DRAFT WAS SUCH AN OBLIGATION !PPROXIMATELY MILLION !MERICAN MEN SERVED IN THE MILITARY DURING 7ORLD 7AR ) MILLION OF THESE ABOUT PERCENT WERE DRAFTEES
! 0EACETIME !RMY )N 0RESIDENT &RANKLIN 2OOSEVELT BUILT ON 0RESIDENT 7ILSONS FRAMEWORK TO DEVISE A NEW 3ELECTIVE 3ERVICE !CT 4HIS !CT LISTED CLASSIFICATIONS OF DRAFT ELIGIBILITY )T DEFINED WHO WOULD BE DRAFTED AND WHO WOULD BE EXCUSED !S WITH ITS PREDECESSOR THE 7ORLD 7AR )) DRAFT FUNCTIONED SMOOTHLY 4HE DRAFT PRODUCED VERY LITTLE PROTEST !FTER ALL 7ORLD 7AR )) WAS KNOWN AS hTHE 'OOD 7ARv 4HE DRAFT HELPED DELIVER THE MILITARY STRENGTH TO GAIN VICTORY OVER FASCISM !FTER 7ORLD 7AR )) THE 5NITED 3TATES AND THE 3OVIET 5NION FACED OFF IN A h#OLD 7ARv !MERICAN TROOPS STAYED IN "ERLIN !T ABOUT THE SAME TIME THE COMMUNISTS TOOK CONTROL OF #HINA 4HE 5NITED 3TATES SAW A NEW INTERNATIONAL ROLE )T WAS NECESSARY TO CONTAIN THE SPREAD OF COMMUNISM 4O ACCOMPLISH THIS #ONGRESS REALIZED THE NEED FOR A PERMANENT ARMY RESERVE 4HE 3ELECTIVE 3ERVICE !CT OF ESTABLISHED THE FIRST PEACETIME DRAFT IN 5NITED 3TATES HISTORY $RAFT ELIGIBILITY WAS MANAGED BY SOME LOCAL DRAFT BOARDS 7ITHIN TWO YEARS THE 5NITED 3TATES WAS INVOLVED IN THE +OREAN #ONFLICT
Eighteen months ago, the unprovoked attack upon the Republic of Korea made it clear that the Kremlin would “ not hesitate to resort to war in order to gain its ends. In the face of this grim evidence, this Nation and the other nations of the free world realized that they must rearm in order to survive. Since then, we have made significant progress in rebuilding our defenses. ... We have greatly expanded our production of military equipment and our ability to mobilize for any emergency. We have provided our allies overseas with the critical margin of aid necessary to help them to grow stronger. ” 0RESIDENT (ARRY 3 4RUMAN *ANUARY !NNUAL "UDGET -ESSAGE TO THE #ONGRESS FISCAL 9EAR
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 93 THE MILITARY DRAFT: A BRIEF HISTORY (2)
4O $EFEND ,IBERTY ! WARTIME DRAFT ENABLES LEADERS TO RAISE ARMIES AND NAVIES TO FIGHT MAJOR WARS ! PEACETIME DRAFT GIVES LEADERS A POOL OF SOLDIERS TO SEND TO FIGHT IN SMALLER FOREIGN WARS )T ALSO REQUIRES THAT CITIZENS TRUST THEIR LEADERS IN THE CONDUCT OF SUCH WARS )F !MERICAN LIVES AND PROPERTY ARE NOT THREATENED WHAT IS THE CITIZENS RESPONSIBILITY )F FAITH IN GOVERNMENT CONDUCT IS SHAKEN HOW SHOULD THE CITIZEN RESPOND !MERICANS LIVE WITH A SENSE OF MILITARY DUTY FOUNDED BY THE Minutemen of Lexington and #ONCORD 4HOSE CITIZEN SOLDIERS WERE READY AT A MINUTES NOTICE TO WAGE WAR AGAINST THE "RITISH 4HEIR READINESS FORMED A PERSISTENT !MERICAN MYTH THAT A VOLUNTEER ARMY IS LINKED TO THE DEFENSE OF LIBERTY AT HOME 4O MOST !MERICANS THE SITUATION IN 6IETNAM DID NOT PRESENT A CLEAR THREAT TO THE United States.
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
! ,ONG "ITTER 3TRUGGLE !MERICAN OPINION ABOUT THE WAR IN 6IETNAM BEGAN TO SHIFT DRAMATICALLY IN 4HE FEROCITY OF THE 4ET /FFENSIVE IN *ANUARY SHOOK !MERICAN CONFIDENCE 4HE RESOLVE SHOWN BY THE .ORTH 6IETNAMESE EXPOSED A NEW reality. The United States finally understood that the ENEMY WAS NEVER GOING TO GIVE UPEVER 4HE MILITARY DRAFTED MORE AND MORE YOUNG MEN TO BE hHAMBURGER FOR THE GRINDERv THAT WAS 6IETNAM ,OCAL COMMUNITIES REELED AS THEY RECEIVED MORE AND MORE BODY BAGS )N ADDITION THE NEWS MEDIA EXPOSED GOVERNMENT DECEPTIONS ABOUT THE CONDUCT OF THE WAR 4HE MAJORITY OF !MERICANS HAD SUPPORTED THE WAR EFFORT JUST A FEW YEARS EARLIER .OW THEY WERE TURNING AGAINST IT )NCREASING NUMBERS OF MEN WERE SEEKING ANY MEANSLEGAL OR NOTTO AVOID THE MILITARY DRAFT -EN WITH MORE WEALTH OR EDUCATION OFTEN SUCCEEDED IN AVOIDING THE DRAFT -EN WHO WERE POORER OR LESS EDUCATED USUALLY WERE drafted.
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4HE ,OTTERY 4HE DRAFT SITUATION CHANGED ABRUPTLY IN 4HE .IXON !DMINISTRATION TRYING TO hEQUALIZE THE COMBAT BURDEN v ESTABLISHED A LOTTERY SYSTEM THAT BECAME EFFECTIVE IN 4HE LOTTERY WAS BASED ON THE RANDOM SELECTION OF DAYS OF THE YEAR 4HE FIRST DRAW WAS ON THE EVENING OF $ECEMBER WITH BLUE PLASTIC CAPSULES IN A LARGE CYLINDER BOWL )N 7ASHINGTON $# .EW 9ORK #ONGRESSMAN !LEXANDER 0IRNIE DREW THE FIRST BIRTH DATE 3EPTEMBER 4HIS MEANT THAT ALL MEN BETWEEN THE AGES OF AND WHOSE BIRTH DATE WAS 3EPTEMBER WERE FIRST IN LINE TO BE DRAFTED !PRIL $ECEMBER &EBRUARY /CTOBER -EN WITH THOSE FIVE BIRTH DATES AND THE NEXT HUNDRED OR SO WOULD NO DOUBT BE DRAFTED AND SENT TO 6IETNAM )N SUBSEQUENT YEARS ONLY YEAR OLDS THOSE WHO WOULD TURN IN THE NEXT YEAR WERE SUBJECT TO THE LOTTERY 4HE LAST LOTTERY DRAWING WAS IN
,IFE ALTERING $ECISIONS 4HOSE WHO hWONv THE LOTTERY NUMBERS n WERE CERTAIN TO BE DRAFTED 4HE LUCKY ONES WERE THE MEN WHOSE BIRTH DATES WERE IN THE MIDnS TO OF THE DATES SELECTED 4HOSE FORTUNATE MEN COULD PLAN THEIR LIVES WITHOUT THE FEAR OF BEING DRAFTEDEVER 4HOSE WITH A BIRTH DATE DRAWN IN THE MIDnS THROUGH THE MIDnS WOULD SPEND THEIR DAYS IN SOMETHING CALLED hTHE SWEAT ZONEv 4HEY MIGHT BE DRAFTED )N THE NEXT FEW WEEKS THEY HAD TO MAKE AN AGONIZING DECISION 7OULD THEY FIGHT IN 6IETNAM 7OULD THEY SEEK DEFERMENT AND EXEMPTION 7OULD THEY FLEE THE COUNTRY AND RISK PERMANENT EXILE $ID THE ISSUES OF 6IETNAM MERIT OVERTURNING THEIR BELIEF SYSTEM 7HATEVER THEY CHOSE THESE YOUNG MEN FACED THE REAL POSSIBILITY OF LIFE LONG GUILT AND MORAL CONFUSION
2ESISTING THE $RAFT 4HERE WERE NEARLY MILLION DRAFT AGE MEN DURING THE 6IETNAM ERA "ECOMING A SOLDIER AND BEING TRAINED TO KILL OR BE KILLED DOES NOT COME EASILY TO MOST "EING DRAFTED TO FIGHT IN A FOREIGN CIVIL WAR BECAME INCREASINGLY UNPOPULAR &ROM 4ET UNTIL WHEN THE LAST DRAFT CALL WAS MADE THOUSANDS OF YOUNG MEN CHOSE TO AVOID OR EVADE COMPULSORY MILITARY SERVICE !LMOST PERCENT RECEIVED DEFERMENTS EXEMPTIONS OR WERE DISQUALIFIED FROM SERVICE 2ESISTERS generally fit into three categories: s 4HOSE OPPOSED TO ALL WAR s 4HOSE OPPOSED SPECIFICALLY TO THE 6IETNAM 7AR AND UNWILLING TO SERVE s 4HOSE NOT MENTALLY OR EMOTIONALLY FIT TO TAKE ORDERS OR BE A PART OF THE MILITARY
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&ALLOUT OF $RAFT 2ESISTANCE &OR WHATEVER THEIR REASONSAND THEY WERE AS VARIED AS THE POTENTIAL SOLDIERSDRAFT RESISTERS WILLINGLY RISKED SEVERE CONSEQUENCES 4HESE included: s 0ROSECUTION POSSIBLY A TERM IN PRISON s &LIGHT AND FUGITIVE STATUS s )NTERFERENCE WITH FUTURE EMPLOYMENT BARRED FROM TEACHING THE 0EACE #ORPS AND SOME PROFESSIONS s 'UILT AND SELF DOUBT !BOUT PERCENT DRAFTEES COMMITTED DRAFT VIOLATIONS 2OUGHLY WERE REPORTED TO FEDERAL PROSECUTORS !LMOST WERE CONVICTED /NE THIRD OF THESE WENT TO SOME SORT OF PRISON )T IS ESTIMATED THAT ANOTHER BECAME FUGITIVES AND WENT UNDERGROUND 4HEY MADE THEMSELVES INVISIBLE AS THEY HID FROM AUTHORITIES !S MANY AS FLED TO #ANADA Mexico, and Europe. They chose exile rather than MILITARY SERVICE PRISON OR LIFE ON THE RUN
4HE !FTERMATH 4HE 6IETNAM DRAFT PRODUCED THE MOST WIDESPREAD dissent and protest ever in U.S. history. It caused A MAJOR RIFT BETWEEN PARENTS AND THEIR DRAFT AGE sons and daughters (the generation gap). The DRAFT IMPACTED EVERY YOUNG MAN OF THE 6IETNAM GENERATION AND TOUCHED ALMOST EVERY FAMILY IN THE 5NITED 3TATES 4HE IMPACT OF MASS CIVIL disobedience shaped the attitudes of a generation. -ISTRUST OF GOVERNMENT LEADERSHIP HAUNTS national policy even today.
Protest sign in response to Kent State shootings of May 4, 1970 includes a newspaper clipping from The New York Times with a picture of a student shot by the Ohio National Guard. Sign reads, “This should remind us all once again that when dissent turns to violence it invites tragedy” May 6, 1970. Baruch College, .EWMAN ,IBRARY $IGITAL #OLLECTIONS Kent State at Baruch (5/6/70) online exhibit.
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)n! !VAILABLE FOR MILITARY SERVICE
)n!n/ #ONSCIENTIOUS OBJECTOR AVAILABLE FOR NONCOMBATANT MILITARY SERVICE ONLY
)n# -EMBER OF THE ARMED FORCES OF THE 53 THE #OAST 'UARD AND 'EODETIC 3OCIETY OR THE Public Health Service
)n$ -EMBER OF RESERVE COMPONENT OR STUDENT TAKING MILITARY TRAINING
)n/ #ONSCIENTIOUS OBJECTOR AVAILABLE FOR CIVILIAN WORK CONTRIBUTING TO THE MAINTENANCE OF THE national health, safety, or interest
)n3 Student deferred by statute (high school)
)n3n# !LLOWED STUDENT EXACTLY SIX MONTHS TO GET AFFAIRS IN ORDER BEFORE BEING DRAFTED
)n9 2EGISTRANT AVAILABLE FOR MILITARY SERVICE BUT QUALIFIED FOR MILITARY SERVICE ONLY IN THE EVENT OF WAR OR NATIONAL EMERGENCY
)n7 #ONSCIENTIOUS OBJECTOR PERFORMING CIVILIAN WORK CONTRIBUTING TO THE MAINTENANCE OF THE national health, safety, or interest
))n! Registrant deferred because of civilian occupation (except agriculture or activity in study)
))n# Registrant deferred because of agricultural occupation
))n3 Registrant deferred because of activity in study (college)
)))n! 2EGISTRANT WITH A CHILD OR CHILDREN REGISTRANT DEFERRED BY REASON OF EXTREME HARDSHIP TO dependents
)6n! 2EGISTRANT WHO HAS COMPLETED SERVICE SOLE SURVIVING SON
)6n" /FFICIAL DEFERRED BY LAW
)6n# Alien (not a citizen of the United States)
)6n$ Minister of religion or divinity student
)6n& 2EGISTRANT NOT QUALIFIED FOR ANY MILITARY SERVICE
6n! 2EGISTRANT OVER THE AGE OF LIABILITY FOR MILITARY SERVICE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 97 PETITIONER PROFILES
0%4)4)/.%23 02/&),% +EVIN 0ENNEY $ATE OF "IRTH: ______1947 !GE: 22 0ARENTS *AMES AND -YRNA 0ENNEY 0LACE OF "IRTH -ARATHON )OWA #URRENT !DDRESS: %LM 3TREET -ARATHON )OWA 0ERSONAL&AMILY 3ITUATION: 2ELIGIOUS !FFILIATION 2OMAN #ATHOLIC 3INGLE LIVES WITH PARENTS 0ARENTS ARE DISABLED AND ARE DEPENDENT ON ONLY SONS INCOME %DUCATION3TATUS/CCUPATION ,EFT COLLEGE AT WITH NO DEGREE 7ORKS AS CARPENTER 2ESULTS OF 0RE )NDUCTION 0HYSICAL &LAT FEET NEEDS GLASSES VERY DRY SKIN RASHES IN WINTER MONTHS BUT PASSED PHYSICAL Using your 0ROFILE, the 3ELECTIVE 3ERVICE #LASSIFICATION AND YOUR IMAGINATION STATE SEVERAL SPECIFIC REASONS WHY YOU SHOULD RECEIVE A DRAFT BOARD DEFERMENT h) AM SEEKING A ______ DEFERMENT BECAUSEx h%XTRASv 3UGGESTED TO "OLSTER 9OUR 0ETITION 0RODUCE A LETTER FROM PARENTS OR HAVE THEM ACCOMPANY YOU TO BOARD HEARING ASK OTHER STUDENTS $OCUMENT PROOF OF BEING ONLY SURVIVING SON
0%4)4)/.%23 02/&),% 'EORGE -ORRIS $ATE OF "IRTH: ______1945 !GE: 24 0ARENTS: Mrs. Joan Morris (father deceased) 0LACE OF "IRTH -ARATHON )OWA #URRENT !DDRESS: -APLE 3TREET -ARATHON )OWA 0ERSONAL&AMILY 3ITUATION: 2ELIGIOUS !FFILIATION: Does not attend 3INGLE ,IVES CLOSE TO MOTHER WHO IS AN ELEMENTARY SCHOOL NURSE %DUCATION3TATUS/CCUPATION #URRENTLY IN LAW SCHOOL AT THE UNIVERSITY 2ESULTS OF 0RE )NDUCTION 0HYSICAL $EAF IN ONE EAR LIMPS FROM APPARENT DEGENERATIVE NERVE DISEASE Using your 0ROFILE, the 3ELECTIVE 3ERVICE #LASSIFICATION AND YOUR IMAGINATION STATE SEVERAL SPECIFIC REASONS WHY YOU SHOULD RECEIVE A DRAFT BOARD DEFERMENT h) AM SEEKING A ______ DEFERMENT BECAUSEx h%XTRASv 3UGGESTED TO "OLSTER 9OUR 0ETITION 0RODUCE A LETTER FROM LAW SCHOOL VERIFYING STATUS AS TOP STUDENT OF YOUR CLASS IN LAST YEAR OF STUDY 0RODUCE A LETTER FROM YOUR DOCTOR REGARDING YOUR LIMP AND HEARING PROBLEM &ATHER WAS )n!n/ DURING 7ORLD 7AR )) ASSIGNED ALTERNATIVE SERVICE IN A 2ED #ROSS HOSPITAL
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0%4)4)/.%23 02/&),% 2ON (ANSEN $ATE OF "IRTH: ______1951 !GE: 18 0ARENTS 2ON AND 4HELMA (ANSEN 0LACE OF "IRTH -ARATHON )OWA #URRENT !DDRESS: /AK 3TREET 3ENECA )OWA 0ERSONAL&AMILY 3ITUATION: 2ELIGIOUS !FFILIATION: Lutheran 3INGLE LIVES WITH PARENTS &ATHER IS LOCAL BUSINESSMAN -OTHER IS CASHIER AT LOCAL BANK %DUCATION3TATUS/CCUPATION Senior in high school 2ESULTS OF 0RE )NDUCTION 0HYSICAL .EVER TAKEN AN ARMY PHYSICAL IN EXCELLENT CONDITION 3TAR ATHLETE MINOR KNEE PROBLEMS Using your 0ROFILE, the 3ELECTIVE 3ERVICE #LASSIFICATION AND YOUR IMAGINATION STATE SEVERAL SPECIFIC REASONS WHY YOU SHOULD RECEIVE A DRAFT BOARD DEFERMENT h) AM SEEKING A ______ DEFERMENT BECAUSEx h%XTRASv 3UGGESTED TO "OLSTER 9OUR 0ETITION Produce birth certificate and high school records to prove educational status. (AVE HIGH SCHOOL FOOTBALL COACH ACCOMPANY YOU TO SPEAK OF YOUR ATHLETIC POTENTIAL AND POSSIBLE professional career.
0%4)4)/.%23 02/&),% !RT 2EDFORD $ATE OF "IRTH: ______1944 !GE: 25 0ARENTS: Deceased 0LACE OF "IRTH -ARATHON )OWA #URRENT !DDRESS: 22 2&$ #ORNVILLE )OWA 0ERSONAL&AMILY 3ITUATION: 2ELIGIOUS !FFILIATION: Presbyterian Married, expecting first child %DUCATION3TATUS/CCUPATION ,EFT SCHOOL AFTER TH GRADE WHEN PARENTS DIED AND HE INHERITED ACRE FARM &ARMER SWEET CORN SQUASH TOMATOES CUCUMBERS GREEN BEANS TIMOTHY AND CLOVER 2ESULTS OF 0RE )NDUCTION 0HYSICAL 1-A, excellent condition Using your 0ROFILE, the 3ELECTIVE 3ERVICE #LASSIFICATION AND YOUR IMAGINATION STATE SEVERAL SPECIFIC REASONS WHY YOU SHOULD RECEIVE A DRAFT BOARD DEFERMENT h) AM SEEKING A ______ DEFERMENT BECAUSEx h%XTRASv 3UGGESTED TO "OLSTER 9OUR 0ETITION 0RODUCE A LETTER FROM A DOCTOR CONFIRMING YOUR WIFES PREGNANCY 0RODUCE LETTERS FROM LOCAL GROCERS DOCUMENTING YOUR EXCELLENT AND NECESSARY PRODUCE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 99 DRAFT BOARD HEARING GUIDELINES
February 1970 4HIS MONTHS DRAFT QUOTA ______!S A DRAFT BOARD MEMBER IT IS YOUR DUTY TO SUPPLY SOLDIERS FOR THE 53 !RMY %VERY MONTH DRAFTEES BETWEEN THE AGES OF n COME TO YOU TO REQUEST THAT YOU EXEMPT THEM FROM MILITARY SERVICE 9OU MAY DEFER EVERY PETITIONER OR YOU MAY DEFER NONE 9OU MUST MEET YOUR ENLISTMENTDRAFT QUOTA 1. Select a convening officer for your local draft board. This official: A 7ELCOMES EACH PETITIONER B #ONDUCTS EACH HEARING ROTATING AMONG BOARD MEMBERS FOR QUESTIONS %ACH DRAFT BOARD MEMBER CAREFULLY QUESTIONS EACH PETITIONER AND EVALUATES THE INFORMATION offered. Decide if the petitioner is sincere, or if he is stretching the truth or actually lying. A "E CORDIAL BUT FIRM AS YOU INTERVIEW THE PETITIONER 5SE THE EXACT QUESTIONS BELOW OR PARAPHRASE #OME UP WITH FOLLOW UP QUESTIONS B 9OU NEED TO LEARN ENOUGH ABOUT THE PETITIONER TO MAKE AN INFORMED DECISION C 4AKE NOTES AS YOU LISTEN TO THE STORY OF THE PETITIONER #ONFER WITH OTHER "OARD -EMBERS TO MAKE YOUR DECISION 9OUR DECISION WILL DETERMINE THE COURSE OF THIS YOUNG MANS LIFE AND POSSIBLY WHETHER HE WILL LIVE OR DIE a. Consult your notes, the 3ELECTIVE 3ERVICE #LASSIFICATIONS AND USE YOUR BEST JUDGEMENT TO DECIDE HOW TO RESPOND TO EACH PETITION 9OUR CHOICES ARE s $RAFT THE PETITIONER s 'RANT THE REQUEST OF THE PETITIONER FOR DEFERRAL OR EXEMPTION s /FFER THE PETITIONER ALTERNATIVE SERVICE HOSPITAL WORK ETC B !NNOUNCE WITH SOME DRAMA WHETHER THE PETITION IS GRANTED THE MAN IS DEFERRED OR DENIED THE MAN IS DRAFTED %XPLAIN THE REASONS FOR THE DECISION c. The decisions of the draft board are final. A draftee has no further avenue for appeal. 'ENERAL /PENING 3TATEMENT h7E ARE HERE TO LISTEN TO YOUR APPEAL FOR A DEFERMENT OR EXEMPTION FROM MILITARY SERVICEv /BTAIN NECESSARY INFORMATION ABOUT THE PETITIONER 7HAT IS YOUR NAME 7HAT IS YOUR AGE 7HERE DO YOU RESIDE 7HAT IS YOUR FAMILY SITUATIONWHO ARE YOUR PARENTS !RE YOU SINGLE -ARRIED !NY CHILDREN 5SE THESE QUESTIONS AND ANY APPROPRIATE FOLLOW UP QUESTIONS 7HAT WERE THE RESULTS OF YOUR ARMY PHYSICAL 7HERE ARE YOU CURRENTLY EMPLOYED OR IN SCHOOL 5. What is the basis for your appeal of your draft status? Be specific, please. (OW DO YOU BALANCE YOUR PATRIOTIC DUTY WITH THIS REQUEST FOR DEFERMENT OF MILITARY SERVICE )F WE DEFER YOU FROM SERVING IN A MILITARY CAPACITY WILL YOU CONSIDER SOME ALTERNATIVE SERVICE SAY WORKING IN A VETERANS HOSPITAL OR ON AN ARMY BASE !RE THERE MORAL ETHICAL OR RELIGIOUS BELIEFS THAT CAUSE YOU TO REQUEST THIS DEFERMENT $O YOU HAVE SPECIAL SKILLS THAT ARE MORE VALUABLE TO !MERICAN SOCIETY IF YOU REMAIN A CIVILIAN !RE THERE ANY OTHER CONSIDERATIONS $O YOU HAVE ANYTHING TO OFFER AS A CLOSING STATEMENT 'ENERAL #LOSING 3TATEMENT 4HANK YOU -R ______ 0LEASE WAIT WHILE WE MAKE OUR DECISION
100 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT DRAFT BOARD HEARING OBSERVATIONS DECIDE TO DEFER EVERY PETITIONER OR YOU MAY DECIDE TO DEFER NONE ,ISTEN CAREFULLY TO EACH PETITIONER AND TAKE NOTES 9OU NEED ENOUGH INFORMATION TO MAKE AN INFORMEDAND FAIRDECISION 9OU MAY Art Redford Art Hansen Ron Morris George KevinPenney 0ETITIONER !GE 0ERTINENT )NFORMATION 'RANTED 0ETITION 9
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INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 101 STATISTICS OF DRAFT-AGE MEN DURING THE VIETNAM WAR
!PPROXIMATE NUMBERS
4HE 6IETNAM 'ENERATION MEN ONLY
Served 8,744,000 Drafted 2,215,000 Never Served 15,980,000
3ERVED IN 6IETNAM #OMBAT 3ERVED IN 6IETNAM IN THE BUSH 3ERVED IN 6IETNAM .ON COMBAT 3ERVED BUT NEVER WENT TO 6IETNAM PERCENT OF 53 MILITARY PERSONNEL IN 6IETNAM WERE NON COMBATANTS
+ILLED IN 6IETNAM ALL AGES +ILLED IN 6IETNAM YEARS OF AGE OR YOUNGER 7OUNDED IN 6IETNAM $EATHS IN 6IETNAM INCIDENTAL TO COMBAT (friendly fire, Agent Orange, suicide, etc.)
.UMBER OF DRAFT BOARDS IN THE 53 $EFERRED %XEMPTED OR $ISQUALIFIED Apparent Draft Offenders 570,000 (includes Accused and Not accused)
Draft offenders never accused 360,000 0ERSONS WHO NEVER REGISTERED FOR THE DRAFT #ASES DROPPED BY GOVERNMENT 0ERSONS WHO FLED THE COUNTRY n &UGITIVES WENT UNDERGROUND IN THE 53 Eventually Convicted of Draft Violations 8,750 )MPRISONED FOR $RAFT 6IOLATIONS
102 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT THE DRAFT LOTTERY
4HE DRAFT LOTTERY IS BACK IN YOUR COMMUNITY CLASSROOM %VERY STUDENT IN THE CLASS IS SUBJECT TO THE DRAFT LOTTERY 9OUR BIRTH DATES WILL BE RANDOMLY SELECTED 4HOSE WITH AN EARLY SELECTION ORDER LOW DRAFT LOTTERY NUMBER CAN CONSIDER THEMSELVES IMMEDIATELY DRAFTED 4HOSE WHOSE BIRTHDATES ARE SELECTED LAST CAN CONSIDER THAT THEY ESCAPED THE DRAFT 9OUR CLASSROOM LOTTERY WILL WORK JUST LIKE THE REAL LOTTERY
/N THE PAPER YOU RECEIVE PRINT CLEARLY YOUR BIRTHDAY MONTH AND DAY
&OLD IT TWICE AND DEPOSIT IN THE LOTTERY CONTAINER
"IRTHDATES WILL BE DRAWN IN THREE GROUPS &IRST 'ROUP s 9OU ARE SUBJECT TO AN IMMEDIATE DRAFT PHYSICAL AND INDUCTION INTO THE 53 !RMY s 9OU WILL PROBABLY BE SENT TO A COMBAT UNIT IN 6IETNAM 3ECOND 'ROUP s 9OU ARE IN hTHE SWEAT ZONEv s $EPENDING ON THE NEEDS OF THE MILITARY AND HOW MANY DRAFTEES FROM THE FIRST GROUP OBTAIN DEFERMENTS YOU MAY BE DRAFTED LATER s 9OU MAY ENLIST IN THE MILITARY IF YOU SO DESIRE 4HIRD 'ROUP s 9OU DO NOT NEED TO BE CONCERNED ABOUT GOING INTO THE MILITARY AGAINST YOUR WILL s 9OU CAN GET ON WITH YOUR LIFE s 9OU MAY ENROLL IN COLLEGE OR FIND A GOOD JOB s 9OU MAY ENLIST IN THE MILITARY IF YOU SO DESIRE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 103 LESSON 9 TEACHING DIRECTIONS
,ESSON 4HE %NEMY /BJECTIVES s ,EARN ABOUT .ORTH 6IETNAMESE MILITARY LEADERSHIP AND STRATEGIES s 3IMULATE THE NATURE OF COMBAT PECULIAR TO 6IETNAM 7AR Two Days -ATERIALS s 3/,$)%23 /& 4(% ./24( 4HE /THER 3IDE n — class set s 4(% /4(%2 3)$% 2EADERS 4HEATER n — class set or as needed Consider laminating the materials s 4(% 6)%4.!- 7!2 '!-% — class set + transparency with an asterisk (*) for reuse with s /0 /2$%23 #ONFIDENTIAL — one per student pair subsequent classes. s .6!6# #ONFIDENTIAL — one per student pair s "!44,% :/.% '2)$ — two per student (copy to both sides of one paper) s &!4% #!2$3 SET OF — one set per student pair s 6)%4.!- 7!2 67 0/).43 — one per student pair Obstacles may include textbooks s 7!2 '!-% 3#/2% 3(%%4 — one per student pair (cut in half) standing on end, backpacks, cans, s %33!9 25"2)# — class set + transparency (optional) erasers, etc. Use articles that can s "LINDFOLD — one be knocked down. s (IGHLIGHTER MARKER — class set (two colors) s "OOKS AND SCHOOL SUPPLIES — several (to simulate obstacles and booby traps for Motivator)
3ETUP 4HIS LESSON REQUIRES SEVERAL CLASSROOM ARRANGEMENTS FROM AN OPEN AREA IN FRONT THE MOTIVATOR TO TRADITIONAL THE ESSAY AND Individuals, Whole Class, and Student Pairs READERS THEATER TO A DESK CONFIGURATION THAT ACCOMMODATES BATTLE PAIRS SQUARING OFF IN SIMULATED COMBAT -OTIVATOR a. Enlist the ingenuity of the students in setting up a trail FILLED WITH TRAPS AND SNARES FOR AN UNSUSPECTING NAÕVE AND INEXPERIENCED NEWBY TO LEAD A PLATOON ON A SEARCH AND DESTROY MISSION B $ETERMINE A hPATHv ACROSS THE FRONT OF THE CLASS AND SET OUT BOOKS BOOK BAGS TRASH CANS PENCILS AS PUNJI STAKES ALONG the path. 2EADERS 4HEATER a. This has roles for 11 students, plus a chorus of students reading in unison. B !RRANGE TO SHOWCASE THE VARIOUS READERS %ITHER ASSIGN PARTS OR AUDITION TO HAVE GOOD DRAMATIC READERS FILL THE ROLES describing the nature of the Viet Cong. C #ONSIDER DOING THE ACTIVITY AS A RADIO BROADCAST WITH MICROPHONES AUDIOVIDEO TAPE THE READINGIT MAKES THE STUDENTS MORE SERIOUS
104 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 9 TEACHING DIRECTIONS
D )NSTEAD OF THE ENTIRE CLASS READING THE hALLv PARTS CHOOSE OR STUDENTS TO BE A 'REEK CHORUS PERIODICALLY REMINDING THE PARTICIPANTS OF THE ENEMYS DEDICATION TO THEIR CAUSE e. If you are audio/video taping the activity, a second reading MIGHT GIVE THE PERFORMANCE A LITTLE MORE POLISH F &OLLOWING THE PERFORMANCE HAVE A DISCUSSION OF THE SCRIPTS salient points. 4HE 6IETNAM 7AR 'AME A 4HIS GAME IS DESIGNED TO ILLUSTRATE THE DEMORALIZING FUTILITY OF COMBAT IN 6IETNAM b. It is essential that students read and understand the essay ! '25.43 7!2 FROM ,ESSON before beginning this COMPETITION
-OTIVATOR 1. Find out by birthdays, the three youngest students in the class.
2. Read or tell, h!S YOU ALL KNOW IT WAS STANDARD PRACTICE FOR THE NEWLY ARRIVED GRUNT CALLED A @CHERRY OR @NEWBY TO read WALK POINT AS HIS PLATOON WENT ON Search and Destroy or MISSIONS 3INCE A PLATOON MARCHED IN A SINGLE FILE THE tell POINT MAN WAS FIRST TO SEE HEAR OR @STEP ON DANGER ,ETS SIMULATE WHAT THAT FELT LIKE 4HE EXPERIENCE HERE WILL HELP US UNDERSTAND COMBAT IN THE 6IETNAM 7ARv
0UT THE THREE YOUNG NEWBYS OUTSIDE OR IN THE HALLWAY BEYOND HEARING OR SEEING DISTANCE 7ITH THE REMAINING STUDENTS SET UP THE SIMULATED TRAIL ACROSS THE FRONT OF THE ROOM 4HIS TRAIL IS FRAUGHT WITH OBSTACLES SET OUT BY THE .6!6#
"RING IN THE YOUNGEST OF THE NEWBYS "LINDFOLD AND TURN HIM HER AROUND A FEW TIMES AND SEND DOWN THE TRAIL 4HE BLINDFOLDED NEWBY MUST MAKE IT TO THE OTHER SIDE OF THE ROOM WITHOUT KNOCKING DOWN hEXPLODING v OR hSTEPPING ONv A SINGLE TRAP This will definitely engage the students who helped set up the %ACH KNOCKDOWN LOSES TWO OTHERS FROM THE PLATOON 2ANDOMLY obstacle course and is a good SELECT TWO STUDENTS AND ISOLATE THEM ALONG WITH THE hCLUMSYv lesson in the unpredictable nature NEWBY IN THE CLASSROOM of combat in Vietnam.
/NE AT A TIME BRING IN THE REMAINING TWO STUDENTS AND SEND THEM UP THE TRAIL !FTERWARDS DISCUSS THE hCHERRYSv EXPERIENCE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 105 LESSON 9 TEACHING DIRECTIONS
0ROCEDURE 1. Either distribute SOLDIERS OF THE NORTH: The Other Side or deliver a lecture based on the essay. Collect the essays after finishing the reading.
$ISTRIBUTE AND PERFORM 4(% /4(%2 3)$% 2EADERS 4HEATER
$EBRIEF THIS BACKGROUND INFORMATION DURING A CLASS DISCUSSION ,IST THE REASONS WHY THE 53 PROBABLY LOST THE WAR IN 6IETNAM ACCORDING TO THE DATA AND VIEWPOINTS EXPRESSED IN THIS DRAMA
)LLUMINATE THE TRANSPARENCY OF 4(% 6)%4.!- 7!2 '!-% (or distribute copies) to introduce the activity. Read through the The game is designed to illustrate INFORMATION ANSWERING GENERAL QUESTIONS the demoralizing and dangerous nature of ground combat in A $IVIDE THE CLASS INTO TWO EQUAL SECTIONS DESIGNATE ONE GROUP Vietnam. AS 5NITED 3TATES SOLDIERS THE OTHER AS .6!6# SOLDIERS b. Distribute OP. ORDERS (Confidential) to one side, and The NVA/VC will have .6!6# #ONFIDENTIAL TO THE OTHER SIDE -AKE SURE THE installations or obstacles in 53 of COMBATANTS DO NOT ACCIDENTALLY GET HOLD OF THE INFORMATION the 144 squares of the BATTLE ZONE GRID. MEANT FOR THEIR OPPONENTS C !LLOW TIME FOR THE STUDENTS TO READ THEIR CONFIDENTIAL The NVA/VC earn VW Points INSTRUCTIONS CAREFULLY ASK QUESTIONS FOR CLARITY AND BE for virtually every move the U.S. REASONABLY EQUIPPED TO START platoon makes. D 0AIR OFF THE STUDENTS ONE 53 SOLDIER WITH ONE .6!6# s 4HE .6!6# GAIN 67 0OINTS IF the U.S. platoon enters a blank SOLDIER AND DISTRIBUTE THE REMAINING GAME MATERIALS square. s "!44,% :/.% '2)$ — two per student s 4HEY ALSO GAIN 67 0OINTS IF s 6)%4.!- 7!2 67 0/).43 — one per student pair the U.S. platoon blunders into s 7!2 '!-% 3#/2% 3(%%4 — one per student pair an obstacle. The platoon might s &!4% #!2$3 SET OF — one set per student pair also suffer a loss of men when encountering an obstacle (shuffled, placed face down)
When the platoon enters an 2ING A BELL BLOW A WHISTLE OR MAKE A LOUD HAND CLAP TO START THE installation or reaches an objective FIRST BATTLE WHICH MEANS STUDENTS BEGIN FILLING IN THEIR GRIDS AND it gains VW Points. STRATEGIZING THEIR MISSIONS IN THE WAR /FFICIALLY THERE IS NO START Even the FATE CARDS are TO ACTUAL COMBAT 7HENEVER THE "!44,% '2)$3 OF THE TWO overwhelmingly negative. Only a COMBATANTS ARE READY THEY BEGIN few award some VW Points. a. The U.S. soldier tells the NVA/VC the coordinates of his/her ,: ,ANDING :ONE AND SIX HILLS If the U.S. platoon selects an B 4HE .6!6# FILLS IN THE SQUARES FOR THESE SEVEN LOCATIONS ON objective that is also an obstacle, the platoon will gain VW Points HISHER "!44,% :/.% '2)$ for attaining the objective (when C 4HE GRUNT STARTS MARCHING TOWARD ONE OF THE SIX HILLS it reaches the square) but will lose VW Points (and possibly men) for encountering the obstacle.
106 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 9 TEACHING DIRECTIONS
6. Monitor the activity as best you can. A -AKE SURE BATTLE PAIRS CALCULATE THE 6IETNAM 7AR 0OINTS accurately after Round 1 and that they proceed to Round TRADING SIDES AND EXCHANGING CONFIDENTIAL INFORMATION SHEETS SMOOTHLY B "E PREPARED TO DECLARE A hCEASE FIREv TO END ACTION IF SOME STUDENTS ARE VERY SPEEDY OR IF SOME ARE VERY SLOW IN THEIR conduct of hostilities.
7. When both rounds are over begin a class discussion. Include: A 7HICH SIDE WON THE MOST hBATTLES v 7HY B $ESCRIBE THE UNIQUE NATURE OF THIS WAR C %XPLORE INSIGHTS STUDENTS GAINED FROM EXPERIENCING THE ACTIVITY ,IST THESE AS STATEMENTS ON THE BOARD IE THE 53 PLATOONS WERE ALWAYS ON THE offensive but ended up constantly defending THEMSELVES
#OLLECT ALL PAPERS AND MAKE USE OF REUSABLE ITEMS FOR NEXT TIME
$EBRIEFING#LOSURE 4O ASSESS WHAT STUDENTS LEARNED FROM THE READING AND THE BATTLE GAME AND as an effective closure TECHNIQUE HAVE STUDENTS DO A MIND MAP CLUSTER ON THE TOPIC h#OMBAT IN 6IETNAMv
2. ,EARNING ,OG 4OPIC %XPLAIN YOUR KNOWLEDGE OF THE 6IETNAMESE OPPOSITION AND COMBAT EXPERIENCE IN 6IETNAM s 7RITE A PARAGRAPH ESSAY WITH AN INTRODUCTION BODY PARAGRAPH AND SUMMARY 10–12 minutes
4O %XTEND THE ,ESSON Use the ESSAY RUBRIC (on page s (AVE STUDENTS WRITE A LETTER FROM A GRUNT TO HIS GIRLFRIEND OR 22) to assess student compositions. PARENTS 4HE LETTER SHOULD TELL ABOUT HIS PLATOONS EXPERIENCE chasing Charlie. /PTION MAKE THE WRITER AN .6!6# SOLDIER DESCRIBING HIS FIGHT against the United States forces.
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 107 SOLDIERS OF THE NORTH: THE OTHER SIDE (1)
0ERSPECTIVE 4HE 53 WENT TO 6IETNAM WITH A NOBLE PURPOSE 4HE GOAL WAS TO DEFEND 3OUTH 6IETNAM AGAINST COMMUNISTS FROM THE .ORTH )N ADDITION THE 53 HOPED TO KEEP COMMUNISM FROM SPREADING ALL OVER 3OUTHEAST !SIA )T IS DIFFICULT FOR THE 53 TO THINK OF THE .ORTH 6IETNAMESE AS hFREEDOM FIGHTERSv IN A NOBLE CAUSE )N REALITY THAT DESCRIPTION IS PROBABLY MORE ACCURATE THAN LABELING THEM THE hBAD GUYSv 4HE 6IETNAMESE BELIEVED THEY WERE FIGHTING A WAR OF INDEPENDENCE AGAINST A FOREIGN COLONIAL POWER 4HEY FOUGHT THE 53 IN THE SAME WAY THE !MERICAN COLONISTS FOUGHT THE "RITISH 4HE .6! WAS THEIR #ONTINENTAL !RMY 4HE 6# WERE THEIR -INUTEMEN
4HE 4IGER AND THE %LEPHANT Ho Chi Minh offered a vivid and REVEALING METAPHOR OF THE STRUGGLE BETWEEN HIS COUNTRY AND THE 53 (E DESCRIBED A FIGHT BETWEEN TWO JUNGLE ANIMAL ADVERSARIES (O explained, “If the tiger ever stands STILL THE ELEPHANT WILL CRUSH HIMv "UT THE TIGER WILL NOT STAND STILL (E WILL LEAP UPON THE BACK OF THE ELEPHANT AND TEAR CHUNKS FROM HIS SIDE AND LEGS AND THEN FLEE INTO THE JUNGLE 3LOWLY THE ELEPHANT WILL BLEED TO DEATH h3UCH WILL BE THE WAR v (O CONCLUDED hIN )NDOCHINAv 4HE HIT AND RUN GUERRILLA TACTICS OF THE hTIGERv PROVED TO BE THE ULTIMATE CHALLENGE FOR 5NITED 3TATES MILITARY FORCES IN 6IETNAM
5NCLE (O (O #HI -INH n WAS A REVOLUTIONARY OF THE FIRST ORDER h5NCLE (Ov IS THE FATHER OF 6IETNAM HE IS THEIR 'EORGE 7ASHINGTON (E WAS A DEDICATED COMMUNIST AND A WILY POLITICIAN !S A YOUNG MAN HE TRAVELED IN &RANCE 2USSIA #HINA AND THE 5NITED 3TATES )N 3EPTEMBER HE SPOKE IN (ANOIS "A $INH 3QUARE (IS WORDS RANG OUT AS HE PARAPHRASED THE !MERICAN $ECLARATION OF )NDEPENDENCE (E PROCLAIMED 6IETNAMS INDEPENDENCE FROM &RANCE (O OFFERED CHARISMATIC AND INSPIRATIONAL LEADERSHIP THROUGH TWO WARS OF INDEPENDENCE 4HE FIRST WAS A NINE YEAR struggle against the French. He then led his people against the U.S. FORCES (O EXEMPLIFIED THE TOUGH AND RESILIENT QUALITIES OF HIS PEOPLE (IS EFFORTS HAVE EARNED HIM FAME AS ONE OF THE TWENTIETH CENTURYS MOST INFLUENTIAL FIGURES (O DIED BEFORE THE CEASE FIRE OF AND THE COMMUNIST TAKE OVER OF 3AIGON IN
108 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT SOLDIERS OF THE NORTH: THE OTHER SIDE (2)
'ENERAL 'IAP (O #HI -INH DID NOT ACHIEVE INDEPENDENCE FOR 6IETNAM ALL BY HIMSELF (IS MOST TRUSTED MILITARY ADVISOR WAS 'ENERAL 6O .GUYEN 'IAP COMMANDER OF THE .6! ,IKE (O 'ENERAL 'IAP WAS A PIVOTAL FIGURE OF THE TWENTIETH CENTURY 'ENERAL 'IAP BEGAN WITH AN ARMY OF SOLDIERS IN "Y THE LATE S HIS ARMY NUMBERED OVER )T WAS 'IAP WHO PLANNED 6IETNAMS SUCCESSFUL STRATEGY Giap utilized the Viet Cong to infiltrate the South, terrorize citizens TO JOIN THE CAUSE AND MOST IMPORTANTLY USE GUERRILLA TACTICS TO WEAR DOWN THE &RENCH AND THE !MERICANS &ROM THE START BOTH (O AND 'IAP KNEW INDEPENDENCE WOULD TAKE MANY LONG YEARS TO ACHIEVE 4HEY REASONED THAT THE 6IETNAMESE HAD BEEN FIGHTING FOR CENTURIES ANOTHER GENERATION OR TWO OF CONFLICT DID NOT MATTER 4HEIR COST WAS MINOR COMPARED TO THEIR GOAL 4IME THEY HAD NO DOUBT WAS ON THEIR side.
&IFTY 0ERCENT #ASUALTIES 4O CARRY OUT THESE PROTRACTED WARS (O AND 'IAP NEEDED THOUSANDS OF LOYAL SOLDIERS READY TO MAKE HORRENDOUS SACRIFICES .ORTH 6IETNAM HAD A TOTAL POPULATION OF JUST OVER MILLION PEOPLE $URING THE WAR 'ENERAL 'IAP RAISED AN ARMY OF MILLION 4HESE TROOPS FOUGHT THE COMBINED FORCES OF THE 53 AND 3OUTH 6IETNAM !26. 0ERHAPS MILLION PERCENT WERE KILLED OR WOUNDED 4HIS IS A STARTLING STATISTIC 3UCH MASSIVE CASUALTIES ARE NOT UNUSUAL WHEN PEOPLE FIGHT FOR INDEPENDENCE IN THEIR OWN COUNTRY *UST AS IMPRESSIVE IS THE FACT THAT SOLDIERS FOR .ORTH 6IETNAM SERVED UNTIL THE WAR WAS OVER FOR THE DURATION "Y CONTRAST !MERICAN SOLDIERS TYPICALLY SERVED A n MONTH TOUR OF DUTY BEFORE returning to the U.S.
4HE 7ARRIORS 4HE 53 AND !26. FOUGHT TWO DIFFERENT ARMIES 4HE LARGEST AND MOST VISIBLE WAS THE .ORTH 6IETNAMESE !RMY .6! ALSO KNOWN AS THE 0EOPLES !RMY OF 6IETNAM 0!6. 4HE .6! MOSTLY WORE STANDARD KHAKI UNIFORMS WITH A HEAVIER hSWEAT SUITv FOR COLDER WEATHER AND A PLASTIC PONCHO FOR MONSOON SEASON ! SUN HELMET ALONG WITH A BACKPACK OF MEDICAL SUPPLIES FOOD MESS KIT AND GRENADES AND A RELIABLE !+n ASSAULT RIFLE COMPLETED THE OUTFITTED SOLDIER 4HE SECOND hARMY v THE 6IET #ONG 6# WAS MOSTLY UNSEEN 4HESE COMMUNIST GUERRILLAS OF THE 3OUTH CONDUCTED WARFARE SECRETLY 4HEY CAUSED HAVOC WITH AMBUSHES AND BOOBY TRAPS 4HE 6# MOSTLY WORE PEASANT CLOTHING BLACK OR DARK GREEN hPAJAMASv AS DESCRIBED BY 53 PERSONNEL ! WIDE BRIMMED JUNGLE HAT MESS KIT AND A WEAPON COMPLETED THE 6# hUNIFORMv %ACH SOLDIER 6# OR .6! WAS A SELF SUFFICIENT FORMIDABLE WARRIOR EFFECTIVE IN THE THICK JUNGLE FOLIAGE AND RICE PADDIES
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 109 SOLDIERS OF THE NORTH: THE OTHER SIDE (3)
%FFECTIVE 3TRATEGIES TO 7AGE 7AR 4HE .ORTH 6IETNAMESE REALIZED THEY WOULD WIN FEW VICTORIES IN TRADITIONAL hPITCHEDv BATTLES 4HE 53 WOULD WIN BECAUSE OF THEIR SUPERIOR FIREPOWER %ARLY BATTLES AGAINST 53 FORCES CONFIRMED THIS BELIEF 'ENERAL 'IAP DECIDED TO WAGE A war of attrition against the United States. He again used the guerrilla tactics that WERE SO EFFECTIVE AGAINST THE &RENCH s (IDE AND MAKE THE ENEMY SEARCH you out. s #AREFULLY PLAN EACH ATTACK AND ALWAYS USE SURPRISE s .EVER MEET THE ENEMY HEAD ON s /UTWAIT OUTSMART OUTLAST YOUR opponent. s 5SE TERROR TACTICS AGAINST CIVILIANS AND MILITARY PERSONNEL s 5SE PROPAGANDA FREQUENTLY s 5SE SPECIAL FORCES SAPPERS TO SPEARHEAD OPERATIONS 4HE 53 !RMY DEVISED THE hSEARCH AND DESTROYv TACTIC TO COUNTER THE GUERRILLA STRATEGIES 4HE 53 PUT COMPANIES AND PLATOONS hIN THE BUSHv TO FIND ROOT OUT AND KILL THE ENEMY $ESPITE !MERICAN EFFORTS THE .6! AND 6# AVOIDED CONFLICT IN THE TRADITIONAL SENSE !T THE SAME TIME THE !MERICANS THOUGHT THAT THE 53 !RMY WAS HAVING SUCCESS WITH THEIR h3 AND $v MISSIONS 4HE RESULT WAS A PROTRACTED AND FRUSTRATING WAR FOR THE 53 4HE 6IETNAM EXPERIENCE BORE OUT THE WARNING h9OU LOSE IF YOU DONT WINv
4HE (O #HI -INH 4RAIL 4HE .ORTH 6IETNAMESE INVADED THE 3OUTH NEARLY EVERY DAY VIA THE (O #HI -INH 4RAIL 4HIS hTRAILv WAS REALLY AN ELABORATE NETWORK OF ROADS AND PATHS ALONG THE WESTERN BORDER OF 6IETNAM 4HE TRAIL SOMETIMES RAN THROUGH PARTS OF #AMBODIA AND ,AOS 4HIS ARTERY WAS THE MAIN SUPPLY LINE FOR THE 6# WHO BROUGHT WEAPONS AMMUNITION AND TROOPS )N THE EARLY YEARS OF THE WAR PORTERS MIGHT TAKE A FULL MONTH TO CARRY A n LB LOAD FROM THE .ORTH TO THE 3OUTH 4HEY COULD CARRY MORE FASTER IF THEY PUSHED A BICYCLE LIKE VEHICLE /NCE THE 53 KNEW HOW VITAL THE TRAIL WAS TO THE 6# THE THOROUGHFARE BECAME A KEY TARGET FOR AERIAL BOMBING 53 BOMBS DEFOLIATED THE THICK JUNGLE CANOPY HIDING THE TRAIL !T THE SAME TIME THE BOMBS COULD KILL HUNDREDS OF PORTERS AND ENEMY TROOPS &ROM TO THE (O #HI -INH 4RAIL WAS THE MAIN SUPPLY LINE FOR TRANSPORTING WAR MATERIEL INTO 3OUTH 6IETNAM ESPECIALLY DURING THE .OVEMBERn -AY DRY SEASON "Y THE .ORTH 6IETNAMESE WERE MOVING MOST OF THEIR SUPPLIES ALONG THIS NETWORK USING TRUCKS PIPELINES AND RIVER BARGES 4HE .6!6# SOLDIERS OFTEN ENTERED #AMBODIA AND ,AOS TO ESCAPE 5NITED 3TATES DETECTION AND BOMBS
110 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT SOLDIERS OF THE NORTH: THE OTHER SIDE (4)
&IGHTING IN (OS !RMY 4HE .ORTH 6IETNAMESE WERE FIGHTING A MILITARY GIANT IN A PROTRACTED WAR 4HEY NEEDED TO KEEP THEIR SOLDIERS ALIVE TO BATTLE EACH DAY !DOPTING STRIKE QUICKLY AND RETREAT TACTICS WAS ONE WAY TO DO THIS 4HESE GUERRILLAS WERE ON THE MOVE EVERY FEW DAYS WITH MOSTLY MAKESHIFT CAMPS 4HE SOLDIERS HAD TO BE SELF SUFFICIENT 4HEY BOUGHT FOOD AND SUPPLIES FROM LOCAL FARMERS AND MERCHANTS OR JUST TOOK WHAT THEY NEEDED 4HE .6! DID HAVE A FEW PERMANENT CAMPS HIDDEN IN A VAST SYSTEM OF UNDERGROUND TUNNELS 3OLDIERS RECEIVED MEDICAL CARE IN UNDERGROUND HOSPITALS 4HEY HAD MAIL SERVICE ALTHOUGH IT WAS SLOW AND OFTEN INTERRUPTED 4HE .6!6# EVEN HAD ENTERTAINMENTSOMETHING AKIN TO A 53/ FORMATWITH ACTORS SINGERS AND DANCERS TRAVERSING THE (O #HI -INH 4RAIL TO SHOWCASE THEIR TALENTS 4UNNELS REQUIRED LOTS OF DIGGING 4O THE .6!6# SOLDIERS THE SHOVEL WAS AS USEFUL AS THE !+n
6# $EATH 3QUADS 0ART OF THE .ORTHS OVERALL STRATEGY WAS TO FORCE THE 3OUTH 6IETNAMESE TO SUPPORT THE CAUSE 4HIS INVOLVED hREEDUCATINGv 3OUTH 6IETNAMESE VILLAGERS CLERGY LEADERS AND LANDOWNERS 4HE TASK FELL TO THE .ATIONAL ,IBERATION &RONT 6IET #ONG 2EEDUCATION EFFORTS WERE MERCILESS 4HE 6IET #ONG $EATH 3QUADS MURDERED COUNTLESS NUMBERS OF PEOPLE PERHAPS AS MANY AS !N UNKNOWN NUMBER OF PEASANTS WERE ALSO ABDUCTEDAND VANISHED 4O THIS DAY THE (ANOI GOVERNMENT DENIES SUCH BARBARISM 4HIS IS IN CONTRAST TO THE CONDUCT OF THE 5NITED 3TATES 53 MEDIA INFORMED THE WORLD ABOUT ATROCITIES SUCH AS -Y ,AI 5SUALLY THOSE RESPONSIBLE WERE TRIED CONVICTED AND PUNISHED )N ACTUALITY ATTACKS ON CIVILIANS BY THE 6# WERE FAR MORE COMMON AND VICIOUS THAN THOSE COMMITTED BY 53 PERSONNEL
2ESPECTED !DVERSARIES 3OLDIERS OF THE 5NITED 3TATES AND .ORTH 6IETNAM RESPECTED EACH OTHER 4HEY VIEWED EACH OTHER AS OBEDIENT WARRIORS DOING THEIR DUTY 4HEY WERE CARRYING OUT ORDERS TO ADVANCE THEIR COUNTRIES OBJECTIVES )T IS TRUE THAT 5NITED 3TATES SOLDIERS USED RACIAL EPITHETS AND DEROGATORY TERMS FOR THE 6IETNAMESE CIVILIANS AS WELL AS .6! AND 6# 3TILL THEY MOST OFTEN RESPECTED AND USUALLY FEARED THE SOLDIERS AS COMBAT ADVERSARIES !S THE WAR CONTINUES TO RECEDE IN TIME THIS VIEW SHOWS NO SIGN OF CHANGING
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 111 THE OTHER SIDE: READERS’ THEATER (1)
.ARRATOR !: It is October 1968. The United States is involved in a costly and increasingly unpopular WAR IN 6IETNAM 4HIS FICTIONAL DRAMA REFLECTS 53 FRUSTRATION IN THE WAR .ARRATOR " 53 MILITARY LEADERS NOW UNDERSTAND THAT A POSSIBLE REASON WHY WE ARE NOT WINNING THIS CONFLICT IS THE TOUGHNESS AND TENACITY OF THE ENEMY THE .ORTH 6IETNAMESE !LL "UT WHY IS THE 53 LOSING THE WAR .ARRATOR ! ,ET US NOW VISIT A PRESIDENTIAL CABINET MEETING WITH 0RESIDENT ,YNDON " *OHNSON 0RESIDENT *OHNSON 'ENTLEMEN OUR BOYS ARE FIGHTING AND DYING BUT WE STILL DO NOT CONTROL 3OUTH 6IETNAM 7HY 4HERE MUST BE REASONS #ABINET -EMBER )TS THE NATURE OF THE FIGHTING -R 0RESIDENT #ABINET -EMBER /UR BOYS NEVER KNOW WHERE THE ENEMY IS 4HEY MIGHT AMBUSH OUR BOYS ALONG A TRAIL A ROAD A WATERWAYTHEY STRIKE FROM NOWHERE TO SURPRISE OUR INFANTRY UNITS #ABINET -EMBER 9ES 4HEN AFTER THEY STRIKE THEY FADE AS QUICKLY INTO THE JUNGLE AND INTO TUNNELS 4HEYRE TERRORISTS THATS WHAT THEY ARE AND AS HARD TO CATCH AS AIR !LL "UT WHY IS THE 53 LOSING THE WAR 0RESIDENT *OHNSON 9OU CALL THEM TERRORISTS $O YOU MEAN THE .ORTH 6IETNAMESE #ABINET -EMBER .OT EXACTLY -R 0RESIDENT !S YOU KNOW THERES THE .ORTH 6IETNAMESE !RMY LIKE OURSCONVENTIONAL AND IN UNIFORM #ABINET -EMBER 4HEN THERES THE .ATIONAL ,IBERATION &RONT OR THE 6IET #ONG WHO FIGHT ALONG WITH THE REGULAR ARMIES )T SEEMS THAT THE 6# ARE TOUGHER 0RESIDENT *OHNSON (OW COME #ABINET -EMBER 3IR THEYTHE 6#FIGHT GUERRILLA STYLE !S MENTIONED THEY STRIKE QUICKLY LIKE LIGHTENING AND VANISH AS SUDDENLY 7HEN OUR BOYS TRACK THEM THEY BECOME LOCAL VILLAGERS IN THOSE UNIVERSAL hBLACK PAJAMASv 7E DONT KNOW WHOS THE CIVILIAN AND WHOS THE SOLDIER #ABINET -EMBER )TS A STANDARD JOKE IN .AM 3IR THAT WHEN A 53 RECRUIT ASKS A VET HOW TO TELL THE DIFFERENCE BETWEEN A 6# GUERRILLA AND A 3OUTH 6IETNAMESE ALLY THE VET SAYS h4HATS EASY THE SOLDIERS OF THE 3OUTH ARE TALLERv 0RESIDENT *OHNSON 4HATS A HORRIBLE AND UNFUNNY JOKE )TS ONE OF (teacher’s name) JOKES #ABINET -EMBER : Probably, Mr. President. 0RESIDENT *OHNSON 4HE .ORTH 6IETNAMESE ,EADER (O #HI -INH IS A TOUGH OLD BIRD (E SEEMS TO HAVE INSTILLED THAT SPIRIT INTO HIS PEOPLE )F ) COULD GET HIM IN A ROOMJUST THE TWO OF USWE COULD END THIS WAR .ARRATOR ! ,ETS GO NOW TO 6IETNAM 4WO GRUNTS5NITED 3TATES INFANTRYMENARE TALKING .ARRATOR " !ND THE TOPIC ISxTHE 6# 'RUNT : Man, these nights have been scary lately. 'RUNT .O LIE "UT YOU KNOW WHAT WE SAY h7E OWN THE DAY #HARLIE OWNS THE NIGHTv (E KEEPS SHELLING OUR ENCAMPMENTS ALL NIGHT !ND HES ALWAYS ON PATROL OUT THERE IN THE BUSH
112 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT THE OTHER SIDE: READERS’ THEATER (2)
'RUNT : I never get used to the noise and flash at night. 'RUNT : Charlie never lets up. 'RUNT 9EAH -R #HARLESALL THE 'OOKSARE MEAN FIGHTERS "UT YKNOW WHAT FRIGHTENS ME MOST 'RUNT : What? 'RUNT 4HE DANGERS OUT THERETHE BOOBY TRAPSTHEYRE EVERYWHERE 3PIKED BALLS TIN CAN GRENADES HIDDEN MINES BOWS AND ARROWS PUNJI STAKES 'RUNT !ND THEIR WEAPONS ARE AS GOOD AS OURS 4HEIR !+ S ARE THE BEST THAT THE #HINESE AND Soviets can offer. !LL "UT WHY IS THE 53 LOSING THE WAR .ARRATOR ! !NOTHER GRUNT ENTERS (E IS !FRICAN !MERICANLIKE n PERCENT OF THE 53 SOLDIERS IN 6IETNAM (E IS ABOUT THE AVERAGE AGE FOR OUR SOLDIERS OVER THERE 'RUNT (EY MAN THATS EASY (E WANTS HIS INDEPENDENCE HIS LIBERTY (E WANTS US FOREIGN INTRUDERS OUT OF HIS COUNTRY ,IKE OUR FORCES IN THE !MERICAN 2EVOLUTION OR THE #ONFEDERACY ,OTS OF EXAMPLES IN HISTORY IF YOU GUYS HAD PAID ATTENTION IN YOUR 53 (ISTORY CLASSES 'RUNT #HARLIE ONLY FIGHTS WHEN HES CORNERED AND ONLY WHEN HE SENSES HE HAS AN ADVANTAGE !LL "UT WHY IS THE 53 LOSING THE WAR 'RUNT 2EMEMBER WHAT h5NCLE (Ov SAID 'RUNT 7HATD HE SAY 'RUNT h.OTHING IS DEARER THAN INDEPENDENCE AND LIBERTY v 5NCLE (O HAS SAID ) GUESS WE !MERICANS ARE PREVENTING THEIRS 4HATS WHY THEYRE SUCH GOOD SOLDIERS AND TERRORISTS !ND FRANKLY IN MY OPINION WE CANT WIN HERE .ARRATOR ! 7E NOW HAVE 'ENERAL 7ILLIAM 7ESTMORELAND #OMMANDER OF ALL 53 TROOPS IN 6IETNAM WITH US FOR AN INTERVIEW .ARRATOR " 'ENERAL 7ESTMORELAND HAS BEEN CRITICIZED FOR BEING TOO OPTIMISTIC ABOUT THE WARS COURSE AND OUR SUCCESSES %XAGGERATIONS -ISCALCULATIONS ,ETS HEAR WHAT HE HAS TO SAY )NTERVIEWER 'ENERAL HOW DO YOU ASSESS THE 6# 3OME SAY THAT THE ENEMY IN THIS WAR MIGHT BE TOUGHER THAN THE 'ERMANS AND *APANESE IN 7ORLD 7AR )) 7ESTMORELAND 4HAT MIGHT BE AN ACCURATE ASSESSMENT )NTERVIEWER 3IR WOULD YOU READ US THAT LETTER YOU HAVE IN YOUR HANDS 7ESTMORELAND #ERTAINLY )TS FROM A 53 SOLDIER SENT TO HIS #ONGRESSMAN )T SHOWS HOW RUTHLESS THE ENEMY IS (E READS h/UR SQUAD ENTERED THE HOUSE OF A PROMINENT VILLAGE FAMILY 4HE FATHER AND HIS WIFE HAD BEEN SHOT 3O HAD THE MARRIED SON AND HIS WIFE AND BABY AND MALE AND FEMALE SERVANTS 4HE FAMILY CAT HAD BEEN STRANGLED 4HE FAMILY DOG HAD BEEN CLUBBED TO DEATH 4HE GOLDFISH HAD BEEN SCOOPED OUT OF THE FISHBOWL TOSSED ONTO THE FLOOR AND STEPPED ON 7HEN THE 6# LEFT NOT ONE LIFE REMAINEDA FAMILY UNIT HAD BEEN ELIMINATED 6ILLAGERS IN THE AREA KNEW ITv )NTERVIEWER 4HANK YOU 'ENERAL 7ESTMORELAND !LL: So THATS HOW WE LOST THE 6IETNAM 7AR INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 113 THE VIETNAM WAR GAME
In the 6IETNAM 7AR 'AME YOU WILL BE EITHER A 53 SOLDIER OR AN .6!6# SOLDIER 9OU WILL NAVIGATE AROUND A BATTLE ZONE GRID /NE COMBATANT HAS MARKED OBJECTIVES TO OCCUPY 4HE OTHER COMBATANT HAS MARKED OBSTACLES TO BLOCK THE OCCUPATION #AREFULLY STUDY YOUR OBJECTIVES AND ALL PROCEDURES
/BJECTIVES 53 SOLDIERSTO REACH CAPTURE AND SECURE SIX DESIGNATED HILLS AND CAPTUREKILL THE ENEMY .6!6# SOLDIERSTO INTIMIDATE HARASS AND DEMORALIZE THE 53 SOLDIERS BY THROWING UP OBSTACLES
(OW TO 0LAY 4HE CLASS IS DIVIDED INTO TWO GROUPS53 SOLDIERS AND .6!6# SOLDIERS s 0ARTICIPANTS ARE PAIRED OFFONE 53 SOLDIER AGAINST ONE .6!6# SOLDIER s %ACH SOLDIER RECEIVES #ONFIDENTIAL instructions. Study these carefully. s &OLLOW THE PROCEDURE EXACTLY AND ADHERE TO THE OUTCOMES OF EACH MOVE 3OLDIER PAIRS RECEIVE ALL NECESSARY MATERIALS s "ATTLE :ONE 'RIDS — two each (combatants plot out their objectives and installations) %ACH "ATTLE :ONE 'RID CONTAINS SQUARES AND IS DIVIDED INTO FOUR SECTORS 5SE GRID COORDINATES TO LOCATE EACH SQUARE ON THE "ATTLE :ONE 'RID FOR EXAMPLE Alpha–1 is the top left corner of Sector I and Golf–7 is the top left corner of Sector IV). s 6IETNAM 7AR 67 0OINTS — one (gives value of each installation and objective) s 7AR 'AME 3CORE 3HEET — one each (combatants note every point gain or loss) s &ATE #ARDS — one deck of 24 (random fate can result in point gain or loss) s 3TUDY THE 6IETNAM 7AR 67 0OINTS AND HOW TO USE THE 7AR 'AME 3CORE 3HEET. s (IGHLIGHTER MARKER — one each (two colors)
0ROCEDURE 9OUR TEACHER WILL SIGNAL THE START OF 2OUND 1. Each soldier fills in a "ATTLE :ONE 'RID. (Use a pen or pencil.) s 9OUR #ONFIDENTIAL instructions DIRECT HOW TO COMPLETE YOUR "ATTLE :ONE 'RID. s #AREFULLY COUNT THE SQUARES AND DECIDE HOW BEST TO FILL IN THE "ATTLE :ONE 'RID. s +EEP YOUR MARKS ON THE "ATTLE :ONE 'RID SECRET FROM YOUR OPPONENT 2. Once the "ATTLE :ONE 'RIDS ARE FILLED OUT THE 53 PLATOON BEGINS TO MOVE TOWARDS ITS OBJECTIVES s 4HE 53 INFANTRY UNIT WILL MAKE n SEPARATE MOVES s 4HE CONSEQUENCES OF EACH MOVE DEPEND ON THE DECISIONS MADE BY THE .6!6# s "OTH SIDES TRACK THE PLATOONS MARCH USING A HIGHLIGHTER PEN OR MARKER 7HEN 2OUND IS OVER GO BACK OVER THE PLATOONS ROUTE AND ADD UP POINTS 4. Get ready for Round 2. Participants exchange #ONFIDENTIAL INFORMATION SHEETS 4HE .6!6# SOLDIER BECOMES A 53 SOLDIER AND THE 53 SOLDIER BECOMES AN .6!6# SOLDIER s 5SE YOUR SECOND "ATTLE :ONE 'RID. s 3TRATEGIZE THE SEARCH AND DESTROY MISSION FROM THE OTHER SIDE s 3HUFFLE THE &ATE #ARDS before beginning Round 2.
114 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT OP. ORDERS (CONFIDENTIAL)
/BJECTIVES 9OU ARE A 53 PLATOON OF GRUNTS ON A hHUMPv IN THE hBOONIESv 9OU ARE SEEKING TO OCCUPY SIX MILITARY TARGETS HILLS ON YOUR "ATTLE :ONE 'RID. 9OU ALSO HOPE TO DESTROY INSTALLATIONS OF THE .ORTH 6IETNAMESE !RMY OR THE 6IET #ONG 4HESE MAY BE VILLAGES TUNNELS OR EVEN THEIR HEADQUARTERS 3ECRETLY PLACE THE FOLLOWING ON YOUR "ATTLE :ONE 'RID OF SQUARES 1. One landing zone (LZ SQUARE 4HIS IS YOUR STARTING POINT 2. Six hills (print 371, 114, 286, 87, 212, 39 IN SIX DIFFERENT SQUARES s (ILLS MUST BE AT LEAST FIVE SQUARES AWAY FROM EACH OTHER AND AT LEAST FIVE SQUARES FROM THE ,: s 4HERE MUST BE AT LEAST ONE HILL IN EACH OF THE FOUR SECTORS OF THE "ATTLE :ONE 'RID.
'ENERAL )NFORMATION 9OUR OPPONENT EARNS 67 0OINTS IF YOUR PLATOON MARCHES INTO A BLANK SQUARE OR A SQUARE MARKED as an obstacle. /BSTACLES MAY BE MAN MADE BUT THE CLIMATE AND TERRAIN OF 6IETNAM ARE ALSO OBSTACLES 9OUR OPPONENT WILL MARK SQUARES ON HISHER "ATTLE :ONE 'RID as Fate Card Squares. s )F YOU MOVE INTO A Fate Card Square YOU MUST DRAW A &ATE #ARD. s 2EAD IT ALOUD AND JOT DOWN THE &ATE #ARD NUMBER AND THE 67 POINTS GAINED OR LOST
&ILL IN YOUR "ATTLE :ONE 'RID
"EGINNING THE !CTION 1. Tell your NVA/VC opponent the exact coordinates of: s 9OUR ,: EXAMPLE h$ELTAnv OR h$nv s 4HE SIX HILLS YOU PLAN TO CAPTURE AND OCCUPY s 4HE .6!6# SOLDIER WILL LABEL THESE COORDINATES ON HISHER "ATTLE :ONE 'RID. -OVE YOUR PLATOON FROM THE ,: TOWARDS THE HILL THAT IS YOUR FIRST MILITARY OBJECTIVE 4HIS CAN BE ANY HILL 9OU DECIDE THE ORDER OF YOUR MARCH s #ALL OUT THE COORDINATES OF EACH SQUARE AS YOU MOVE TOWARD YOUR OBJECTIVE s 4HE .6!6# SOLDIER WILL WRITE DOWN EACH MOVE ON HISHER GRID AND TELL YOU WHAT OBSTACLE PROBLEM IS IN EACH SQUARE s (ESHE WILL ALSO TELL YOU WHAT 67 POINTS ARE LOST OR GAINED AS A RESULT OF THAT OBSTACLE BY CHECKING THE 6IETNAM 7AR 0OINTS reference.
4HE !CTION %NDS 7HENx 9OUR PLATOON SECURES ALL SIX OBJECTIVES REACHING ALL SIX HILLS MARKED ON YOUR "ATTLE :ONE 'RID). 9OU LOSE ALL YOUR MEN IN THE PLATOON TO AMBUSH LAND MINES PUNJI STAKES &ATE #ARDS, etc. 3. The teacher calls a cease-fire. 'O BACK OVER THE PLATOON ROUTE AND CALCULATE POINTS GAINED AND LOST BY BOTH SIDES 5SE THE 6IETNAM 7AR 0OINTS TO DETERMINE POINTS LOST OR GAINED AS A RESULT OF EACH MOVE
2OUND 3WITCH SIDES AND BECOME AN .6!6# SOLDIER DEFENDING 6IETNAM AGAINST THE !MERICAN INVADER 2. Read your .6!6# #ONFIDENTIAL INFORMATION AND FOLLOW ALL DIRECTIONS &OLLOW ALL PROCEDURES AS IN 2OUND .
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 115 NVA/VC (CONFIDENTIAL)
2OUND /BJECTIVES 9OU ARE AN .6!6# SOLDIER SEEKING TO KEEP A 53 PLATOON FROM REACHING THEIR OBJECTIVES 9OU WILL ESTABLISH VILLAGES TUNNELS AND HEADQUARTERS 9OU WILL THROW UP OBSTACLES TO FRUSTRATE THESE INVADERS #LIMATE AND TERRAIN ARE ALSO OBSTACLES
&ILL IN YOUR "ATTLE :ONE 'RID 3ECRETLY SCATTER THE FOLLOWING ACROSS YOUR "ATTLE :ONE 'RID OF SQUARES ,ABEL EACH CLEARLY 1. 10 Fate Card (Fate SQUARES /NE (EADQUARTERS H SQUARE 4HREE 6# (AMLETSVILLAGES Ham or Vill SQUARES 4. Five Tunnels (T–1, T–2, T–3, T–4, T–5 IN FIVE CONSECUTIVE SQUARES s 4HE FIVE SQUARES MUST TOUCH AND FORM A NETWORK 4HEY DO NOT HAVE TO BE IN A STRAIGHT LINE 5. Five Land Mines (LM), Five Booby Traps (BT &IVE 0UNJI 3TAKES PJ) 6. Three snipers (S SQUARES 3IX !MBUSHFIREFIGHT AMB SQUARES 8. Eight Monsoon Rains (MR SQUARES s #LUSTER THESE EIGHT SQUARES TOGETHER NOT IN A SINGLE LINE 4HEY MAY OVERLAP OTHER OBSTACLES 4WO &RIENDLY &IRE FF SQUARES
'ENERAL )NFORMATION 2ECHECK THE "ATTLE :ONE 'RID CATEGORIES AND THEIR NUMBERS BEFORE YOU BEGIN TO BATTLE 2. A U.S. platoon that enters a Fate SQUARE DRAWS A &ATE #ARD and gains or loses VW points. 9OU EARN POINTS FOR EVERY OBSTACLE AND EVERY BLANK SQUARE THAT THE ENEMY ENCOUNTERS AND FOR EVERY VILLAGE TUNNEL OR HEADQUARTERS THAT THE ENEMY OVERLOOKS
"EGINNING THE !CTION 4HE 53 SOLDIER WILL TELL THE EXACT COORDINATE OF HISHER ,ANDING :ONE EXAMPLE h$ELTAnv OR h$nv 7RITE LZ IN THAT SQUARE ON YOUR "ATTLE :ONE 'RID. 9OUR OPPONENT WILL TELL THE EXACT COORDINATES OF THE SIX HILLS HESHE PLANS TO CAPTURE AND OCCUPY Label these hills on your "ATTLE :ONE 'RID. 4HE 53 PLATOON BEGINS TO MOVE FROM THE ,: TOWARDS THE HILL THAT IS THE FIRST MILITARY OBJECTIVE s (ESHE CALLS OUT THE COORDINATES OF EACH SQUARE AS THE PLATOON MOVES TOWARD THE OBJECTIVE s -ARK EACH MOVE ON YOUR "ATTLE :ONE 'RID !NNOUNCE THE OBSTACLEPROBLEM IN EACH SQUARE s 5SE THE HIGHLIGHTER TO MARK THE TRAIL OF THE 53 PLATOON ACROSS YOUR "ATTLE :ONE 'RID. s 5SE THE 6IETNAM 7AR 0OINTS TO DETERMINE POINTS LOST OR GAINED AS A RESULT OF EACH MOVE
4HE !CTION %NDS 7HEN 4HE 53 PLATOON SECURES ALL SIX OBJECTIVES REACHING ALL SIX HILLS MARKED ON YOUR "ATTLE :ONE 'RID). 4HE PLATOON IS WIPED OUT BY AMBUSH LAND MINES PUNJI STAKES &ATE #ARDS, etc. 3. The teacher calls a cease-fire. 'O BACK OVER THE PLATOON ROUTE AND CALCULATE POINTS GAINED AND LOST BY BOTH SIDES 5SE THE 6IETNAM 7AR 0OINTS TO DETERMINE POINTS LOST OR GAINED AS A RESULT OF EACH MOVE
2OUND 3WITCH SIDES AND BECOME A 5NITED 3TATES SOLDIER ON A MISSION TO OCCUPY SIX HILLS 2. Read your /P /RDERS #ONFIDENTIAL INFORMATION AND FOLLOW ALL DIRECTIONS &OLLOW ALL PROCEDURES AS IN 2OUND .
116 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT BATTLE ZONE GRID
A B C D E F G H I J K L - 1 1
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A B C D E F G H I J K L
4O AVOID COMMUNICATION ERRORS USE THE PHONETIC CODE TO IDENTIFY EACH COORDINATE AS YOU CALL IT OUT A = Alpha C = Charlie E = Echo G = Golf I = India K = Kilo B = Bravo D = Delta F = Foxtrot H = Hotel J = Juliet , ,IMA
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 117 FATE CARDS (1)
&ATE #ARD &ATE #ARD Your chaplain is One guy in your MORTALLY WOUNDED platoon is bitten IN AN AMBUSH by a poisonous leaving everyone centipede, runs a A BIT MORE SCARED WITH A h'OD 3QUADv MAN IN HIGH FEVER AND SLOWS DOWN THE hHUMPv THE +)! RANKS ,OSE 67 0OINTS AND MAN ,OSE 67 0OINTS AND MAN *Killed in Action
&ATE #ARD &ATE #ARD Three guys in the 4WO GUYS ARE DOWN platoon are WIA* AND VOMITING AFTER AFTER A AM TAKING SALT TABLETS FIREFIGHT WITH .6! ON EMPTY STOMACHS regulars. IN THE EXTREME HEAT OF THE DAY ,OSE 67 0OINTS AND MEN ,OSE 67 0OINTS AND MEN *Wounded in Action
&ATE #ARD &ATE #ARD A Huey drops 4HE PLATOON PICKS a load of sodas, UP SOME LOST TIME candy bars, BY hLIGHTENINGv HOMEMADE THEIR PACKS COOKIES AND MAIL FROM HOME TO REFRESH THE DISCARDING OLD LETTERS BOOKS ROPE AND ENEMY PLATOON ON THE EXTENDED hHUMPv SOUVENIRS LIKE MEDALS AND HUMAN EARS Gain 5 VW Points Gain 2 VW Points
&ATE #ARD &ATE #ARD 24 hours of relative A chopper brings QUIET WITH NO IN SOCKS ORANGE sightings of the JUICE FOOT POWDER ENEMY AND NO 2ED #ROSS KITS AM ARTILLERY FIRE ALLOWS THE PLATOON TO @BLOW POWDERED DRINK PACKETS HUGE CANS OF PICKLES SOME :S GET SLEEP AND GET RESTED AND BEST OF ALL GALLONS OF CLEAN WATER Gain 4 VW Points Gain 7 VW Points
118 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT FATE CARDS (2)
&ATE #ARD &ATE #ARD 7ITH TEMPERATURES h0OPPINGv NOISES BETWEEN AND tell the platoon of TWO GUYS IN INCOMING ARTILLERY THE PLATOON hCRACK fire, disrupting a UP v REQUIRING MORE STOPS ON THE hHUMPv # RATION hDINNERv OF APPLESAUCE AND PEACHES ,OSE 67 0OINTS AND MEN The entire platoon dives into six just-dug foxholes. Lose 2 VW Points
&ATE #ARD &ATE #ARD A fragging Three cherries out incident (grunts on point step on deliberately LAND MINES AND TWO THROWING HAND lose a leg. GRENADES AT THEIR OWN OFFICER OR .#/ CAUSES ,OSE 67 0OINTS AND MEN friction in the platoon. ,OSE 67 0OINTS AND MAN
&ATE #ARD &ATE #ARD (UMPING NEAR THE An old U.S. land $-: THE h:v MINE A h"OUNCING BRINGS NEW FEARS "ETTY v EXPLODES and anxieties as the ON THE PLATOONS PLATOON HEARS CONSTANT ENEMY MORTAR FIRE SERGEANT KILLING HIM INSTANTLY SEPARATING HIS Lose 4 VW Points HEAD AND ARMS FROM HIS TORSO AND LEGS ,OSE 67 0OINTS AND MAN
&ATE #ARD &ATE #ARD A large poisonous The blistering sun COBRA BITES TWO AND HUMIDITY CAUSE unfortunate grunts. DEHYDRATION AMONG The lieutenant several in the RADIOS FOR ANTIVENIN MEDICINE TO BE FLOWN IN PLATOON ,OSE HALF A DAY ON THE HUMP CAUSING A DAYS DELAY Lose 4 VW Points ,OSE 67 0OINTS AND MEN
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 119 FATE CARDS (3)
&ATE #ARD &ATE #ARD The cherry on "OREDOM SETS point sees several INMAKING THE BAMBOO VIPERS platoon realize that h STEPv SNAKES THIS WAR IS h causing the platoon to detour around the area WAITING AROUND FOR THE OTHER TO HAPPENv AND THUS LOSE VALUABLE TIME ON THE HUMP Lose 3 VW Points Lose 3 VW Points
&ATE #ARD &ATE #ARD Sharp, tall elephant 4HE PLATOONS grass cuts the faces radio operator is AND ARMS OF MOST WOUNDEDALWAYS of the guys in the a target for NVA/ PLATOON CAUSING DELAYS WAITING FOR A MEDIC TO 6#CAUSING A BREAKDOWN IN COMMUNICATION arrive. and a frightful sense of isolation and Lose 2 VW Points disconnection. ,OSE 67 0OINTS AND MAN
&ATE #ARD &ATE #ARD 4WO hSHORT TIMERSv 4IGER TRACKS ARE (near their tour spotted around rotation date) are CAMP MAKING SERIOUSLY WOUNDED everyone in the IN AMBUSH 3OME OF THE GUYS START TO PANIC platoon a bit nervous and several lose sleep ,OSE 67 0OINTS AND MEN FOR A FEW NIGHTS Lose 2 VW Points
&ATE #ARD &ATE #ARD (UMPING IN MUD Dysentery and AND RAIN SEEMS TO exhaustion hit TAKE THE STARCH OUT the platoon after OF THE GRUNTS 3OCKS MARCHING FOR ROT EASILY AND CUTS NEVER SEEM TO HEAL SEVERAL hCLICKSv IN UNBELIEVABLE HEAT AND Lose 2 VW Points HUMIDITY Lose 3 VW Points
120 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT VIETNAM WAR (VW) POINTS
67 0OINTS FOR THE 53 0LATOON -ISSION /BJECTIVE 67 0OINTS PER /BJECTIVE Reaching and occupying a hill 20 #APTURING THE .6!6# HEADQUARTERS #APTURING A 6IET #ONG HAMLETVILLAGE Entering (thus destroying) a tunnel 10 Fate cards (gain or loss) Varies by card
67 0OINTS FOR .6! 6# $EFENDERS -ISSION /BSTACLES 67 0OINTS PER /BSTACLE -EN ,OST BY (EADQUARTERS NOT FOUND 53 0LATOON Village not found 10 Tunnel not found 5 Land Mine 5 1 Booby Trap 5 1 0UNJI 3TAKES Sniper 5 2 !MBUSH&IREFIGHT Monsoon Rains 5 Friendly Fire 5 1 -ARCHING THROUGH A BLANK SQUARE
67 0OINTS FOR THE 53 0LATOON -ISSION /BJECTIVE 67 0OINTS PER /BJECTIVE Reaching and occupying a hill 20 #APTURING THE .6!6# HEADQUARTERS #APTURING A 6IET #ONG HAMLETVILLAGE Entering (thus destroying) a tunnel 10 Fate cards (gain or loss) Varies by card
67 0OINTS FOR .6! 6# $EFENDERS -ISSION /BSTACLES 67 0OINTS PER /BSTACLE -EN ,OST BY (EADQUARTERS NOT FOUND 53 0LATOON Village not found 10 Tunnel not found 5 Land Mine 5 1 Booby Trap 5 1 0UNJI 3TAKES Sniper 5 2 !MBUSH&IREFIGHT Monsoon Rains 5 Friendly Fire 5 1 -ARCHING THROUGH A BLANK SQUARE
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 121 WAR GAME SCORE SHEET
7AR 'AME 3CORE 3HEET 7AR 'AME 3CORE 3HEET 2OUND 2OUND 53 0LATOON .6! 6#
.AME ______.AME ______
/BJECTIVE !TTAINED 0OINTS 3UBTOTAL )TEM %VENTS 0OINTS 67 POINTS
6ILLAGES TAKEN ______x 30 = _____ VILLAGES ./4 TAKEN ______x 10 = ______
(1 TAKEN ______x 50 = _____ (1 ./4 TAKEN ______x 50 = ______
Tunnels destroyed ______x 10 = _____ Obstacles ______x 5 = ______
Hills occupied ______x 20 = _____ "LANK SQUARES 53 !RMY &ATES ______– ______= _____ MARCHED INTO ______x 2 = ______SUBTRACT ALL MINUS FATES FROM PLUS FATES
4/4!, ______4/4!, ______
7AR 'AME 3CORE 3HEET 7AR 'AME 3CORE 3HEET 2OUND 2OUND .6! 6# 53 0LATOON
.AME ______.AME ______
)TEM %VENTS 0OINTS 67 POINTS /BJECTIVE !TTAINED 0OINTS 3UBTOTAL
VILLAGES ./4 TAKEN ______x 10 = ______6ILLAGES TAKEN ______x 30 = _____
(1 ./4 TAKEN ______x 50 = ______(1 TAKEN ______x 50 = _____
Obstacles ______x 5 = ______Tunnels destroyed ______x 10 = _____
"LANK SQUARES Hills occupied ______x 20 = _____ 53 !RMY MARCHED INTO ______x 2 = ______&ATES ______– ______= _____ SUBTRACT ALL MINUS FATES FROM PLUS FATES
4/4!, ______4/4!, ______
122 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 10 TEACHING DIRECTIONS
,ESSON 0/7S !.$ -)!S /BJECTIVES s 5NDERSTAND THE INHUMANE TREATMENT OF 5NITED 3TATES SOLDIERS IMPRISONED BY THE .ORTH 6IETNAMESE s ,EARN AND USE THE TAPPING CODE DEVELOPED BY 0/7S TO ENABLE One Day THEM TO COMMUNICATE
-ATERIALS s !-%2)#!.3 ). #!04)6)49 0/7S AND -)!S n — class set s (!./) (),4/. 02)3/. #/$% — class set
3ET 5P $IRECTIONS 9OUR REGULAR CLASSROOM CONFIGURATION IS ADEQUATE FOR THIS LESSON
)F NECESSARY MOVE DESKS TOGETHER FOR STUDENTS TO WORK ON THEIR CODE COMMUNICATIONS
-OTIVATOR 3TUDENTS TEND TO BE FASCINATED WITH STORIES OF 0/7S )NCREASE THAT FASCINATION WITH THIS MOTIVATOR -ARK OFF TWO g X g RECTANGLES ON THE FLOOR OF YOUR CLASSROOM Individuals three feet apart.
(AVE TWO STUDENTS LIE DOWN IN THESE hCELLSv !S THEY DO RELATE THESE FACTS ABOUT !MERICAN 0/7S IN THE (ANOI (ILTON h)N MOSTLY SOLITARY CONFINEMENT PRISONERS OF read or WAR 0/7S WERE SUBJECTED TO UNBELIEVABLE TORTURE tell TREATMENT !T TIMES THEY WERE CONFINED TO CELLS AS SMALL AS g X g -ANY WERE PRISONERS FOR BETWEEN FIVE AND SEVEN YEARS $URING THAT TIME THEY WERE STARVED BEATEN AND HALF SUFFOCATED WITH SOAKED TOWELS 4HEY WERE OFTEN TIED TO OR PUT INTO IRONS AS THEY SAT ON STOOLS FOR DAYS 4HEY WERE FORCED TO LIE IN THEIR OWN EXCREMENT 4HEIR DIET CONSISTED OF PUMPKIN SOUP RICE AND BOILED RAT /FTEN THE .ORTH 6IETNAMESE HID SHARP WIRE or razor blades in their food. Prisoners suffered bouts OF DYSENTERY DEPRESSION AND FEVERS FROM WOUNDS AND VICIOUS BEATINGS !LLOWED TO BATHE ONLY EVERY n WEEKS AND WITH ONLY A WOODEN BUCKET AS A TOILET 0/7S WERE REDUCED TO AN ANIMAL LEVEL
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4HE INMATES AT THE INFAMOUS (OA ,O NICKNAMED the Hanoi Hilton) Prison tried to stay sane by playing MIND GAMES 3OME WORKED AT SOLVING COMPLEX MATH PROBLEMS *OHN -C#AIN WOULD REVIEW HISTORY BOOKS HE HAD READ 0RISONERS ALSO @WROTE FANTASY NOVELS IN THEIR MINDS OR MEMORIZED AND RECITED THE NAMES OF ALL prisoners in Hoa Lo. Guards at the prison ignored the Geneva Convention THAT PROTECTS PRISONERS OF WAR FROM MISTREATMENT )NTERROGATORS TRIED TO GET THE PRISONERS TO ADMIT TO WAR CRIMES 4HEY ALSO TRIED TO FORCE THE PRISONERS TO RELATE MORE THAN THEIR NAME RANK SERIAL NUMBER AND DATE OF birth. 3OME 0/7S HAD BREAKING POINTS -OST ENDURED THE INHUMANE CONDITIONS AND SURVIVED UNTIL THEY WERE RELEASED IN *ANUARY v
0ROCEDURE 1. Distribute AMERICANS IN CAPTIVITY: POWs and MIAs (1–2). Have students read it or listen as you and/or other students read it. A 2EINFORCE THE DISTINCTIONS BETWEEN -)! +)! AND 7)! (missing, killed, and wounded in action). B 4ECHNICALLY 0/7S WERE -)!S UNTIL THE ENEMY NOTIFIED THE 53 GOVERNMENT THAT THEY WERE IN PRISON
.OW THAT THE MOTIVATOR AND SHORT ESSAY HAVE HEIGHTENED INTEREST and enlightened students about POWs, distribute HANOI HILTON PRISON CODE.
%XPLAIN HOW THE TAPPING COMMUNICATION SYSTEM WORKED AS THESE INTELLIGENT MEN DESPERATELY SOUGHT SOCIAL CONNECTIONS A 3INCE 0/7S RARELY SAW EACH OTHER AND WERE OFTEN CELLS APART THIS TAPPING OR WHISTLING OR COUGHING CODE ACTUALLY WORKED PRETTY WELL B /F INTEREST TOO 3KILLED hTAPPERSv OFTEN LEFT OUT VOWELS IN A KIND OF SHORTHAND LANGUAGE C !CKNOWLEDGEMENT OF A MESSAGE WAS A SIMPLE TWO TAPS TICK TICK D #ODE TAPPING WAS NOT EASY 3OME MESSAGES MADE LITTLE SENSE
124 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 10 TEACHING DIRECTIONS
E )NTERESTINGLY THIS h3MITTY (ARRIS 4AP #ODE v ONCE MASTERED WAS ALMOST AS FAST AS TALKING YET NEVER AS SATISFYING F .OT SURPRISINGLY SOME MEN GOT SO GOOD AT IT THAT EVEN NUANCES WERE UNDERSTOOD
"EFORE RELEASING STUDENTS TO WORK EXPLAIN THE CODE KEY AND AT THE SAME TIME MOTIVATE STUDENTS BY A DEMONSTRATION This will take some real effort, but devise a short—very short— !LLOW STUDENTS TIME TO COMPLETE %XERCISES and 2 on their papers. message and practice tapping A (AVE STUDENTS DISPLAY THEIR TALENTS OF WRITING AND SENDING it out. You will be amazed at CODED MESSAGES WITH A DEMONSTRATION OR TWO how quickly some students will B (AVE VOLUNTEERS OR CONSCRIPTS GO BEHIND A WALL OR PARTITION decipher the message. TO TAP OUT WHISTLE OR COUGH THE MESSAGE FROM %XERCISE . A demonstration of a few C 4HE OBJECT IS FOR THE REST OF THE CLASS TO DECIPHER THE MESSAGE student messages done in code, as best they can. dramatically staged (dimmed lights, hard walls to tap, cramped $EBRIEFING#LOSURE quarters) would be most effective. 1. Reinforce the code lesson by tapping out in code: (n/n-n%n7n/n2n+n4n/n.n)n'n(n4n.n%n8n4n#n(n!n P–T–E–R–S–E–C–T–I–O–N– ____ –N–O–S– ____.
2. ,EARNING ,OG 4OPIC: You are a POW in the Hanoi Hilton 7RITE A LETTER HOME s 4RY TO CONVEY THE INHUMANE TREATMENT AND PRISON CONDITIONS 9OU MUST NOT OFFEND ANY ENEMY CENSOR WHO WILL NEVER LET THE truth of prison conditions be BROADCAST TO THE WORLD 9OU ARE LIMITED TO WORDS Five–10 minutes
4O %XTEND THE ,ESSON s )F YOU CAN LOCATE AND THEN SHOW A SNIPPET FROM FILMS THAT DEPICT THE TREATMENT OF !MERICAN PRISONERS BY THE .ORTH 6IETNAMESE Hanoi Hilton (1987) or In Love and War (1987) )N BOTH FILMS THE TREATMENT OF 0/7S IS GRAPHIC AND MAKES CLEAR WHAT THEY ENDURED Return With Honor (2000) 4HIS IS A MINUTE DOCUMENTARY ON 0/7S AND RETURNING SERVICEMEN
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#APTURED $URING A WAR CAPTURED SOLDIERS KNOW FEAR AND ANXIETY 4HEY ALSO OFTEN SUFFER BRUTALITY AND TORTURE 3OME 5NITED 3TATES SOLDIERS BECAME PRISONERS OF WAR 0/7S IN 6IETNAM -ANY 0/7S WERE PILOTS !IR &ORCE .AVY AND -ARINE -OST WERE SHOT DOWN WHILE ON BOMBING SORTIES OVER ENEMY TERRITORY 4HESE CAPTIVES ENDURED UNBELIEVABLY HARSH TREATMENT AT THE HANDS OF THE .ORTH 6IETNAMESE 0/7S SPENT YEARS IN CRAMPED CELLS IN .ORTH 6IETNAMESE PRISONS 3OME PILOTS NEVER MADE IT TO THE PRISONS 6ILLAGERS KNEW THAT BOMB DROPS DESTROYED INNOCENT CIVILIANS AS WELL AS MILITARY TARGETS !FTER A PLANE CRASH LOCAL VILLAGERS OFTEN TORTURED AND KILLED THE FLYERS 4HEY HAD NO INTENTION OF TURNING THE CRASH SURVIVORS OVER TO MILITARY AUTHORITIES FROM EITHER SIDE
4HE Hanoi Hilton 4HE LOCALS DID TURN MANY PILOTS OVER TO THE .ORTH 6IETNAMESE &OR THEM PRISON WAS PERHAPS A FATE WORSE THAN DEATH 4HE .ORTH 6IETNAMESE HAD NOTORIOUS PRISONS #U ,OC AND 3ON 4AY WERE BRUTAL 4HE MOST INFAMOUS PRISON WAS THE (OA ,O 0RISON IN (ANOI 5NITED 3TATES PERSONNEL CALLED THIS hGRIM INTERNMENT CENTERv THE Hanoi Hilton )NMATES ALSO REFERRED TO THIS PRISON AS Camp One, Heartbreak, New Vegas, and New Guy Village 4HE FIRST !MERICAN PILOT SHOT DOWN AND PUT INTO THE h(ILTONv WAS ,T %VERETT !LVAREZ *R 4HIS WAS IN !UGUST 4HE Hanoi Hilton BECAME THE MOST FEARED DESTINATION FOR THOSE CAPTURED BY THE .ORTH 6IETNAMESE 4O SURVIVE THIS HORRID EXPERIENCE AN INMATE NEEDED TO MUSTER UP ALL HIS COURAGE PRIDE WILL AND SANITY 3TUCK IN SMALL CELLS FOR YEARS MOST WERE PRISONERS UNTIL THE CEASE FIRE ,ITTLE DID THEY KNOW THAT THEY WOULD BECOME NATIONAL HEROES UPON THEIR RETURN TO THE 5NITED States.
4ORTURE .O WORDS CAN DO JUSTICE TO THE ACTUAL TREATMENT OF !MERICAN PRISONERS AT THE Hanoi Hilton. Survivors later DESCRIBED THEIR INHUMANE CAPTIVITY 0RISONERS WERE s 4IED TO TINY THREE LEGGED STOOLS AND LEFT FOR DAYS s 'IVEN FOOD WITH RAZOR BLADES OR BITS OF SHARP WIRE in it s &ED BOILED RAT OR NEARLY STARVED s &ORCED TO LIE IN THEIR OWN EXCREMENT ATTRACTING SWARMS OF FLYING AND CRAWLING CREATURES Prisoners also suffered: s 6ICIOUS BEATINGS SOMETIMES FOR NOT SALUTING THEIR guards s 4ORTURE BY ELECTROCUTION s .EAR SUFFOCATION BY WET TOWELS s &REEZING COLD CELLS IN WINTER AND BAKING HOT STEAMY CONFINES IN SUMMER s "ECOMING SO EMACIATED THAT SOME PRISONERS LOST NEARLY ONE THIRD OF THEIR NORMAL WEIGHT
126 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT AMERICANS IN CAPTIVITY: POWs AND MIAs (2)
4HE 7EASEL 4HE SADISTIC DIRECTOR OF (OA ,O 0RISON WAS NICKNAMED hTHE WEASELv (E CONCEIVED OF THE INHUMANE TORTURE OF !MERICAN PRISONERS 4HE TORTURE WAS DESIGNED TO EXTRACT hCONFESSIONSv OF WAR CRIMES 4HESE BRAVE MILITARY PERSONNEL WITHSTOOD INCREDIBLY BRUTAL TREATMENT 4HE PRISONERS RESISTED AND DEFIED THEIR CAPTORS !FTER WEEKS OR MONTHS OF THE hWEASELSv TACTICS SOME !MERICAN PRISONERS DID hBREAKv 4HESE PRISONERS WERE TELEVISED AND IDENTIFIED -OST 0/7S WERE HELD IN ISOLATION AND WERE NOT IDENTIFIED
#ODE h4ALKINGv &OR THOSE IN PRISON IT WAS A CHALLENGE EACH DAY TO ENDURE THE SQUALID CONDITIONS AND INHUMANE TREATMENT 4HEY STRUGGLED TO RETAIN THEIR SANITY 4HEY TRIED SOMEHOW TO COMMUNICATE WITH OTHER PRISONERS 4O DO SO WAS A SUPREME ACHIEVEMENT -OST !MERICANS IN THE Hilton WERE KEPT IN SOLITARY CONFINEMENT 4HEY RARELY SAW ONE ANOTHER IN PERSON 4HESE DESPERATE MEN DEVISED THEIR OWN LANGUAGE 4HEY hTALKEDv BY TAPPING ON THE WALLS OF THEIR CELLS USING A SPECIAL CODE 4HEY USED THIS CODE TO COMMUNICATE THEIR THOUGHTS AND FEELINGS 4HEY WERE ABLE TO KEEP THEIR CAPTORS FROM KNOWING WHAT THEY WERE hSAYINGv %VENTUALLY .ORTH 6IETNAMESE GUARDS FIGURED OUT WHAT THEIR PRISONERS WERE DOING AND FORCED THEM TO STOP THE MEASURED TAPPING 4HE CLEVER INMATES WERE INTELLIGENT MEN WITH LITTLE ELSE TO DO 4HEY INVENTED A CODE UTILIZING WHISTLING OR COUGHING
.ATIONAL (EROES 4HE 4REATY OF 0ARIS WAS SIGNED IN 5NDER THAT TREATY .ORTH 6IETNAM WAS TO GIVE A FULL ACCOUNTING OF ALL 5NITED 3TATES CAPTIVES !LL 0/7S WERE TO BE RELEASED 4HE Hanoi Hilton closed, releasing U.S. prisoners ON -ARCH 3OME OF THE RELEASED PRISONERS LATER BECAME FAMOUS 4HE 5NITED 3TATES CONSIDERED THEM NATIONAL HEROES AFTER THEIR LENGTHY CAPTIVITY #OMMANDER *EREMIAH $ENTON BECAME A 3ENATOR FROM !LABAMA ,T #OMMANDER *OHN -C#AIN ))) WAS ELECTED !RIZONAS 3ENATOR IN 7ING #OMMANDER *AMES " 3TOCKDALE RAN FOR VICE PRESIDENT IN #OMMANDER 3TOCKDALE FLEW SORTIES JUST AFTER THE 'ULF OF 4ONKIN INCIDENT *The Hanoi Hilton PRISON HAS ACTUALLY BECOME THE (ANOI /PERA (ILTON (OTEL
-)!S 4HE FINAL hBATTLEv OF THE 6IETNAM 7AR LASTED FOR OVER YEARS !T STAKE WAS DISCOVERING THE FATE OF THE -)!S -ISSING IN !CTION 4HERE IS NO WAY TO DETERMINE HOW MANY -)!S BECAME 0/7S 6IETNAM CLAIMS THAT ALL 0/7S WERE RETURNED AFTER THE CEASE FIRE "UT DID THE GOVERNMENT OF 6IETNAM RELEASE ALL !MERICAN 0/7S -ANY !MERICANS DOUBT THAT ALL PRISONERS WERE ALLOWED TO RETURN )T IS ESTIMATED THAT PERCENT OF 0/7S DIED IN CAPTIVITY 5NIDENTIFIED 0/7S REMAIN ON THE -)! ROLLS INDEFINITELY &OR MANY YEARS THE 5NITED 3TATES CONTINUED TO DEMAND THAT 6IETNAM IDENTIFY ALL PRISON DEATHS 4HE 5NITED 3TATES ALSO DEMANDED THE RETURN OF ALL BODILY REMAINS TO THE 5NITED 3TATES )DENTIFICATION WOULD ENABLE THE GOVERNMENT TO CHANGE THE STATUS FROM -)! TO +)! +ILLED IN !CTION #HARGES AND COUNTERCHARGES CLOUD ANY RESOLUTION #LOSURE ON THIS BITTER CONTROVERSY SEEMS UNLIKELY 4HE SAD TRUTH IS IF 6IETNAM CONTINUED TO HOLD ANY 0/7S IT IS LIKELY THAT THEY HAVE SINCE DIED IN 6IETNAMESE CUSTODY
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! CODE A PREARRANGED SET OF WORDS SOUNDS OR SYMBOLS USED TO SEND SECRET MESSAGES
!MERICAN PRISONERS WERE ISOLATED IN TINY CELLS IN THE Hanoi Hilton 4HEY WERE ABLE TO hTALKv TO EACH OTHER USING A CODE THEY DEVISED 4HEY MIRACULOUSLY DISSEMINATED THE CODE TO EACH OTHER 4HEY TAPPED ON THEIR CELL WALLS WHISTLED OR COUGHED OUT IN NUMBERS TO PARALLEL LETTERS ON THIS CHART 3OME SOCIAL CONTACT ALLOWED THEM TO ENDURE INCREDIBLE HARDSHIPS DURING CAPTIVITY
4HIS IS THE CODE USED BY THE INMATES AT (OA ,O 0RISON
1 2 3 4 5
1 A B C D E
2 F G H I J (K)
3 L M N O P
4 Q R S T U
5 V W X Y Z
5SING THE #ODE 1. Locate the letter on the grid. 5SE THE SIDE NUMBER THEN THE TOP NUMBER TO TAP OUT THE CODE for THAT LETTER &OR EXAMPLE THE LETTER h-v IS TAPSxA PAUSExFOLLOWED BY TAPS %XPERIENCED TAPPERS OFTEN LEFT OUT VOWELS !CKNOWLEDGE RECEIVING THE MESSAGE BY MAKING TWO TAPS
%XERCISE 0RACTICE YOUR CODE SENDING SKILLS BY WRITING OUT THIS BRIEF SENTENCE 'OOD ,UCK )M SICK WITH A FEVER Begin: 2–4, 3–2, etc. Pauses have to be in the right places.
%XERCISE #OMPOSE AND WRITE OUT A MESSAGE TO A FELLOW PRISONER USING THE CODE CHART )F NECESSARY USE YOUR OWN PAPER 'OOD ,UCK Message to be put in code:
.UMBERS TO BE TAPPED WHISTLED OR COUGHED
(AVE FUNxBUT UNDERSTAND THE HISTORICAL CONTEXT AND THE CHARTS ORIGINAL PURPOSE
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,ESSON ,EADERS 3UMMIT IN (AWAII /BJECTIVES s #REATE A DIALOGUE FOR A HYPOTHETICAL SUMMIT CONFERENCE BETWEEN President Johnson and Ho Chi Minh in 1968 s !PPLY CONCEPTS AND CONTENT LEARNED THUS FAR One–two Days
-ATERIALS s 35--)4 '5)$%,).%3 — one per student pair + transparency s 35--)4 "!#+'2/5.$ — one per student pair s ()34/29 (%!$ ()34/29 (%!24 — class set s 02%3%.4!4)/. 25"2)# #ONTENT — class set (optional) s ,INED PAPER — one or more per student pair Individuals and 3ETUP Student Pairs -OST OF THE DESKS CAN BE IN YOUR TRADITIONAL CONFIGURATION
3ET UP SOME EXTRA CHAIRS ANDOR A COUCH OR COFFEE TABLE IN THE FRONT TO SHOWCASE THE PERFORMANCES STUDENTS GIVE BASED ON their scripts.
-OTIVATOR 7AR LEADERS ON OPPOSITE SIDES RARELY MEET AND HISTORICAL CHARACTERS FROM DIFFERENT CENTURIES AND ERAS NEVER MEET OF COURSE "UT TRY TO PUT THE UNUSUAL CONCEPT OF TWO UNLIKELY PEOPLE MEETING INTO YOUR STUDENTS MINDS BY HAVING THEM SPECULATE h7HAT IFx v A (ITLER MET WITH 2OOSEVELT OR #HURCHILL OR 3TALIN IN 7HAT WOULD THEY TALK ABOUT B ,INCOLN MET WITH 7ASHINGTON C *ESUS MET WITH -OHAMMED D 4HE 7RIGHT "ROTHERS COMPARED EXPERIENCES WITH .EIL !RMSTRONG E 0RESIDENT *OHNSON NEGOTIATED WITH (O #HI -INH
2. Have students speculate on interesting and provocative COMBINATIONS BEFORE FOCUSING IN ON THE TWO FROM THIS ACTIVITY
0ROCEDURE 1. Group students in pairs. Distribute one SUMMIT GUIDELINES TO EACH STUDENT PAIR AND ILLUMINATE THE TRANSPARENCY "E SURE THAT If you have an odd number of students understand the purpose of the lesson. students, have two students work together on President Johnson.
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2. Distribute the SUMMIT BACKGROUND for the fictional 0RESIDENT *OHNSONn(O #HI -INH SUMMIT 2EAD AS A CLASS OR The SUMMIT BACKGROUND WITHIN STUDENT PAIRS gives students the political and military situation as of December 1968. It enables them !FTER STUDENTS HAVE READ AND UNDERSTAND THE BACKGROUND to understand each man’s possible INFORMATION DISTRIBUTE THE ()34/29 (%!$ ()34/29 mindset at the time. (%!24 2ELATE HOW THE (%!$(%!24 TASK LEADS INTO THEIR SCRIPT WRITING TASK $ESIGNATE ONE STUDENT OF EACH PAIR TO concentrate on President Johnson and the other to concentrate ON (O #HI -INH !LLOW TIME FOR STUDENTS TO FILL IN THE HEADS AND hearts of their leader.
7HEN STUDENTS ARE FINISHED WITH THEIR (EAD(EART WORK REMIND STUDENTS OF THE SCRIPT REQUIREMENTS a. Set the scene in 2–3 sentences. B 3CRIPTS SHOULD INCLUDE ISSUESDATA FROM THIS LESSON AS WELL as earlier lessons. C (AVE A BEGINNING MIDDLE AND END s )NCLUDE AS MUCH INFORMATION AS YOU CAN s 4REAT THE TOPICS SERIOUSLY AVOIDING CHEAP HUMOR
%MPHASIZE THE GROUND RULES FOR THE DIALOGUE BETWEEN THE TWO MEN A #ONVEY THEIR VIEWPOINTS AND SITUATIONS AS ACCURATELY AS POSSIBLE B 4HE SCRIPTS MAY INCLUDE PERSONAL COMMENTS THE TWO MIGHT MAKE TO EACH OTHER WITH THESE EXCLUSIONS s .O PROFANITY s .O MEAN SPIRITED PUT DOWNS s .O PERSONAL ATTACKS 4HESE EDGY TACTICS WILL ACCOMPLISH LITTLE IN A VITAL SUMMIT MEETINGTHINK hHONEY v NOT hVINEGARv
!LLOW TIME FOR STUDENTS TO COMPLETE THEIR BRIEF SCRIPTS AND MONITOR THEIR PROGRESS Use the PRESENTATION RUBRIC: Content (on page 23) to assess these dialogues. 7. When all pairs have produced reasonably satisfactory scripts, CALL ON SEVERAL TO PERFORM THEIR DIALOGUES MAKING USE OF THE hHOTELv FURNITURE YOUVE SET UP
7ITH TIME REMAINING HAVE A DISCUSSION ON THE ISSUES RAISED IN THE ACTIVITY AND PERHAPS WHICH PAIRS DID THE BEST JOB AND WHY
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$EBRIEFING#LOSURE ,EAD A CLASS DISCUSSION ABOUT A CONTEMPORARY CONFLICT A )NTRODUCE AN IMPORTANT CONFLICT OR ISSUE DIVIDING !MERICANS OR !MERICANS AND OTHER NATIONALS B 7HO WOULD REPRESENT EACH OF THE TWO SIDES C 7HAT POINTS WOULD THEY HAVE TO RESOLVE TO END THE DIVISION
2. ,EARNING ,OG 4OPIC !RGUE ISSUES FROM THE PERSPECTIVE OF BOTH 0RESIDENT *OHNSON AND (O #HI -INH AS THEY TRY TO REACH A SETTLEMENT or cease-fire in late 1968. s 5SING A 4nCHART FORM WRITE DOWN THREE ISSUES YOU Five–10 minutes WOULD BRING UP IN SUCH A CONFERENCE 0LACE THE ISSUES for one leader on one side, those for the other leader on the other side of the T-chart. s 0REPARE ARGUMENTS TO COUNTER EACH OF THE ISSUES s $ECIDE WHAT YOU WOULD BE WILLING TO GIVE UP AS A hBARGAINING CHIPv IF THE OTHER DEMANDED
4O %XTEND THE ,ESSON s ,EAD A CLASS DISCUSSION ABOUT THE IMPORTANCE OF COMPROMISE AND MODERATION BY PARTICIPANTS IN A SUMMIT MEETING )NTRODUCE BY reading or telling: h"OTH 0RESIDENT *OHNSON AND (O #HI -INH WERE read DEDICATED AMBITIOUS MEN GUIDED BY NATIONAL SELF or tell INTEREST "UT BOTH ALSO HAD CHARACTER TRAITS THAT WOULD STALL A FAVORABLE RESULT AT SUCH A SUMMIT 7HAT TRAITS MIGHT A perfect PROBLEM SOLVERMEDIATOR POSSESS TO ENABLE ALLMOST PARTICIPANTS TO BE REASONABLY SATISFIED v
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,9.$/. " */(.3/. (/ #() -).( -%%4).' $ECEMBER (ONOLULU 4HE 3ITUATION .ORTH 6IETNAM LEADER (O #HI -INH AND 5NITED 3TATES 0RESIDENT ,YNDON " *OHNSON NEVER MET "UT WHAT IF THEY HAD "Y $ECEMBER OF BOTH MEN HAD REACHED THE pinnacle of their political careers, but each had yet to ACHIEVE HIS MOST IMPORTANT GOAL 2ICHARD .IXON WAS THE 0RESIDENT ELECT 0RESIDENT *OHNSON WOULD LEAVE OFFICE ON January 20, 1969. 3Ox0RESIDENT *OHNSON AND (O #HI -INH ARE ABOUT TO MEET FOR THE FIRST AND ONLY TIME 7HAT WILL THEY TALK ABOUT (OW WILL THEY TREAT EACH OTHER 7ILL THEY BE CORDIAL OR BRUSQUE 4HE PURPOSE OF THIS MEETING IS VAGUE 0EACE OR A CEASE FIRE IS NOT REALLY hON THE TABLEv "UT A CHANCE DOES EXIST TO AIR DIFFERENCES 4HE TWO leaders can point out to each other realities of continuing to fight. Perhaps they can explore the possibilities OF FURTHER SUMMIT TALKS !LL OF THESE POSSIBILITIES ARE POTENTIAL TOPICS FOR SERIOUS DISCUSSION 0REPARE 0AIR UP WITH ANOTHER STUDENT $ECIDE WHO WILL CONCENTRATE ON 0RESIDENT *OHNSON AND WHO WILL concentrate on Ho Chi Minh. #OMPLETE A ()34/29 (%!$ ()34/29 (%!24 FOR THE LEADER YOU SELECTED 9OUR PARTNER WILL COMPLETE A ()34/29 (%!$ ()34/29 (%!24 FOR THE OTHER LEADER 5SE THE INFORMATION FROM ()34/29 (%!$ ()34/29 (%!24 TO PREPARE FOR YOUR SUMMIT #REATE $EVISE A ONE PAGE SCRIPT OF A DIALOGUE BETWEEN THE TWO MEN a. Set the scene in 2–3 sentences. B 3CRIPTS SHOULD INCLUDE AS MANY ISSUES AND FACTS AS YOU CAN INCLUDE C (AVE A BEGINNING MIDDLE AND END s )NCLUDE AS MUCH INFORMATION AS YOU CAN s 4REAT THE TOPICS SERIOUSLY AVOIDING CHEAP HUMOR 2EMEMBER 'ROUND RULES FOR THE DIALOGUE BETWEEN THE TWO MEN A #ONVEY THEIR VIEWPOINTS AND SITUATIONS AS ACCURATELY AS YOU CAN B 4HE SCRIPTS MAY INCLUDE PERSONAL COMMENTS THE TWO MIGHT MAKE TO EACH OTHER WITH THESE exclusions: s .O PROFANITY s .O MEAN SPIRITED PUT DOWNS 4HESE EDGY TACTICS WILL ACCOMPLISH LITTLE IN A VITAL s .O PERSONAL ATTACKS SUMMIT MEETINGTHINK hHONEY v NOT hVINEGARv %XAMPLE 3ET THE SCENE: "OTH MEN ENTER THE ROOM FROM OPPOSITE DOORS THEY SHAKE HANDS AND THEN BOW !SIAN STYLE $IALOGUE 0RESIDENT *OHNSON: Well, Mr. Minh, or can I call you Ho? Ho:
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3UMMIT "ACKGROUND ,YNDON " *OHNSON(O #HI -INH -EETING $ECEMBER (ONOLULU (O #HI -INH Ho had beaten the French in a nine-year struggle that ended in 1954. For the past 14 years he has BEEN FIGHTING AGAINST 53 AND 3OUTH 6IETNAM FORCES !T THIS POINT THE WAR SEEMS DEADLOCKED 4HERE ARE CLEAR INDICATIONS IN 6IETNAM AND BACK IN THE 3TATES THAT !MERICANS ARE WEARY OF WAR )T IS EVIDENT THAT 53 SOLDIERS FIGHTING IN 6IETNAM ARE DISILLUSIONED %NCOURAGED BY THE SUCCESS OF THE .6! AND 6# (O CONTINUES TO RALLY HIS PEOPLE (E URGES THEM TO FIGHT ONFOREVER IF NECESSARYTO WIN INDEPENDENCE AND UNIFY HIS BELOVED 6IETNAM HIS LIFE GOAL
0RESIDENT *OHNSON ,IKEWISE 0RESIDENT *OHNSONS GOALS ARE INCOMPLETE 4HE FRUSTRATING WAR IN 6IETNAM HAS SIDETRACKED HIS 'REAT 3OCIETY PROGRAMS !S HIS DREAMS FOR IMPROVING THE LIVES OF THE POOR DWINDLED 6IETNAM BECAME AN OBSESSION TO THE PRESIDENT 4HE 4ET /FFENSIVE IN *ANUARY DEMONSTRATED TO THE 5NITED 3TATES THAT THE COMMUNISTS WOULD NEVER GIVE UP !LTHOUGH THE .ORTH 6IETNAMESE DID NOT hWINv THE BATTLES OF 4ET THE LIVES LOST CHANGED THE MOOD OF THE 53 PUBLIC 0RIOR TO THE 4ET OFFENSIVE MAINSTREAM !MERICA GENERALLY SUPPORTED THE WAR -OST PEOPLE SHUNNED THE CRITICS AND PROTESTERS !FTER 4ET OPPOSITION TO THE WAR INCREASED 4HE DEMONSTRATIONS WERE SO WIDESPREAD THAT 0RESIDENT *OHNSON CHOSE NOT TO RUN FOR REELECTION 2EPUBLICAN 2ICHARD .IXON CAMPAIGNED WITH A PROMISE TO BRING PEACE WITH HONOR IN 6IETNAMv "Y $ECEMBER -R .IXON IS THE PRESIDENT ELECT
3UMMIT "ACKGROUND ,YNDON " *OHNSON(O #HI -INH -EETING $ECEMBER (ONOLULU (O #HI -INH Ho had beaten the French in a nine-year struggle that ended in 1954. For the past 14 years he has BEEN FIGHTING AGAINST 53 AND 3OUTH 6IETNAM FORCES !T THIS POINT THE WAR SEEMS DEADLOCKED 4HERE ARE CLEAR INDICATIONS IN 6IETNAM AND BACK IN THE 3TATES THAT !MERICANS ARE WEARY OF WAR )T IS EVIDENT THAT 53 SOLDIERS FIGHTING IN 6IETNAM ARE DISILLUSIONED %NCOURAGED BY THE SUCCESS OF THE .6! AND 6# (O CONTINUES TO RALLY HIS PEOPLE (E URGES THEM TO FIGHT ONFOREVER IF NECESSARYTO WIN INDEPENDENCE AND UNIFY HIS BELOVED 6IETNAM HIS LIFE GOAL
0RESIDENT *OHNSON ,IKEWISE 0RESIDENT *OHNSONS GOALS ARE INCOMPLETE 4HE FRUSTRATING WAR IN 6IETNAM HAS SIDETRACKED HIS 'REAT 3OCIETY PROGRAMS !S HIS DREAMS FOR IMPROVING THE LIVES OF THE POOR DWINDLED 6IETNAM BECAME AN OBSESSION TO THE PRESIDENT 4HE 4ET /FFENSIVE IN *ANUARY DEMONSTRATED TO THE 5NITED 3TATES THAT THE COMMUNISTS WOULD NEVER GIVE UP !LTHOUGH THE .ORTH 6IETNAMESE DID NOT hWINv THE BATTLES OF 4ET THE LIVES LOST CHANGED THE MOOD OF THE 53 PUBLIC 0RIOR TO THE 4ET OFFENSIVE MAINSTREAM !MERICA GENERALLY SUPPORTED THE WAR -OST PEOPLE SHUNNED THE CRITICS AND PROTESTERS !FTER 4ET OPPOSITION TO THE WAR INCREASED 4HE DEMONSTRATIONS WERE SO WIDESPREAD THAT 0RESIDENT *OHNSON CHOSE NOT TO RUN FOR REELECTION 2EPUBLICAN 2ICHARD .IXON CAMPAIGNED WITH A PROMISE TO BRING PEACE WITH HONOR IN 6IETNAMv "Y $ECEMBER -R .IXON IS THE PRESIDENT ELECT
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 133 HISTORY HEAD, HISTORY HEART current RELIEF DISAPPOINTMENT SADNESS ANGER FEAR AT THIS PRECISE MOMENT OF TIME )NCLUDE HIS feeling &EELINGS &ILL UP THE HEART OF YOUR LEADER WITH WORDS THAT EXPRESS HOW HE is EMOTIONAL STATE ANXIETY !LSO INCLUDE HOW HE FEELS ABOUT THE FUTURE AND HIS LEGACYGAINING FREEDOM OR LOSING A WAR go into No feelings about the issues, events, and people that have brought ______
4HOUGHTS &ILL UP THE HEAD OF YOUR LEADER WITH WORDS THAT DESCRIBE HIS thoughts HIM TO THIS PLACE AT THIS TIME IN THESE CIRCUMSTANCES )NCLUDE HIS BACKGROUND EXPERIENCES AND BELIEFS Leader: his head.
134 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 12 TEACHING DIRECTIONS
,ESSON "IOGRAPHIES /BJECTIVES s "ECOME FAMILIAR WITH MAJOR PERSONALITIES OF THE 6IETNAM 7AR %RA s !PPLY ACQUIRED INFORMATION TO SHOWCASE THE PUBLIC PERSON AND UNMASK THE HIDDEN PSYCHE OF ONE PERSON Three –five Days Individuals, -ATERIALS Student Pairs s ")/ "2)%&3 — class set* or Small Groups s ")/'2!0(9 3+%4#( n class set (copy back-to-back) s ")/'2!0(9 4!3+ ! 0OETRY — class set s ")/'2!0(9 4!3+ " 0OSTER "IO #UBE OR 2AP — class set s ")/'2!0(9 4!3+ # 0OETRY 0UZZLE — class set Time constraints may dictate that s 02%3%.4!4)/. 25"2)# #ONTENT — class set + transparency students complete just some of (optional) the creative activities within this s %33!9 25"2)# — class set + transparency (optional) lesson. If you choose to make any as needed (for bio cubes) of the Biography Tasks optional, s #ONSTRUCTION PAPER X adjust the teaching directions and s %NVELOPES LETTER SIZE class set handouts accordingly. s 0OSTER BOARD OR BUTCHER PAPER X as needed (for posters) s 3CRAP PAPER PIECES APPROXIMATELY X 75 per student (for poetry puzzle) 4EACHER 2EFERENCE s 6IETNAM 7AR "IOGRAPHIES — transparency *Each student receives one set of 36 biographies, unless you assign persons for the students to research. Adjust the teaching directions to reflect this change in procedure.
3ETUP .O SPECIAL ROOM ARRANGEMENT IS REQUIRED FOR THIS LESSON
)F STUDENTS WORK IN PAIRS OR SMALL GROUPS FOR THE POSTER BIO CUBE AND RAP "IOGRAPHY 4ASK " DESKS MAY BE MOVED AROUND A BIT
0REPARE SCRAP PAPER FOR THE 0OETRY 0UZZLE "IOGRAPHY 4ASK a. Cut apart or have students cut apart scrap paper to provide THE BLANKS FOR THE POETRY PUZZLE WORDS B 0LACE THE PAPER BLANKS IN ENVELOPES AND LABEL FOR EACH STUDENT
-OTIVATOR read or 1. Read or tell: tell h)F ) TOLD YOU THAT ONE OF 0RESIDENT *OHNSONS FIRST JOBS WAS TEACHING IN A 4EXAS SCHOOL WITH PREDOMINANTLY (ISPANIC CHILDREN WOULD YOU SAY THAT THIS WAS AN IMPORTANT PART OF HIS BIOGRAPHY v
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 135 LESSON 12 TEACHING DIRECTIONS
!LLOW TIME FOR STUDENT RESPONSES 4HEN CONTINUE h7HY WOULD THIS BE AN IMPORTANT EVENT IN A LIFE THAT read or EVENTUALLY LED FROM CORRIDORS OF CLASSROOMS TO CORRIDORS tell OF POWER TO HIS POSITION AS A POWERFUL MAN IN THE WORLD WITH INCREDIBLE INFLUENCE HONOR AND RESPECT v This teaching experience probably made Mr. Johnson aware of the !LLOW TIME FOR STUDENT RESPONSES 4HEN CONTINUE plight of the poor, of immigrants and of the need for educating h3OxBIOGRAPHY IS MORE THAN BIRTH ACHIEVEMENTS children—something he later AND DEATH 4HE BIOGRAPHER MUST PURSUE THE EVENTS pursued in his “Great Society” IN A PERSONS LIFE THAT INFLUENCE AND MOTIVATE THAT programs. TRANSFORM THAT DEFINE WHO THESE PEOPLE ARE IN THE CONTEXT OF THE TIMES AND THEIR EXPERIENCES $URING THIS LESSON YOU WILL BE A BIOGRAPHERv
0ROCEDURE 1. Display the 6IETNAM 7AR "IOGRAPHIES transparency. Read it OVER WITH THE CLASS %XPLAIN TO STUDENTS THAT THEY WILL COMPLETE A VARIETY OF CREATIVE TASKS ASSOCIATED WITH THE BIOGRAPHY OF A person they select (or are assigned). Introduce the "IO "RIEFS ACTIVITY 4ELL STUDENTS THEY WILL HAVE EXACTLY MINUTES A 4HEY MUST READ AT LEAST n B 4HEY CHOOSE THREE THAT INTEREST THEM c. They list their preferences (first, second, third, in order) and SUBMIT THIS LIST TO YOU ON PAPER
$ISTRIBUTE THE ")/ "2)%&3 AND START TIMING 3IGN STUDENTS UP FOR RESEARCH SUBJECTS ON A hFIRST COME FIRST SERVEDv BASIS 9OUR SIGN UP LIST ALLOWS YOU TO SEE ANY DUPLICATIONS AND ORDER OF COMMITMENT TO CERTAIN BIOGRAPHIES
/NCE STUDENTS HAVE SIGNED UP HAVE THEM COPY VERBATIM THE BIO BRIEF of the person they selected, then return the original to you. Distribute BIOGRAPHY SKETCH (1–2).
4. Encourage students to utilize the local and school library and the )NTERNET TO COMPLETE THEIR BIOGRAPHICAL SKETCHES !LLOW TIME IN CLASS AND OUTSIDE FOR THIS VITAL TASK !LLOW ONE OR TWO DAYS
136 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 12 TEACHING DIRECTIONS
!S YOU COLLECT THE ")/'2!0(9 3+%4#( ASSIGNMENTS successively hand out BIOGRAPHY TASKS A, B, and C. %MPHASIZE THAT STUDENTS MUST COMPLETE Check these BIOGRAPHY s /NE POEM FROM THE OPTIONS IN ")/'2!0(9 4!3+ ! SKETCH assignments quickly, then return to the students. s /NE PROJECT FROM THE OPTIONS IN ")/'2!0(9 4!3+ " They will need the contents for s ")/'2!0(9 4!3+ # their subsequent work on their BIOGRAPHY TASKS A, B, and C. !LLOW TIME FOR STUDENTS TO COMPOSE AND WORK ON THEIR When assessing these assignments MASTERPIECES 4HIS MAY TAKE A FEW DAYS OF CLASS MAYBE LONGER consider the following criteria: s THE AMOUNT OF TIMEEFFORT 9OUR CLOSE SUPERVISION AND ADVICE DURING THE TIME WILL PAY students devoted to their product DIVIDENDS WITH BETTER MORE ACCOMPLISHED WORK s HISTORICAL DATA INCLUDED s ACCURACY 3TUDENTS MAY NEED ADDITIONAL TIME TO COMPLETE ")/'2!0(9 s THE WORDSVOCABULARY THEY USE 4!3+3 ! AND " IN ORDER TO COMPLETE ")/'2!0(9 4!3+ s NEATNESS s THE QUALITYCREATIVITY OF # 0OETRY 0UZZLE -AKE SURE THAT THE ENTIRE CLASS WORKS ON presentation and display ")/'2!0(9 4!3+ # AT THE SAME TIME AND THAT THE ENVELOPES Use the QUALITATIVE RUBRIC OF WORDS ARE TURNED IN AT THE SAME TIME and PRESENTATION RUBRIC: Content (both on page 23) to $EBRIEFING#LOSURE assess these Biography Tasks. (AVE STUDENTS PRESENT OR PERFORM ONE OF THEIR "IOGRAPHY 4ASK “Slam Poetry”—competitive CREATIONS 9OU CAN REQUIRE THAT ALL STUDENTS SHARE THE SAME TASK performing poetry—is popular FOR EXAMPLE HOLDING A 3LAM 0OETRY COMPETITION BASED ON because it can involve an audience "IOGRAPHY 4ASK ! OR ALLOW STUDENTS TO SELECT THE TASK THAT THEY and show off the poet’s dramatic WILL PRESENT OR PERFORM WHICH WILL OFFER A GREATER VARIETY OF skills as he/she delivers the work “on stage,” as an actor might presentations and genres). recite a (AMLET soliloquy. Such a competition is a perfect match for 2. ,EARNING ,OG these biography tasks. 4OPIC 4HE PERSON ) RESEARCHED DESERVES TO BE A MAJOR HISTORICAL PERSONALITY FROM THIS ERA BECAUSEx s 7RITE A PARAGRAPH ESSAY WITH AN INTRODUCTION BODY PARAGRAPH AND SUMMARY
4O %XTEND THE ,ESSON 10–12 minutes s (AVE STUDENTS VOTE TO SELECT THE TOP THREE MEN AND THE TOP THREE Use the ESSAY RUBRIC (on page WOMEN FROM THE ")/ "2)%&3 WHO HAD THE MOST LASTING IMPACT 22) to assess student compositions. ON 53 HISTORY NOW THAT SO MANY YEARS HAVE ELAPSED SINCE THE WAR #ONSIDER HAVING STUDENTS COME TO THE BOARD TO CONSTRUCT A MIND MAP CLUSTER TO SUPPORT THEIR CLAIMS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 137 *ULIE &ORSYTHE 53 !RMY .URSE *ULIE &ORSYTHE WAS ONE OF WOMEN WHO SERVED IN 6IETNAM AS NURSES OR IN OTHER NON COMBATANT BUT VITAL ROLES 3HE WAS BORN AND RAISED A 1UAKER AND THUS A PACIFIST 7HILE SERVING THREE TOURS OF DUTY IN 6IETNAM &ORSYTHE EXPERIENCED A WAR TRAUMA NURSES IN WAR RARELY FACE 3HE LEARNED THE 6IETNAMESE LANGUAGE GAINED SYMPATHY FOR THE NATIVE INHABITANTS AND A LOVE FOR THE COUNTRY FEW !MERICANS WOULD EVER IMAGINE %VENTUALLY HER NURSING WORK FOCUSED ON 6IETNAMESE VICTIMS OF THE WAR
*OE 'ALLOWAY *OURNALIST )N *OE 'ALLOWAY PERSUADED 5NITED 0RESS )NTERNATIONAL TO TRANSFER HIM TO 6IETNAM (E SPENT TWO YEARS THERE AS A COMBAT CORRESPONDENT (E WITNESSED THE BATTLE OF THE )A $RANG 6ALLEY IN .OVEMBER WHEN 53 SOLDIERS FACED .ORTH 6IETNAMESE SOLDIERS (E AND ,T 'EN (AL -OORE LATER CO WROTE 7E 7ERE 3OLDIERS /NCEx!ND 9OUNG 4HIS BOOK DESCRIBED THAT BATTLE )N *OE RECEIVED THE "RONZE 3TAR WITH 6 FOR RESCUING WOUNDED SOLDIERS UNDER HEAVY FIRE IN THE )A $RANG 6ALLEY (IS IS THE ONLY MEDAL OF VALOR THAT THE 53 !RMY AWARDED TO A CIVILIAN FOR ACTIONS DURING THE 6IETNAM 7AR 7E 7ERE 3OLDIERS BECAME A FEATURE FILM IN
,ELY (AYSLIP 3OUTH 6IETNAMESE 6ILLAGER 4HE WARTIME EXPERIENCES OF ,ELY (AYSLIP WERE PROBABLY NOT UNIQUE !S A YOUNG GIRL SHE WAS A GUERRILLA FOR THE 6IET #ONG 3HE CARRIED MESSAGES AND SET LAND MINES AND BOOBY TRAPS AGAINST THE 53 AND !26. FORCES 3HE WAS FREQUENTLY ARRESTED AND SOMETIMES ENDURED BEATINGS AND TORTURE 3USPECTED BY THE 6# AS A SPY ,ELY FLED TO 3AIGON 3HE WORKED IN VARIOUS JOBS FOR FIVE YEARS 3HE DECIDED THAT HER ONLY CHANCE FOR A DECENT LIFE WAS IN THE 53 ,ELY PERSUADED AN !MERICAN ENGINEER WORKING IN 3AIGON TO MARRY HER (E BROUGHT HER TO THE 53 9EARS LATER AFTER SEVERAL MARRIAGES AND THREE SONS ,ELYS HARD WORK IMPROVED %NGLISH AND CONFIDENCE PAID OFF 3HE WROTE TWO BOOKS WHICH /LIVER 3TONE USED AS THE BASIS FOR THE THIRD OF HIS TRILOGY OF 6IETNAM FILMS 3HE ALSO FOUNDED A HUMANITARIAN AID ORGANIZATION
.EIL 3HEEHAN *OURNALIST "ORN #ORNELIUS -AHONEY 3HEEHAN h.EILv 3HEEHAN ARRIVED IN 6IETNAM IN AFTER A BRIEF STINT IN THE ARMY 3HEEHAN AND OTHER JOURNALISTS NOTED THE LACK OF LEADERSHIP IN 3OUTH 6IETNAM 4HEY ALSO RECOGNIZED THE DECEPTION BY !MERICAN OFFICIALS 'RADUALLY 3HEEHANS REPORTS BEGAN TO REFLECT THE REAL WAR "Y 3HEEHAN HAD BECOME A STRONG CRITIC OF 53 INVOLVEMENT IN THE WAR $ANIEL %LLSBERG ASKED 3HEEHAN TO REVIEW THE Pentagon Papers before the New York Times PUBLISHED THEM 3HEEHAN WROTE A Bright, Shining Lie. 4HIS NONFICTION WORK IS CONSIDERED ONE OF THE BEST ACCOUNTS OF THE TRAGEDY OF 6IETNAM AS SEEN THROUGH THE LIFE OF *OHN 0AUL 6ANN /NE WRITER CALLED 3HEEHAN hONE OF THE BEST CORRESPONDENTS EVER TO SET FOOT IN 6IETNAM BECOMING A LEGENDARY FIGURE HIMSELFv
$ANIEL %LLSBERG 'OVERNMENT !NALYST!NTIWAR !CTIVIST $ANIEL %LLSBERG WAS A TOP ANALYST FOR THE 53 GOVERNMENT %ARLY ON HE SUPPORTED THE 53 ROLE IN 6IETNAM 'RADUALLY HE REALIZED THAT THE 5NITED 3TATES WAS INVOLVED IN AN UNWINNABLE WAR "Y HE WAS ASSIGNED TO HELP WRITE AN ACCURATE HISTORY OF THE WAR 4HIS ANALYSIS PROVED WITHOUT QUESTION THAT THE 53 GOVERNMENT HAD REPEATEDLY LIED ABOUT THE SITUATION IN 6IETNAM 4HIS TOP SECRET GOVERNMENT HISTORY OF GOVERNMENT DECEPTION CAME TO BE KNOWN AS THE 0ENTAGON 0APERS $R %LLSBERG TOOK THIS SECRET HISTORY TO THE .EW 9ORK 4IMES WHICH PUBLISHED THE INFORMATION IN %VENTUALLY %LLSBERG BECAME A PART OF THE ANTIWAR MOVEMENT AND MUCH LATER A CRITIC OF NUCLEAR WEAPONS
4OM (AYDEN !NTIWAR !CTIVIST 4OM (AYDEN MAY BE THE ARCHETYPE OF THE COLLEGE RADICAL (E FOUNDED 3TUDENTS FOR A $EMOCRATIC 3OCIETY 3$3 (E USED THE EXPERIENCES OF HIS YOUTH TO hBECOME A REVOLUTIONARY IN BITS AND PIECESv !FTER GRADUATING FROM THE 5NIVERSITY OF -ICHIGAN (AYDEN CONCENTRATED ON PROTESTING THE 6IETNAM 7AR (E BELIEVED THAT THE 5NITED 3TATES SHOULD NOT INTERFERE IN THE REUNIFICATION OF 6IETNAM ,IKE HIS FUTURE WIFE *ANE &ONDA HE VISITED .ORTH 6IETNAM IN )N HE AND OTHER ANTIWAR ACTIVISTS DISRUPTED THE $EMOCRATIC .ATIONAL #ONVENTION IN #HICAGO 4HE PROTESTERS WERE ARRESTED AND CHARGED WITH INCITING VIOLENCE WITH THEIR WORDS 4HE Chicago Eight WERE CONVICTED AFTER A STORMY TRIAL (AYDEN WAS SENTENCED TO FIVE YEARS IN PRISON 4HE CONVICTIONS WERE OVERTURNED ON APPEAL *AN 3CRUGGS 6ETERANS !CTIVIST *AN 3CRUGGS SERVED WITH DISTINCTION IN 6IETNAM (E RETURNED FROM HIS TOUR OF DUTY BITTER AND DISILLUSIONED (IS READJUSTMENT TO CIVILIAN LIFE WAS DIFFICULT (E WITNESSED A LACK OF APPRECIATION BY PEOPLE IN THE 5NITED 3TATES FOR RETURNING SOLDIERS )N 3CRUGGS WATCHED The Deer Hunter (E WAS GREATLY AFFECTED BY THIS POWERFUL FILM 3CRUGGS WAS INSPIRED TO GATHER SUPPORT AND MONEY FOR A 6IETNAM 6ETERANS MEMORIAL (IS DREAM BECAME A REALITY IN
$AVID (ALBERSTAM *OURNALIST 4HIS RESPECTED JOURNALIST hEARNED HIS STRIPESv COVERING THE 6IETNAM 7AR IN n $URING THE EARLY STAGES OF 53 INVOLVEMENT (ALBERSTAM SUPPORTED THE EFFORT "UT WITHIN A YEAR HE BEGAN TO QUESTION OFFICIAL VERSIONS OF EVENTS (IS REPORTS REFLECTED 6IETNAM AS HE REALLY SAW IT (IS DOUBTS LED HIM TO PROBE HOW THE 5NITED 3TATES GOT INVOLVED IN THIS 3OUTHEAST !SIA QUAGMIRE The Best and the Brightest HIS ANALYSIS OF THE 0RESIDENT +ENNEDY !DMINISTRATION BECAME A BEST SELLER WHEN PUBLISHED IN
!BBIE (OFFMAN !NTIWAR !CTIVIST "Y !BBIE (OFFMAN WAS THE MOST VISIBLE SYMBOL OF THE ANTIESTABLISHMENT (E WAS A MAJOR LEADER OF THE HIPPIE COUNTERCULTURE MOVEMENT 4O MAINSTREAM !MERICA HE WAS THE hPOSTER BOYv FOR RADICAL ACTIVISM 4HIS ACTIVISM INCLUDED BOTH THE CIVIL RIGHTS MOVEMENT AND ANTIWAR PROTESTS (E LED MAJOR DEMONSTRATIONS PROTESTING THE 7AR 7ITH *ERRY 2UBIN (OFFMAN CREATED THE 9OUTH )NTERNATIONAL 0ARTY 9IPPIES 4HIS ORGANIZATION STAGED A VARIETY OF COLORFUL DEMONSTRATIONS INCLUDING NOMINATING A PIG FOR PRESIDENT 4HEY SUCCEEDED IN GRABBING MEDIA ATTENTION FOR THEIR BELIEFS
0HAM 6AN $ONG 0REMIER .ORTH 6IETNAM 0HAM 6AN $ONG MIGHT HAVE BEEN THE MOST POWERFUL LEADER OF .ORTH 6IETNAM EXCEPT FOR (O #HI -INH AND 'ENERAL 'IAP (E SERVED AS PREMIER OF HIS COUNTRY FOR OVER YEARS 7ITH (O AND 'IAP HE FORMED THE h)RON 4RIANGLE OF ,EADERSHIPv ,IKE HIS hUNCLEv (O hNEPHEWv $ONG WAS A DEDICATED COMMUNIST !S PREMIER IN THE LATE S HE BROUGHT MANY REFORMS TO .ORTH 6IETNAM INCLUDING REDISTRIBUTION OF LAND (O DIED IN $ONG AND 'ENERAL 'IAP THEN MAPPED OUT THE STRATEGY TO WIN A PROTRACTED WAR !FTER HE WORKED TO CONSTRUCT A COMMUNIST SOCIETY IN A UNITED 6IETNAM
$ANIEL "ERRIGAN #ATHOLIC 0RIEST!NTIWAR !CTIVIST $ANIEL "ERRIGAN USED HIS POSITION AS A #ATHOLIC PRIEST TO BECOME ONE OF THE MOST IMPORTANT AND VISIBLE PROTESTERS AGAINST THE WAR IN 6IETNAM (IS UNORTHODOX VIEWS ON SOCIAL ACTIVISM MADE HIM A LEADING ANTIWAR FIGURE h%XILEDv BRIEFLY TO 3OUTH !MERICA "ERRIGAN AND HIS BROTHER 0HILIP STEPPED UP THEIR OPPOSITION WITH RADICAL ACTION SETTING GOVERNMENT RECORDS ON FIRE 4HEY AND OTHERS KNOWN AS The Catonsville Nine WENT ON TRIAL AND WERE FOUND GUILTY 2ATHER THAN GO TO JAIL THE BROTHERS WENT hUNDERGROUNDv %VENTUALLY THEY WERE CAPTURED AND SERVED PRISON TIME
(O #HI -INH ,EADER .ORTH 6IETNAM (O #HI -INH IS CALLED THE FATHER OF HIS COUNTRY (E SPENT YEARS STRUGGLING TO UNITE HIS 6IETNAM (O INHERITED A STRONG PATRIOTISM FROM HIS FATHER )N HIS EARLY S (O LEFT 6IETNAM TO TRAVEL AND STUDY FOR YEARS EVEN LIVING AND WORKING IN .EW 9ORK #ITY "Y THE S HE HAD JOINED THE #OMMUNIST PARTY (O BECAME DETERMINED TO LIBERATE 6IETNAM FROM FOREIGN DOMINATION !FTER 7ORLD 7AR )) WITH HIS 6IET -INH PATRIOTS (O DECLARED 6IETNAMS INDEPENDENCE 4HUS BEGAN WARS OF LIBERATION AGAINST THE &RENCH AND THE 53 !LTHOUGH HE DIED IN BEFORE INDEPENDENCE h5NCLE (OSv SPIRIT WAS DEEPLY INGRAINED IN THE .ORTH 6IETNAMESE PEOPLES WILL TO OUTLAST THE 53 AND TO WIN THE WAR 4HE 53 FINALLY SIGNED A PEACE TREATY IN AND EVACUATED 6IETNAM IN #OMMUNIST FORCES TOOK OVER 3AIGON AND CHANGED THE NAME TO (O #HI -INH #ITY 4HIS HONORED THE FOUNDER OF MODERN 6IETNAM /LIVER 3TONE &ILMMAKER &UTURE FILMMAKER /LIVER 3TONE DROPPED OUT OF 9ALE 5NIVERSITY TO TEACH SCHOOL IN 6IETNAM (E LATER RETURNED THERE AS A SOLDIER EXPERIENCING THE HORRORS OF COMBAT IN 3TONE TURNED HIS 6IETNAM TOUR OF DUTY INTO A FILM CAREER IN THE S AND S (E WON /SCARS FOR DIRECTING 6IETNAM %RA MOVIES Platoon (1986) and Born on the Fourth of July (1989).
*OHN -C#AIN ))) 53 .AVY #OMMANDER0/7 !S A FIGHTER PILOT FLYING A SORTIE OVER .ORTH 6IETNAM ,T #OMMANDER *OHN -C#AIN ))) WAS SHOT DOWN (E WAS CAPTURED BY CIVILIANS WHO TOOK HIM TO ENEMY OFFICIALS (E SPENT THE NEXT YEARS AS A 0/7 IN THE INFAMOUS (ANOI (ILTON PRISON 4HERE HE WAS VICTIM OF CRUELTY AND INHUMANE TREATMENT 3OMEHOW -C#AIN FOUND THE COURAGE TO ENDURE HIS CAPTIVES OFTEN SADISTIC AND UNREASONABLE DEMANDS (E WAS RELEASED IN 7HEN HE RETURNED TO THE 53 -C#AIN BECAME A NATIONAL HERO %VENTUALLY HE WON ELECTION AS !RIZONAS 3ENATOR AND MADE A presidential bid in 2000.
*EREMIAH $ENTON 5 3 .AVY #OMMANDER 0/7 #OMMANDER *EREMIAH $ENTON BECAME ONE OF THE MOST FAMOUS 0/7S OF THE TWENTIETH CENTURY (E WAS SHOT DOWN AND TAKEN PRISONER BY THE .ORTH 6IETNAMESE IN (E WAS HELD IN THE HELLISH (ANOI (ILTON $ENTON WAS A RESPECTED LEADER (E ENCOURAGED OTHER CAPTIVE FLYERS TO WITHHOLD CLASSIFIED INFORMATION FROM ENEMY TORTURERS !T THE SAME TIME HE URGED HIS MEN TO KEEP UP THEIR SPIRITS "ECAUSE OF HIS INFLUENCE ON OTHERS $ENTON WAS SINGLED OUT FOR hROUGH TREATMENTv (E SURVIVED ENDURING YEARS OF TORTURE AND ISOLATION 2ELEASED IN HE WROTE HIS MEMOIRS When Hell Was in Session 4HIS BOOK HELPED CATAPULT HIM TO NATIONAL FAME AND A 53 3ENATE SEAT FROM !LABAMA
-AYA 9ING ,IN !RCHITECT 7HILE STILL ATTENDING 9ALE 5NIVERSITY -AYA 9ING ,IN ENTERED A COMPETITION TO DESIGN THE PROPOSED 6IETNAM 6ETERANS -EMORIAL )T WAS TO BE BUILT ON THE -ALL IN 7ASHINGTON $# (ER DESIGNA rift in the earth WITH TWO STONE WALLS ENGRAVED WITH THE NAMES OF OVER WHO DIED IN THE 6IETNAM 7ARWAS SELECTED 4HE YOUNG ARCHITECT WAS AWARDED AND GAINED NATIONAL FAME -ANY HOWEVER RESENTED THE FACT THAT ,IN WAS OF !SIAN DESCENT 4HE MEMORIES OF AN !SIAN ENEMY IN THIS WAR STILL BURNED IN THOSE WHO LOST LOVED ONES
7ILLIAM 7ESTMORELAND 53 !RMY 'ENERAL !S !MERICAS TOP GENERAL IN 6IETNAM 7ILLIAM 7ESTMORELAND USED THE STRATEGY OF ATTRITION TO WEAR DOWN THE ENEMYS WILL TO FIGHT (IS MILITARY STRATEGY INCLUDED INCREASED 53 TROOP SUPPORT BOMBING RAIDS ON .ORTH 6IETNAM AND SEARCH AND DESTROYS MISSIONS 4HIS DID NOT WORK AGAINST THE GUERRILLA STYLE TACTICS USED BY THE COMMUNISTS 9ET THE 53 AS THE GENERAL SAID REPEATEDLY NEVER REALLY LOST A BATTLE (E CRITICIZED GOVERNMENT LEADERS FOR hHOLDING BACKv ,ATER HE WAS CRITICIZED FOR EXAGGERATING ENEMY LOSSES AND BODY COUNT KILL RATIO NUMBERS
* 7ILLIAM &ULBRIGHT 3ENATOR FROM !RKANSAS (E INITIALLY SUPPORTED 0RESIDENT *OHNSON REGARDING THE 'ULF OF 4ONKIN INCIDENT IN !UGUST 0RESIDENT *OHNSON QUICKLY PUSHED HIS RESOLUTION THROUGH A BEWILDERED #ONGRESS 4HIS ALLOWED HIM TO LEGALLY ESCALATE THE WAR IN 6IETNAM 7ITHIN A SHORT TIME THE 3ENATOR FELT DUPED BY THE 0RESIDENT (E BELIEVED THAT THE 53 .AVY VESSELS PROBABLY NEVER SUSTAINED A SECOND ATTACK &ULBRIGHT BECAME THE LEADING AND MOST VISIBLE CRITIC OF 53 INVOLVEMENT (E LATER WROTE h) COULDNT HAVE MADE A GREATER MISTAKEv SPONSORING THE RESOLUTION BY BELIEVING THE ADMINISTRATION (IS PRIVATE MISGIVINGS AND DOUBTS TURNED INTO PUBLIC ACTION (E ARRANGED AND CHAIRED 3ENATE HEARINGS IN TO PROBE !MERICAS ROLE IN 6IETNAM (IS STAND MADE HIM A HERO TO THE ANTIWAR MOVEMENT (IS ACTIVISM PLAYED A FACTOR IN THE GROWING SKEPTICISM ABOUT THE WAR 2OBERT -C.AMARA 3ECRETARY OF $EFENSE 2OBERT -C.AMARA LEFT BEING PRESIDENT OF &ORD -OTOR #OMPANY AFTER ONLY FIVE WEEKS TO BECOME 3ECRETARY OF $EFENSE (E HELD THIS POSITION HE HELD DURING MOST OF THE +ENNEDY *OHNSON PRESIDENCIES !S THE 53 INVOLVEMENT IN 6IETNAM INCREASED -C.AMARAS ROLE AS hCHIEF ARCHITECT AND MANAGERv OF WAR STRATEGY ALSO GOT LARGER #RITICS BEGAN TO CALL 6IETNAM h-C.AMARAS 7ARv (IS MEMOIR In Retrospect WAS AN ATTEMPT TO EXPLAIN HIS 6IETNAM 7AR DECISIONS )N IT HE ADMITTED THAT THE WAR WAS hTERRIBLY WRONGv 4HE BOOK WAS IN EFFECT A CONFESSION OF HIS GUILT 4O OTHERS -C.AMARA DISPLAYED GREAT COURAGE TO WRITE AND PUBLISH SUCH A WORK
,YNDON " *OHNSON 0RESIDENT 5NITED 3TATES ,YNDON " *OHNSON OF 4EXAS WAS ONE OF THE MOST FASCINATING POLITICAL FIGURES OF THE TWENTIETH CENTURY !MBITIOUS HIGHLY ENERGETIC OFTEN DECEITFUL *OHNSON ROSE RAPIDLY IN STATE AND NATIONAL POLITICS (E WAS A POWERFUL MASTER OF THE 53 3ENATE (E SERVED AS 6ICE 0RESIDENT WITH *OHN & +ENNEDY 7HEN 0RESIDENT +ENNEDY WAS ASSASSINATED ,YNDON *OHNSON BECAME TH PRESIDENT OF THE 5NITED 3TATES AND LEADER OF THE FREE WORLD !S PRESIDENT HE LAUNCHED HIS 'REAT 3OCIETY PROGRAMS !T THE SAME TIME HE ESCALATED THE 53 INVOLVEMENT IN 6IETNAM 4HIS UNPOPULAR WAR UNHINGED HIS PRESIDENCY )T DIVIDED THE COUNTRY AND SHATTERED HIS DREAMS FOR A BETTER !MERICA (E CHOSE NOT TO RUN FOR ANOTHER TERM
2ICHARD - .IXON 0RESIDENT 5NITED 3TATES 2ICHARD .IXONS ELECTION TO THE !MERICAN PRESIDENCY IN WAS HIGHLIGHTED BY CONTROVERSY AND COMEBACK (E WAS ELECTED BY A DIVIDED !MERICAN PEOPLE WITH A PLEDGE TO BRING AN HONORABLE PEACE TO THE WAR IN 6IETNAM "UT THE END OF THE WAR SEEMED TO DRAG OUT UNTIL .IXONS REELECTION IN .IXON HAD A hSECRET PLANv TO TERMINATE 53 INVOLVEMENT (IS STRATEGY WAS TO WITHDRAW 53 TROOPS @6IETNAMIZATION "UT ACTIONS SOON LED TO AN EXPANSION OF THE WAR 7HAT FOLLOWED WERE MASSIVE ANTIWAR DEMONSTRATIONS AND THE PRESIDENTS DEFENSE OF HIMSELF IN THE 7ATERGATE SCANDAL
*OAN "AEZ 3INGER!NTIWAR !CTIVIST *OAN "AEZ BECAME A SYMBOL OF THE POWER AND PERIL OF SOCIAL ACTIVISM "AEZ WAS A TALENTED AND POPULAR FOLKSINGER !S HER FAME AS A SINGER SPREAD IN THE EARLY S SO DID HER ROLE OF SOCIAL ACTIVIST ESPECIALLY IN THE CIVIL RIGHTS MOVEMENT 3HE PERFORMED AT THE 7ASHINGTON $# RALLY WHEN $R -ARTIN ,UTHER +ING *R DELIVERED HIS I have a dream SPEECH 4O PROTEST THE WAR "AEZ REFUSED TO PAY OVER HALF OF HER TAXES THE AMOUNT SHE COMPUTED WAS SPENT FOR MILITARY PURPOSES 4HIS ACTION LED TO THE LOSS OF HER HOME CAR AND CONCERT EARNINGS ,ATER PROTESTS AGAINST THE DRAFT LED TO JAIL TIME
$IANE # %VANS 53 !RMY .URSE $IANE %VANS EXPERIENCE IN THE WAR TRANSFORMED HER INTO AN ACTIVIST 3HE WENT TO 6IETNAM AS A 2. IN CARING FOR THE WOUNDED AND MAIMED 53 SOLDIERS AND THEN SENDING THEM hBACK INTO THE SLAUGHTERv !FTER HER TOUR OF DUTY %VANS RETURNED TO THE 53 TO FIND !MERICANS PROTESTING THE WAR IN LARGE NUMBERS AND AGAINST THOSE WHO SERVED THEIR COUNTRY IN 6IETNAM ! VISIT TO h4HE 7ALLv IN BROUGHT UP PAINFUL MEMORIES SO STRONG THAT SHE WENT INTO ACTION )N SHE FOUNDED THE 6IETNAM 7OMENS -EMORIAL PROJECT 4HIS WAS AN EFFORT TO GET FINANCIAL SUPPORT TO ERECT A MEMORIAL NEAR h4HE 7ALLv "Y HER EFFORTS SUCCEEDED
6O .GUYEN 'IAP 'ENERAL .ORTH 6IETNAM )T WOULD BE A STRETCH TO COMPARE 'ENERAL .GUYEN 'IAP TO !LEXANDER 53 'RANT OR .APOLEON IN MILITARY SKILL OR ACCOMPLISHMENT 9ET 'IAP WAS THE ARCHITECT OF VICTORIES THE &RENCH AND THEN THE 53 IN MAJOR WARS FOR INDEPENDENCE 'IAP WAS ONE OF THE TOP MILITARY LEADERS OF THIS PAST CENTURY (E TOOK A SMALL RAG TAG BAND OF PATRIOTS IN AND TURNED THEM INTO A MASSIVE ARMY OF OVER A MILLION YEARS LATER &IGHTING A hPEOPLES WARv FOR NEARLY YEARS 'IAP APPLIED GUERRILLA WARFARE TO GREAT SUCCESS IN TWO PROTRACTED WARS (E WAS AIDED BY COMMUNIST REBELS 6# /VER THE DECADES 'IAP NEVER LOST SIGHT OF THE NATIONS GOAL TO LIBERATE ITS LAND FROM FOREIGN INVADERS $ESPITE SACRIFICING COUNTLESS 6IETNAMESE TO THE CAUSE 'IAP REACHED HIS GOAL 0HILIP #APUTO 53 -ARINE!UTHOR 0HILIP #APUTO JOINED THE -ARINES IN AFTER GRADUATING FROM COLLEGE "Y HE WAS LEADING MEN INTO BATTLE IN 6IETNAM (IS BOOK A Rumor of War FOUND A RECEPTIVE READING PUBLIC AND WON RAVE REVIEWS FROM CRITICS A Rumor of War CHRONICLES #APUTOS WAR EXPERIENCES ESPECIALLY HIS DUTY LEADING FELLOW -ARINES ON COMBAT PATROLS .O BOOK ON WAR CAPTURES COMBAT EXPERIENCES WITH SUCH HONESTY AND REALISM AND WITH SUCH ELOQUENCE )T MIGHT BE THE BEST OF ALL THE 6IETNAM 7AR COMBAT BOOKS
,YNDA 6AN $EVANTER 53 !RMY .URSE ,YNDA 6AN $EVANTER WAS ONE OF THE THOUSANDS OF !MERICAN NURSES WHO SERVED IN 6IETNAM 3HE ARRIVED IN THE WAR TORN COUNTRY IN *UNE AT THE PEAK OF THE 53 INVOLVEMENT IN 3OUTHEAST !SIA !S A HOSPITAL NURSE 6AN $EVANTER EXPERIENCED THE HORROR OF THIS PARTICULAR WAR 3HE WORKED LONG HOURS IN %2S WHERE BLOOD COVERED THE FLOOR 2ETURNING TO THE 53 AFTER A YEAR TOUR OF DUTY SHE BEGAN TO SUFFER FROM FLASHBACKS DEPRESSION AND 043$ 3HE RECOVERED AND LATER FOUNDED THE 6IETNAM 6ETERANS OF !MERICA 7OMENS 0ROJECT 4HIS HELPED BRING RECOGNITION TO FEMALE NURSES IN THE MILITARY (ER MOVING BOOK Home before Morning PLEASED READERS AND CRITICS ALIKE
2ON +OVIC 53 -ARINE!NTIWAR !CTIVIST 2ON +OVIC GREW UP WATCHING THE GLORIOUS HEROICS OF (OLLYWOOD WAR MOVIES (E MADE THE ULTIMATE PATRIOTIC GESTURE WHEN HE JOINED THE 53 -ARINES IN AND WENT TO 6IETNAM 7HILE ON PATROL +OVIC ACCIDENTALLY SHOT AND KILLED A FELLOW -ARINE 3OON AFTER HE RECEIVED A SEVERE SPINAL CORD WOUND (E IS NOW PARALYZED FROM THE WAIST DOWN ! 0URPLE (EART AND 3ILVER 3TAR FAILED TO LIFT +OVIC FROM HIS DEPRESSION (E BEGAN TO SEE THE FUTILITY OF THIS WAR (E JOINED THE GROWING ANTIWAR PROTESTS IN THE EARLY S +OVIC DISRUPTED THE 2EPUBLICAN .ATIONAL #ONVENTION WITH ANTIWAR CHANTS )N +OVIC PUBLISHED HIS AUTOBIOGRAPHY Born on the Fourth of July (E DELIVERED A MOVING SPEECH AT THAT YEARS $EMOCRATIC .ATIONAL #ONVENTION )N /LIVER 3TONE DIRECTED A FILM OF +OVICS BOOK
*ANE &ONDA !CTRESS!NTIWAR !CTIVIST *ANE &ONDA WAS FROM ONE OF (OLLYWOODS MOST DISTINGUISHED ACTING FAMILIES 3HE USED HER CELEBRITY TO BECOME A CONTROVERSIAL ANTIWAR ACTIVIST 3HE EARNED THE SOBRIQUET h(ANOI *ANEv AFTER A VISIT TO THE ENEMY CAPITAL IN !FTER HER ANTIWAR hBAPTISMv AT THE MARCH ON THE 0ENTAGON &ONDA STEPPED UP HER OPPOSITION 4HIS INCLUDED HELPING TO ORGANIZE SHOWS AT MILITARY BASES THAT MOCKED THE 53 GOVERNMENT 3HE FURTHER CHALLENGED 53 INVOLVEMENT IN 6IETNAM WITH HER TRIP TO (ANOI 4HIS TRIP ANGERED MAINSTREAM !MERICANS $ESPITE THIS hTREASON v &ONDA SUFFERED ONLY A SLIGHT DIP IN HER ACTING CAREER %VENTUALLY SHE WON TWO BEST ACTRESS /SCARS IN THE S
4IM 0AGE #OMBAT 0HOTOGRAPHER "ORN IN %NGLAND 4IM 0AGE WAS THE ULTIMATE BRAVE PHOTOGRAPHER (E WENT TO ANY LENGTHS TO CAPTURE THE INGLORIOUS HORRORS OF WAR (E BECAME THE MOST HONORED AND IMPORTANT COMBAT PHOTOGRAPHER OF THE 6IETNAM 7AR (IS FEARLESSNESS NEARLY COST HIM HIS LIFE SEVERAL TIMES /NCE HE PREPARED TO JUMP OUT OF A HELICOPTER IN A HOT LANDING ZONE 4HE SERGEANT IN FRONT OF 0AGE STEPPED ON A LAND MINE THAT BLEW OFF HIS LEGS 0AGE TOOK A PIECE OF SHRAPNEL IN THE BRAIN !MAZINGLY HE RECOVERED (E SUFFERED PHYSICALLY EMOTIONALLY AND FINANCIALLY IN THE S (E REVIVED HIS CAREER WITH A BOOK Dispatches AND A MOVIE Apocalypse Now "OTH USE HIS NAME AND CHARACTER EXTENSIVELY
4IM /"RIEN 53 )NFANTRY!UTHOR 4IM /"RIEN BECAME ONE OF !MERICAS PREMIERE WRITERS ABOUT THE 6IETNAM 7AR (E SERVED A TOUR OF DUTY AS A GRUNT IN )N COLLEGE /"RIEN FOUND HIMSELF AN ACTIVIST LEADER EVEN DEMONSTRATING AGAINST 53 INVOLVEMENT IN 3OUTHEAST !SIA *UST AFTER GRADUATION /"RIEN RECEIVED HIS DRAFT NOTICE (E THEN SPENT MONTHS DEALING WITH THE DILEMMA OF FOLLOWING HIS CONSCIENCE AND AVOIDING SERVICE OR GOING TO 6IETNAM (E WORRIED ABOUT REJECTION AND LOSS OF LOVE (E DECIDED TO BE INDUCTED AND SPENT A TOUR AS A COMBAT SOLDIER NEAR THE $-: (E EARNED A 0URPLE (EART FOR BRAVERY (IS FLIGHT HOME IN -ARCH WAS A QUICK SHOCK LIKE hGLIDING OUT OF A NIGHTMARE v HE LATER WROTE /"RIEN SOON ENROLLED AT (ARVARD BUT DROPPED OUT (E EVENTUALLY WROTE CRITICALLY ACCLAIMED BOOKS ABOUT HIS 6IETNAM EXPERIENCE NOTABLY Going After Cacciato and The Things They Carried). 0HAN 4HI +IM 0HUC 3OUTH 6IETNAMESE 6ILLAGER +IM 0HUCS FAME AS A 6IETNAM 7AR SURVIVOR AND SUBSEQUENT hCELEBRITYv STEMS FROM A WIDELY SEEN PHOTOGRAPH 3HE WAS A YEAR OLD RUNNING DOWN A COUNTRY ROAD AFTER SUFFERING TERRIBLE BURNS ! 53 AIRCRAFT HAD JUST DROPPED A NAPALM BOMB ON HER VILLAGE 4HIS FAMOUS PHOTO CAPTURED THE CIVILIANS PLIGHT AND THE WARS CRUELTY 4HE PHOTOGRAPHER h.ICKv 5T WON THAT YEARS 0ULITZER 0RIZE /VER TWO DECADES LATER +IM LAID A WREATH AT The Wall in Washington. )NSTANTLY SHE BECAME A SYMBOL OF RECONCILIATION !T THAT CEREMONY SHE MET AND COMFORTED THE !MERICAN PILOT WHO HAD ORDERED THE NAPALM ATTACK
7ILLIAM #ALLEY 53 !RMY ,IEUTENANT 4HE NAME 7ILLIAM #ALLEY WILL FOREVER BE ATTACHED TO THE -Y ,AI MASSACRE HE SUPERVISED IN #ALLEY ENLISTED IN THE 53 !RMY AND BECAME A LIEUTENANT COMMANDING A PLATOON IN 6IETNAM )N #ALLEY LED HIS MEN ON A MISSION THAT CALLED FOR THE DESTRUCTION OF VILLAGES SUSPECTED OF HIDING 6IET #ONG (E WAS TOLD THAT THE HAMLET OF -Y ,AI WAS IN A hFREE FIRE ZONEv 7ITHOUT ANY REAL EVIDENCE OF 6# PRESENCE #ALLEY ORDERED HIS MEN ON -ARCH TO KILL THE MEN WOMEN AND CHILDREN OF -Y ,AI 4HE RESULTS AN ESTIMATED INNOCENT 6IETNAMESE WERE MURDERED #ALLEY WAS LATER TRIED AND CONVICTED FOR WAR CRIMES
#REIGHTON !BRAMS #OMMANDER 53 &ORCES &EW HAD A MORE DISTINGUISHED SERVICE RECORD THAN 'ENERAL #REIGHTON !BRAMS !BRAMS WAS A TANK COMMANDER UNDER 'EORGE 0ATTON IN 7ORLD 7AR )) (E ALSO LED 53 TROOPS AS THEY SUPERVISED THE PEACEFUL ENFORCEMENT OF CIVIL RIGHTS LAWS IN THE 3OUTH 'ENERAL !BRAMS WAS SENT TO 6IETNAM IN 4HERE AS DEPUTY COMMANDER OF ALL 53 FORCES HE OVERSAW THE TRAINING OF THE 3OUTH 6IETNAMESE ARMY (E REPLACED 'ENERAL 7ILLIAM 7ESTMORELAND AS COMMANDER OF 53 MILITARY FORCES IN 6IETNAM IN !BRAMS SUPERVISED h6IETNAMIZATIONv AND THE WITHDRAWAL OF 53 TROOPS FROM 6IETNAM !BRAMS ALSO SET UP PROGRAMS TO AID THE 3OUTH 6IETNAMESE PEOPLE
.GUYEN 6AN 4HIEU 0RESIDENT 3OUTH 6IETNAM .GUYEN 6AN 4HIEU IN HIS EARLY S JOINED THE PATRIOTIC 6IET -INH *UST OVER YEARS LATER 4HIEU WAS PRESIDENT OF 3OUTH 6IETNAM LEADING HIS PEOPLE AGAINST COMMUNISM !FTER HIS BREAK FROM THE 6IET -INH 4HIEU ROSE THROUGH THE RANKS )N HE HELPED TO OVERTHROW THE GOVERNMENT 4HIEU AND .GUYEN #AO +Y MET 0RESIDENT *OHNSON IN (AWAII AGREEING TO HOLD ELECTIONS 4HIEU WAS ELECTED PRESIDENT IN !S PRESIDENT HE INITIATED SOME POSITIVE REFORMS BUT USED hHARSH MEASURESv TO STIFLE OPPOSITION AND HANG ONTO POWER 7HEN THE 53 AGREED TO PEACE TERMS WITH THE .ORTH 4HIEU RELUCTANTLY AGREED 4HIEU RESIGNED AS PRESIDENT AND FLED AS THE COMMUNISTS ENTERED 3AIGON (E SETTLED IN "OSTON
(ANOI (ANNAH 2ADIO !NNOUNCER .ORTH 6IETNAM BROADCAST RADIO PROGRAMS INTO 3OUTH 6IETNAM 4HEIR GOAL WAS TO UNDERMINE THE FIGHTING SPIRIT OF THE 5NITED 3TATES TROOPS 4HE FEMALE BROADCASTERS WERE NICKNAMED h(ANOI (ANNAHv 4HE hNEWSv VOICED BY (ANNAH WAS MEANT TO DEMORALIZE 53 TROOPS .EWS REPORTS USUALLY EXAGGERATED COMBAT LOSSES 4HIS GAVE CREDIBILITY TO THE ANTIWAR MOVEMENT ON THE !MERICAN HOME FRONT &EW TOOK (ANNAH SERIOUSLY BUT SHE STILL GENERATED ANGER BY broadcasting propaganda.
*AMES " 3TOCKDALE 53 .AVY #OMMANDER 3ERVICEMEN SOMETIMES BECOME HEROES NOT SO MUCH FOR WHAT THEY DO IN BATTLE BUT FOR WHAT THEY ENDURE AS CAPTIVES 3UCH WAS THE CASE OF *AMES " 3TOCKDALE (E WAS SHOT DOWN OVER .ORTH 6IETNAM IN WHILE ON HIS TWO HUNDREDTH MISSION $URING HIS CAPTIVITY HE WAS SUBJECTED TO TORTURE HUMILIATION AND FREQUENT SOLITARY CONFINEMENT (E WAS THE HIGHEST RANKING OFFICER IN THE PRISONS (E TRIED TO HELP OTHER 0/7S RESIST THE DEGRADATION AND PAINAND SURVIVE )N DOING SO HE BECAME A SPECIAL TARGET FOR PUNISHMENT FROM .ORTH 6IETNAMESE AUTHORITIES 3TOCKDALE NICKNAMED HIS CAPTORS 0IGEYE -AO 'REASY AND 6Y !FTER HIS RELEASE IN 3TOCKDALE RETURNED TO THE 53 (E WROTE A BEST SELLING account of his experiences, In Love and War (E CAMPAIGNED FOR VICE PRESIDENT IN BIOGRAPHY SKETCH (1)
.AME ______Date Due: ______Person: ______Born: ______Where: ______Died (if applicable) ______Early life (influences, education, training up until early 20s) ______0OSITIONS HELDACHIEVEMENTSHONORS ______4WO QUOTES ATTRIBUTED TO HIMHER THAT EXPRESSED HISHER VIEWPOINT OF THE WAR ______
"ASED ON THE FACTS YOU DISCOVERED WAS HESHE A Hawk or a Dove?
3UMMARIZE THE ESSENCE OF THIS PERSON IN SIX STATEMENTS OF FACT 5SE INFORMATION YOU LEARNED AND QUOTATIONS TO INDICATE HISHER PLACE IN THE 6IETNAM 7AR CONFLICT 1______2______3______4______5______6______.OTE BELOW TWO interesting or unusual FACTS THAT EMERGED AS YOU RESEARCHED THIS PERSON 1______2______7HAT SPECIFIC PERSONALITY TRAITS OR QUALITIES GOOD OR BAD DID HESHE SEEM TO POSSESS ______
144 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT BIOGRAPHY SKETCH (2)
)F YOU AND YOUR FAMILY INVITED THIS PERSON TO YOUR HOUSE FOR AN EVENING WHAT WOULD YOU SERVE FOR DINNER AND WHAT WOULD YOU TALK ABOUT AND DO TO PASS THE EVENING 9OUR RESPONSES OUGHT TO REFLECT THE BACKGROUND AND TASTES OF YOUR GUEST $INNER 7HAT FOODS AND BEVERAGES WOULD YOU SERVE 7HY s ______s ______s ______s ______s ______s ______0LANNING THE EVENING 7HAT TOPICS WOULD YOU BRING UP AND WHAT QUESTIONS WOULD YOU ASK 7OULD YOU PLAN ANY ACTIVITIES s ______s ______s ______s ______s ______s ______%PITAPH Epitaph WORDS INSCRIBED ON A TOMB DESCRIBING A PERSON WHO HAS PASSED AWAY 3OME OF THE 6IETNAM 7AR personalities have passed ON 4HE REST WILL OF COURSE die eventually. But all of THEM AT SOME POINT WILL LEAVE LEGACIES )MAGINE AN epitaph for your person:
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 145 BIOGRAPHY TASK A: POETRY
0OETRY IS hTHE USE OF LANGUAGE WITH THE MOST POSSIBILITIESv )N A FEW WELL CHOSEN COLORFUL WORDS AND PHRASES POETRY SUMS UP A FEELING A PERSON OR A CREDO OF LIFE BETTER THAN JUST ABOUT ANY GENRE 3TUDY THESE 0OETRY &ORMATS THEN USE ONE FORMAT TO CREATE ONE POEM ABOUT YOUR 6IETNAM 7AR ERA PERSON s #LERIHEW 0OEM s ,IMERICK s nn 0OEM s h3NEAKYv 0OEM s "IO 0OEM #LERIHEW 0OEM &OUR SHORT LINES BASED ON A PERSONS NAME #LERIHEW 0OEM %XAMPLE ,INE THE PERSONS NAME Navy pilot John McCain ,INE RHYMES WITH LINE Crashing, then enduring horrible pain ,INE CONTINUES STORY RHYMES WITH LINE YEARS A PRISONER OF WAR ,INE RHYMES WITH LINE (IS CAPTORS TREATMENT WE ALL ABHOR
,IMERICK ,IMERICK %XAMPLE ! LINE POEMOFTEN HUMOROUS BUT NOT ALWAYS 4HERE IS A VETERAN NAMED 3TONE ,INES AND RHYME 7HOSE .AM MOVIES MADE HIM WELL KNOWN (Lines 1 and 2 are longer than lines 3 and 4) (E MADE US CRY ,INES AND RHYME In Platoon ANDxJuly ,INE RHYMES WITH LINES AND 7HILE DIRECTING SCRIPTS OF HIS OWN
h3NEAKYv 0OEM h3NEAKYv 0OEM %XAMPLE ! n LINE POEM Green and lush 4HE LAST LINE REVEALS THE SUBJECT OF THE POEM "UT ARMED AND DANGEROUS hSNEAKING UPv ON THE READER ! WAR THAT TRANSFORMED OUR NATION 4O BE WARY OF FUTURE COMMITMENTS 6IETNAM nn 0OEM nn 0OEM %XAMPLE ! OR LINE POEM THAT TELLS A STORY She Hey She And &IRST LINEONE SYLLABLE OR ONE WORD $EFIED 7HAT WAS -ANAGED -AKING 3ECOND LINETWO SYLLABLES OR WORDS #ONVENTION 3HE THINKING 4O REBOUND "IG BIG BUCKS 4HIRD LINETHREE SYLLABLES OR WORDS By Her By With (May have four or eight 3-line stanzas) 'OING #AREER 7INNING 7ORKOUT 4O (ANOI 0UT ON HOLD 4WO /SCARS 4APES AND SUCH
"IO 0OEM ,YNDON ! LINE POEM THAT CAPTURES THE ESSENCE OF AN IDEA (UGE EARTHY AMBITIOUS COMPLEX ,INE &IRST NAME ! RELATIVE OF POPULISM 3AM AND 2EBEKAH *OHNSON ,INE FOUR WORDS OF DESCRIPTION &RANKLIN 2OOSEVELT ,INE h! RELATIVE OFv OR hCONNECTED TOxv Lover of politics, Texas Hill Country, Lady Bird (three persons, things, or ideas) Who feels restless, rejected in the end, crucified ,INE h,OVER OFxv THREE THINGS OR IDEAS 7HO NEEDS TO BE IN CONTROL DIRECTING THE WAR TO BE ,INE h7HO FEELSxv THREE THINGS OR IDEAS !MERICAS h"IG $ADDY v NOT TO LOSE A FOREIGN WAR ,INE h7HO NEEDSxv THREE THINGS OR IDEAS 7HO FEARS NIGHTMARES OF BEING STAMPEDED BY ,INE h7HO FEARSxv THREE THINGS OR IDEAS CATTLE PUBLIC MISTRUST ANOTHER HEART ATTACK ,INE h7HO WOULD LIKExv 7HO WOULD LIKE TO RIGHT ALL WRONGS PROVIDE hGUNS (three things or ideas) and BUTTER v GET RID OF POVERTY ,INE h! RESIDENT OFxv ! RESIDENT OF 4EXAS CORRIDORS OF POWER 0RESIDENT THREE REAL OR METAPHORICAL PLACES +ENNEDYS SHADOW ,INE ,AST NAME *OHNSON
146 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT BIOGRAPHY TASK B: POSTER, BIO CUBE, OR RAP
Study these three projects then create ONE OF THESE COMPOSITIONS ABOUT YOUR 6IETNAM 7AR ERA PERSON s ,ARGE POSTER OR BANNER ILLUSTRATING THE ESSENCE OF YOUR PERSON s "IO #UBE THAT ILLUSTRATES VARIOUS ASPECTS OF YOUR PERSON s 2AP POETRYSONG TO PERFORM IN CLASS
0OSTER OR "ANNER s 5SE STANDARD WHITE X POSTER BOARD OR COMPARABLE SIZED butcher paper. s 5SE ILLUSTRATIONS AND SYMBOLS MORE THAN WORDS TO CONVEY JUST WHO THIS PERSON WAS AND THE ACTIONS HESHE TOOK TO IMPACT THE 6IETNAM War era. s 5SE COLOR AND PERHAPS REAL OBJECTS GLUED ON TO ADD VIVIDNESS AND REALITY TO YOUR WORK
"IO #UBE s 0ROFILE YOUR PERSON USING AN CUBE s -AKE USE OF ALL SIX SIDES OF A X X X X X CUBE Side 1: .AME DONE IN A WAY THAT SYMBOLIZES WHO HESHE ISWAS Side 2: Essential biography BASIC FACTS OF HERHIS LIFE Side 3: !CCOMPLISHMENTS AWARDS HONORS PUBLICATIONS ETC WITH SOME DETAILS )NCLUDE SMALL ILLUSTRATIONS FOR INTEREST IF SPACE PERMITS Side 4: Portrait No photocopies of the person. $RAW THE PERSON. *UST DO YOUR BEST Side 5: Legacy $RAWILLUSTRATE WITHOUT WORDS IF POSSIBLE THE ONE ACCOMPLISHMENT HE OR SHE WILL BE REMEMBERED FOR )DEAS ARE HARDER TO DRAW THAN THINGS BUT STILL CAN BE IMPRESSIVELY done.) Side 6: 3YMBOL !NALYZING THE DATA AND TRYING TO FATHOM THIS PERSONS PSYCHE IMAGINE AND THEN DRAW ONE SYMBOL THAT CAPTURES BEST THE ESSENCE OF HIMHER &ILL THE ENTIRE SQUARE WITH THIS SYMBOL
2AP h2APv IS A WORD THAT MEANS hTO TALKv 2AP POETRY CONSISTS OF THE WORDS ACCOMPANYING A STRONG RHYTHMIC BEAT USUALLY CREATED BY ELECTRONICS tapping, or clapping sounds. s ! h2APv TELLS A STORY s ! REGULAR h2APv HAS FOUR BEATS PER LINE AND ABOUT BEATS PER MINUTE s 4HE MODULATION OF THE RAPPERS VOICE SHOULD VARY FROM LOUD TO SOFT %XAMPLE ,ISTEN TO RADIO STATIONS FOR EXAMPLES OF THE FORMAT AND BEAT IF NOT THE HISTORICAL SUBJECT MATTER
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 147 BIOGRAPHY TASK C: POETRY PUZZLE
4HIS IS A VERY UNUSUAL POETRY ASSIGNMENT 9OU AND ANOTHER STUDENT WILL BE POETRY PARTNERS You WILL SUPPLY ALL OF THE WORDS FOR A POEM 9OUR POETRY PARTNER WILL USE YOUR WORDS TO CREATE A POEM 3TEP 5SING ALL OF THE INFORMATION AVAILABLE "IO "RIEF, "IOGRAPHY 3KETCH, and your "IOGRAPHY Task ! and " CREATIONS SELECT WORDS s 3ELECT WORDS THAT WILL HELP YOUR POETRY PARTNERUSE WORDS THAT ARE PECULIAR TO OR FIT YOUR PERSON &OR EXAMPLE IF WRITING ABOUT 'ENERAL 7ESTMORELAND she is not an appropriate PRONOUN NOR IS folksinger A HELPFUL NOUN (OWEVER BOTH she and folksinger fit Joan Baez). s 7RITE ONE WORD IN EACH OF SMALL PIECES OF PAPER APPROXIMATELY X s )NCLUDE THE FOLLOWING MIX OF WORDS 5 0RONOUNS INSTEAD OF NOUNS %XAMPLES he, she, him, her, it, their, each, no one 5 6ERBS SHOW ACTION OR STATE OF BEING %XAMPLES enjoyed, published, experienced, imprisoned, lied, created, wrote, saw, suffered, burned, flew, etc. 5 !DJECTIVES MODIFY DESCRIBE NOUNS %XAMPLES daring, unorthodox, rag-tag, terrible, notorious, talented, honorable, great, etc. 5 !DVERBS MODIFY VERBS ADJECTIVES OR OTHER ADVERBSEXPLAIN how? and when? %XAMPLES soon, very, never, most, accidentally, severely, frequently (MOSTLY nLY WORDS 5 'ERUNDS VERBAL NOUNS ENDING IN nING %XAMPLES demonstrating, speaking, humiliating, including, serving, killing, arriving, commanding, etc. 5 #ONJUNCTIONS JOIN WORDS PHRASES OR SENTENCES %XAMPLES because, just, when, as, nor, etc. 5 0REPOSITIONS USED WITH NOUNS OR PRONOUNS TO SHOW PLACE POSITION OR RELATIONSHIP %XAMPLES with, for, around, across, beyond, before, after, through, above, etc. 10 !RTICLES %XAMPLES an, a, the 15 #OMMON .OUNS WORDS AND PHRASES USED AS THE NAME OF A PERSON PLACE OR THING %XAMPLES soldiers, enemy, highlands, delta, river, courage, cruelty, endurance, punishment, ambush, ceremony, attack, nurse, prison, villager, freedom, etc. 15 0ROPER .OUNS WORDS AND PHRASES USED AS THE particular NAME OF A PERSON PLACE OR THING USUALLY CAPITALIZED %XAMPLES Vietnam, Hanoi, Westmoreland, President, Mekong Delta, DMZ, VC, Napalm, The Wall, ETC ! NAME LIKE President Nixon USES OF THE WORDS 3TEP #UT APART THE WORDS AND PLACE THEM IN A STANDARD LETTER SIZED ENVELOPE s 7RITE YOUR NAME AND THE NAME OF YOUR 6IETNAM 7AR PERSONALITY ON THE OUTSIDE s 3EAL THE ENVELOPE s 'IVE THE ENVELOPE TO YOUR TEACHER 3TEP 9OUR TEACHER WILL GIVE YOU AN ENVELOPE PREPARED BY ANOTHER STUDENT 4HAT ENVELOPE WILL NAME A PERSON FROM THE 6IETNAM 7AR %RA s /PEN THE ENVELOPE AND SPREAD OUT AND STUDY THE WORDS ABOUT THAT PERSON s !RRANGE THEM INTO SOME POETIC FORM 5SE ANY POETRY FORMAT FROM THIS OR OTHER CLASSES s "E SELECTIVE 9OU DO NOT HAVE TO USE ALL WORDS ,OOK AT SEVERAL COMBINATIONS OF WORDS before you discard any. 3TEP : Write a rough version, refine and copy to a final version. s #OLOR AND ILLUSTRATE THE PAPER BEFORE TURNING IT IN
148 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT VIETNAM WAR BIOGRAPHIES
9OUR CHALLENGE IS TO GET TO KNOW ONE 6IETNAM 7AR %RA PERSON INTIMATELY 4HEN DISPLAY YOUR KNOWLEDGE IN SOME CREATIVE WAYS
-ATERIALS s "IO "RIEFS s "IOGRAPHY 3KETCH AND s "IOGRAPHY 4ASKS ! " AND #
9OUR #HALLENGE 1. Select a biography subject. s 1UICKLY READ n OF THE "IO "RIEFS. s #HOOSE THREE THAT INTEREST YOU s ,IST YOUR PREFERENCES FIRST SECOND THIRDIN ORDER ON A SHEET OF PAPER s 'IVE THE LIST TO YOUR TEACHER
9OU WILL THEN FIND OUT YOUR SPECIFIC PERSON TO RESEARCH
3. Read over the "IO "RIEF SEVERAL TIMES 9OU WILL THEN BE ABLE TO SEE THE POSSIBILITIES THAT MIGHT BE OPEN TO YOU AS YOU DECIDE HOW TO FASHION YOUR STUDY OF THIS ONE PERSON
#OMPLETE YOUR 2ESEARCH 1. Use the local and school library and the Internet to research your person. s 4HE Dictionary of American Biography s )NTERNET RESOURCES ON THE 6IETNAM 7AR s $ELVE INTO THE BACKGROUND OF THIS PERSON s 4RY TO UNDERSTAND HISHER CHARACTER
#OMPLETE A "IOGRAPHY 3KETCH.
$ISPLAY YOUR +NOWLEDGE #OMPLETE A VARIETY OF CREATIVE COMPOSITIONS ABOUT YOUR BIOGRAPHY SUBJECT 7RITE A POEM
-AKE A POSTER OR OTHER VISUAL DISPLAY OR COMPOSE A RAP
3. With another student create a poetry puzzle.
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,ESSON ,EGACIES AND -EMORIALS /BJECTIVES s ,EARN ABOUT THE LEGACIES OF THE 7AR s 5NDERSTAND THE IMPACT OF THE 7AR IN BOTH THE 5NITED 3TATES AND Two–four Days 6IETNAM
-ATERIALS s 3TUDENT 'UIDES — class set s ,%'!#)%3 /& 4(% 6)%4.!- 7!2 n — class set s 4(% 6)%4.!- 6%4%2!.3 -%-/2)!, — class set or one per group s $%3)'. ! #/--5.)49 7!2 -%-/2)!, — one per group Cooperative Groups of 3 or 4 s 02%3%.4!4)/. 25"2)# #ONTENT — one per group + one to and Individuals post (optional) s 6)%4.!- 6%4%2!. ).4%26)%7 n — class set or as needed (copy back to back) s 6)%4.!- %2! #)6),)!. ).4%26)%7 n — class set or as needed (copy back to back) s !3)!. )--)'2!.4 ).4%26)%7 n — class set or as needed (copy back to back) s -ARKERS — one set per group (optional) s -ODEL BUILDING MATERIALS — as needed (optional) s 0OSTER BOARD X — one per group (optional)
3ETUP 1. $ESIGNING A 7AR -EMORIAL A $ECIDE HOW MUCH TIME YOUR CLASS CAN DEVOTE TO THE DESIGN Use the PRESENTATION RUBRIC: PROJECT COMPETITION Content (on page 23) to evaluate 0ROJECTS MAY BE POSTERS BLUEPRINT SCALE DRAWINGS OF student project explanations. Consider a museum setting THE MEMORIALS OR SCHEMATIC DRAWINGS OF THE MEMORIALS (perhaps in the media center?) ON THEIR SITE OR SCALE MODELS OF THE MEMORIALS WITH OR with large tables. Display each WITHOUT THE SURROUNDING SITE design with a 4" x 6" description 9OUR CLASSROOM SITUATION AVAILABILITY OF CRAFT MATERIALS card. Teams should make their FOR MODELS AND STUDENT INTEREST MAY DETERMINE HOW oral presentations for the judges. Perhaps another class or a panel elaborate these projects are. of teachers or other staff members B 4ELL STUDENTS THAT THEY WILL WORK ON THE MEMORIAL DESIGN could serve as judges to select the PROJECT IN TEAMS OF THREEnFOUR %ITHER ASSIGN TEAMS OR ALLOW five best designs. STUDENTS TO FORM THEIR OWN TEAMS C 3ET ASIDE ONE OR TWO DAYS TO ALLOW STUDENTS TO FORMALLY PRESENTDISPLAY THEIR WORK FOR THE h#ITY #OUNCILv 4HE h#ITY #OUNCILv MIGHT BE THE OTHER STUDENTS IN THE CLASS ANOTHER CLASS OR A PANEL OF JUDGES COMPRISED OF school staff or parents.
150 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 13 TEACHING DIRECTIONS
D )F TIME IS VERY LIMITED COLLECT AND GRADE AS UNIT PROJECTS e. If you live near Washington, D.C., arrange a class trip to visit The Wall ,OOK UP THE NAMES IN THE $IRECTORY OF .AMES located near The Wall.)
.O SPECIAL ROOM CONFIGURATION IS NECESSARY UNLESS STUDENTS PRESENT THEIR WAR MEMORIAL DESIGNS IN A MUSEUM SETTING
3. )NTERVIEWS )NDIVIDUALS OR STUDENT PAIRS COMPLETE THE INTERVIEWS OUTSIDE OF class. Your decision may depend on A $ECIDE IF STUDENTS WILL CHOOSE THE TYPE OF INTERVIEW THEY many factors unique to your WILL CONDUCT OR IF YOU WILL ASSIGN SOME STUDENTS TO CONTACT school and community resources. VETERANS SOME TO CONTACT CIVILIANS WHO LIVED THROUGH THE WAR AND SOME TO CONTACT IMMIGRANTS B %NSURE THAT STUDENTS UNDERSTAND HOW TO CONDUCT INTERVIEWS These should be oral histories. The students should not SUBMIT THE QUESTIONNAIRES FOR INTERVIEWEES TO SIMPLY FILL IN THE BLANKS C #ONTACT A LOCAL 6IETNAM 6ETERANS GROUP TO FIND POSSIBLE INTERVIEWEES FOR STUDENTS WHO HAVE NO EXTENDED FAMILY MEMBERS TO INTERVIEW
-OTIVATOR !SK STUDENTS TO THINK ABOUT THE IMPACT OF THE TERRORIST ATTACK ON THE 53 OF 3EPTEMBER -AKE A LIST ON THE BOARD OR DO A MIND MAP CLUSTER TO GRAPHICALLY ILLUSTRATE SPECIFIC CHANGES IN ATTITUDES TRAVEL SECURITY HEALTH IMMIGRATION ETC
4IE THIS EVENT AND THE CHANGES IN 5NITED 3TATES SOCIETY WITH THE IDEA OF A LEGACY SOMETHING hHANDED DOWNv OR hGIVEN TO LATER GENERATIONSv
0ROCEDURE $ISTRIBUTE ,%'!#)%3 /& 4(% 6)%4.!- 7!2 AND ASK STUDENTS WHAT legacy MEANS SEE -OTIVATOR above). Some of the topics introduced in this essay are by themselves fascinating. 2. Read through the brief essay to give students at least a cursory With some clever activities you UNDERSTANDING OF HOW THE WAR CAME TO AN END AND ITS SOMETIMES could easily extend this lesson for blistering aftereffects. another week. (See To Extend the Lesson on page 152.)
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3. Distribute THE VIETNAM VETERANS MEMORIAL. Read AND DISCUSS THEN DISTRIBUTE THE TASKS FOR THIS LESSON $%3)'. Allow two to three days for each A COMMUNITY WAR MEMORIAL, and the appropriate task. The Internet has available INTERVIEW FORMS 2EAD OVER WITH STUDENTS EACH HANDOUT AND a wealth of information on the Vietnam War. Go to the Interact explain exactly what they are to do, and when each is due. website (www.teachinteract.com) for suggested web addresses that 4. Proceed to Lesson 14. Spend the next 2–4 days in class may be helpful as students complete REVIEWING AND GIVING THE 0/344%34 FOR THE UNIT their design task.
Interact does not print web $EBRIEFING#LOSURE addresses in our publications. Since 2EVIEW THE TWO TASKS DUE DATES !LSO REVIEW legacy and such addresses can quickly appear immigrant AS THEY RELATE TO THE 6IETNAM 7AR and disappear, our website can be updated on a more timely basis #ONDUCT A CLASS DISCUSSION PRIOR TO STUDENTS SUBMITTING THEIR WORK than the publication. A (AVE STUDENTS SHARE FACTS IMPRESSIONS AND INFORMATION FROM This lesson has no Learning Log THEIR INTERVIEWS prompt. The War Memorial projects B %NCOURAGE STUDENTS TO DRAW CONCLUSIONS ABOUT THE COLLECTIVE accomplish this reflective learning. MEMORIES OF PEOPLE FROM THE 5NITED 3TATES WHO LIVED THROUGH THE WAR AND !SIAN IMMIGRANTS C #OMPLETE A 4 CHART OF STUDENTS CONCLUSIONS ON THE BOARD OR using an overhead projector.
4O %XTEND THE ,ESSON 5SE THE ,%'!#)%3 /& 4(% 6)%4.!- 7!2 ESSAY TO SPARK further reflection and discussion (and possibly research). #ONSIDER ANY OF THE FOLLOWING TOPICS OR SOME OF YOUR OWN CHOOSING 043$ THE #HRISTMAS "OMBING THE CONFUSED AND EMBARRASSING EVACUATION OF THE !MERICAN %MBASSY THE RETURN OF THE VETERANS MODERN 536IETNAMESE RELATIONS ETC
7ITHOUT COMPROMISING THE PRIVACY OF THE INTERVIEWEES HAVE STUDENTS WHO INTERVIEWED THE SAME CATEGORIES OF SUBJECTS VETERANS CIVILIANS OR IMMIGRANTS COMPARE AND CONTRAST THE experiences described. A #OMPARE AND CONTRAST THE EXPERIENCES OF VETERANS FROM DIFFERENT SERVICE BRANCHES OR DIFFERENT YEARS OF THE WAR B %XPLORE THE IMPACT OF THE WAR ON CIVILIANS BASED ON GENDER AGE OR PERSONAL RELATIONSHIPS TO COMBATANTS C 4RY TO DETERMINE IF YEAR OF IMMIGRATION AGE OR COUNTRY OF ORIGIN AFFECTED THE IMMIGRANT EXPERIENCE
152 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LEGACIES OF THE VIETNAM WAR (1)
The dictionary defines “legacyv AS hSOMETHING HANDED DOWNxFROM THE PASTv 4HE LEGACIES OF THE 6IETNAM 7AR POSED AND STILL POSE AWESOME CHALLENGES FOR BOTH THE 5NITED 3TATES AND 6IETNAM
#ONVINCING (ANOI TO .EGOTIATE .ORTH 6IETNAM AND THE 5NITED 3TATES SENT DELEGATES TO 0ARIS TO NEGOTIATE AN END TO THE WAR )N /CTOBER 3ECRETARY OF 3TATE (ENRY +ISSINGER PROMISED hPEACE IS AT HANDv 4HEN THE PEACE NEGOTIATIONS BROKE DOWN 4HE 5NITED 3TATES LAUNCHED A MASSIVE AERIAL BOMBARDMENT OF .ORTH 6IETNAM $URING THIS h#HRISTMAS BOMBING v THE 5NITED 3TATES DROPPED OVER BOMBS ON THE CITIES OF (ANOI AND (AIPHONG 4HERE WAS MASSIVE DESTRUCTION 4HE 5NITED .ATIONS AND THE 0OPE CONDEMNED THE BOMBING #RITICS CALLED THE DAY BOMBARDMENT BRUTAL HORRIFIC AND UNCIVILIZED 4HE DESTRUCTION WAS COMPARED TO THAT OF FIVE ATOMIC BOMBS 4HE BOMBING PROBABLY DID MOTIVATE THE (ANOI GOVERNMENT TO RESUME THE PEACE TALKS 4HE .ORTH 6IETNAMESE DELEGATE ,E $UC 4HO returned to the negotiations in Paris.
0EACE 4HE 5NITED 3TATES AND .ORTH 6IETNAM SIGNED A CEASE FIRE AGREEMENT IN 0ARIS EFFECTIVE *ANUARY -ORE THAN EIGHT YEARS OF SUSTAINED COMBAT BETWEEN THE TWO NATIONS CAME TO AN END 4HE 3ECOND )NDO #HINA 7AR WAS OVER According to the Paris Accords: s 4HE 5NITED 3TATES WOULD WITHDRAW MOST COMBAT TROOPS s "OTH SIDES WOULD RELEASE ALL PRISONERS OF WAR .ORTH 6IETNAMESE COOPERATION ON THIS WOULD continue to be an issue) s !LL MILITARY ACTIVITIES IN ,AOS AND #AMBODIA WOULD END s 4HE TH PARALLEL WOULD CONTINUE TO BE THE BORDER BETWEEN .ORTH AND 3OUTH 6IETNAM UNTIL reunification )N REALITY THE 5NITED 3TATES STILL HAD OVER hADVISORSv IN 3OUTH 6IETNAM 4HEIR MISSION WAS TO HELP THE 3AIGON GOVERNMENT TO ADJUST TO ITS NEW STATUS DURING A STRANGE UNEASY TIME
3AIGON &ALLS !FTER THE 0ARIS !CCORDS WERE SIGNED THE 4HIRD )NDO #HINA 7AR BEGAN 4HE GOVERNMENTS IN (ANOI AND 3AIGON BATTLED FOR CONTROL OF 6IETNAM 4HE 5NITED 3TATES GAVE LITTLE MILITARY OR FINANCIAL SUPPORT TO THE 3AIGON GOVERNMENT &OR THE NEXT TWO YEARS 3OUTH 6IETNAM STEADILY LOST GROUND TO THE COMMUNIST .ORTH )N THE SPRING OF .ORTH 6IETNAM LAUNCHED AN OFFENSIVE AGAINST IMPORTANT CITIES NEAR 3AIGON 2ESISTANCE BY THE WEAKER FORCES OF 3OUTH 6IETNAM !26. EVAPORATED 2EMAINING 53 PERSONNEL SAW THAT 3AIGON WOULD SOON BE CAPTURED .OT WANTING TO RISK MORE LIVES DURING THE COMMUNIST TAKEOVER THE 53 BEGAN A LAST MINUTE EVACUATION (ELICOPTERS AIRLIFTED !MERICANS AND NEARLY 6IETNAMESE TO NEARBY AIRCRAFT CARRIERS #ALLED /PERATION &REQUENT 7IND THIS EVACUATION WAS CHAOTIC 4ELEVISION CAMERAS RECORDED DRAMATIC RESCUES FROM THE ROOF OF THE 53 EMBASSY ! DAY LATER !PRIL .ORTH 6IETNAMESE TROOPS SWEPT INTO 3AIGON 4HE GOVERNMENT OF 3OUTH 6IETNAM SURRENDERED !FTER DECADES OF CIVIL WAR 6IETNAM WAS REUNITED 4HE DREAM OF (O #HI -INH HAD BEEN ACHIEVED
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4HE 6ETS 2ETURN -UCH HAS BEEN WRITTEN AND DRAMATIZED ABOUT THE RETURN OF THE MEN AND WOMEN WHO SAW COMBAT IN 6IETNAM -ANY OF THE COLLECTIVE EXPERIENCES OF THESE PEOPLE MAY HAVE BEEN EXAGGERATED FOR LITERARY OR DRAMATIC PURPOSES (OWEVER ONE FACT REMAINS CLEAR SOLDIERS OF 6IETNAM WERE NOT HONORED WHEN THEY RETURNED 3OLDIERS RETURNING FROM 7ORLD 7AR )) WERE GREETED AS HEROES 4HEY WERE WELCOMED WITH PUBLIC CELEBRATIONS AND PARADES 3OLDIERS RETURNING FROM 6IETNAM WERE OFTEN MET WITH HOSTILITY OR SCORN AND SOMETIMES RAGE AND DISGUST 4HE PUBLIC WAS APPALLED BY REPORTS OF ATROCITIES COMMITTED BY 53 SOLDIERS LIKE THE KILLING OF CIVILIANS IN -Y ,AI 4O SOME ALL SOLDIERS DESERVED TO BE LABELED h"ABY +ILLERSv -OST VETS WERE FORTUNATE TO HAVE THEIR IMMEDIATE FAMILIES MEET THEM AT AIRPORTS OR TRAIN AND BUS TERMINALS 6ETERAN AND NOW POET 7ILLIAM %HRHART WROTE OF HIS EXPERIENCE AT 3AN &RANCISCO !IRPORT .O BRASS BANDS No flags, No girls, .O CAMERAMEN /NLY A SMALL BOY WHO ASKED ME WHAT THE RIBBONS ON MY JACKET MEANT
043$ %VERY WAR LEAVES SCARS ON ITS SURVIVORS 3OLDIERS OF EARLIER WARS SUFFERED POST COMBAT MALADIES Shell Shock in World War I and Battle Fatigue IN 7ORLD 7AR )) 3OLDIERS OF 6IETNAM SUFFERED Post Traumatic Stress Disorder (PTSD) )T HAS BEEN ESTIMATED THAT PERHAPS n VETS SUFFER FROM 043$ 043$ COMMONLY AFFLICTED SOLDIERS UNDER LONG PERIODS OF STRESS 6IETNAM WAS A MORE STRESSFUL WAR THAN EARLIER CONFLICTS 4HIS WAS DUE IN PART TO THE NATURE OF COMBAT THE OPPOSITION BACK HOME AND THE ELUSIVE NATURE OF THE ENEMY 7HEN THEY RETURNED MOST VETS MADE THE ADJUSTMENT TO CIVILIAN LIFE 4HEY SUCCESSFULLY SLIPPED BACK INTO THE ROUTINES OF NORMAL LIFE (OWEVER SOME DID NOT 043$ BECAME FOR SOME A DISABLING ILLNESS 3YMPTOMS INCLUDE DEPRESSION ANXIETY NUMBING AND DENIAL HYPER AROUSAL 3OME VETS SUFFER ESPECIALLY FROM FLASHBACKS TO WARTIME INCIDENTS INVOLVING THE KILLING OF CIVILIANS
3ERVICE WITH A #OST 2ECENT STUDIES SUGGEST THAT THE 6IETNAM 7AR TRAUMATIZED ITS WARRIORS NO MORE AND NO LESS THAN OTHER WARS 4HE DIFFERENCE LIES IN THE YOUNGER AGE OF THE 6IETNAM SOLDIERS AND THE hSHABBYv TREATMENT THEY RECEIVED AFTER RETURNING HOME 4HE CONTROVERSY OF THE WAR EXTENDED TO MIXED FEELINGS ABOUT THE MEN WHO FOUGHT THERE 6IETNAM VETS PAID A HIGH PRICE FOR THEIR BATTLE EXPERIENCE 3OLDIERS REPORTED THAT STRANGERS SPIT ON THEM 4HE CRITICISM AND NEGATIVE REACTIONS WERE PAINFULLY UNFAIR 3OLDIERS WERE STUNG BY THE LACK OF APPRECIATION FOR THEIR SACRIFICES 4HE NEGATIVE REACTIONS CERTAINLY MADE IT MORE DIFFICULT FOR VETS TO READJUST TO AND RECONNECT WITH CIVILIAN LIFE )N OUR MODERN MYTHOLOGY WE CONTINUE THIS DISSERVICE TO OUR 6IETNAM VETS 7E PAINT A GRIM PICTURE OF A SUICIDAL HOMELESS MISFIT WANDERING THE streets, existing on handouts.
154 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LEGACIES OF THE VIETNAM WAR (3)
3OUTHEAST !SIANS IN !MERICA !S THE WAR WOUND DOWN THE 5NITED 3TATES OPENED THE DOOR TO A FLOOD OF 3OUTHEAST !SIAN IMMIGRANTS 4HESE REFUGEES OF WAR CAME TO THE 5NITED 3TATES TO MAKE A NEW LIFE )MMIGRATION OCCURRED IN TWO DISTINCT WAVES &ROM TO ABOUT REFUGEES FLED 3OUTH 6IETNAM -OST OF THEM ARRIVED JUST AFTER THE COMMUNIST TAKE OVER OF 3AIGON IN -ANY WERE ESCAPING hBOAT PEOPLEv 4HEY FLED 6IETNAM IN FLIMSY VESSELS DRIFTING TOWARD FREEDOM FOR DAYS WITHOUT FOOD )T IS A STRONG AND ENDURING IMAGE OF DESPERATION AND COURAGE 4HIS IMAGE HAS HELPED THE 6IETNAMESE FIND ACCEPTANCE IN AN !MERICAN SOCIETY BITTER OVER LOSING A WAR TO !SIANS -OST STRUGGLED TO ADAPT -ANY HAVE FOUND SUCCESS THROUGH HARD WORK AND EDUCATION 3OME HAVE DEVELOPED BUSINESSES CATERING TO OTHER 6IETNAMESE /VER 6IETNAMESE RESIDED IN COMMUNITIES THROUGHOUT THE 53 BY THE TURN OF THE CENTURY h,ITTLE 3AIGON v IN 7ESTMINSTER /RANGE #OUNTY #ALIFORNIA IS THE LARGEST 6IETNAMESE COMMUNITY IN THE 5NITED 3TATES 4HE SECOND WAVE OF IMMIGRATION LASTED INTO THE S #ONFLICTS IN ,AOS AND #AMBODIA CAUSED PEOPLE THERE TO SEEK SAFETY IN THE 5NITED 3TATES 0ERHAPS AS MANY AS REFUGEES FROM 3OUTHEAST !SIAN COUNTRIES OTHER THAN 6IETNAM HAVE SETTLED IN THE 5NITED 3TATES SINCE THE WAR
6IETNAM 4ODAY )T WILL TAKE DECADES FOR 6IETNAM TO RECOVER FROM ITS THREE WARS OF LIBERATION %STIMATES ARE THAT BETWEEN n PERCENT OF THE PEOPLE WERE KILLED OR WOUNDED DURING THE h!MERICAN WARv 4HE COUNTRYSIDE WAS DEVASTATED 4HERE ARE VISIBLE SCARS AND CRATERS FROM MASSIVE AERIAL BOMBING #HEMICALS LIKE !GENT /RANGE RUINED 6IETNAMS FORESTS AND POISONED THE RIVERS -ANY 6IETNAMESE CHILDREN HAVE BEEN BORN WITH BIRTH DEFECTS )N THE YEARS SINCE 3AIGON BECAME (O #HI -INH #ITY 6IETNAM HAS CHANGED People MAGAZINE IN A SPECIAL YEARS LATER ISSUE IDENTIFIED FOUR WORDS THAT SUM UP POST WAR 6IETNAM JUBILATION REPRESSION DEPRIVATION AND REFORM 4HE GOVERNMENT IS STILL A COMMUNIST DICTATORSHIP 9ET THERE ARE BOTH POSITIVE AND NEGATIVE SIGNS IN 6IETNAM TODAY 2ECENT REFORMS SHOW 6IETNAM TO BE AN ASPIRING CAPITALIST ECONOMY 4HE SMALL NATION THAT DEFEATED THE 5NITED 3TATES IN A PROTRACTED WAR NOW hBRIMS WITH PROMISEv
#OSTS OF 6IETNAM 4HE 5NITED 3TATES FOUGHT IN 6IETNAM FOR OVER YEARS 4HE EMBARRASSING WITHDRAWAL IN WAS A CRUSHING LOSS 7ARS HAVE COSTS ON MANY LEVELS 4HE HUMAN COSTS OF THE 6IETNAM 7AR ARE ALMOST INCALCULABLE &ROM TO OVER !MERICANS DIED IN BATTLE OR FROM ACCIDENTS OR DISEASES 4HE LAST TWO 53 -ARINES WERE KILLED AS HELICOPTERS EVACUATED EMBASSY PERSONNEL 3OME WERE WOUNDED -ANY OF THE WOUNDED WERE MAIMED FOR LIFE 4HOUSANDS MORE SUFFER THE EMOTIONAL DAMAGE OF 043$ 3TILL OTHERS BATTLE THE EFFECTS OF !GENT /RANGE 4HOUSANDS STRUGGLE WITH DRUG HABITS BEGUN DURING THE WAR "EYOND THE HUMAN COSTS THE 5NITED 3TATES PAID A HEAVY PRICE ECONOMICALLY %XPERTS PUT THE FIGURE AT OVER BILLION IN DIRECT EXPENSES 4HE 53 WILL PAY OUT BILLIONS MORE for life-long benefits to veterans. Less easy to calculate is the legacy of a nation stung by defeat. The PEOPLE OF THE 5NITED 3TATES ARE NOW MORE CAUTIOUS 4HEY REALIZE THAT INVOLVEMENT IN WORLD AFFAIRS INVOLVES RISKS AND MAY HAVE LIMITATIONS
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 155 THE VIETNAM VETERAN’S MEMORIAL
4HE 6IETNAM 6ETERANS -EMORIAL IS KNOWN SIMPLY AS The Wall 4HE MEMORIAL IS A HORIZONTAL WINGED SHAPED STRUCTURE FEET LONG )T IS ON THE -ALL IN 7ASHINGTON $# )T SITS ON TWO ACRES BETWEEN THE 7ASHINGTON -ONUMENT AND THE ,INCOLN -EMORIAL 4HE NAMES OF OVER CASUALTIES SOLDIERS AND NURSES ARE INSCRIBED ON ITS MIRROR LIKE BLACK GRANITE PANELS )NSPIRATION
6IETNAM VETERAN *AN 3CRUGGS CAME UP WITH THE ORIGINAL IDEA (E WANTED TO HONOR THOSE WHO DIED IN COMBAT OR FROM RELATED CAUSES (E WAS INSPIRED BY THE FILM The Deer Hunter (IS VISION AND HARD WORK PAID OFF AS HE SHEPHERDED THE PROJECT THROUGH TO COMPLETION ! NATIONAL DESIGN COMPETITION BROUGHT IN OVER ENTRIES 4HE NON traditional design of Maya Ying ,IN WAS SELECTED -S ,IN WAS then a 22-year old Yale University ARCHITECTURE STUDENT 4HE n MILLION TO CONSTRUCT The Wall CAME FROM PRIVATE DONATIONS 4HE DREAM OF *AN 3CRUGGS BECAME REALITY IN .OVEMBER WHEN The Wall WAS DEDICATED !LMOST IMMEDIATELY !MERICANS BEGAN TO FEEL MORE POSITIVE ABOUT THIS WARS VETERANS
6ISITING THE 7ALL Since its dedication, The Wall IS ONE OF THE TWO MOST VISITED SITES IN THE NATIONS CAPITAL -ANY VISITORS USE PAPER AND BLACK CRAYON TO MAKE RUBBINGS OF NAMES INCISED ON The Wall 4HEY LEAVE MEMENTOS BEHIND TOKENS OF THEIR EMOTIONS 3OME LEAVE ITEMS YOU MIGHT EXPECTFLOWERS FLAGS MEDALS OR PHOTOS 3OME LEAVE MORE SENTIMENTAL ITEMS4EDDY BEARS BASEBALL GLOVES WEDDING RINGS AND LETTERS 3OME LEAVE MORE UNUSUAL ITEMSA DENTURE CUP AN OLD BIKE FENDER EVEN A (ARLEY $AVIDSON MOTORCYCLE .O ONE LEAVES The Wall UNAFFECTED BY THE STARK EXPANSE OF GRANITE WITH THE INSCRIBED NAMES .O ONE LEAVES UNMOVED The Wall, second only to the grunts THEMSELVES IS THE MOST VISIBLE REMINDER OF THE 6IETNAM 7AR )T IS ALSO THE MOST VISIBLE SYMBOL OF POST 6IETNAM RECONCILIATION AND HEALING
156 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT DESIGN A COMMUNITY WAR MEMORIAL
9OUR CLASS WILL NOW PARTICIPATE IN A COMPETITION TO DESIGN A 6IETNAM 7AR -EMORIAL 9OUR GOAL IS TO HONOR THE MEN AND WOMEN FROM YOUR COMMUNITY WHO DIED IN THE WAR %VEN IF YOUR COMMUNITY ALREADY HAS SUCH A MEMORIAL YOU WILL STILL DESIGN AND PRESENT YOUR OWN IDEA FOR A MEMORIAL 4HIS IS A DESIGN COMPETITION 9OU AND YOUR TEAM MUST LATER hSELLv YOUR DESIGN TO THE #ITY #OUNCIL 4HE COUNCIL WILL VOTE TO SELECT THE BEST DESIGN FOR YOUR COMMUNITY 'OOD ,UCK
9OUR 4ASK s 7ORK AS PART OF A TEAM TO DESIGN A 6IETNAM 7AR -EMORIAL FOR YOUR COMMUNITY s 0REPARE A PRESENTATION TO CONVINCE THE #ITY #OUNCIL THAT YOURS IS THE BEST MOST APPROPRIATE MEMORIAL DESIGN
2ESEARCH 7AR #ASUALTIES FROM YOUR #OMMUNITY s 5SE COUNTY OR CITY RECORDS OR THE )NTERNET 9OU MAY USE NAMES FROM AN EXISTING MEMORIAL s 7HEN YOU FIND THE NAMES WRITE THEM DOWN s 9OUR LIST DOES NOT HAVE TO INCLUDE MORE THAN NAMES )F YOU CANNOT FIND ENOUGH NAMES EXTEND YOUR RESEARCH TO A NEIGHBORING TOWN OR TOWNS
$ESIGN AN !PPROPRIATE -EMORIAL s 3COPE OF THE 0ROJECT 9OUR DESIGN MAY BE A POSTER OR A SCHEMATIC DRAWING 9OUR TEAM MAY EVEN BUILD A MODEL #ONSIDER THE FORM OF THE MEMORIAL ITS ARCHITECTURAL OR GEOMETRIC SHAPE #ONSIDER THE APPEARANCE OF THE MEMORIAL THE DECORATIONS AND WORDING #ONSIDER THE CONSTRUCTION OF THE MEMORIAL STONE CONCRETE GLASS ETC #ONSIDER THE USE OF PATRIOTIC SYMBOLS WATER FOUNTAINS COLOR STATUARY LANDSCAPING ETC s 3ITE 3ELECTION #ONSIDER AN ATTRACTIVE APPROPRIATE SETTING IN YOUR COMMUNITY 0ROVIDE EASY ACCESSIBILITY TO THE PUBLIC s !ESTHETIC #ONSIDERATIONS 6ISITORS MAY WANT A PEACEFUL SETTING IN WHICH TO BE REFLECTIVE 5SE GOOD TASTE #ONSIDER WHAT CRITICS COULD OBJECT TO IF YOUR DESIGN IS NON TRADITIONAL -AYBE READING MORE ABOUT -AYA 9ING ,INS DESIGN AND PHILOSOPHY WOULD HELP GUIDE YOU
0RESENT YOUR 0LAN s #ITY #OUNCIL 0ROCEDURES 0RESENTATIONS ARE LIMITED TO FIVE MINUTES 4HE USE OF VISUALS IS ENCOURAGED s 4EAM 2ESPONSIBILITIES %VERY MEMBER OF YOUR TEAM MUST CONTRIBUTE %XPLAIN THE PURPOSE FOR THE MEMORIAL %XPLAIN THE DESIGN AND SETTING $ESCRIBE THE MEMORIAL MATERIALS DECORATIONS ETC 3UMMARIZE WHY THIS DESIGN IS MOST APPROPRIATE FOR YOUR COMMUNITY
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4O THE )NTERVIEWEE 4HE PURPOSE OF THIS INTERVIEW ASSIGNMENT IS NOT TO PRY INTO ANOTHER PERSONS LIFE 2ATHER IT IS TO HELP THE PERSON INTERVIEWING YOU TO GAUGE THE REALITY OF SOLDIER LIFE DURING THE 6IETNAM 7AR "EING FORTHRIGHT and detailed about your experience is appreciated. .AME ______Tour of Duty: ______Branch of service: ______ 7HAT UNIT WERE YOU WITH ______2ANK AT END OF TOUR ______Draftee or Volunteer? ______)NTERVIEW QUESTIONS 7HAT DO YOU REMEMBER ABOUT GETTING YOUR DRAFT NOTICE ______2. What do you recall about your pre-induction physical? ______ 7HAT MEMORIES DO YOU HAVE ABOUT LEAVING FOR BOOT CAMP BASIC TRAINING AND BOOT CAMP ITSELF ______ 7HAT WERE YOUR IMPRESSIONS OF 6IETNAM IN THE FIRST FEW DAYSWEEKS ______ 7OULD YOU PLEASE DESCRIBE FIVE IMPRESSIONS ABOUT YOUR COMBAT EXPERIENCES IN 6IETNAM s ______s ______s ______s ______s ______ !T WHAT POINT DID YOU START COUNTING THE DAYS UNTIL YOUR TOUR OF DUTY WAS OVER ______
158 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT VIETNAM VETERAN INTERVIEW (2)
$ID YOU RETURN HOME EARLY 7HY ______8. Where did you go for R & R? ______ 7ERE YOU AWARE OF THE USE OF ILLEGAL DRUGS AMONG 53 TROOPS ______ 7HAT DID YOU EXPERIENCE RETURNING TO hTHE WORLDv THE FLIGHT MEETING STRANGERS FAMILY REUNION ______ 7HAT THREE WORDSPHRASES SUM UP YOUR MILITARY SERVICE DURING THE 6IETNAM 7AR s ______s ______s ______Signature: ______ $ATE OF INTERVIEW ______ )NTERVIEWER ______4O THE )NTERVIEWER !FTER THIS INTERVIEW COMPARE THE EXPERIENCES OF YOUR 6IETNAM 6ET INTERVIEWEE WITH THE ESSAY ! 'RUNTS 7AR (OW ACCURATE IS THE ESSAY (OW WERE THE TWO EXPERIENCES DIFFERENT ______
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4O THE )NTERVIEWEE 4HE PURPOSE OF THIS INTERVIEW ASSIGNMENT IS NOT TO PRY INTO ANOTHER PERSONS LIFE 2ATHER IT IS TO HELP THE PERSON INTERVIEWING YOU TO UNDERSTAND THE 6IETNAM 7AR %RA EXPERIENCE FOR THOSE WHO DID NOT SERVE IN THE MILITARY AT THAT TIME "EING FORTHRIGHT AND DETAILED ABOUT YOUR RECOLLECTIONS IS APPRECIATED .AME ______Were you subject to the draft? ______)NTERVIEW QUESTIONS $ID YOU KNOW MEN OR WOMEN WHO SERVED IN 6IETNAM ______ $ID YOU KNOW ANYONE WHO DID NOT SURVIVE A TOUR OF DUTY IN 6IETNAM ______ !T THE TIME HOW DID YOU FEEL ABOUT 5NITED 3TATES INVOLVEMENT IN 6IETNAM ______ 7OULD YOU PLEASE DESCRIBE FIVE IMPRESSIONS ABOUT THE TIME OF THE 6IETNAM 7AR s ______s ______s ______s ______s ______ $ID YOUR FAMILY EXPERIENCE THE hGENERATION GAPv IN DISPUTES ABOUT 6IETNAM ______ $ID THE WAR AFFECT YOUR LIFE PERSONALLY DID YOU CHANGE YOUR LIFE PLANS IN ANY WAY ______
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7HAT DO YOU REMEMBER ABOUT THE POLITICAL TURMOIL OF THE LATE S ______ $ID YOU TAKE PART IN ANY ANTIWAR DEMONSTRATIONS ______ (AS THE 6IETNAM 7AR EXPERIENCE AFFECTED HOW YOU FEEL ABOUT OUR GOVERNMENT ______ (AS THE 6IETNAM 7AR EXPERIENCE AFFECTED HOW YOU FEEL ABOUT MILITARY ACTIONS IN OTHER COUNTRIES ______ 7HAT THREE WORDSPHRASES SUM UP YOUR UNDERSTANDING OF THE LEGACY OF THE 6IETNAM 7AR s ______s ______s ______Signature: ______ $ATE OF INTERVIEW ______ )NTERVIEWER ______
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 161 ASIAN IMMIGRANT INTERVIEW (1)
4O THE )NTERVIEWEE 4HE PURPOSE OF THIS INTERVIEW ASSIGNMENT IS NOT TO PRY INTO ANOTHER PERSONS LIFE 2ATHER IT IS TO HELP THE PERSON INTERVIEWING YOU TO UNDERSTAND THE !SIAN IMMIGRANT EXPERIENCE IN THE CONTEXT OF THE 6IETNAM War. Being forthright and detailed about your recollections is appreciated. .AME ______ 9EAR OF IMMIGRATION ______Country of origin: ______ !GE WHEN YOU IMMIGRATED ______ 6IETNAM #AMBODIA ,AOS OTHER )NTERVIEW QUESTIONS &OR WHAT SPECIFIC REASONS DID YOU LEAVE YOUR NATIVE COUNTRY AND COME TO THE 53 ______ $ID YOU LEAVE FAMILY BEHIND ______ 7HAT ARE YOUR MOST VIVID RECOLLECTIONS ABOUT Leaving your native land? ______Your journey to the U.S.? ______9OUR FIRST FEW DAYSWEEKS IN !MERICA ______ 7HAT WERE YOUR FIRST IMPRESSIONS OF THE !MERICAN PEOPLE YOU ENCOUNTERED ______162 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT ASIAN IMMIGRANT INTERVIEW (2)
7HAT WERE YOUR FIRST IMPRESSIONS OF !MERICAN CULTURE AND VALUES WHAT THEY CHERISHED LIFESTYLE HABITS MOVIES MUSIC FOODS BELIEFS ETC ______ 7HATWHO MADE IT EASIER TO ADJUST TO !MERICAN LIFE 7ERE YOU SPONSORED ______ !FTER ARRIVING WHAT KIND OF JOBS DID YOU OR YOUR PARENTS TAKE TO MAKE A LIVING IN THE 53 ______ $O YOU THINK YOUR EXPERIENCE WAS TYPICAL FOR POST WAR IMMIGRANTS ______ $O YOU HAVE CHILDREN OR GRANDCHILDREN WHO WERE BORN IN THE 5NITED 3TATES (AVE YOU SHARED YOUR STORY OF IMMIGRATION WITH THEM ______ 7HAT THREE WORDS OR PHRASES SUM UP YOUR EXPERIENCES COMING TO AND LIVING IN THE 53 s ______s ______s ______Signature: ______ $ATE OF INTERVIEW ______ )NTERVIEWER ______
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,ESSON 5NIT 2EVIEW /BJECTIVES s 2EVIEW AND RELEARN CONCEPTS AND CONTENT OF VIETNAM unit s 'RASP THE TOTALITY OF THE 6IETNAM 7AR EXPERIENCE FOR THE 5NITED Four Days States
-ATERIALS s 3TUDENT 'UIDES — class set s !.!,/')%3 — class set s 3#!&&/,$).' — class set s (!)+5 0/%429 4!3+ — class set or transparency s 6)%4.!- 7!2 -).$ -!0 — class set Individuals, Student Pairs, s 0%235!3)6% %33!9 25"2)# — class set + transparency and Competitive Teams (optional) s ,INED PAPER — class set 4EACHER 2EFERENCE s 6IETNAM 0ERSPECTIVE !NALOGIES — transparency s Scaffolding -ODELS (1–2) — transparency s Scaffolding -ODELS !NSWER +EY s 6IETNAM 7AR 1UIZ 3HOW 0ROMPTS (1–2) — one (for teacher/ moderator use) s 6IETNAM 7AR 1UIZ 3HOW 2ESPONSES (1–2) — one (for teacher/ moderator use) * Use the 6IETNAM 0ERSPECTIVE !NALOGIES TO CLARIFY THE ASSIGNMENT AND EASE STUDENTS INTO WORK 5NCOVER ANSWERS DURING DISCUSSION
3ETUP $ECIDE IN WHAT ORDER YOU WILL INTRODUCE THE VARIOUS REVIEW Review activities include: s !NALOGIES activities. 0REPARE ALL HANDOUTS AND OTHER MATERIALS PRIOR TO CLASS s 3CAFFOLDING s (AIKU 0OETRY )F STUDENTS WORK TOGETHER ON ANY OF THE ACTIVITIES MAKE s 6IETNAM 7AR 1UIZ 3HOW ACCOMMODATIONS AS APPROPRIATE s -IND -AP -OTIVATOR s !SK h(OW MANY OF YOU CAN TELL ME THE FACTS AND read DIFFERENT INTERPRETATIONS OF THE 'ULF OF 4ONKIN )NCIDENT or tell 7HAT ARE THREE SYMPTOMS OF A PERSON SUFFERING FROM 043$ 7HAT IS THE DIFFERENCE BETWEEN AN .6! AND 6# soldier? 4HESE AND OTHER QUESTIONS MAY BE HARD TO ANSWER AFTER WEEKS OF SO MUCH INFORMATION LEARNED "UT THATS THE PURPOSE FOR A REVIEW WHICH IS OUR FOCUS NOWv
164 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT LESSON 14 TEACHING DIRECTIONS
2EVIEW 0ROCEDURES !NALOGIES 1. Arrange students into study pairs. Define analogies: finding CONNECTIONS OR LIKENESS IN THINGS PEOPLE EVENTS
$ISTRIBUTE !.!,/')%3 THEN ILLUMINATE THE 6IETNAM 0ERSPECTIVE !NALOGIES TRANSPARENCY 4HIS DEMONSTRATES HOW TO DO ANALOGY PROBLEMS 9OU MAY DEVELOP YOUR OWN EXAMPLES Be sure to uncover only the prompt (and keep the answer covered) for TO SUPPLEMENT THE ANALOGY PROBLEMS OR HAVE STUDENTS CONCEIVE each analogy as you work down THEIR OWN !LLOW TIME FOR STUDENTS TO SOLVE THE PROBLEMS the page.
!NSWERS TO !.!,/')%3 BUT BE OPEN TO STUDENTS LOGIC 7ORLD 7AR )) 'ULF OF 4ONKIN 3OUTH 6IETNAM (ANOI .APALM 7ORLD 7AR ) 7ORLD 7AR )) 'ENERAL 7ESTMORELAND 6IETNAM 7AR BATTLE FATIGUE OR SHELL SHOCK The nature of thinking about 6. Lyndon Johnson : Civil War comparisons or analogies may 7. Civil War : Tet Offensive produce conflicts over “correct” 6IETNAM 7AR 7OODROW 7ILSON answers or responses. When students come up with answers different 9. Great Depression : 1968 than the key, hear them out for their 10. Revolutionary War : Kent State reasoning. Their reasoning process 11. World War II : 19 or 21 may be more important than the !RMISTICE 6IETNAM 7AR assignment itself. 7ORLD 7AR )) COMMUNISM 14. World War II : Grunt
Scaffolding )LLUMINATE THE FIRST TOPIC ON 3CAFFOLDING -ODELS (1) as an EXAMPLE 9OUR VISUAL LEARNERS WILL BENEFIT FROM USING THIS If this is a new technique for you, GRAPHIC TECHNIQUE TO ORGANIZE DATA FROM TEXT MATERIAL 3HOW use the Scaffolding Models Answer THE SECOND TOPIC AND COMPLETE WITH STUDENT SUGGESTIONSINPUT Key to guide this transparency work. 3HOW THE FIRST TOPIC ON 3CAFFOLDING -ODELS AND HAVE THEM COMPLETE ON THEIR OWN PAPER
7HEN EVERYONE IS FINISHED COMPLETE ON THE TRANSPARENCY There is no key. You decide how #HECK FOR UNDERSTANDING 7ORK THROUGH THE SECOND TOPIC ON accurate student responses are. 3CAFFOLDING -ODELS WITH STUDENT SUGGESTIONSINPUT 7HEN you are sure that students are secure in their understanding of HOW TO WORK SCAFFOLDING DISTRIBUTE 3#!&&/,$).'
(AVE STUDENTS MAKE THEIR OWN SCAFFOLDING GRAPHICS OF ONE OF THE FOUR TOPICS SHOWN 4HEY CAN USE THE HANDOUT OR THEIR OWN PAPER #OLLECT ALL STUDENT WORK
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(AIKU 0OETRY 4ASK #ONSIDER THESE OPTIONS FOR THIS REFLECTIVE WRITING ACTIVITY a. Topic Selection Options s )LLUMINATE THE TRANSPARENCY AND ALLOW STUDENTS TO SELECT A TOPIC FOR THEIR HAIKU s 3HOW THE TRANSPARENCY RANDOMLY ASSIGN TOPICS TO STUDENTS B #OMPOSITION /PTIONS s )LLUMINATE THE TRANSPARENCY FOR BACKGROUND THEN STUDENTS WRITE THEIR HAIKU ON THEIR OWN PAPER s $ISTRIBUTE THE (!)+5 0/%429 4!3+ HANDOUTS AND HAVE STUDENTS WRITE THEIR HAIKU ON THE HANDOUT
4ELL THEM THAT AT THE NEXT CLASS MEETING THEY WILL PERFORM their POEMS IN ONE DRAMATIC BREATH AND THEN TURN IN THEIR WRITTEN WORK “Slam” poetry has been a learning 0ERFORMANCE CRITERIA INCLUDE strategy for years, but without this dramatic label. Have students a. Use one breath only to recite. follow the guidelines given here. b. Be loud and passionate. You should be the first to present, c. Involve the audience if possible. setting a high standard. (AVE STUDENTS PERFORM THEIR (AIKU POEMS IN A DRAMATIC hSLAMv STYLE FORMAT !WARD POINTS OR GRADES AS APPROPRIATE
6IETNAM 7AR 1UIZ 3HOW ! FULL REVIEW ACTIVITY 3ET UP YOUR FRONT BOARD TO RESEMBLE A GAME BOARD %XAMPLE #AUSES53 0ROTEST$RAFT #OMBAT 0EOPLE 4HE %NEMY 6IETNAM )NVOLVEMENT %VASION 10 10 10 10 10 10 20 20 20 20 20 20 30 30 30 30 30 30 40 40 40 40 40 40 50 50 50 50 50 50 60 60 60 60 60 60
(OW THE GAME IS PLAYED s $IVIDE THE CLASS INTO n TEAMS OF CONTESTANTS "EGIN WITH ONE CONTESTANT FROM EACH TEAM 2OTATE TURNS AMONG THE CONTESTANTS 3ET A TIMER OR ROTATE PANELS AFTER EVERY SO MANY SQUARES ARE REVEALED 4HIS WILL INVOLVE MORE STUDENTS s #ONTESTANTS SELECT A CATEGORY AND A SQUARE WITH A GIVEN point value. s 9OU READ THE INFORMATION ASSOCIATED WITH THAT SQUARE FOUND on 6IETNAM 7AR 1UIZ 3HOW 0ROMPTS (1–2). s 4HE CONTESTANT MUST COME UP WITH THE CORRECT question for THE INFORMATION GIVEN
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s )NSIST THAT THE CONTESTANTS RESPOND in the form of a question, NOT A STATEMENT s #HECK THE ACCURACY OF THE RESPONSE WITH THE 6IETNAM 7AR Read the prompts at least two times. 1UIZ 3HOW 2ESPONSES (1–2). This will give students time to be sure they understand the clues. s 0LAY BOTH ROUNDS OF THE 1UIZ 3HOW AS TIME PERMITS Demanding that the students -IND -AP answer in the form of a question is s $ISTRIBUTE 6)%4.!- 7!2 -).$ -!0 %XPLAIN THAT CREATING a much more challenging thinking A MIND MAP WILL HELP STUDENTS ORGANIZE INFORMATION FOR A UNIT task for the students! TEST %ITHER ALLOW TIME IN CLASS FOR STUDENTS TO BEGIN OR ASSIGN AS HOMEWORK
$EBRIEFING#LOSURE 2EMIND STUDENTS OF ANY PAPERS DUE ANDOR THE DATE OF THE FINAL UNIT EXAM
2. ,EARNING ,OG 4OPIC 7RITE A PARAGRAPH ESSAY EXPLAINING WHAT ONE PERSON EVENT OR IDEA STANDS OUT THE MOST FROM THE ENTIRE UNIT $EFEND YOUR THESIS STATEMENT WITH THREE POINTS 30+ minutes s /NE PARAGRAPH INTRODUCES YOUR THESIS AS TO WHAT IS or assign as homework 4(% MOST IMPORTANT PERSON EVENT OR IDEA IN THE UNIT s 4HREE BODY PARAGRAPHS SUPPORT YOUR THESIS WITH THREE Have students write a persuasive MAIN POINTS REASONS essay promoting one aspect of the Vietnam study. Encourage them to s /NE PARAGRAPH SUMMARIZES YOUR ARGUMENTS AND RESTATES defend their thesis statement with your thesis. three main points. Distribute or post the PERSUASIVE ESSAY RUBRIC 3. %XAM with this assignment. This rubric /PTION : 2E ADMINISTER THE 02%4%34 TO CLEARLY INDICATE HOW is adapted from Interact’s BASIC STEPS writing program. MUCH THE STUDENTS HAVE LEARNED DURING THE UNIT /PTION #ONSTRUCT YOUR OWN EXAMINATION OF THE UNIT BASED ON YOUR COURSE OBJECTIVES AND MATERIAL THAT YOU COVERED
4O %XTEND THE ,ESSON (AVE STUDENTS EVALUATE THE MANY ESSAYS AND ACTIVITIES WITHIN the 6)%4.!- UNIT (AVE THEM SPECIFY WHICH ONES WERE PARTICULARLY MEANINGFUL OR ENJOYABLE !SK THEM TO EXPLAIN WHY
#ONSIDER CELEBRATING THE END OF THE UNIT WITH A FESTIVAL A 3ERVE 6IETNAMESE FOODS PREPARED BY YOUR STUDENTS Attendance by some of the B (AVE STUDENTS SHARE THEIR FAVORITE ACTIVITY CREATION FROM ANY interviewees could be a highlight of the review. Some visitors might ,ESSON POEM TABLEAU SKIT BIO CUBE ETC be willing to speak. C %NCOURAGE STUDENTS TO SHARE FAMILY ARTIFACTS RELATING TO THE 6IETNAM %RA D )NVITE ONE OR MORE ,ESSON INTERVIEWEES TO ATTEND AND FORMALLY OR INFORMALLY ADDRESS THE CLASS INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 167 ANALOGIES
.AMES ______Period: ______Analogies ARE COMPARISONS BETWEEN TWO THINGS PEOPLE OR EVENTS #OMPLETE THESE ANALOGIES 4HESE ANALOGIES WILL REVEAL THE RELATIONSHIP OF 6IETNAM WITH OTHER CONFLICTS "E PREPARED TO DISCUSS YOUR CHOICES WITH THE CLASS
1. Pearl Harbor is to ______as “ ______ v IS TO THE 6IETNAM 7AR
2. Saigon is to ______as ______ IS TO .ORTH 6IETNAM
3. ______ IS TO THE 6IETNAM 7AR AS MUSTARD GAS IS TO ______.
'ENERAL %ISENHOWER IS TO ______as ______ IS TO THE 6IETNAM 7AR
5. PTSD is to ______as ______is to WW II.
6. ______ IS TO THE 6IETNAM 7AR AS !BRAHAM ,INCOLN IS TO ______.
7. Gettysburg is to ______as ______ IS TO THE 6IETNAM 7AR
8. Richard Nixon is to the ______as ______is to WW I.
9. 1932 is to ______as ______ IS TO THE 6IETNAM 7AR
10. The Boston Massacre is to ______as ______ IS TO THE 6IETNAM 7AR
11. 26 years old is to ______as ______ IS TO THE 6IETNAM 7AR
12. ______is to WW I as cease-fire is to ______.
&ASCISM IS TO ______as ______ IS TO THE 6IETNAM 7AR
14. G.I. Joe is to ______as ______ IS TO THE 6IETNAM 7AR
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.AME ______Period: ______3OURCE 4OPIC Student Guide 0OST TRAUMATIC 3TRESS $ISORDER ,EGACIES OF THE 6IETNAM 7AR ,ESSON
3UMMIT "ACKGROUND ,ESSON ,YNDON *OHNSON(O #HI -INH 3UMMIT A Contrast of Cultures 1965 (Lesson 5) 3. The Contrast of Cultures Soldiers of the North: The Other Side (Lesson 9)
!MERICANS IN #APTIVITY 0/7S AND -)!S ,ESSON !MERICAN 0RISONERS OF 7AR IN .ORTH 6IETNAM
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 169 HAIKU POETRY TASK
.AME ______Period: ______
4HE RECITATION OF A HAIKU POEM COULD BE DEFINED AS hONE BREATH POETRYv ! HAIKU CONSISTS OF THREE LINES OF nn SYLLABLES 3INCE THEY ARE SO SHORT A HAIKU SHOULD BE SPOKEN WITHOUT TAKING A SECOND BREATH ! HAIKU IS EXCELLENT TO SUM UP A TOPIC WITH FEELING OR REFLECTION 9OU WILL WRITE AND RECITE YOUR OWN HAIKU ON ONE ASPECT OF THE 6IETNAM 7AR #OLOR AND ILLUSTRATE THE FINISHED POEM
4OPICS .6! 4ET /FFENSIVE 2OLLING 4HUNDER 'EOGRAPHY OF 6IETNAM 'RUNTS &ALL OF 3AIGON $RAFT LOTTERY 6IETNAMESE IN !MERICA PTSD Helicopters Ho Chi Minh Trail Search & Destroy Missions 0ROTEST MUSIC -Y ,AI -ASSACRE 6IETNAMESE CIVILIANS DURING WAR -)!S !GENT /RANGE $OMINO 4HEORY 6#.6! TUNNELS 3$3 6IETNAM 7ALL #HASING #HARLIE &IREFIGHTS IN THE BUSH Ceasefire Green Berets Pentagon papers Going underground .APALM $RAFT EVADERS 2ETURNING SOLDIERS 'ULF OF 4ONKIN )NCIDENT 6IET #ONG 6IETNAMIZATION 0/7S 'UERRILLA WAR TACTICS +ENT 3TATE !NTIWAR PROTESTS !MERASIANS CHILDREN OF 53 SOLDIERS AND !SIAN WOMEN
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#(%#+ &/2 5.$%234!.$).' 5SE AS A REVIEW BEFORE TEST
#LUSTERING DATA YOU HAVE LEARNED RESULTS IN A SORT OF hMIND MAPv 5SE THE MIND MAP FRAMEWORK TO ORGANIZE WHAT YOU KNOW ABOUT THE 6IETNAM 7AR !DD BRANCHES AS YOU WISH
G run s ts W se ar au C
The naMese 6IETNAM The Viet War MI 1964–1975 As / P OWs est rot L d P eg an ac ce E ie n f s ta f sis e e l c R l t t a s raf W D e h T
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0ERSUASIVE %SSAY &ORM 0ERSUASIVE %SSAY #ONTENT )NTRODUCTION OF 4HESIS 0ARAGRAPH: 0ERSUASIVE %SSAY %LEMENTS s 4HREE -AIN 0OINTS SUPPORT THESIS s 4HESIS IS AN IMPORTANT INTERESTING ISSUE (1st point = Bing, 2nd = Bang, and 3rd = Bongo) s 2ELEVANT FACTS EXPERIENCES ANDOR EXPERTS s "ING "ANG AND "ONGO USE PARALLEL GRAMMATICAL opinions to support thesis FORM s %SSAY INVITES THE AUDIENCE TO SHARE THE AUTHORS opinion "ING 0ARAGRAPH: s 0ERSUASIVE LANGUAGE ADDS EMPHASIS TO AUTHORS s "ING STATED AS A 'ENERAL 3TATEMENT opinion s /NE TO TWO 3PECIFIC $ETAILS SUPPORTING "ING s !UTHOR COMMENTARY ON FACTS AND 3PECIFIC $ETAILS "ANG 0ARAGRAPH: TO FURTHER ENHANCE THE EMPHASIS OF THE 4HESIS s 4RANSITION INTRODUCING "ANG 4HREE /RGANIZATIONAL 0RINCIPLES s "ANG STATED AS A 'ENERAL 3TATEMENT 0REVIEW 4HESIS WITH THREE RELATED 'ENERAL s /NE TO TWO 3PECIFIC $ETAILS SUPPORTING "ANG 3TATEMENTS "ING "ANG AND "ONGO "ONGO 0ARAGRAPH: 'ENERAL 3TATEMENTS HAVE RELEVANT SUPPORT FROM s 4RANSITION INTRODUCING "ONGO 3PECIFIC $ETAILS FACTS CONCRETE EXAMPLES s "ONGO STATED AS A 'ENERAL 3TATEMENT 3UMMARY RE STATES 4HESIS INCLUDING "ING "ANG s /NE TO TWO 3PECIFIC $ETAILS SUPPORTING "ONGO AND "ONGO IN SAME ORDER 3UMMARY 0ARAGRAPH: s 4RANSITION TO 3UMMARY s 4HESIS RESTATED AS SUMMARY "ING "ANG AND "ONGO IN SAME ORDER 0ERSUASIVE %SSAY 2UBRIC %XEMPLARY %SSAY %XCEEDS THE STANDARD s #LEARLY AND CONSISTENTLY CONTAINS ALL 0ERSUASIVE %SSAY ELEMENTS s $EMONSTRATES UNDERSTANDING AND APPLICATION OF THREE ORGANIZATIONAL PRINCIPLES s )NCLUDES INTERESTING APPROPRIATE TRANSITIONS TO BEGIN EACH PARAGRAPH s 5SES EFFECTIVE INTERESTING FIRST AND LAST SENTENCES s )NCLUDES DESCRIPTIVE COMMENTARY FEELINGS OPINIONS OBSERVATIONS OR REFLECTIONS AND 3PECIFIC $ETAILS %XPECTED %SSAY -EETS THE STANDARD WITH QUALITY s !DEQUATELY CONTAINS ALL THE 0ERSUASIVE %SSAY ELEMENTS s !PPLIES THREE ORGANIZATIONAL PRINCIPLES s )NCLUDES TRANSITIONS TO BEGIN EACH PARAGRAPH s 5SES EFFECTIVE FIRST AND LAST SENTENCES s -AY INCLUDE DESCRIPTIVE COMMENTARY FEELINGS OPINIONS OBSERVATIONS OR REFLECTIONS AND 3PECIFIC $ETAILS .EARLY 4HERE )NCONSISTENTLY MEETS THE STANDARD s ,ACKS SOME OF THE 0ERSUASIVE %SSAY ELEMENTS s )NCOMPLETELY OR INCONSISTENTLY APPLIES THREE ORGANIZATIONAL PRINCIPLES s )NCONSISTENTLY USES TRANSITIONS TO BEGIN PARAGRAPHS s )NCONSISTENTLY OR INCORRECTLY ATTEMPTS INTERESTING FIRST AND LAST SENTENCES )NCOMPLETE (AS NOT MET THE STANDARD s $OES NOT CONTAIN MANY OF THE 0ERSUASIVE %SSAY ELEMENTS s $OES NOT INCLUDE SOME OR ALL OF THE THREE ORGANIZATIONAL PRINCIPLES s )NCONSISTENTLY USES OR DOES NOT USE TRANSITIONS TO BEGIN PARAGRAPHS s ,ITTLE OR NO ATTEMPT TO WRITE INTERESTING FIRST AND LAST SENTENCES
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%XAMPLES OF ANALOGIES
"ASEBALL
9ANKEES ARE TO ______as ______are to Los Angeles.
!NSWERS .EW 9ORK $ODGERS
,EADERSHIP
President is to the ______as ______ IS TO THE 5NITED +INGDOM
!NSWERS 5NITED 3TATES 0RIME -INISTER
'EOGRAPHY
______is to Mexico as Paris is to ______.
!NSWERS -EXICO #ITY &RANCE
'ENERAL
Heart is to ______as ______ IS TO AUTOMOBILES
!NSWERS HUMANS ENGINE
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)N )NDOCHINA FROM n THE 6IETNAMESE FOUGHT WARS AGAINST THE &RENCH THE !MERICANS AND THEN FOR TWO YEARS AGAINST EACH OTHER
Indo China Wars: Vietnamese
VS. VS. VS. The French The United States North / South
)N !UGUST TWO SEPARATE ATTACKS ON 53 DESTROYERS IN THE 'ULF OF 4ONKIN LED 0RESIDENT ,YNDON *OHNSON TO ESCALATE THE WAR IN 6IETNAM 4HE FIRST ATTACK ON !UGUST WAS MADE BY .ORTH 6IETNAMESE TORPEDO BOATS ON EARLY 3UNDAY MORNING AND LASTED ABOUT MINUTES -ANY HAVE QUESTIONED THE FACTS SURROUNDING THE SECOND ATTACK OF 4UESDAY !UGUST #RITICS HAVE NOTED THAT CLEAR EVIDENCE SHOWS THAT THE SECOND ATTACK NEVER HAPPENED 9ET *OHNSON USED BOTH INCIDENCES AS A PRETEXT TO ESCALATE THE WAR THROUGH A JOINT RESOLUTION FROM #ONGRESS
Gulf of Tonkin Incident August 1964
1st Attack 2nd Attack August 2 August 4
USS North Sunday North Maddox May never Vietnamese A.M.; Vietnamese USS Maddox And have torpedo 20-minute torpedo USS Turner happened boats attack boats Joy
Gulf of Tonkin Resolution: Escalation
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4HE 6IETNAM 7AR COURSES THROUGH THE PRESIDENTIAL ADMINISTRATIONS OF *OHN +ENNEDY n Lyndon Johnson (1963–1969) and Richard Nixon (1969–74).
Vietnam War 1961–1973
John Kennedy Lyndon Johnson Richard Nixon 1961–1963 1963–1969 1969–1974
4WO TH CENTURY WARS 7ORLD 7AR )) AND 6IETNAM OFFER TO THE HISTORIAN GREAT CONTRASTS h4HE 'OOD 7ARv WAS FOUGHT TO RID THE WORLD OF (ITLERS &ASCISM )T WAS PATRIOTICALLY SUPPORTED BY MOST !MERICANS AND ITS ')S WERE CHEERED AS HEROES WHEN THEY RETURNED TO 53 SHORES 7ORLD 7AR )) WAS !MERICAS GREATEST TRIUMPH 6IETNAM ON THE OTHER HAND WAS A hBADv WAR FOUGHT BY hGOODv WARRIORS 7HAT APPEARED TO BE A CIVIL WAR BECAME A QUESTIONABLE FIGHT FOR !MERICA &EW WARS CAUSED AS MUCH DISSENT AND PROTEST 3ADLY RETURNING SOLDIERS WERE SPIT UPON CURSED AND VISIBLY UNAPPRECIATED BY MANY !MERICANS 6IETNAM IS THE ONLY WAR THE 53 LOST
20th Century Wars: a comparison
WWII Vietnam
America’s A Returning Returning greatest Supported America’s questionable Vets not GIs triumph; by biggest loss’ war: much appreciated, greeted as “The Good Americans A bad war dissent and cursed, spat heroes War” to rid fought by protest upon the world good Fascism, warriors Hitler
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 175 SCAFFOLDING MODELS ANSWER KEY
(These are possible ANSWERS TO THE 3CAFFOLDING -ODELS 9OU OR YOUR STUDENTS MAY COME UP WITH different responses.) 1. PTSD
Symptoms of Post Traumatic 500,000 Vietnam Like battle fatigue, depression, anxiety, Stress Disorder vets affected shell shock disorders denial, hyper-arousal, of previous wars flashbacks
2. Lyndon Johnson / Ho Chi Minh Summit
Lyndon Johnson (United States) Ho Chi Minh (North Vietnam)
Tet Wages war A Side-tracked U.S. Willing to fight displayed An for liberation frustrating Great Society growing forever for enemy’s obsession from foreign war programs weary independence tenacity domination
Result: Resolution / understanding / cease fire
3. The Contrast of Cultures
The Vietnamese The Americans
Roots in Resistance Conquer Success Roots in Spiritual values/ Europe, to foreign and and material China restraint Rome, invaders dominate goods Greece
4. American POWs in Vietnam
Treatment Survival
Electrocuted, Need Tough, Developed Beaten/ Fed boiled rat, suffocated, kept social durable, code for tortured nearly starved filthy contact resourceful communicating
176 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT VIETNAM WAR QUIZ SHOW PROMPTS (1) MILITARY ACTION WITH THISneed the SenateESCALATE THE WAR HE DID NOT to authorize ALLOWED 0RESIDENT *OHNSON TO 4HE 'ULF OF 4ONKIN 2ESOLUTION 'ULF OF 4ONKIN SO CALLED ATTACK IN THE the before this doing 4WO 53 SHIPS WERE Southeast Asia. 53 INVOLVEMENT IN for principle guiding 4HIS THEORY WAS THE 6IETNAM TO ESCALATE THE WAR IN !MERICANSv IN ORDER DECEIVED HIS hFELLOW president U.S. This THE IMPACT OF THIS EVENT SHADOWS THE FACTS IF NOT 6IETNAM ALTHOUGH DOUBT 4HE h0EARL (ARBORv OF War. Indo-China First the in nation European this THE 6IETNAMESE FOUGHT U.S., the fighting Before Causes / U.S. / Causes Involvement 60 50 40 30 20 10 AND NO TERRITORY TO TAKE WAS NO FRONT TO ADVANCE KILL RATIOS SINCE THERE and counts Withbody WITH 53 TROOPS firefightsafter disappear the VC helped These NVAand VC pursue to patrolling aggressiveusing (UMPING THE BOONIES ELUSIVE TENACIOUS ENEMY SNAKES INSECTS AND AN large dehydration, %XTREME HEAT FOR THE 53 IN THE WAR MOST EFFECTIVE hWEAPONv 4HIS WAS PROBABLY THE 6IETNAM 7AR NICKNAMED THIS IN THE 53 INFANTRYMEN WERE Combat 60 50 40 30 20 10 underground go or flee, toe, a off gay,letter,act shoot FABRICATE A DOCTORS status, C.O. for Apply THE WAR in victory of confidence SHATTERED !MERICAN 6IETNAMESE OFFENSIVE North 1968 This AMAZING YEAR AT HOME DOMINATED THIS VIOLENT ANTIWAR PROTESTS TetThe Offensive and OF 6IETNAM TO THE PRESS LEAKED THIS SECRET HISTORY Ellsberg Daniel protest, of act singular a As 6IETNAM 53 INVOLVEMENT IN opposed and supported 4HESE TWO FACTIONS 6IETNAM in fight to drafted being avoidto country this to -ANY YOUNG MEN FLED Protest/Draft Evasion 60 50 40 30 20 10 to Hanoi in 1972. RISKED HER CAREER BY GOING INVOLVEMENT IN 6IETNAM AND challenged U.S. 4HIS FAMOUS ACTRESS 6ETERANS -EMORIAL SELECTED AS THE 6IETNAM ARCHITECTURAL DESIGN WAS controversialHer 6IETNAM in cease-fire a arrange NEGOTIATOR WORKING TO 4HE PRIMARY 53 scapegoat WHO BECAME THE !RMYS Massacre Lai My the at chargeofficer in The 6IETNAMIZATION of policy the instituted h0EACE WITH (ONORv AND 53 0RESIDENT PROMISED this 1968, in Elected FROM n SOUL OF .ORTH 6IETNAM (E WAS THE HEART AND People 60 50 40 30 20 10 6IETNAM ON THE WESTERN BORDER OF LINE A NETWORK OF ROADS 4HIS WAS THE 6# SUPPLY stealth. ARMY USING SURPRISE AND UNIFORMED TERRORIST 6IETNAM A SECRET NON South of rebels The WAR hATTACK AND DISAPPEARv FOUGHT THIS KIND OF the VC, especially NVA,the Both but principles. OPPOSED TO DEMOCRATIC .ORTH 6IETNAM OFTEN ECONOMIC SYSTEM IN and political The China Wars. MAJOR POWERS IN )NDO GENERAL DEFEATED TWO GREAT .ORTH 6IETNAM this of strategies The city.capital WAR STRATEGY FROM THIS their conducted leaders .ORTH 6IETNAMESE The Enemy The 60 50 40 30 20 10 highlands and jungle and highlands central Mountainous 3OUTH 6IETNAM and North separated WHICH FOR MANY YEARS 4HE hNON COMBATv ZONE Genevathe Accords. after South and North SEPARATED 6IETNAM INTO 4HE PARALLEL WHICH ESCALATION OF THE WAR hATTACKv THAT LED TO 53 OF 6IETNAM SCENE OF AN 4HE BODY OF WATER EAST 6IETNAM border countries Asian 4HESE TWO 3OUTHEAST 6IETNAM South of city capital -INH #ITY THIS WAS THE .OW CALLED (O #HI The Country The Vietnam:
60 50 40 30 20 10
INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 177 VIETNAM WAR QUIZ SHOW PROMPTS (2) 10 20 30 40 50 60 Legacies Over Over 58,200 3YMPTOMS INCLUDE ANXIETY DEPRESSION NIGHTMARES HORRENDOUS FLASHBACKS AND hyper-arousal. h.O MORE 6IETNAMSv !FTER MUCH STRUGGLE AND ADJUSTMENT THERE ARE MANY SUCCESS STORIES AMONG THEM #OLLECTIVELY THE !SIANS WHO ESCAPED BY FLIMSY CRAFTS TO COME TO THE 53 BILLION BUT OVER BILLION IN TODAYS DOLLARS 10 20 30 40 50 60 Key Dates 4HE &RENCH WERE DEFEATED AT Dien Bien Phu in this year. 4HE 'ULF OF 4ONKIN INCIDENT and resolution happened in this year. 53 TROOPS IN 6IETNAM REACHED A PEAK NUMBER IN THIS year. 4HE .ORTH 6IETNAMESE Offensive launched their Tet in this year. 4HE 53 AND 6IETNAMESE SIGNED A CEASE FIRE AGREEMENT in this year. 4HE .6! CONQUERED 3AIGON AND THE COMMUNISTS TOOK OVER 6IETNAM IN THIS YEAR 10 20 30 40 50 60
Peace and Coming Home January 27, 1973 5NLIKE SOLDIERS FROM THIS EARLIER MORE WIDELY SUPPORTED WAR 6IETNAM 7AR SOLDIERS CAME HOME TO FEW celebrations. 3LAPPED CALLED hBABY KILLERS v and often spat upon at airports April 30, 1975 0ERHAPS AS MANY AS VETS SUFFER FROM THIS BATTLE caused illness. &ROM TO THE 53 WATCHED AS THIS HAPPENED IN 6IETNAM 10 20 30 40 50 60 , he The Wall The Deer Hunter 6ETERANS $AY After being inspired by the FILM WORKED HARD TO GET FINANCING FOR A 6IETNAM 6ETERANS -EMORIAL 4HIS MATERIAL WAS USED TO CONSTRUCT THE -EMORIAL IN D.C. Washington, "ECAUSE -AYA 9ING ,IN WAS AN !SIAN AND IT LOOKED LIKE A hBLACK GASHv On the Mall Washington, in D.C., fairly close to the 7ASHINGTON -ONUMENT "ASEBALL MITTS PHOTOS MEDALS FLAGS WEDDING RINGS AND EVEN A MOTORCYCLE 10 20 30 40 50 60 . Hanoi Hilton MIAs / POWs -OSTLY .AVY FLYERS SHOT DOWN IN THE FIRST YEAR OF THE WAR and the Cu Loc, Son Tay, INFAMOUS *OHN -C#AIN ))) *EREMIAH $ENTON AND *AMES " 3TOCKDALE +ICKED BEATEN TORTURED KEPT IN hTIGER CAGES v AND OFTEN starved 4HE INMATES AT THE h(ILTONv CONCEIVED THIS TO COMMUNICATE SECRETLY !BOUT BUT IT IS UNLIKELY they could be in alive the jungles or continued survive prison life.
178 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT VIETNAM WAR QUIZ SHOW RESPONSES (1) OF WAR 7HAT WAS A DECLARATION spying? is What Theory? 7HAT WAS THE $OMINO Johnson? 7HO WAS ,YNDON " 4ONKIN )NCIDENT 7HAT WAS THE 'ULF OF France? is What Causes / U.S. / Causes Involvement 60 50 40 30 20 10 IN 6IETNAM DETERMINE BATTLE SUCCESS (OW DID 53 OFFICIALS 7HAT WERE TUNNELS bush? the FOR MOST 53 UNITS IN 7HAT WAS A DAILY ROUTINE WHILE ON PATROL FOR GRUNTS TO OVERCOME 7HAT WERE PROBLEMS helicopter? 7HAT WAS THE 7HAT WAS A GRUNT Combat 60 50 40 30 20 10 evaders? draft availableto 7HAT CHOICES WERE Offensive? 7HAT WAS THE 4ET 7HAT WAS Papers? 7HAT WERE THE 0ENTAGON Doves? 7HAT WERE (AWKS AND Mexico?) is What 7HAT IS #ANADA ORx Protest/Draft Evasion 60 50 40 30 20 10 7HO WAS *ANE &ONDA Lin? 7HO WAS -AYA 9ING Kissinger? 7HO WAS $R (ENRY Calley? 7HO WAS ,T 7ILLIAM Nixon? 7HO WAS 2ICHARD 7HO WAS (O #HI -INH People 60 50 40 30 20 10 Minh Trail?Minh 7HAT WAS THE (O #HI Cong? 7HO WERE THE 6IET WARFARE 7HAT WAS GUERRILLA 7HAT WAS COMMUNISM Giap? 7HO WAS 6O .GUYEN 7HAT WAS (ANOI The Enemy The 60 50 40 30 20 10 MOSTLY FIGHT 6IETNAM DID 53 TROOPS )N WHAT TWO REGIONS OF DEMILITARIZED ZONE 7HAT WAS THE $-: parallel? 17th the is What 4ONKIN of Gulf the is What #AMBODIA and Laos are What 7HAT WAS 3AIGON The Country The Vietnam:
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INTERACT | /rder Direct: 8) 359 961 | ©3 Interact VIETNAM Teacher Guide 179 VIETNAM WAR QUIZ SHOW RESPONSES (2) 10 20 30 40 50 60 Legacies (OW MANY SERVICE MEN AND WOMEN WERE KILLED IN 6IETNAM What is PTSD? What sort of U.S. foreign POLICY LEGACY RESULTED FROM THE EXPERIENCE IN 6IETNAM QUESTIONS MAY VARY 7HO ARE THE 6IETNAMESE IMMIGRANTS TO !MERICA 7HO WERE THE hBOAT PEOPLE v 7HAT WAS THE FINANCIAL COST OF THE 6IETNAM 7AR TO THE 53 10 20 30 40 50 60 Key Dates 7HAT WAS 7HAT WAS 7HAT WAS 7HAT WAS 7HAT WAS 7HAT WAS 10 20 30 40 50 60
Peace and Coming Home When did the U.S. INVOLVEMENT IN 6IETNAM END AND THE CEASE FIRE TAKE EFFECT 7HAT WAS 7ORLD 7AR )) 7HAT WERE SOME TYPICAL reactions of citizens to returning vets? When did the North 6IETNAMESE SWEEP INTO Saigon and reunite officially 6IETNAM What is PTSD? 7HAT WAS THE THIRD )NDO War? China 10 20 30 40 50 60 The Wall 7HEN WAS THE 6IETNAM 6ETERANS -EMORIAL DEDICATED 7HO WAS *AN 3CRUGGS 7HAT IS BLACK GRANITE 7HAT WERE TWO MAJOR CRITICISMS OF THE MEMORIAL 7HERE IS THE 6IETNAM 6ETERANS -EMORIAL LOCATED 7HAT ARE SOME MEMENTOS LEFT AT THE WALL BY VISITORS 10 20 30 40 50 60 MIAs / POWs 7HO GENERALLY BECAME PRISONERS OF WAR IN .ORTH 6IETNAM 7HAT WERE SOME NOTABLE PRISONS FOR !MERICANS IN .ORTH 6IETNAM 7HO WERE SOME 0/7S WHO LATER BECAME FAMOUS IN !MERICA 7HAT WAS THE TYPICAL TREATMENT OF !MERICAN POWs? 7HAT WAS A CODE !BOUT HOW MANY -)!S ARE still unaccounted for?
180 VIETNAM Teacher Guide ©3 Interact | www.teachinteract.com | INTERACT
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