Teaching Guide

The Most Dangerous Man in America Daniel Ellsberg and the Pentagon Papers AP photos Teaching Guide The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers This teaching guide was prepared for high school and college classrooms to enhance student under- standing of the issues raised in the film. The lessons are appropriate for U.S. history, government and language arts classrooms. The guide was developed by the Zinn Education Project in collaboration with Judith Ehrlich and Rick Goldsmith.

Written by Bill Bigelow Sylvia McGauley Tom McKenna Hyung Nam Julie Treick O’Neill

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith About the Film The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers

The Most Dangerous Man in America catapults us to 1971 where we find America in the grip of a dirty war based on lies. And Dr. Daniel Ellsberg, one of the nation’s leading war planners, has the documents to prove it. Armed with 7000 pages of top secret documents; he leaks the truth about the Vietnam War to the New York Times and risks life in prison to end the war he helped plan. It is a story that held the world in its grip, with daily headlines, the top story on the nightly news for weeks on end. Ellsberg’s leak of the top-secret Pentagon Papers sets into motion an extraordinary series of events. The Nixon Admin- istration first goes after the nation’s press, resulting in a First Amendment battle that, within two weeks, ends up in the Supreme Court. Ellsberg goes underground to avoid a nationwide FBI manhunt. When he emerges, he is hailed as a hero, accused of being a traitor, ostracized by friends, and finds himself on trial for his life. Our tale is told by Ellsberg — as narrator, in current interviews and riveting archival footage — and a cast of sup- porting characters who “lived” the Pentagon Papers episode including Ellsberg’s wife and son, “co-conspirator” Tony Russo, historian/activist Howard Zinn, journalists Hedrick Smith and Max Frankel, attorneys Lenny Weinglass and James Goodale, Watergate principals Egil “Bud” Krogh and John Dean, and — in a rarely seen interview and his own secret White house tapes — President Nixon himself. The film speaks directly to the world today, as national security and the people’s right-to-know are in constant tension. It raises questions about civil courage, following conscience, taking risks, and speaking truth to power. It challenges people everywhere who are looking to better understand the world of power and who search their own hearts for ways to take a stand and make a difference.

Produced and directed by Judith Ehrlich and Rick Goldsmith.

Available for educational purchase from New Day Flims and for home video from First Run Features. For full details, visit http://www.mostdangerousman.org, and click “Own It”. Contents

Introduction 1 Lesson One: What Do We Know About the Vietnam War? Forming Essential Questions 3 Lesson Two: Rethinking the Teaching of the Vietnam War 5 Student Handout: French Business/Government Leader 10 Student Handout: Viet Minh Member 11 Lesson Three: Questioning the Gulf of Tonkin Resolution 12 Student Handout: Tonkin Gulf Resolution 14 Lesson Four: The Most Dangerous Man in America Reception 15 Student Handout: Reception Roles 17 Lesson Five: Film Writing and Discussion Questions 28 Lesson Six: The Trial of Daniel Ellsberg — Mock Trial (coming soon) 32 Lesson Seven: Blowing the Whistle: Personal Writing 34 Student Handout: Blowing the Whistle 36 Lesson Eight: Choices, Actions and Alternatives 37 Student Handout: Vietnam War: Choices and Alternatives 40 Credits and Acknowledgments 42 Resources: (Coming Soon) Oscar® for Best Documentary. In the words of Daniel Ellsberg from his book Secrets: A Memoir of Vietnam and the Pentagon Papers, the Vietnam War era was a time of “crimes: war crimes, crimes against the peace, mass murder. Twenty years of crime under four presi- dents.” A large scale anti-war movement drew millions to America’s streets in protest. The movement inspired courageous individual acts of con- science and, in turn, individual acts of conscience inspired the growth of an anti-war movement. And how was the war remembered Introduction by our leaders? “Wouldn’t you go to jail to Soon after the end of the war, help end the war?” President Ronald Reagan promised —Daniel Ellsberg in a speech to veterans “that young Ask young people simple long-term ecological damage to Americans must never again be questions about America’s war Southeast Asia, and that led to deep sent to fight and die unless we are in Vietnam. Why was the U.S. in social divisions. prepared to let them win.” Vietnam? For how long? Who was Daniel Ellsberg was a leading Decades later, another president the enemy? Who won? Most, if not Vietnam War strategist. While sent U.S. forces to invade Iraq in all, will struggle to find answers. studying 7,000 pages of top secret search of weapons of mass de- They don’t know. The information documents he concluded that struction that did not exist. Hun- wasn’t covered in their classes and America’s involvement in Vietnam dreds of thousands of people were is not in their textbooks. “We barely was based on decades of lies. In a killed, countless others dislocated made it to World War II,” they will daring act of conscience, on Octo- from ancestral homes, long-term report with a shrug. ber 1, 1969 Ellsberg began making ecological damage occurred to a The same young people often hear copies of those documents—what beleaguered region, and the public comparisons of current wars with became known as the Pentagon depended upon leaked documents the war in Vietnam. Like many Papers—and eventually leaked in order to gain access to the truth. Americans, they lack a frame of ref- them to members of Congress and That president, George W. Bush, erence for making meaningful con- to the New York Times. His action drawing on what he called the “les- nections between contemporary led directly to Watergate, President sons of Vietnam” concluded that wars and the lessons of Vietnam. Richard M. Nixon’s resignation, “we’ll succeed unless we quit.” and the end of the Vietnam War. It’s not surprising. Many Ameri- Bush’s successor, President Barack cans who lived through the war in The pivotal story of the Vietnam Obama, while accepting the Nobel Vietnam found they also lacked War Era, of individual courage Peace Prize claimed that “America basic information necessary for a within a burgeoning social justice has never fought a war against a solid understanding of a war that movement, is told in the film The democracy.” demanded young men submit to Most Dangerous Man in America: All three men make painfully clear a military draft, that resulted in Daniel Ellsberg and the Pentagon how U.S. leaders continue to abuse the deaths of millions, that caused Papers, nominated for the 2009 history to justify war. page 1 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Judith Ehrlich and Rick Goldsmith’s Ellsberg saw and to help them missioned the RAND Corporation film offers poignant lessons from grasp why someone would become to create what would become the Vietnam through the words, ac- a “whistleblower” and would risk Pentagon Papers. He wanted to tions, and life experience of an prison to stop it. Ellsberg’s history- know how the United States had American hero, Daniel Ellsberg. The making defiance may have been the managed to get into a war that Most Dangerous Man in America event, but the activities in the guide seemed to offer no exit. Ironically, chronicles Ellsberg’s journey from invite students to see that all of the answer to McNamara’s query his early days as a Marine officer us are constantly confronted with eventually led to the end of the war. and then war strategist, to emer- opportunities to act for justice. We Why did five United States presi- gence as an activist trying to come hope students come to see all the dents find it necessary to lie to to terms with a war he originally potential “events” that they can be their citizenry? Why was it so easy supported and helped shape. Ells- a part of. to do? Why is the war not exam- berg’s experience parallels a journey History is not the lifeless narration ined in depth by every U.S. History that many others embarked upon found in most standard textbooks, teacher? during the 1960s and 1970s. The but a series of choices made on a difference: Ellsberg was an insider, Daniel Ellsberg believed that if daily basis by people from all walks a man with access to top-secret in- Americans knew the truth about of life. We offer The Most Danger- formation who decided to risk the the Vietnam War, they wouldn’t ous Man in America Teaching Guide many privileges he enjoyed in order support it. He became depressed as a curriculum of empowerment to do what he knew in his heart to when he found that the truth for young people trying to come be the right thing. had no immediate bearing on the to terms with a world that often number of bombs rained upon The Most Dangerous Man in Amer- feels out of their control. Daniel Vietnamese civilians. But he ica Teaching Guide provides eight Ellsberg’s life story offers a poi- pressed on until truth prevailed. lesson plans intended to enhance gnant example of profound change His actions led others to demand student understanding of the issues and hopeful action in the face of evidence from government officials. raised in this acclaimed documen- a seemingly immovable power. His actions grounded his words. As tary film. Using a variety of teach- The Teaching Guide offers students he faced a future behind bars, the ing strategies, including role play, opportunities to connect with key truths he learned along his jour- critical reading, discussion, mock historical choice points that shaped ney led him to respond to a news trial, small group imaginative writ- the Vietnam War era, explore con- reporter’s question with a question ing, and personal narrative, the nections with contemporary equiv- of his own: “Wouldn’t you go to jail curriculum provides students with alents and develop critical think- to end the war?” an opportunity to consider some ing skills necessary for informed of Vietnam’s lessons. One key les- citizens to make decisions about As teachers, our aim should be to son of The Most Dangerous Man in U.S. foreign policy, whistleblowing, involve young people in the demo- America is that we all have the po- “national security,” government cratic practice of seeking truth, of tential to be “truth-tellers.” Where transparency, freedom of the press demanding evidence, of digging some students may never have the and the public’s right to know. deep for knowledge that is often opportunity to affect the course of hidden, in order to make informed, Why was the United States in Viet- history like Daniel Ellsberg, all will just choices. Daniel Ellsberg’s ac- nam? Why did the United States be in positions to make important tions along with the actions of so decide to abandon its World War decisions in the name of justice. many others have kept a tradition II Asian ally in favor of the French of truth-telling alive. We want The Teaching Guide attempts to colonialists? How did the United to ensure that this tradition gets provide context to what New York States get itself into the predica- passed on to our students. Times writer Neil Sheehan called ment of Vietnam? After directing “the event” of late 20th century years of armed conflict in SE Asia, history. We want students to appre- former Secretary of Defense Robert ciate the enormity of what Daniel McNamara finally asked that long overdue question when he com- © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 2 Lesson One What Do We Know About the Vietnam War? Forming Essential Questions

The Vietnam War seems Was Vietnam actually a war? Was it Teachers can enhance students’ his- murky for many students. Not only a civil war? Was it at all similar to torical understanding by providing are students unclear about basic the wars of today? In order to pro- an opportunity for them to clarify facts—How long was the U.S. in vide students with a clear context what they think they know, what Vietnam? Who was the enemy? for understanding the actions of they’ve heard (what seems to exist Who won?—young people also Daniel Ellsberg and the role of the in popular culture), and by identi- report that they are unclear about Pentagon Papers, we need to ad- fying essential questions to direct the very nature of the conflict. dress students’ confusion. further learning.

Daniel Ellsberg in Vietnam Courtesy Daniel and Patricia Ellsberg

Suggested Procedure • How long was the U.S. in c. Final step: ask students to ar- Vietnam? ticulate three questions they need Organize students into small to have answered in order for 1groups of four to five people per • Why was the U.S. in Vietnam? them to feel that they know basic group. • Who was the enemy that the information about the Vietnam Provide each small group with a U.S. was fighting? War. 2large piece of butcher paper and d. To better facilitate the small a black magic marker. • How did U.S. citizens feel about the war? group work, assign students the Instruct students that they are following roles: facilitator/discus- 3to do the following in their • Who won? sion leader; recorder; word finder small groups: (student who identifies words or b. After students complete ‘step a’, terms that might be new, e.g., VC; a. Write down all they know, using three different color mark- Communists; guerillas); reporter think they know, or have heard ers, ask students to highlight the (person who will share with large about the war in Vietnam. To information that they feel certain group). guide their brainstorm, tell about, the information that they students to focus on a few basic have doubts about, and informa- questions: tion that they don’t know.

page 3 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Tape completed small group Students return to their seats. In the past, we’ve found student 4work, the butcher paper, on the 6The teacher leads large group questions will vary from, “So how classroom walls. discussion, a survey of student long was the U.S. in Vietnam?” to comments: What patterns do we “Why is there so little common un- Have students, in their small see? What helpful comments, reac- derstanding of the war?” to “Who 5groups, walk around the room tions, or questions did you receive really was our enemy?” to “I’ve and read each piece of butcher from other groups? What can we heard that no one really won the paper—a variation of what is say we know about the Vietnam war and that we could have won, commonly referred to as a “gallery War? What can we say we don’t but politicians held the military walk.” Assign each group a color of know? What do we need to know? back. Did anyone win? How did marker that hasn’t yet been used. What conclusions can we reach? they win?” The more specific ques- For instance, group one will have tions are, the better they can guide red markers, group two will have subsequent learning. green, etc. Students can then write comments, answers to questions, Have students consider the Ask students to write conclud- reactions or additional questions 7questions that they and their 8ing remarks using “3-2-1 pro- on their classmates’ hanging work. classmates have written, ask stu- tocol”: three things they learned; Individual students should also dents to think out loud together in two things that surprised them; one have a piece of notebook paper response to the following: Given brief personal reaction that tries to and writing utensil so that they the questions that we came up with, capture where they are in terms of can write down comments and what are the three most essential their study of the Vietnam War. reflections. Ask students to look questions that we can create to help for: points of commonality; new guide our learning about the Viet- information; statements they don’t nam War? understand; new questions.

This article or lesson is offered for use in educational settings as part of the Zinn Education Project (a collaboration of Rethinking Schools and Teaching for Change) and Judith Ehrlich and Rick Goldsmith. It was developed to accom- pany the film, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers.

Contact the Zinn Education Project directly for permission to reprint this material in course packets, newsletters, books, or other publications. www.zinnedproject.org

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 4 Textbooks mirror the amnesia of U.S. policy makers. There is a startling encounter in the 1974 Vietnam War documentary Hearts and Minds between director Peter Davis and Walt Rostow, former adviser to President Johnson. Davis wants Rostow to talk about why the United States got involved in Vietnam. Rostow is incredulous: “Are you really asking me this god- damn silly question?” That’s “pretty pedestrian stuff,” he complains. But Rostow finally answers: “The problem began in its present phase after the Sputnik, the launching of Sputnik, in 1957, October.”

Sputnik? 1957? In one blow, the former adviser erases years of his- Robert McNamara and Lyndon Johnson tory to imply that somehow the Lesson Two Courtesy the LBJ Library Soviet Union was behind it all. The “present phase” caveat not- Rethinking the Teaching of the withstanding, Rostow ignores the World War II cooperation between Vietnam War the United States and the Viet A version of this article appears in Bill Big- Despite the fact that the Penta- Minh; Ho Chi Minh’s repeated elow, A People’s History for the Classroom. gon Papers was released to the requests that the U.S. acknowl- Milwaukee: Rethinking Schools. 2008. world in 1971, today’s high school edge Vietnamese sovereignty; the textbooks continue to ignore this U.S. refusal to recognize the 1945 In The Most Dangerous Man in early—and essential—history of Declaration of Independence of the America, Daniel Ellsberg describes the Vietnam War. Sadly, when it Democratic Republic of Vietnam; when, in 1969, he first read the ear- comes to probing the root causes $2 billion in U.S. military sup- liest parts of what came to be called of the Vietnam War, not a single port for the restoration of French the Pentagon Papers: major U.S. history text glances domination, including the near- Seeing the war from its begin- back beyond the 1950s. Why was use of nuclear weapons during the ning affected me more than I the U.S. involved in Vietnam? As decisive battle of Dien Bien Phu; thought possible. It changed James Loewen points out in Lies and the well-documented U.S. my whole sense of the legitima- My Teacher Told Me, his critique of subversion of the 1954 Geneva cy of the war. What I learned 12 best-selling high school his- peace accords. All occurred before was that it was an American tory texts, “Most textbooks simply the launching of Sputnik, and all war from the start. President dodge the issue. Here is a repre- are documented in the Pentagon Truman financed the French to sentative analysis, from American Papers. retake its former colony even Adventures: ‘Later in the 1950s, war When teachers pattern our cur- though he knew the French broke out in South Vietnam. This ricula after these kinds of non- were fighting a national move- time the United States gave aid explanatory explanations, we ment that had the support of to the South Vietnamese govern- mystify the origins not just of the the people. ment.’ ‘War broke out’—what could be simpler!” war in Vietnam, but of everything page 5 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith we teach. Students need to learn severed heads of Vietnamese resist- overhead and swooped down over to distinguish explanations from ers—cards that troops sent home to the crowd. People recognized the descriptions, like “war broke out” sweethearts in Paris, as the narra- stars and stripes of the U.S. flag, or “chaos erupted.” Thinking about tor tells us, inscribed, “With kisses and they cheered enthusiastically, social events as having concrete from Hanoi.” The goal of French believing its presence to be a kind causes, constantly asking “Why?” colonialism is presented truthfully of independence ratification. The and “In whose interests?” need to and starkly: “To transform Vietnam image of the 1945 crowd in north- become critical habits of the mind into a source of profit.” The narra- ern Vietnam applauding a U.S. for us and for our students. It’s only tor explains, “Exports of rice stayed military aircraft offers a poignant through developing the tools of high even if it meant the peasants reminder of a historical could- deep questioning that students can starved.” Significantly, many of have-been. [See lesson on “choice attempt to make sense of today’s those who tell the story of colonial- points” in the Most Dangerous Man global conflicts. However, especially ism and the struggle against it are in America Teaching Guide]. when teaching complicated events Vietnamese. Instead of the name- like the war in Vietnam, bypassing less generic peasants of so many Although this is not the episode’s explanation in favor of description Hollywood Vietnam War movies, conclusion, I stop the video at this can be seductive. After all, there’s here, at least in part, Vietnamese get point. How will the U.S. govern- so much stuff about the war in to tell their own stories. ment respond? Will it recognize an Vietnam: so many films, so many independent Vietnam or stand by novels, short stories, and poetry, Toward the end of the film’s seg- as France attempts to reconquer its so many veterans who can come in ment, Dr. Tran Duy Hung recounts lost colony? Will the United States and speak to the class. These are all the Vietnamese independence cel- even aid France in this effort? This vital resources, but unless built on ebration in Hanoi’s Ba Dinh Square is a choice-point that would influ- a foundation of causes for the war, following the Japanese defeat—and ence the course of human history, using these can be more voyeuristic occurring on the very day of the and through role play I want to than educational. formal Japanese surrender aboard bring it to life in the classroom. Of the USS Missouri in Tokyo Bay, course, I could simply tell them Roots of a War September 2, 1945: “I can say that what happened, or give them ma- the most moving moment was terials to read. But a role play that A video I’ve found useful in when President Ho Chi Minh brings to life the perspectives of prompting students to explore a bit climbed the steps, and the national key social groups, allows students of the history of Vietnam and the anthem was sung. It was the first to experience, rather than just sources of U.S. involvement is the time that the national anthem of hear about aspects of this histori- first episode of the PBS presenta- Vietnam was sung in an official cal crossroads. As prelude, we read tion Vietnam: A Television History ceremony. Uncle Ho then read the Vietnamese Declaration of [available in many libraries]. Called the Declaration of Independence, Independence, available in the fine “Roots of a War,” it offers an over- which was a short document. As he collection, Vietnam and America: view of Vietnamese resistance to was reading, Uncle Ho stopped and A Documented History, edited by French colonialism (which began asked, ‘Compatriots, can you hear Marvin Gettleman, Jane Frank- in the mid-19th century) and to me?’ This simple question went lin, Marilyn Young, and H. Bruce the Japanese occupation during into the hearts of everyone there. Franklin [New York: Grove Press, World War II. My students find After a moment of silence, they all 1985], as well as in Vietnam: A His- the video a bit dry, so in order for shouted, ‘Yes, we hear you.’ And I tory in Documents, edited by Gareth students not to feel overwhelmed can say that we did not just shout Porter [New York: New American by information, I pause it often to with our mouths, but with all our Library, 1981]. talk about key incidents and issues. hearts. The hearts of over 400,000 Some of the images are powerful: people standing in the square then.” Role-Playing a Historic Choice Vietnamese men carrying white- clad Frenchmen on their backs, and Dr. Hung recalls moments later, I include here the two core roles of French picture-postcards of the when a small plane began circling the role play: members of the Viet

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 6 Minh, and French government/ Obviously, the more knowledge remind Truman of the help that the business leaders. In teaching this students have about pre-1945 Viet Minh gave to the Allies dur- period, I sometimes include other Vietnam, France, and World War II ing World War II, denounce French roles: U.S. corporate executives, in general, as well as the principles colonialism, and recall the United labor activists, farmers, and British of communism, the more sophis- States’ own history in throwing off government officials deeply worried ticated treatment they’ll be able to European colonialism. about their own colonial interests, give to their roles. [An excellent as well as Vietnamese landlords film on U.S. Communism is See- The students-as-French counter allied with the French—this last, to ing Red, produced by Jim Klein and that the would-be Vietnamese rul- reflect the class as well as anti-colo- Julia Reichert, available from New ers are Communists and therefore nial dimension of the Vietnamese Day Films, and can be helpful.] a threat to world peace. Like the independence movement. However, even without a thorough Vietnamese, the French remind grounding, the lesson works well Truman that they too were World Each group has been invited to a to introduce the main issues in this War II allies and are now in need of meeting with President Harry S. important historical choice-point. a helping hand. In order to revive Truman—which, as students learn a prosperous and capitalist France, later, never took place—to present As in other role plays, to work they need access to the resources of its position on the question of Viet- students into their roles, I may ask Vietnam. Because the United States namese independence. I portray them to create an individual per- has an interest in a stable Europe, President Truman and chair the sona by writing an interior mono- one that is non-Communist and meeting. Members of each group logue—one’s inner thoughts—on open for investment, they should must explain: support French efforts to re- gain control of Vietnam. • How they were affected by World War II; I play a cranky Truman, and poke at inconsistencies in stu- • Why the United States dents’ arguments. I especially should care what happens in prod each side to question Vietnam, along with any re- and criticize the other directly. sponsibilities the U.S. might [For suggestions on conduct- have (and in the case of the ing a role play, see “Role Plays: French, why the United States Show, Don’t Tell,” in the Re- should care what happens in thinking Schools publication France); Rethinking Our Classrooms: • Whether the United States Teaching for Equity and Justice, should feel threatened by Vol. 1, pp. 130-132.] communism in Vietnam or The structure of the meeting in France; itself alerts students to the • What they want President enormous power wielded by Henry Kissinger and Richard Nixon the United States government Truman to do about the Courtesy Air Force Magazine Vietnamese Declaration of at the end of World War II, and that Independence—support it, the government was maneuvering ignore it, oppose it; their post-war hopes and fears. Stu- on a global playing field. As students dents can read these to a partner, or come to see, U.S. policy makers did • And whether the United States share them in a small group. not decide the Vietnam question government should grant loans solely, if at all, on issues of morality, to the French, and if it supports In the meeting/debate, students- or even on issues related directly to loans, what strings should be at- as-Viet Minh argue on behalf of Vietnam. As historian Gabriel Kolko tached. national independence. They may writes in The Roots of American

page 7 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Foreign Policy, “even in 1945 the chose a different route, ultimately On April 7, 1965, President Johnson United States regarded Indo-China contributing about $2 billion to the gave a major policy speech on Viet- almost exclusively as the object of French effort to reconquer Vietnam. nam at Johns Hopkins University. Great Power diplomacy and con- Here, Johnson offered a detailed ex- flict... [A]t no time did the desires of While a separate set of decisions led planation for why the United States the Vietnamese themselves assume a to the commitment of U.S. troops was fighting in Vietnam [included role in the shaping of United States in Vietnam, the trajectory was set in in The Viet-Nam Reader, edited by policy.” the period just after World War II. Marcus Raskin and Bernard Fall, The insights stu- pp. 343-350]. Following the whole-group de- dents glean from Embedded in the bate, we shed our roles to debrief. I this role play in- Students need to learn speech was his ver- ask: What were some of the points form our study of sion of the origins brought out in discussion that you Vietnam through- to distinguish explana- of the war. As agreed with? Do you think Truman out the unit. Along tions from descriptions, Johnson, I deliver ever met with Vietnamese represen- with the timeline, large portions of tatives? What would a U.S. presi- just mentioned, like “war broke out,” or the speech, and dent take into account in making a which traces U.S. “chaos erupted.” students-as-truth- decision like this? What did Truman economic and seeking-reporters decide? Which powerful groups military aid to pepper me with might seek to influence Vietnam France, we follow up with: a point- critical questions and arguments policy? How should an important by-point study of the 1954 Geneva drawn from the role play and other foreign policy question like this one Agreement ending the war between readings and activities. Following be decided? the French and Vietnamese; and this session, they write a critique of from the perspective of peasants To discover what Truman did and LBJ’s speech. Afterwards, we evalu- and plantation laborers in south- ate how several newspapers and why, we study a timeline drawn ern Vietnam, students evaluate the from a number of books on Viet- journals—The New York Times, The 1960 revolutionary platform of the Oregonian, I.F. Stone’s Weekly—ac- nam, including the one by Kolko National Liberation Front. Students mentioned above, his Anatomy tually covered President Johnson’s later read a number of quotations address. of a War [Pantheon, 1985], The from scholars and politicians of- Pentagon Papers [Bantam, 1971], fering opinions on why we fought None of the above is meant to Marilyn Young’s The Vietnam Wars: in Vietnam. Presidents Kennedy, suggest the outlines of a compre- 1945-1990 [HarperCollins, 1991], Johnson, and Nixon assert in almost hensive curriculum on the Viet- as well as excerpts from Chapter 18 identical language that the United nam War. Here, I’ve concentrated of Howard Zinn’s A People’s History States was safeguarding freedom on the need for engaging students of the United States [HarperCollins, and democracy in South Vietnam. in making explanations for the 2003]. It’s a complicated history that President Kennedy: “For the last origins of U.S. government policy involved not only the French and decade we have been helping the toward Vietnam. Policy choices Vietnamese, but also Chiang Kai- South Vietnamese to maintain their had intimate implications for shek’s nationalist Chinese forces, independence.” Johnson: “We want many people’s lives, and through the British, and the Japanese. What nothing for ourselves — only that novels, short stories, poetry, inter- becomes clear is that at the close the people of South Vietnam be views, and their own imaginations, of World War II, the United States allowed to guide their own country students need also to explore the was in a position to end almost 100 in their own way.” Students pon- personal dimensions of diplomacy years of French domination in Viet- der these platitudes: If it were truly and political economy. And no nam. The French government was interested in Vietnam’s “indepen- study of the war would be complete desperate for U.S. aid and would dence,” why did the U.S. govern- without examining the dynamics of not have defied an American deci- ment support French colonialism? the massive movement to end that sion to support Vietnamese inde- war. [The best film for this is Sir! pendence. Nevertheless, U.S. leaders No Sir!, available from www.sirno- © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 8 sir.com, which looks at the antiwar Indeed there is an entire history of in Bob Dylan’s “Masters of War,” or movement within the U.S. military.] resistance to which students have more satirically in Country Joe and Especially when confronted with been denied access. For example, let the Fish’s “Feel Like I’m Fixin’ to Die the horrifying images of slaughtered them read the brilliant critique of Rag.” children the film Remember My Lai, the war that Dr. Martin Luther King, the chilling sobs of a young Viet- Jr. gave at Riverside Church, on April If we take the advice of the Walt namese boy whose father has been 4, 1967, exactly a year before his Rostows and the textbook writers, killed in Hearts and Minds, or the death: and begin our study of the Vietnam anguish of American and Vietnam- War in the late 1950s, it’s impossible ese women in Regret to Inform, our What do the [Vietnamese] peas- to think intelligently about the U.S. students need to know that millions ants think as we ally ourselves role. The presidents said we were of people tried to put a stop to the with the landlords and as we protecting the independence of suffering—including U.S. soldiers refuse to put any action into our “South Vietnam.” As Daniel Ellsberg themselves. Of course, that’s why many words concerning land discovered when he first read the The Most Dangerous Man in America reform? What do they think as Pentagon Papers, we need to travel is an essential resource: it shows the we test out our latest weapons back at least as far as 1945 to think impact of courageously speaking on them, just as the Germans critically about the invention of truth to power, and highlights the tested out new medicine and the country of South Vietnam that vulnerability of the high and mighty. new tortures in the concentra- was intended to justify its “protec- And students should be encouraged tion camps of Europe? Where tion.” The tens of thousands of U.S. to reflect deeply on which strategies are the roots of the independent deaths and the millions of Vietnam- for peace were most effective. How- Vietnam we claim to be build- ese deaths, along with the social and ard Zinn movingly describes this ing? Is it among these voiceless ecological devastation of Indochina widespread opposition to the war in ones? require the harsh light of history to be viewed clearly. Chapter 18 of A People’s History of Or let students listen to similar the United States. thoughts expressed more caustically

This article or lesson is offered for use in educational settings as part of the Zinn Education Project (a collaboration of Rethinking Schools and Teaching for Change) and Judith Ehrlich and Rick Goldsmith. It was developed to accom- pany the film, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers.

Contact the Zinn Education Project directly for permission to reprint this material in course packets, newsletters, books, or other publications. www.zinnedproject.org

page 9 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Student Handout

French Business/Government Leader Time: Fall/Winter, 1945-46

You are a French business executive and high-ranking government leader. Times are very difficult in France. During World War II, thousands of your people were killed, many factories were destroyed, crops burned, and animals killed. This has left your economy in ruins.

Because of hard times, many workers and poor people have turned to the Communists. The Communist Party is now the largest political party in France. An important reason the Communists are so popular is because they played a leading role in the resistance to the Nazis. You believe that, ultimately, the Communists want to take over the property of the wealthy and have all factories run by the government. The French Communist Party denies this, but you don’t believe them.

As you see it, unless the economy quickly gets better, the Communists will be elected to control the government. But how to rebuild the economy?

Before World War II, France had a number of colonies around the world, the most important in Indochina, which includes the country of Vietnam. France got most of its rubber from Vietnam—also much coal, tin, and tungsten.

French businesses owned plantations and made great profits selling rice to other countries in Asia.Y our govern- ment also forced the Vietnamese to buy certain French products, such as Bordeaux wine, so French companies made profits that way as well.

But here’s your problem. During the war, the Japanese took control of Vietnam. The Vietnamese Communist leader, Ho Chi Minh, organized an army, the Viet Minh, to fight against the Japanese occupation. With Japan now defeated, the Viet Minh have declared Vietnam an independent country. However, as far as you are con- cerned, Vietnam is still French.

You are angry. The Viet Minh have already given some of the French-owned land to Vietnamese poor people— peasants. They have said that the wealth of Vietnam will now belong only to the Vietnamese.

If you can’t take back your colony in Vietnam, French businesses will suffer tremendously. However, you don’t have enough money to pay for a war against Ho Chi Minh. You need the support of a more powerful country to win back Vietnam from the Communists. The most powerful country in the world is the United States.

You also need the help of a stronger country to rebuild the cities, towns, and industries of France. You need loans and grants to buy American machinery and farm products like wheat and corn so you can get back on your feet. Remember, too, that if your economy doesn’t begin to get stronger, the French Communists will probably win elections by offering the poor and workers some of the wealth of the rich.

But the United States needs you, too. They want to sell their extra products to you and to invest their extra mon- ey in French businesses. You might point out to the American president that, if the Communists come to power, they won’t allow U.S. corporations to invest freely and take their profits back home.

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 10 Student Handout

Viet Minh Member Time: Fall/Winter, 1945-46

You are a member of the Viet Minh and a supporter of the Democratic Republic of Vietnam. This is the first all- Vietnamese government in almost a hundred years—since the French first took over your country.

You are from a peasant family in Vietnam. You grew up hating the French colonialists who controlled your coun- try. The French say they brought “civilization” to Vietnam, but in your eyes they brought nothing but misery.

In order to force the Vietnamese to work for them, the French put taxes on all “huts,” as they called them, and on salt—an important ingredient in the Vietnamese diet. The only way you could get money to pay the hated taxes was to go to work for the French—on their railroads, in their mines, on their plantations. Conditions were hard. Many people died of injuries or diseases.

The French drafted your people to fight in their wars against other countries. Of course, you had no vote. The French provided few services; in Vietnam, they built more jails than schools and hospitals combined.

The French made fun of your music, your art, your religion. They even outlawed your village’s homemade rice wine and forced you to buy their stronger French wine. The French also required each village to purchase a cer- tain amount of opium.

Angered by all these injustices, you joined Ho Chi Minh’s Viet Minh, an organization fighting for the inde- pendence of Vietnam. Like Ho Chi Minh, you became a Communist, believing that everyone should share the wealth of Vietnam, not just a few foreigners and the rich Vietnamese landlords who do their dirty work.

In 1940, the Japanese invaded Vietnam and you switched from fighting the French to fighting the Japanese. During the war you helped the United States, providing them valuable information and rescuing pilots who had been shot down.

When the Japanese were defeated, the Viet Minh took control of the country and proclaimed independence. This independence has begun to make a real difference in many people’s lives. For the first time in Vietnam’s history, national elections were held. People could choose their own leaders, Communist or non-communist.

A literacy program was launched that some say taught as many as two and a half million people to read and write. The Viet Minh took over much of the land that the French had stolen and gave it back to the peasants. The new government passed a law legalizing labor unions and strikes and proclaiming an eight-hour day.

Your goal is freedom and independence for your country. But the French appear to want to take back Vietnam. They complain about Communists like Ho Chi Minh. You will fight to the death before your country is made a colony again. You hope the United States government will support you in this freedom struggle.

page 11 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Lesson Three Questioning the Gulf of Tonkin Resolution In the opening pages of his auto- One of the essential aims of the Distribute a copy of the Gulf biography, Secrets: A Memoir of school curriculum should be to 2of Tonkin Resolution to each Vietnam and the Pentagon Papers, nurture skepticism—to prompt student. Daniel Ellsberg describes the students to question and demand dramatic events leading up to the evidence. This lesson invites Divide students into pairs and Gulf of Tonkin Resolution in early students to travel back to August 3ask them to imagine that they August 1964. According to the 1964 and to imagine that they were are members of Congress when public announcements of President members of Congress when the this resolution was introduced in Lyndon Johnson and Defense Sec- Johnson administration proposed 1964. Their assignment is to come retary Robert McNamara, twice in the Tonkin Gulf Resolution. It asks up with at least five critical ques- two days the North Vietnamese had them to practice critical thinking. tions that they would have wanted attacked U.S. warships “on routine fully answered before they voted patrol in international waters,” and Materials Needed on the resolution. They needn’t engaged in a “deliberate” pattern have opinions on the resolution, of “naked aggression;” evidence Copies of the “Gulf of Tonkin simply questions. (When we’ve of both attacks was “unequivocal,” Resolution” for each student in the done this activity, we explain the and these had been “unprovoked.” class. structure of the resolution as an According to Johnson and Mc- upside-down essay, with each Namara, the United States would Suggested Procedure “whereas” intended as a piece of respond in order to deter future evidence supporting the thesis, i.e., attacks but was planning no wider The more students know about the resolution.) war. 1events in Vietnam prior to August of 1964, the better. If they Our students have shown Each of these claims was a lie. have not studied anything about 4themselves to be much more Ellsberg had just begun his new Vietnam, you might review with critical and inquisitive than the job in the Pentagon. As he writes in them some of the basics—the col- compliant members of Congress Secrets, “By midnight on the fourth onization of Vietnam by France, who handed LBJ vast war-making [of August], or within a day or two, the Japanese control during World powers in 1964. For example, I knew that each one of these assur- War II, French attempts to re- students have asked: “How do we ances was false.” conquer Vietnam following the know that the attacks were part war, U.S. assistance to France, the of a ‘deliberate and systematic And yet, the Gulf of Tonkin Reso- 1954 division of Vietnam into two campaign of aggression’?” “What lution passed Congress without parts—a U.S.-supported South damage did the alleged attacks a single dissent in the House of and a North under Communist cause?” “What is the history of U.S. Representatives, and only two “no” leadership—pending elections that involvement in Vietnam?” votes in the Senate. It gave the were never held. In order to not president carte blanche to “take all give away the “punchline,” it’s im- There are many choice points in necessary measures to repel any portant that students do this activ- the history of the Vietnam War, armed attack against the forces of ity before they have watched The and August 1964 is a crucial one. the United States and to prevent Most Dangerous Man in America Ask students to imagine how this further aggression.” As they say, the or have studied the Tonkin Gulf history might have played out rest is history. events. had more Congresspeople been as curious and critical as they were

page 12 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith in questioning the Gulf of Tonkin secret by thousands and thou- might people’s schooling have Resolution. Why did virtually the sands of people, including me. made it easier for their govern- entire Congress go along with ment to lie to them? Do you think Johnson? Why didn’t more of the Ellsberg offers more detail about that it would be easier or harder American people question or pro- the supposed North Vietnamese for a government today to lie to test the Gulf of Tonkin Resolution? attacks on U.S. warships in his the public about U.S. involvement autobiography, Secrets: A Memoir in other countries? As a follow-up, watch the ex- of Vietnam and the Pentagon Pa- 5cerpt from early in the film, The pers, on pp. 7-20. This is excellent Most Dangerous Man in America, teacher background, and excerpts where the filmmakers juxtapose of this could also be shared with President Johnson’s statements students. Students might then with Ellsberg’s critique: return to the Gulf of Tonkin Reso- lution and choose a statement to President Johnson: We still seek “talkback to” as Ellsberg does with no wider war. Johnson’s claims above.

Daniel Ellsberg: No wider war? Ellsberg is a “dangerous man” As I found out day by day in the 6because he refuses to remain si- Pentagon, that was our highest lent about the government secrets priority: preparing a wider war that he knows. The heart of these which we expected to take place secrets is that each administra- immediately after the [1964] tion from Truman through Nixon election [between Republican lied to the American people. In Barry Goldwater and Democrat an interview included in the film, President Lyndon Johnson]. Hearts and Minds, Ellsberg says, “The American public was lied to Johnson: It’s a war that I think month by month by each of these ought to be fought by the boys five administrations. As I say, it’s a of Asia to help protect their tribute to the American public that own land. And for that reason, their leaders perceived that they I haven’t chosen to enlarge the had to be lied to, it’s no tribute to war. us that it was so easy to fool the public.” Ellsberg: And that was a con- scious lie. We all knew that Ask students: Why did U.S. lead- inside the government, and not ers feel that they needed to lie to one of us told the press or the the public about U.S. involvement public or the electorate during in Vietnam? Why was it “so easy that election. It was a well-kept to fool the public”? In what way

This article or lesson is offered for use in educational settings as part of the Zinn Education Project (a collaboration of Rethinking Schools and Teaching for Change) and Judith Ehrlich and Rick Goldsmith. It was developed to accom- pany the film, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers.

Contact the Zinn Education Project directly for permission to reprint this material in course packets, newsletters, books, or other publications. www.zinnedproject.org

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 13 Student Handout

Tonkin Gulf Resolution (1964)

Eighty-eighth Congress of the United States of America

Joint Resolution

To promote the maintenance of international peace and security in Southeast Asia.

Whereas naval units of the Communist regime in Vietnam, in violation of the principles of the Charter of the United Nations and of international law, have deliberately and repeatedly attacked United Stated naval vessels lawfully present in international waters, and have thereby created a serious threat to international peace; and

Whereas these attackers are part of deliberate and systematic campaign of aggression that the Communist re- gime in North Vietnam has been waging against its neighbors and the nations joined with them in the collective defense of their freedom; and

Whereas the United States is assisting the peoples of southeast Asia to protest their freedom and has no territo- rial, military or political ambitions in that area, but desires only that these people should be left in peace to work out their destinies in their own way: Now, therefore be it

Resolved by the Senate and House of Representatives of the United States of America in Congress assembled, That the Congress approves and supports the determination of the President, as Commander in Chief, to take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression.

Section 2. The United States regards as vital to its national interest and to world peace the maintenance of in- ternational peace and security in Southeast Asia. Consonant with the Constitution of the United States and the Charter of the United Nations and in accordance with its obligations under the Southeast Asia Collective Defense Treaty, the United States is, therefore, prepared, as the President determines, to take all necessary steps, including the use of armed force, to assist any member or protocol state of the Southeast Asia Collective Defense Treaty requesting assistance in defense of its freedom.

Section 3. This resolution shall expire when the President shall determine that the peace and security of the area is reasonably assured by international conditions created by action of the United Nations or otherwise, except that it may be terminated earlier by concurrent resolution of the Congress.

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 14 Papers. Provide a brief historical context to best frame the activity, something like: “Imagine that it is the early 1970s in the United States. The U.S. has been involved in an ex- tended war in Vietnam. Protest and dissent are growing at home as the war continues to escalate. Daniel Ellsberg, a war insider, decides to make public about 7,000 pages of documents about America’s war that show a consistent pattern of government lies told to the Ameri- can public. These documents were classified top secret. He decides to let the country know what he knows. Let’s visit that era today in On March 25, 1967, Dr. Martin Luther King, Jr. led 5,000 people down State Street in Chicago to protest the war in Vietnam. This was the first anti-war march that Dr. King had joined. Photo: Jo Freeman © 1967. class with the following activity. You will play the role of someone connected to the Vietnam War who Lesson Four is invited to a reception involving The Most Dangerous Man in other historical figures.” Distribute one reception role America Reception to each student in the class (see The Most Dangerous Man in Ameri- Materials Needed Handout for Students). There are ca: Daniel Ellsberg and the Pentagon 27 roles in the activity. If you have Papers introduces its audience to Individual reception roles for every more than 27 students in class, it’s over 30 different characters from student in the class fine to allow two students to play the Vietnam War era. The “Recep- the same character. The activity also tion” activity provides an opportu- Blank nametags; enough for every works fine with fewer than 27 stu- nity for students to meet many of student in the class dents. We’ve put the roles roughly the personalities they will encoun- in the order of most to least es- ter in the movie. Students also meet Copies of the The Most Dangerous sential. In most instances, the roles individuals not included in The Man in America: Reception Ques- draw from actual historical state- Most Dangerous Man in America tions for every student ments made by each individual. who embody themes and issues addressed in the film. The reception Time Required Have students fill out their provides a foundation of knowl- 2nametags, using the name of edge for viewers that will enhance One class period for the reception. the character they are assigned. Tell understanding of the film’s content Time for follow-up discussion. students that in this activity you by exposing them to terminology, would like each of them to attempt personalities, historical events, and Suggested Procedure to “become” the people they are analysis. assigned. Ask students to read their Explain to students that they roles several times and memorize as 1are going to participate in an much of the information provided activity about the Vietnam War, as possible. Encourage students to Daniel Ellsberg, and the Pentagon underline key points and make note of them for the activity to follow. page 15 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Distribute a copy of “The Most not show their written role to other tended as a foundation to enhance 3Dangerous Man in America Re- students. Also, our experience is viewing of the documentary, but ception Questions” to every student. that it’s best if students meet one- the roles are short, so it is not meant Explain their task: Students will on-one, rather in groups, as this to be definitive. The activity will have to leave their seats, get up and encourages fuller participation. have been a success simply if it has circulate through the classroom, introduced students to individuals meeting other individuals from the Give students about 30 minutes and issues of which they were previ- Vietnam War era, most of whom 4to complete the reception. Some ously unaware. Make sure that key appear in the documentary they will classes may require more time, if characters—Daniel Ellsberg, How- soon watch. Students should use the students engage in more substan- ard Zinn, Richard Nixon, Robert questions on the sheet as a guide to tial conversations. We encourage McNamara—introduce themselves talk with other characters about the teachers to assume roles and partici- to the class. Questions to help fa- war—the era, the role of govern- pate in the reception to help assess cilitate discussion can include basic ment officials, the role of activists, how the class is doing and whether information gathering about the decisions that were made, lies that students have any confusion as they Vietnam War to ones about Daniel were told, silence that was kept— talk with one another. Check in to Ellsberg and his decision to make and use the results of the their con- see how far along the class is. the Pentagon Papers public. Initial versations to answer the questions questions should grow out of the as fully as possible. Students must When you bring the reception activity: use a different character to answer 5to a close, ask students to take a each of the various questions. They moment to write about the activ- • Who met someone who dis- cannot interview their duplicate ity. They might simply write on agreed with you on the war? character, if there is one. Inform people they met who they had never students that the activity is not a heard about, or on information they • What was the nature of the race to see who finishes first; the learned that they did not previously disagreement? aim is to spend time learning about know. Afterward, ask students to each character in order to gain as share some of their thoughts with • Who met someone who sup- full an understanding as possible of the entire class. Take time to an- ported/opposed Daniel Ells- the Vietnam War era and the events swer any questions students ask— berg? surrounding the release of the Pen- clarifications about a term, an event, tagon Papers. If you like, you can a concept—and write those on a • Where did they differ? model a typical encounter before- board or piece of butcher paper. For hand with a student to demonstrate instance, students may seek clarifi- expectations. Tell students that all cation about the domino theory, the information is to be communicated Gulf of Tonkin Resolution, Agent through conversation; they may Orange, etc. The reception is in-

This article or lesson is offered for use in educational settings as part of the Zinn Education Project (a collaboration of Rethinking Schools and Teaching for Change) and Judith Ehrlich and Rick Goldsmith. It was developed to accom- pany the film, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers.

Contact the Zinn Education Project directly for permission to reprint this material in course packets, newsletters, books, or other publications. www.zinnedproject.org

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 16 RECEPTION ROLES Daniel Ellsberg Rev. Dr. Martin Luther King, Jr. (in order) It was the evening of October 1st, I am the only major public figure to 1969 when I first smuggled several call for a unilateral withdrawal from 1. Daniel Ellsberg hundred pages of top-secret docu- Vietnam. Many people, including my 2. Dr. Martin Luther King, Jr. ments out of my safe at the Rand supporters and comrades in the Civil Corporation in California. The study Rights Movement, have criticized me 3. Henry Kissinger contained 47 volumes, 7,000 pages. for speaking out about Vietnam, but 4. Robert S. McNamara My plan was to xerox the study and it has become impossible for me to reveal the secret history of the Viet- remain silent and to not see the con- 5. General William nam War to the American people. nection between injustice abroad and Westmoreland What led up to my decision? Early at home. The war in Vietnam is but 6. Randy Kehler in my career I was a war planner: I a symptom of a far deeper sickness within the American spirit. Our na- 7. Patricia Marx Ellsberg supported the war and worked in the Pentagon directly under Secretary tion has been on the wrong side of a 8. David Harris of Defense Robert McNamara. Over world revolution. We have supported the interests of wealthy minorities 9. Janaki Tschannerl time, I came to see that the war had been built on lies. Every U.S. president against the majority of people not 10. Senator William Fulbright from Truman to Nixon had lied to the only here in the U.S. but all over the world, from Latin America to Asia. 11. Howard Zinn American people about our involve- ment in Vietnam. I felt guilty that I Somehow this madness must stop. I 12. President Lyndon Johnson helped the government to lie. And the speak for those whose land is being 13. President Richard Nixon fact that I helped wage the war meant laid waste, whose homes are being that I had an even greater responsibil- destroyed, whose culture is be- 14. Senator Mike Gravel ity than most people to help stop the ing harmed. I speak for the poor of 15. Anthony Russo war. The Gulf of Tonkin “incident” oc- America who are paying the double curred during my first day on the job. price of smashed hopes at home and 16. President Nguyen Cao Ky Later, I told McNamara about the dis- death and corruption in Vietnam. 17. Egil “Bud” Krogh mal state of the war and then watched This is our war. We must stop it. 18. Neil Sheehan him tell reporters the complete op- I am convinced that if we are to get on posite of what he knew to be the truth. the right side of the world revolution, 19. Walter Cronkite I remember thinking that I hoped I we as a nation must undergo a radical 20. John Dean would never have a job where I had revolution of values. We must rapidly to lie like that. Yet I still supported the 21. Nguyen Thi Hong begin the shift from a “thing-orient- war because I believed that in Vietnam ed” society to a “person-oriented” 22. Norma Banks we were protecting democracy against society. When machines and comput- communist dictatorship. 23. Howard Hunt ers, profit motives and property rights I now know that we weren’t on the are considered more important than 24. Thich Nhat Hanh wrong side in Vietnam—we were the people, the giant triplets of racism, 25. Joan Baez wrong side. The hundreds of thou- materialism, and militarism are inca- sands we were killing was unjustified pable of being conquered. 26. Grace Castillo homicide, and I couldn’t see the differ- Americans have a duty to urge our 27. James Goodale ence between that and murder. Mur- government to end the war and atone der had to be stopped. I decided to for our injustice to the Vietnamese give copies of the Pentagon Papers to people. Everyone must decide on the newspapers all across the country and protest that best suits his or her con- to key members of Congress, prompt- victions, but we must all protest. ing National Security Advisor Henry Kissinger to call me “the most danger- ous man in America.” I knew I could go to prison—maybe for the rest of my life—for doing this. But isn’t time R E C in prisonE a smallP price to payT to help I O N end an unjust and brutal war? page 17 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Henry Kissinger Robert S. McNamara General William Westmoreland I was an adviser to and supporter of I’ve been called a “whiz kid” for much In June 1964, I became deputy com- New York Governor Nelson Rock- of my life. I have taught at Harvard, mander of Military Assistance Com- efeller and worked on his 1968 cam- run Ford Motor Co., and taught mand in Vietnam and in 1968 I was paign for the presidency. Rockefeller statistical analysis to the Army Air promoted to Army Chief of Staff. I be- lost in the Republican primary to Forces. I served as Secretary of De- lieved that, backed at home by resolve, the man who became President of fense for Presidents John F. Kennedy confidence, patience, determination the United States, Richard M. Nixon. and Lyndon B. Johnson. and continued support, we would pre- Nixon contacted me a few weeks after In the early 1960s, before most vail in Vietnam over the Communists. he took office and asked me to be his Americans ever heard of Vietnam, I Under my leadership, U.S. forces won special assistant for national security. became the civilian architect of U.S. every battle. The turning point of the I said yes, and went off to Washington military policy in Vietnam. During war was the 1968 Tet Offensive—large to join him. this time, we steadily increased the attacks by the enemy. U.S. and South I learned more about Vietnam from number of U.S. military “advisors” in Vietnamese troops successfully fought Daniel Ellsberg than any other person South Vietnam to about 17,000. off the attacks, and the Communist I knew. Ellsberg had been a Marine in I argued that if we let Vietnam fall forces took heavy losses, but the feroc- the 1950s, he worked for Secretary of to communism, other countries in ity of the assault shook the public Defense Robert McNamara, and had the region would fall like dominoes. confidence about the state of the war. spent time in Vietnam. At the Rand I made the argument that the events Political debate and public opinion led Corporation in California, he also in the Gulf of Tonkin in August 1964 the President Johnson to limit further worked on something that later be- were good reasons to send large forces increases in U.S. troop numbers in came known as the Pentagon Papers. and bombers to Vietnam. The public Vietnam. People like Ellsberg almost convinced discovered later that the incident was My war plan was to use heavy artillery me that we couldn’t win the war in based on a falsely reported attack on and airpower and repeated attempts to Vietnam. But Nixon and I decided a U.S. ship. But this type of escala- engage the Communists in large-unit we could win the war. We decided to tion was necessary to prevent bigger battles. However, the North Vietnam- run the war from the White House. problems. ese Army (NVA) and the National The president was hell bent on not My strategy led to the commitment Liberation Front of South Vietnam losing that war. We thought that if we of 485,000 troops by the end of 1967 (NLF) fought a guerrilla war, avoiding bombed the Vietnamese, they’d be and almost 535,000 in 1968. U.S. large-unit battles. This denied the U.S. more likely to want a truce. But while deaths grew, as the number of troops the chance to fight the kind of war we we were looking for a way to end the and the intensity of fighting escalated. are best at and attrition wore down war honorably, Dan Ellsberg stole the I used a statistical strategy for victory the Americans faster than the enemy. Pentagon Papers and gave them to the in Vietnam, because with a limited I opposed withdrawing troops and newspapers. number of Viet-Cong or commu- negotiating with the Communists. I Well, that was treason. Ellsberg was nists in Vietnam, the war would wear tried to convince President Johnson to aiding the enemy. How could we run them down and finally destroy them. approve widening the war into Cam- the government when we had spies I applied metrics (body counts) to bodia and Laos. like Ellsberg who were giving whole measure achievement of my plan. As a military commander in charge file cabinets of top-secret documents However, I gradually came to doubt of thousands of troops, I think it is to the press? That’s why I called that the war could be won with more treasonous to release classified infor- Ellsberg the most dangerous man in troops and bombing. mation, like the Pentagon Papers, that America. Some people call him a hero. Daniel Ellsberg worked for me as a could endanger American troops. I call him a thief and a traitor. speech-writer. In 1967, I ordered work to begin on the Pentagon Papers, an in-depth, top-secret study of Vietnam. Though people have blamed me, I don’t recall being involved in the deci- sion to use Agent Orange and don’t R E C recallE awareness Pof its dangers. T I O N

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 18 Randy Kehler Patricia Marx Ellsberg David Harris I was involved in several anti-war or- I vividly remember my first date with I graduated from Fresno High School ganizations in the 1960s and 70s. I am my future husband, Daniel Ellsberg. just as the Civil Rights Movement a peace activist and advocate for social It was April 1965, at the first big and the Vietnam War were heating justice. I left Stanford University to Students for a Democratic Society up. I went on to Stanford University, join the War Resisters League to work peace march in Washington. It wasn’t supplementing my partial scholarship for nonviolent liberation struggles. exactly his thing, I could tell, since, as by waiting on tables and working in The War Resisters League is the U.S. he said, he was helping run the war fruit packing sheds in the San Joaquin branch of the War Resisters’ Interna- and hadn’t had a day off in months. Valley in the summers. tional, which began after World War I needed to conduct some interviews The Civil Rights Movement called to I as an association of conscientious for my radio show, “Patricia Marx me, and I took off for Mississippi to objectors when only a few countries Interviews.” Besides, I wanted to dem- help out with the Freedom Summer recognized that status. I became the onstrate my opposition to that crazy Voter Registration campaign. When I head of the San Francisco branch of war. I told him that’s where I’d be; he returned to Stanford, I became more the War Resisters League. I opposed could join me or not. Afterwards, we involved in the anti-war movement. U.S. involvement in the Vietnam War walked among the cherry blossoms I was elected student body president and refused to cooperate with the and began to fall deeply in love. by calling for an end to university draft. In August of 1969, I met Daniel As Shakespeare wrote, “The course of cooperation with the war as well as Ellsberg after I gave a talk at a confer- true love never did run smooth.” Our equal rights for women and men. At ence of the War Resisters International love was no exception. After I visited one anti-war demonstration, a group at Haverford College. I talked about Dan in Saigon, it became clear to each of fraternity boys managed to pin me how many of my friends had already of us that we viewed the Vietnam War down and shave my head. Nothing gone to prison and that I and many very differently. I just did not under- could deter me. I refused to cooperate more were ready to do the same. Dan- stand how he could be part of this with the draft and encouraged others iel told me that my talk moved him to mess! And he did not understand how to do the same. a pivotal point in his life. I could be so critical of him. When I When I refused to show up for my My wife and I refused to pay taxes for left Saigon, we agreed that would be army physical in 1968, I was arrested military use and as a result, the U.S. the end of our relationship. and sentenced to three years in prison, Government seized our house. When During the next few years, I contin- though I ended up serving about I was 25-years-old, I was indicted on ued to protest the war. Daniel in turn eighteen months. I was one of many five counts, each one of which had a did some serious soul searching. He resisters. I found strength from know- maximum sentence of five years. My read Thoreau, King, Jr., and Gandhi, ing that I was part of a much larger actions have let Dan Ellsberg and oth- got to know war resisters like Randy movement. When I was out on appeal, ers know that war resistance is a posi- Kehler, Janaki Tschannerl, and How- Joan Baez, the famous folk singer and tive thing, a beautiful thing. If I have ard Zinn, and began to shift his views. activist, and I got married. In 1969, to sacrifice my freedom so that others He came to see silence as complic- our son, Gabriel, was born. However, may be free, so be it. ity. He became a nonviolent activist by the time I was released from jail, against the war. it was clear that both Joan and I had When we finally met again, I was changed. In prison, I lost my ide- impressed by how much he had als, but not my principles. Joan and I changed. Our love grew ever deeper divorced. and we married. We learned that Dan Writing had always been my passion. might spend the rest of his life in In college, I won the Stanford poetry prison once he released the Pentagon prize. I began to pursue a career in Papers, yet we agreed that the papers journalism, starting with Rolling Stone must be made public. I vowed to sup- Magazine where I became a contribut- port him however I could for the rest ing editor. R E C of ourE lives. P T I O N page 19 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Janaki Tschannerl Senator William Fulbright Howard Zinn I come from a culture in which there I hold the record as the longest I enlisted in the Army Air Force during is no concept of enemy. In other serving chair of the Senate Foreign World War II and became a bombardier. I words, there is no one we have the Relations Committee. As a Southern dropped bombs throughout Europe dur- right to destroy, or hate, or regard as Democrat, what they started call- ing the war. Later I came to see how brutal and unnecessary this was. After the war I an alien. There is no one from whom ing “Dixiecrats,” I opposed and even went to college and became a historian. we cannot learn, or for whom we can filibustered the Civil Rights Acts The more I studied about war—all war— feel no understanding or compassion. of 1957, 1964, and 1965. In 1964, I the more I came to see its immorality and My philosophy of nonviolence, of sa- sponsored and pushed through the insanity. tyagraha (truth force), my way of life, Gulf of Tonkin Resolution, believ- Of course, I became an opponent of the I learned from Gandhi in India. ing that what the President and the Vietnam War and became friends with When I met Daniel Ellsberg in 1968 at Secretary of Defense McNamara said Daniel Ellsberg. At one time, Dan had also a conference on nonviolence held at was true—that we were under unpro- supported war, but he too came to see the Princeton, these ideas were as foreign voked attack from North Vietnam. cruelty and horrors of war. He had copied to him as doing arithmetic with- Over time, I changed. I later voted a 7,000-page secret government history of the war that became known as the out the concept of zero. But he was for the Civil Rights Bill and grew to Pentagon Papers. He planned to give it to intrigued and asked me to explain. So oppose the war in Vietnam. In my newspapers and members of Congress so the two of us talked and talked. 1966 book, Arrogance of Power, I at- that they could tell the American people I spoke of how all evil doing, all coer- tack the justifications for the war and about the lies that led up to this war. Ells- cive power, depends on the coopera- Congress’ failure to set limits on it. In berg knew that by copying this document tion, the obedience and support of fact, the biggest lesson I learned from he could spend many years in jail. But Dan believed that once the American public many people, including those who see Vietnam is to not trust our govern- ment’s statements. I had no idea until knew how the war had been built on the themselves as just passive bystanders. lies of their own government that they Pacifism is about resisting and trans- then that you could not rely on them. Yet, I am a part of “them.” would demand an end to the war. Dan forming evil by actively withdrawing asked me if I could hide his copy of the that support. When an organized Daniel Ellsberg gave me a copy of Pentagon Papers, and of course I agreed to movement of people nonviolently the Pentagon Papers, and asked me help. Ultimately, the New York Times and refuses to cooperate, they unleash a to release it, to put the history of this many major U.S. newspapers published tremendous force for change, like a unjust war into the public record. excerpts of the Pentagon Papers. President powerful wind. But I chose to sit on them, to remain Nixon and his National Security Advisor Henry Kissinger were furious. Noncooperation can take many silent. I just wasn’t sure that public The U.S. government charged Dan Ells- forms. We can withdraw resources by knowledge of the Pentagon Papers would make much of a difference berg with theft, conspiracy, and espionage. refusing to pay taxes that pay for war; Ellsberg’s attorneys called me as an expert we can refuse to be drafted into the either to the American people or in the direction of the war. And I had my witness to tell the jury the true history of army; we can boycott and strike. We U.S. involvement in Vietnam. I spoke for relationship with the White House to can create nonviolent obstructions by several hours. I explained there was noth- putting our bodies in the way: sit-ins, think about. I didn’t want to lose the ing in the papers of military significance blockades, mass marches. I think what power I had worked so many years to that could be used to harm the defense made the biggest impact on Daniel gain. of the United States, that the information was the idea that we can refuse to in them was simply embarrassing to our cooperate by exposing the truth. Re- government because what was revealed, in the government’s own private memos, was maining silent in face of truth simply how it had lied to the American public. amounts to acceptance and support, The secrets disclosed in the Pentagon to collaboration with evil. To do what Papers might embarrass politicians, might is right, sometimes we have to do hurt the profits of corporations wanting what is considered “wrong” in the tin, rubber, and oil in far-off places. But eyes of the law. I am helping Daniel this was not the same as hurting the na- find his way along a somewhat bumpy tion, the people. road toR truth. E C E P T I O N

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 20 Lyndon Baines Johnson—36th Richard M. Nixon—37th Senator Mike Gravel President of the United States President of the United States As a U.S. senator from the great state I became president when President I am familiar with Vietnam, hav- of Alaska, it is my duty to make sure Kennedy was assassinated in Dallas, ing served as President Eisenhower’s that the American people have access Texas in 1963. I inherited the Viet- Vice President in the 1950s when the to accurate information to make deci- nam War as well. I am determined to conflict began. Back then, we were sions. Therefore, I have chosen to read win the war in Vietnam. We will use supporting the French, who had run the Pentagon Papers that I received whatever resources we need, includ- Vietnam for about a hundred years. from Daniel Ellsberg aloud during a ing sending more U.S. troops and At one point, I proposed dropping special session of the Senate Building artillery to defeat our enemy there. nuclear weapons on the Vietnamese and Grounds committee that I chair. The United States has just cause for when it was clear that the French were I will include the full papers in the this war because we were attacked by going to be run out of Vietnam. I’m Congressional Record for all to see. I North Vietnam’s navy in the Gulf of still not opposed to using nuclear do so at great risk because the govern- Tonkin. We will defend the freedom of weapons against those little crumbs, ment classified these documents as top our ally, South Vietnam, and fight for but my adviser Henry Kissinger dis- secret. I realize that I am putting my a free Vietnam where democracy can courages me. He says he doesn’t want career and my personal freedom on be a reality for all. the world to see me as a “butcher.” the line to do what I know is right. I will not let any staff member of mine The citizens of the United States Well, to hell with the world. I will even touch the boxes that contain this must understand that we will win this not stand for these little upstarts to information lest they be prosecuted war. If we lose Vietnam, then we lose challenge America. I will cream them. for espionage or treason. Southeast Asia. All of Vietnam’s neigh- Though I ran for president in 1968 on bors will fall like a line of dominoes to a campaign that promised “peace with This is not the first time I’ve taken the Communists. So, there is more at honor,” I am secretly bombing Viet- action against the Vietnam War. I tried stake in this war than just Vietnam. nam and its neighboring countries, to use a filibuster to oppose President dropping more bombs on Cambo- Nixon’s extension of the draft. My Lately, I have become discouraged. The dia than were dropped during all of thinking was this: stop the draft and Tet Offensive of 1968, a surprise attack World War II because, frankly, I don’t we stop the war. I was too nice and too against our troops during the Viet- give a damn about the civilians down young to make the filibuster work. I namese New Year, has taken its toll on below. I will prevail in Vietnam even got out-maneuvered by other senators. our resolve. It has also taken its toll on if I lose South Vietnam in the process. my resolve. I do not know if I can stay I began reading the Pentagon Papers on as President. The more I try to not Despite what my critics say, I have be- to an audience of one. I began my lose Vietnam, the more people turn gun to “Vietnamize” the war, turning action by stating that I would love to against me. Even Walter Cronkite over over as many ground operations as I build more federal buildings, but can’t. at CBS Television, the most trusted can to the Vietnamese. I am following We don’t have the money because of news man in America, has his doubts through on my promise to bring our this war we are waging in Southeast about the war in Vietnam and about troops home. I have to bomb the hell Asia. Now let me tell you how we got my leadership. If I’ve lost Cronkite, out them to do that. If only the liberal in Southeast Asia. I read late into the I’ve lost America. I do not want to go press would let me be the president night until I could no longer go on. down in history as the U.S. President and carry out my entire plan. How The deceit, the grief . . . it was too who lost Vietnam. can I succeed when I have national much. I started sobbing not long after security leaks all the time? Things are midnight. This war has to end. upside down. The peace-niks, like that thief Daniel Ellsberg, are applauded as heroes while I’m called a butcher. Now that Ellsberg character is going public with top-secret documents. He’s a traitor. We just can’t have this nonsense. I’ll get them. I’ll get them all, do whatever I have to do to secure my presidency and continue my war. I R E C am Ethe President. P T I O N page 21 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Anthony Russo President Nguyen Cao Ky Egil “Bud” Krogh Daniel Ellsberg and I met at the I have always been on the right side I am dealing with a national security RAND Corporation, a think tank set of power; I make sure of it. After the crisis. As head of President Nixon’s se- up to develop U.S. war policies in the partition of the Vietnam, I started my cret Special Investigation’s “plumber’s late 1960s. He knew that I was an op- military career in the infantry, as an unit,” it is my job to stop the leaks of ponent of the war and he constantly officer in South Vietnam. The French top secret information that are un- asked me questions about my views. realized my potential and sent me dermining the President’s ability to When Dan told me what he had in his to pilot training in Morocco. How I run the Vietnam war as it should be possession, a documented history of admire the French—their food, their run. One of my first priorities is to our country’s secret war in Vietnam drink, their cigarettes. stop Daniel Ellsberg who leaked the spanning over five presidencies, I told My first wife was French. What a Pentagon Papers to the press. I believe, him that he had to make the informa- woman. But let’s be clear, I love all along with the President, that we can tion public. I pushed Dan to take that women. Once, when I was young, to still win the approval of the American next step. I decided to help him. I not impress a girl I was dating, I landed people if we can find damaging infor- only urged Dan to copy and distribute my helicopter in front of her house. mation about Ellsberg’s personal life the Pentagon Papers, I provided the Ha! You should have seen the locals and undermine his credibility by leak- copy machine, the space, and the sup- panic! I was charged with misuse of ing his secret files to the press. Nixon port. military equipment—but it worked, is the man who invented the strategy I know that Dan and I face possible so, c’est la vie. of manipulating the press through timely leaks of sensitive information. jail time for our actions when the As the commanding officer of the Pentagon Papers become public. I also So, I am rounding up some of the South Vietnam Air Force, I became top espionage people we have, at the know that I will not cooperate with part of a group of military officers the criminal U.S. government under direction of President Nixon, to break known as the Young Turks—we into Ellsberg’s psychiatrist’s office. any circumstances. Mine is a choice of would support or oppose attempts to conscience. How can we remain silent With luck, we’ll help to bring an end take over the government. The coups to what might be a large-scale anti-war when we know the truth and read offi- and attempted coups happened all cial lies everyday? How can we remain conspiracy being waged from inside the time. My best tactic was when I government. silent when we know that thousands scrambled fighter jets and threatened of innocent people are dying everyday air-strikes to warn a political oppo- I must admit, though, that I am for those lies? nent. Extreme? So what? It worked, troubled by the direction this war and I can’t be a bystander. I must reveal and in 1965 I became the Prime Min- this president is taking. No one asks, the truth. Dan must reveal the truth, ister of South Vietnam. “Is this the right thing to do?” No one regardless of the consequences. looks at the legal issues, the ethical When we took over, South Vietnam issues, the spiritual issues. Some- was in chaos, it needed control; so times I’m worried that in the name of newspapers publishing unaccept- national security that President Nixon able material were closed, excessive is really at the heart of the collapse of civil liberties were curtailed and our national integrity. troublemakers like the Communists, Buddhists, and anyone who actively Even though I cannot tolerate the opposed our regime were shot. Some- man’s actions, I feel sympathy for Dan times there is too much freedom. Ellsberg. He is trying to do what he thinks is the right thing. I have not The coups stopped. American support been able to do that. I am too tied in increased. South Vietnam was open with government to step aside and ask for business. the burning questions that Ellsberg has. R E C E P T I O N

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 22 Neil Sheehan—New York Times Walter Cronkite—Television John Dean Reporter News Anchor I was White House Chief Counsel to I went as a reporter to Vietnam for As the anchor of the “CBS Evening President Richard Nixon from 1970 a press service in 1962. I spent three News,” every night I come into the until April of 1973. During much of years in Vietnam, eventually cover- living rooms of millions of Ameri- the Nixon Administration, from 1969 ing the war for the New York Times. cans. Some people call me “the most through 1972, Daniel Ellsberg and I When I returned home from Vietnam trusted man in America.” When I were on opposing sides; his interest in 1966, I saw the increased protests. began to express my doubts about our was exposing the truth about why the I witnessed the unraveling of McNa- country’s military policy in Vietnam, U.S. was involved in Vietnam and my mara, the unraveling of Johnson, as a President Johnson was said to have role was to perpetuate the lies being result of the Vietnam War. lamented that, “if I’ve lost Cronkite, told to people around the world. I ini- tially went along with Nixon’s strategy In 1971, I received top-secret informa- I’ve lost middle America.” I went to of covering up U.S. lies about the war tion from Daniel Ellsberg about CIA Vietnam in 1966 to see for myself in Vietnam. What made me change? operations in Vietnam. I immediately what was going on. It wasn’t my first As a lawyer I could see that Ellsberg’s wrote and published an article based experience covering war, I served as rights were being violated during his on what Dan gave me. He later gave a news correspondent during all of trial and that I would be guilty of a me a copy of the Pentagon Papers. I World War II. But Vietnam is differ- charge of obstruction of justice if I chose to write a series in the Times ent. Vietnam is dividing America and continued to go along. that revealed a secret U.S. govern- draining our spirit and our resources. ment history of the war that had been Average people are losing faith in Our opposition ended when I broke hidden from the American people for their government and in each other. from the Nixon Administration and decades. I wrote the series not know- By 1968, it became clear to me that began telling the truth about the ing if it was legal. But don’t think for the only option that the United crimes I participated in such as the a minute that I didn’t take caution- States had was to negotiate a peaceful government-approved break-in of the ary steps: other writers and I rented settlement with the Vietnamese. The psychiatrist of Daniel Ellsberg at Nix- a hotel room in order to review the impact of the Tet Offensive—massive on’s direction. I told the president that entire document and to compose attacks by the National Liberation I was going to break rank. I wouldn’t articles for publication in the Times Front (the so-called Viet Cong) on lie for anybody. And one of the things based on what we learned from Dr. U.S. forces in Vietnam—has shown that I knew about was the break-in Ellsberg’s actions. After our initial ar- that we are not winning this war and into Daniel Ellsberg’s psychiatrist’s of- ticles appeared, Attorney General John we cannot win this war. I expressed fice looking for information that could Mitchell ordered the Times to stop fur- my conclusions on the air during my somehow discredit Ellsberg. ther publication and threatened legal nightly CBS newscast. My truth-telling ultimately led to action. When Daniel Ellsberg released the Nixon’s resignation which made the I never got away from the Vietnam Pentagon Papers and went into hid- end of the Vietnam War possible nine War, not because I was obsessed with ing from federal law enforcement months later. Though I did jail time, it, but because it was the event of my authorities, I interviewed him on my my sentence was reduced because I generation. It defined all of our lives. national newscast from a secret loca- cooperated with the prosecution and I along with Dan Ellsberg, hoped that tion. My job as a reporter is to bring exposed the cover-up plot. the truth about Vietnam could rede- the truth to the American people, and fine our lives. I wanted the truth to cut win or lose in Vietnam, we all have through the delusions we had of our- the right to know the truth. It’s the selves as Americans and the delusions only way a healthy democracy can we Americans had about Vietnam. function. We must have a free and ac- tive press and reporters, like me, have to report the truth, even if that truth flies in the face of official government R E C statements.E P T I O N page 23 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Nguyen Thi Hong, Vietnam Norma Banks Howard Hunt During the American War in my My husband, Michael, served in Viet- I’ve always taken orders and carried country, my people fought to throw nam. At first, he refused to talk about them out. That’s what you do in the out the invaders. First the French, then his experiences in the war. But about intelligence business—do your job the Japanese, then the French again— three or four years after we were mar- and keep quiet. I am very good at and finally the Americans. The Ameri- ried, he started to tell me things. I was what I do. I can say with a great deal cans captured me and turned me over curious what it had been like. He told of satisfaction, that as a member of to the South Vietnamese government. me that he did not like the idea of the Central Intelligence Agency [CIA] We called the South Vietnamese having to kill, but he felt that he really I battled communism in places like “puppets,” because they were funded didn’t have a choice. Guatemala, Cuba, and Nicaragua, and controlled by the Americans. His pains began with his joints; they among others. To me, communism is The South Vietnamese tortured me. bothered him. Then as time went on, a graveyard of skulls, of very unhappy They hung me upside down from the he just wasn’t well. He started sus- people. . . it has to keep eating on its ceiling by my ankles, and tied my big pecting that it might have been Agent neighbors, finding new aggressive toes to a pole. They passed electrodes Orange, the chemical herbicide that activities to keep itself going, fueling through the tips of each of my fingers, the U.S. sprayed all over Vietnam. Of itself. Just look at what’s happening in and other places I won’t mention. The course, this poison affected Ameri- Vietnam. cruelty that we experienced was longer can soldiers, too. Michael would just After my official retirement from the than a river, higher than a mountain, say, “Well, in Vietnam, I was living in CIA, I joined the Nixon administra- deeper than an ocean. the swamps. So you know, Norma, tion as a member of the Special Inves- Once, I was walking on a road and the eventually it’s going to get to me.” tigations Group. We were known in American planes came overhead and The doctors always wanted him to close circles as “the Plumbers.” It was drenched me with the herbicide, Agent describe what he felt, and he would our job to prevent or eliminate leaks Orange. Lots of my friends and family say it’s pain but it’s not like a pain of in the Nixon White House. were sprayed with this poison several a stab wound or a puncture. He felt The distribution of the Pentagon times. Today, we have many health that it was on the inside and it felt Papers, the top-secret 7,000-plus-page problems. I have terrible arthritis and like things just creeping in his blood, history of the United States’ involve- strange skin problems. Many people creeping all over him. ment in Vietnam, was a major leak— here have died young of cancer. Lots of He would break out from the bottom threatening the integrity of our gov- deformed babies. Lots. of his feet, just all over his body. And ernment and our success in Vietnam. I’ve heard that some Americans risked he itched 24 hours a day—all day, ev- Like I said, I am very good at what a great deal, and even went to prison, ery day. I felt so bad for him, because I do. The Administration needed to trying to end this war. I thank all the there was nothing I could do. Michael discredit Daniel Ellsberg, and I knew Americans who worked for peace. would fall asleep but he could never overt, covert, and derogatory informa- sleep very long; he would jump up tion would destroy Ellsberg’s public and then I’d wake, too. I would rub image and credibility. I proposed that his back and that would get him back we burglarize Ellsberg’s psychiatrist’s to sleep. office.I f we found any dirt on Ellsberg, One night Michael got a real bad it would take attention off the Penta- bout, and he vomited and there was gon Papers and put it on Ellsberg. all this black stuff. It turned out to be blood. He died not long after that. Sometimes the effects of a war don’t happen right away. R E C E P T I O N

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 24 Thich Nhat Hanh Joan Baez Grace Castillo I am a Buddhist monk and social All my life I have been an activist for I wonder if the “Big Men”—people justice activist. In the early 1960s, I peace and human rights, a key player like Johnson and Nixon and Kissing- founded the School of Youth for Social in the long and honored tradition of er—ever think about how their deci- Services (SYSS) in Saigon in South using song as a way to work for social sions affect the “little people,” people Vietnam. We rebuilt bombed villages, justice. My career took off when I was like my husband David and me. David set up schools, established medical still a teenager, and I often used my believed his government when it centers, and resettled families left celebrity status to help publicize social told him that he should go fight for homeless during the war. justice actions. I performed at the freedom in Vietnam. He said that he I was a part of a Vietnamese Buddhist 1963 Civil Rights March on Washing- wanted our son to be proud of him movement for peace. The majority of ton and at the first big Students for a and so he enlisted in the Army. He Vietnamese are Buddhist, and in the Democratic Society anti-Vietnam War didn’t even wait for the government south, Buddhists were oppressed by March in Washington. It was there to draft him. And soon the Army sent Ngo Dinh Diem, the U.S. appointed that I first met Daniel Ellsberg. him to fight in Vietnam. and un-elected “leader.” One of the In 1967, because of my anti-war activ- One night after David had been sent Buddhists in the movement said: ism, the Daughters of the American to Vietnam, I had a dream. I saw “Each day the war goes on the hatred Revolution (DAR) refused to allow David walking—in a field, or a jungle increases in the heart of the Viet- me to perform at Constitution Hall. or something. Lots of shrubbery. And namese and in the hearts of those of Instead, I put on a free concert for I kept trying to tell him, “Don’t go. humanitarian instinct. The Americans 30,000 at the Washington Monument. Don’t go any farther. Stay away.” And are forcing even their friends into I performed at Woodstock that same then there was an explosion. becoming their enemies. It is curi- year. The next morning, I dropped our son ous that the Americans, who calculate Music is at the heart of social move- off at preschool and went to work. so carefully on the possibilities of ments; the anti-Vietnam War move- That dream haunted me all day long. military victory, do not realize that in ment is no exception. I have been That night I received a telegram. The the process they are incurring deep able to sing and work with so many telegram read: “This is to inform psychological and political defeat. The courageous, inspirational individu- you that your husband, Private First image of America will never again be als throughout the world—all of us Class David Reevus Castillo, has been the image of revolution, freedom, and part of a much larger movement of wounded.” And it tells me that they democracy, but the image of violence millions fighting nonviolently for amputated his left leg above the knee and militarism.” peace and social justice. There was and removed his right eye. It said that Later, I traveled to the United States to Martin Luther King, Jr., Cesar Chavez, he was still in a coma with shrapnel in study at Princeton and then to lecture Randy Kehler, Daniel Ellsberg, and, the brain. I contacted my doctor and at Cornell and Columbia. I urged the of course, Bob Dylan and David he told me, “Grace, pray. Pray that he U.S. government to withdraw from Harris—loves of my life. David and dies.” I just wonder if the Big Men who Vietnam. I urged Martin Luther King, I married in 1968, and although he planned this war think about the little Jr. to publicly oppose the Vietnam spent most of our brief marriage in people like David and me. War; Dr. King nominated me for the prison for draft resistance, I gave birth Nobel Peace Prize in January 1967. to our beloved son, my only child, Ga- briel, a year later. My music has mirrored my nonvio- lent activism throughout my life. I have refused to pay war taxes and have gone to jail for nonviolent civil disobedience. I co-founded the Insti- tute for the Study of Nonviolence. You don’t get to choose how you’re going to die. Or when. But you can decide R E C howE you’re going P to live now. T I O N page 25 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith James Goodale, Attorney, New York Times I was the attorney at the New York Times when the Times was decid- ing whether to publish the Pentagon Papers. These were thousands of secret official documents explaining step by step how the U.S. government got into the Vietnam War. Daniel Ellsberg had given these to the Times. The question for us at the newspaper was, “Can we publish top secret classified govern- ment papers?” This falls under the Espionage Act. Yes, I guess if the gov- ernment wanted to stretch it, it would be possible to charge us with violating the Espionage Act. And, in fact, I heard that the law firm that the Times had used for many years told the Times executives that if they published the Pentagon Papers, they could all go to jail. This was a very big deal. The Times was the leading newspaper in the United States. Sure, the executives took a risk in publishing these pa- pers. But I thought the Times took a bigger risk had they held onto these important documents and refused to publish them out of fear. I told the Times that in my opinion they had the legal right—and the responsibility—to publish the Pentagon Papers. After we began publishing, the U.S. Attorney General John Mitchell sent a telegram to the Times telling us to stop imme- diately, and threatening us with legal action if we continued. I mean what in God’s name have we been fighting for in this country for two or three hun- dred years? To have the right to speak and the right to publish, the right to think. Are we going to back down because someone sends us a telegram, because the government threatens us? No. R E C E P T I O N

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 26 Student Handout

The Most Dangerous Man in America Reception Questions

Find someone who has been to Vietnam or knows someone who was in Vietnam. Who is the individual, what is this person’s point of view about the Vietnam War?

Find someone who had strong feelings about the war in Vietnam. Who is this individual and why did he or she have such strong feelings?

Find someone who faced an important choice. Who is the person? What was his or her choice?

Find someone who did not support what Daniel Ellsberg did. Who is the person and why did this individual disapprove of Ellsberg’s actions?

Find someone who supported—or likely would have supported—Ellsberg’s actions. Who is the person and why did (or would) he or she approve of Ellsberg’s actions?

Find someone who lost something as a result of the Vietnam War. Who is the person? What did he or she lose?

Find someone who served in any capacity in the U.S. government. Who is this person and how did he or she respond to the war?

Find someone who changed in some important way. Who is this person and how and/or why did this person change?

page 27 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith • To consider implications of historical decisions highlighted by the film. Question #9 provides an insider view of presidential decision- making in a time of war: The film includes a quote from President Richard Nixon that was from a taped conversation in the White House. “For once we’ve got to use the maximum power of this country against this shit-ass little country to win the war.” What is your reaction to this quote by President Nixon?

• To help students make connec- tions between the documentary and Daniel Ellsberg with his son Michael at the April 26 Anti-Nuclear Rally in San Francisco, 1980. Photo: Ilka Hartmann © 2010. events today. Question #1: Daniel Lesson Five Ellsberg points out that the Gulf of The Most Dangerous Man in Tonkin resolution was built on lies and half-truths. And yet no mem- America Writing and Discussion bers of the House of Representatives opposed it, and only two senators The Most Dangerous Man in America • To provide teachers with logi- voted no. Why was there not more can be the centerpiece of a strong cal places to pause the documen- skepticism or doubt in Congress? teaching unit about Daniel Ellsberg, tary for clarification. For instance, Do you think that if a president the Vietnam War, and issues of con- Question #4 seeks to amplify an brought a “Gulf of Tonkin resolu- science and truth-telling. Like the era important historical connection tion” to Congress today that there in which it is set, the film is complex that students might miss: In the would be a different outcome? and rich with information and ideas. film, DanielE llsberg talks about his The Most Dangerous Man in America time in Vietnam in 1966. He refers • To allow teachers to pursue an raises important questions that are to incidents when his unit was at- aspect of the film not covered in as relevant today as they were during tacked by the National Liberation depth by the curriculum. For in- the late 20th century. The film pro- Front, the so-called Viet-Cong. He stance, some teachers might want vides engaging teaching moments: says, “I remember looking up at a to pursue the connection between opportunities for discussion, per- sergeant as we lay after about the Daniel Ellsberg and Henry David sonal writing, critical thinking, and 15th of these incidents and say- Thoreau: Ellsberg committing an act decision making. ing, “Do you ever feel like the Red of civil disobedience in relation to Coats?” And he said, “Yeah, I’ve the Vietnam War, Thoreau to protest The “Film Writing and Discus- been thinking that all day.” What the U.S.-Mexican War. Question sion Questions” are drawn directly does Ellsberg mean that he felt like #29 confronts students with a tough from The Most Dangerous Man in the Red Coats? question about heroism, loyalty, and America and follow the film closely the meaning of patriotism: President from beginning to end. By no means • To explore issues raised by the film Nixon says, “I think it is time in this are teachers expected to cover all in greater depth. Question #5 asks country to quit making national 47 questions included in the guide. students to think about the follow- heroes out of those who steal secrets Pick and choose questions to meet ing: Why were the Pentagon Papers and publish them in the newspa- your pedagogical goals. The “Film classified as top secret? This was just pers.” Should Ellsberg be considered Writing and Discussion Questions” history, about how the United States a hero? Why or why not? What’s were created to serve a wide variety got into the war. What’s the big need your definition of a hero? What’s of needs: for secrecy? What could be danger- ous about history? Nixon’s? page 28 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith The “Film Writing and Discussion Writing and Discussion Questions New York Times. Was he right to do Questions” provide an opportunity this? Should he have resigned his to build continuity with earlier les- Daniel Ellsberg points out that position? son plans. For example, students 1the Gulf of Tonkin resolution have already developed questions was built on lies and half-truths. In the film, DanielE llsberg tells intended to guide their learning And yet no members of the House 7the story of the death of his in Lesson One and Lesson Four. of Representatives opposed it, and mother and sister, and of his seri- Teachers can survey the questions only two senators voted no. Why ous injury. His father fell asleep included here and choose items was there not more skepticism or while driving. He says, “I think it that directly connect, build on, or doubt in Congress? Do you think did probably leave the impression pursue implications with questions that if a president brought a “Gulf on me that someone … you loved, that students have already created. of Tonkin resolution” to Congress like my father, or respected, an Question #39 asks the following: today that there would be a different authority, could fall asleep at the Daniel Ellsberg says, “I gave up my outcome? wheel, and had to be watched, not job, my career, my clearance, and I because they were bad, but because Why did Daniel Ellsberg decide they were inattentive perhaps to the staked my freedom on a gamble: If to join the Marines? How do his the American people knew the truth 2 risks.” Do you think that President reasons compare with why people Johnson and Secretary of Defense about how they had been lied to, join the military today? about the myths had led them to en- McNamara and other government dorse this butchery for 25 years, that Why was Daniel Ellsberg at first leaders were “asleep at the wheel,” they would choose against it. And 3such a strong supporter of the in Vietnam or did they know what the risk that you take when you do Vietnam War? How does Ellsberg they were doing? that, is that you’ll learn something begin to change his opinion about Daniel Ellsberg describes a ultimately about your fellow citi- the war? 8meeting with Nixon’s National zens that you won’t like to hear, and Security Advisor, Henry Kissinger: that is that they hear it, they learn In the film,E llsberg talks about his time in Vietnam in 1966. He “I had given a set of options to from it, they understand it, and 4 Kissinger I’d drafted at Rand. Six they proceed to ignore it.” Should refers to incidents when his unit was attacked by the National Liberation or seven alternative approaches in Ellsberg be disappointed in what he Vietnam to consider at his first na- accomplished, in the impact that his Front, the so-called Viet-Cong. He says, “I remember looking up at a tional security council with Nixon. actions had? Has the film, The Most And he one point said, ‘Dan you Dangerous Man in America, done sergeant as we lay after about the 15th of these incidents and say- don’t have a win option.’” Why did anything to change the minds or Ellsberg think that “winning” was lives of students in your class? Has it ing, “Do you ever feel like the Red Coats?” And he said, “Yeah, I’ve impossible? What would it have answered questions students formu- meant to “win” in Vietnam? lated about the war, the era, and the been thinking that all day.” What actions of activists like Ellsberg? does Ellsberg mean that he felt like The film includes a quote from the Red Coats? 9President Richard Nixon that Some of the questions we include was from a taped conversation in here would make excellent end- Why were the Pentagon Papers classified as top secret? This was the White House. “For once we’ve of-the-unit writing prompts. For 5 got to use the maximum power of example, Questions #43, 45, and 46 just history, about how the United States got into the war. What’s the this country against this shit-ass provide students with opportunities little country to win the war.” What to draw new learning into the con- big need for secrecy? What could be dangerous about history? is your reaction to this quote by temporary world. A “readaround” President Nixon? sharing of student pieces will lend The first time Daniel Ellsberg itself to an exploration of students’ took action against the war— This quote seems to reflect ideas about citizenship in their 6 outside of government—was when 10President Nixon’s contempt personal lives and the world more he leaked a secret CIA report to the for the Vietnamese. If Nixon—and broadly. © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 29 perhaps other U.S. leaders—had In the film, Ellsberg quotes Was the New York Times such contempt for the Vietnam- 18Henry David Thoreau, who 25justified in publishing the ese, why were they willing to wage once said, “Cast your whole vote, Pentagon Papers even though they such a costly war, in terms of lives not a strip of paper merely, but were classified as top secret govern- and treasure, to supposedly “save” your whole influence.” What did ment documents? Vietnam? that mean to Ellsberg? Why was it important? Some of the history included Daniel Ellsberg says that he 26in the Pentagon Papers had 11only learned that the Viet- Some people might think been known for years—for exam- nam War was “an American war 19that when Daniel Ellsberg ple, it was no secret that the United from the start”—that President Tru- became convinced that the Vietnam States took the side of the French man financed France to retake its War was wrong he simply should following World War II and did not former colony of Vietnam—when have quit. Instead, Ellsberg decided support Vietnam’s Declaration of he read the Pentagon Papers. Daniel to release government secrets. Did Independence read publicly by Ho Ellsberg was a highly educated man, Ellsberg do the right thing? Did he Chi Minh in September of 1945. why didn’t he know this earlier? go too far? Are the New York Times (and other newspapers) the heroes of this story What does Ellsberg learn Do you think that Daniel or should they have been doing a 12from the Pentagon Papers 20Ellsberg was right to involve better job throughout the entire that makes him turn against the war his 13-year-old son, Robert, in war? Is The Most Dangerous Man … so decisively? copying the Pentagon Papers— about the media’s success or about committing a crime with him? When he describes U.S. in- its failure? 13volvement in Vietnam, Ells- What was Ellsberg’s rationale The Nixon administration berg says, “It wasn’t that we were on 21for involving his son? 27tries to stop publication of the wrong side; we were the wrong the Pentagon Papers. Attorney Gen- side.” What does he mean by that? Representative Pete McClo- 22skey and Senator William eral John Mitchell orders the New What are the lies that Ells- Fulbright both had copies of the York Times not to publish them. 14berg learns about by reading Pentagon Papers, but did not reveal What was the Nixon administration the Pentagon Papers? What other them. Why not? worried about? lies had he learned about earlier? Why does Ellsberg’s wife, Pa- President Nixon and Nation- Did Daniel Ellsberg change 23tricia Marx Ellsberg, support 28al Security Advisor Henry 15all by himself or were there Ellsberg’s decision to release the Kissinger both said that publishing others who helped him change? Pentagon Papers even though she the Pentagon Papers was an attack Who were these people and how did knows it could mean that he would on the “integrity of government.” they influence Ellsberg? spend the rest of his life in prison? Were they right?

What was Daniel Ellsberg Patricia Marx Ellsberg says President Nixon says, “I think 16risking as he began to change 24that when she read parts of 29it is time in this country to and as he began to want to take ac- the Pentagon Papers about how quit making national heroes out of tion against the war? cold and calculated government those who steal secrets and publish leaders were, it was like reading them in the newspapers.” Should Daniel Ellsberg describes “the language of the torturers.” She Ellsberg be considered a hero? Why 17going to an anti-war meet- thinks to herself, “[H]ow can the or why not? What’s your definition ing where young men were going leaders of our country be talking in of a hero? What’s Nixon’s? to prison for resisting the draft. this language and then misleading Ellsberg leaves the auditorium and According to one of his the American public?” What’s the aides, Henry Kissinger said finds a bathroom and begins sob- answer to that question? 30 bing hysterically. Why does he have that, “Dr. Daniel Ellsberg was the this reaction? most dangerous man in America page 30 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith and he had to be stopped.” Why did How did the release of the secrets that they should be revealing? Kissinger consider Ellsberg the most 36Pentagon Papers change the What kind of secrets might these be? dangerous man in America? Nixon administration? White House Counsel John Dean called this “the Daniel Ellsberg says that, In the film, Daniel Ellsberg beginning of the dark period.” What 43“We as a people do have 31says, “I think the lesson is did he mean by that? that power … to change ourselves that the people of this country can’t and history.” Can you think of any afford to let the president run the What’s the impression you examples from history that offer country by himself without the help 37get of President Richard evidence for this statement of the Congress, without the help of Nixon in the film? the public.” Is that the main lesson Ellsberg’s friend, the histo- of the Pentagon Papers story? Are Howard Zinn says that Daniel 44rian Howard Zinn, says that there other important lessons? 38Ellsberg may have expected Ellsberg’s “act had an effect on him, too much from the publication of a profound effect on him and on The former government offi- the Pentagon Papers. If the revela- the rest of his life. He was never go- 32cial, Mort Halperin, says that tion that U.S. involvement in Viet- ing to rest easy from that point on Ellsberg, “did betray a trust and he nam had been built on lies did not unless he was part of some move- put in jeopardy not only his welfare, end the war, why didn’t it? ment against war and for social but that of everybody else who was justice.” Why do you think that Zinn involved.” Was Ellsberg guilty of Daniel Ellsberg says, “I gave attributes Ellsberg’s “act” as having betraying and endangering others? 39up my job, my career, my this effect on him? How would he respond? clearance, and I staked my freedom on a gamble: If the American people Is this just a film about U.S. In the film, Ellsberg refers knew the truth about how they had 45history, or are there any les- 33to the British writer E.M. been lied to, about the myths had sons in it for us today? How about Forster, who said, “If I had to choose led them to endorse this butchery lessons for you personally? between betraying my country and for 25 years, that they would choose betraying a friend, I hope I should against it. And the risk that you take The Pentagon Papers is about have the guts to betray my country.” when you do that, is that you’ll learn 46the U.S. war in Vietnam, but Do you agree with that sentiment? something ultimately about your the film does not quote a single fellow citizens that you won’t like Vietnamese person. Why not? Daniel Ellsberg did what he to hear, and that is that they hear it, What reactions might Viet- 34felt was the right thing to they learn from it, they understand do, regardless of the consequences. 47namese have had to the it, and they proceed to ignore it.” release of the Pentagon Papers? What keeps other people today from Should Ellsberg be disappointed in doing the right thing? what he accomplished, in the impact President Nixon said, “Daniel that his actions had? 35Ellsberg, whatever his inten- John Dean, Nixon’s White tions, gave aid and comfort to the 40House Counsel, said that enemy and under those circum- what Ellsberg did “changed history.” stances, that is inexcusable. After In what way did it change history? all, he is putting himself above the president of the United States, above What role did Daniel Ellsberg the Congress, above our whole sys- 41play in ending the war in tem of government, when he says in Vietnam? effect that he would determine what should be made public.” What are Where are today’s “Daniel your thoughts on Nixon’s statement? 42Ellsbergs”? Do you think that there are other “insiders” who know

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 31 Lesson Six The Trial of Daniel Ellsberg

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page 32 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith coming soon visit mostdangerousman.org/curriculum for updates

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 33 Lesson Seven Blowing the Whistle: Personal Writing

“Blowing the Whistle: Personal It is critical for students to under- lives, even if we don’t see it clearly. Writing” provides students with an stand that none of these individuals Before we can respond proactively opportunity to explore the ways acted in isolation. Like Ellsberg, they to injustice, we need to understand they themselves regularly make were all part of a much larger, en- what it is, what it looks like, sounds important choices about whether during movement of many regular like, and feels like on a personal to resist injustice or remain silent. people, whose names we may not level. Daniel Ellsberg’s decision to copy know, making similarly difficult and release the Pentagon Papers choices. In fact, every day we all In small groups, students should was a momentous one. Others have make choices about speaking up or 2brainstorm and record situa- made similarly deliberate choices to remaining passive. In order for our tions in which they experienced or endure potentially difficult reper- students to be able to connect with witnessed injustice. Note that the cussions in order to fight injustice: the past, they need to see themselves “injustice” they witnessed needn’t Henry David Thoreau refused to pay as active participants in the making be of historic proportions. Ex- taxes to support the U.S. war against of history. They need to understand amples might include watching a Mexico, Harriet Tubman joined the the power of their choices. Narrative student mistreated by an author- Underground Railroad, Alice Paul writing offers students an essential ity figure; someone bullied on the held a banner advocating women’s tool to examine injustice in their playground; someone mistreated suffrage during World War I and was lives and how they want to respond for their race, gender, sexual ori- arrested, Rosa Parks chose not give to it. entation, disability, age, or appear- up her seat on the bus in Montgom- ance; a child mistreated by a parent; ery, Martin Luther King, Jr. opted Suggested Procedure etc. Ask for volunteers to briefly share examples with the whole class to go to jail in Birmingham. These In journals, ask students to are examples of well-known leaders and record on the board or post on 1write on the question, “What is large paper for students to see as making historical choices. However, injustice?” Discuss. Remind stu- too often our history books place well as hear. After the large group dents that much of our history is report-back, encourage students these famous figures alone on a about injustice and people’s varying pedestal, far away and distant, inac- to share additional experiences responses to it. Injustice permeates and ideas. You might also ask who cessible in their uniqueness. not only our history, but also our page 34 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith else has had a similar experience. compelling. Point out how the Students who are not at ease This discussion and list of ideas is introduction draws in the reader 6with writing need ample class critical in that it “seeds” students’ immediately. Ask students what time to write. memories and imaginations and they think creates a compelling helps them begin to think in terms opening. Record ideas on a large It is critical that we not end with of the myriad of ways justice and piece of paper, which can be posted 7students simply turning in a injustice might affect them person- on the wall. Ideas might include piece of writing to the teacher. Stu- ally. The richer the ideas they have dialogue, a provocative question, a dents need an opportunity to share to work with, the better their writ- rich description that incorporates their stories and reflections. Seat ing will be. metaphorical language, a shocking students in a circle and encourage image. them to read their personal narra- In small groups, ask students to tives aloud to the full class. This fi- 3discuss how they responded to Continue to assist students in nal read-around creates an essential their situations. What choices did analyzing what makes the writ- “collective text” for the class; it’s an they make? Why? ing work. An excellent tool for this opportunity for students to recog- process is Linda Christensen’s “Nar- nize patterns in how they respond Distribute the student handout, rative Criteria” in Teaching for Joy or fail to respond to injustice. As 4“Blowing the Whistle: Personal and Justice, p. 113. How is dialogue students listen to one another’s Writing.” Read the quotes together. used to help the reader hear the papers, ask them to highlight the As you read these, you might ask characters speak? Do the characters varying responses to injustice. students for examples of any of sound real? Identify the importance These might include: walk away these from their own lives and also of blocking. Is the reader able to and say and do nothing (“This from events from history or today see clearly what the characters are isn’t about me…”); seethe inside; that you’ve studied in class. Read doing while they talk? What does complain later to your friends; yell aloud the narrative assignment and the author do to help the char- at the perpetrator; discuss or ne- answer any questions. acter come alive? (You might ask gotiate with the perpetrator; write Students should then indi- students to highlight examples of a letter to …; seek out allies and 5vidually select an event in which blocking.) How does the author together approach the perpetra- they witnessed or experienced incorporate character description? tor for a discussion; do nonviolent injustice and begin to write a narra- How does she describe the char- civil disobedience such as releasing tive story. Our stories are often our acter’s physical details, personality secret documents, etc. Follow up greatest teacher and frequently the traits? (Have students use another by asking why they think a person greatest gift we have to offer others. color highlighter to identify char- might respond one way or another? In writing our stories, we not only acter description.) Ask students to What do they foresee as the poten- begin to see a problem more clearly, identify how the writer describes tial effects of each choice? This is but we help others understand the the setting. What kinds of sen- where we can raise questions about issues at hand. Stories have the sory details does she use? Does the why we choose to stay silent or take power to change lives. Students reader know where the story takes action in the face of injustice, what should write a story that shows, as place? What specific details do they the effects are of each, and how opposed to merely describes, how notice about the place? (A third our choice makes us feel. Use the injustice can hurt. color could be used here.) Ask stu- collective text and discussion as a dents to circle figurative language— vehicle for helping students see the It’s helpful to share examples of similes, metaphors, personification. connections between their stories student work, such as Sarah Stucki’s Are there examples of interior and Daniel Ellsberg and the choices “The Music Lesson” and Jennifer monologue? Does the reader hear he made. We all are surrounded by Overman’s “A Summer Night” from the character’s thoughts? Are there injustice; we all make choices about Linda Christensen’s Teaching for Joy any flashbacks? Does the author in- how to address it. and Justice (pp. 94-97). As students corporate background information read the works, ask them to think by having the character tell a story about what makes the pieces so from the past? © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 35 Student Handout

Blowing the Whistle: Personal Narrative Writing

Just as Daniel Ellsberg made choices, we too have the power to change ourselves and history through the choices that we make. Read the quotes below. Think about a time when you chose to remain silent in the face of injustice. Recalling the event, write a narrative story about your experience. Describe the context, the setting. Where were you? What was happening around you? What were people saying and doing? What did you do? —OR— Read the quotes below. Write about a time when you chose to “speak truth to power,” when you chose to speak out against lies and injustice. Describe the context, the setting. Where were you? What was happening? What were people saying and doing? What did you say and do? What were your thoughts and feelings, your questions and concerns? Reflect on your choice to speak up. Why did you make the choice that you did? Complete these as a story.

“At times to be silent is to lie.” — Miguel de Unamuno

“The cruelest lies are often told in silence.” — Robert Louis Stevenson

“A time comes when silence is betrayal…. Some of us who have already begun to break the silence of the night have found that the calling to speak is often a vocation of agony, but we must speak. We must speak with all the humility that is appropriate to our limited vision, but we must speak.” — The Rev. Dr. Martin Luther King Jr.

“Lying is done with words and also with silence.” — Adrienne Rich

“Our lives begin to end the day we become silent about things that matter.” —The Rev. Dr. Martin Luther King, Jr.

“The world is a dangerous place, not because of those who do evil, but because of those who look on and do nothing.” — Dr. Albert Einstein

“All that is needed for the forces of evil to triumph is for enough good men to do nothing.” — Edmund Burke

“The hottest places in hell are reserved for those who in times of great moral crisis maintain their neutrality.” — Dante Alighieri

“Unthinking respect for authority is the greatest enemy of truth.” — Dr. Albert Einstein

“Everyone is a conscientious objector to something. Are there things you wouldn’t do?” — William Stafford

“The greatest gift we give to each other is the telling of the truth.” — Dr. Maya Angelou

page 36 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Anti-Vietnam War protest and demonstration in front of the White House in support of singer Eartha Kitt whose career had suffered after she voiced her opposition to the war at a White House luncheon. Credit: Library of Congress Prints and Photographs Division, Washington, D.C, 1968. Lesson Eight Choices, Actions, and Alternatives This is a culminating lesson that and historical turning points that From a social historical approach, gives students an opportunity to re- people have faced. Such moments the activity asks students to include view and explore the history of the required deliberation to speak out, choices by “ordinary” people, rather Vietnam War in more depth. The take action, or choose to be passive than focus only on presidents or lesson explores how human agency to the momentum of the status quo. other famous “dead white men.” shapes history. It can be used to One component of this lesson asks These can even be nameless but assess student understanding of im- students to use their imaginations plausible individuals, such as a col- portant consequences of decisions about plausible alternative courses lege student, soldier, a Vietnamese and actions by people in history. of action and corresponding conse- peasant, etc. Flexing their imagina- quences. Students sometimes find tions in this way can help remind Although individuals’ choices are this counter-factual, imaginative students that it’s not only the “great always limited and embedded exploration difficult, but even at- and glorious” who shape events, but in social, cultural, and historical tempting it is a valuable lesson that also ordinary people like them- contexts, this lesson emphasizes helps them recognize how human selves. how events are not inevitable or action (and inaction) makes history predetermined. We want students pliable and dynamic. This realiza- Materials Needed to recognize that they can be agents tion can allow students to gain a who can co-shape their world today. sense of hope and possibility for Student handout on “Vietnam War: shaping a more just world. Choices and Alternatives.” This lesson asks students to recog- nize many important choice-points page 37 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Suggested Procedure Resolution? Begin by discussing the they can include the total number string of consequences resulting of troops deployed and casualties. Pass out and review the student from each of these decisions. Also, Students might state that there were 1handout on “Vietnam War: ask students about other conse- over three million Southeast Asian Choices and Alternatives.” quences that might have resulted casualties, hundreds of villages had, say, President Truman chosen destroyed, tons of bombs and Agent To prepare for the lesson, try to recognize the independence of Orange dropped, millions of dollars 2to help students identify im- Vietnam and to not support the spent, etc. Encourage students to portant choice-points that they French. Discuss the difference use historical resources from the noticed in The Most Dangerous Man between plausible and implausible unit to add details to these conse- in America. Encourage students choices and consequences. Choices quences. to also use the “reception” activ- are always limited within broader ity, and previous lessons. Ask, for contexts. Have students brainstorm Encourage the class to brain- example, “What important choices and collaboratively construct all 5storm an alternative Gulf of did Daniel Ellsberg make before the plausible consequences of one Tonkin response with different and 1969? Where did he choose to go? alternative choice. It’s important plausible alternatives. For example, What did he choose to go along that students not presume that students might consider that John- with, to not object to? Who did he everything would be perfect simply son could have determined that choose to listen to?” etc. Help stu- because a different choice had been there was no incident to warrant dents reflect on what makes certain made. the escalation, and have backed this choice-points more significant than statement with the claim that the others. For example, “Why was it On butcher paper or on the U.S. has no ambitions in the region an important choice for Ellsberg to 4board, lead the full class in a and wishes only for peace and free- attend the War Resisters conference brainstorm of all the consequences dom. Students might propose that at Haverford College in 1969?” of Johnson’s decision to ask for had the United States not escalated troops after the so-called incident the war at that moment, Vietnam- It may be helpful to explore one in the Gulf of Tonkin. Students ese forces opposed to the weak and 3or a few of these as a whole class might respond that ground troops unpopular government in South or in groups. How did a historical were deployed that year, and then Vietnam could have more eas- choice impact people and the earth, places in North Vietnam were ily organized to defeat the regime. immediately and then long-term? bombed. Ask a couple students to You might ask students about the What important alternatives were look up or research more details, domestic implications of the United rejected at such choice-points? How such as the exact number of troops States being tied down in an esca- do such choice-points compare deployed that year, while the class lating war in Vietnam. (Depending to other choice-points in terms of continues the brainstorm. The class on their background knowledge, impact? For example, was Truman’s might consider the impact that had students might propose that John- choice in 1945 to refuse to sup- on the Vietnamese people. They son would have more easily been port the independence of Viet- might consider the draft and the able to focus on the War on Poverty nam historically more significant impact that had on families in the program, and other “Great Society” than Johnson’s in 1964 to escalate United States. Moving to broader measures.) the war with the Gulf of Tonkin and longer-term consequences,

This article or lesson is offered for use in educational settings as part of the Zinn Education Project (a collaboration of Rethinking Schools and Teaching for Change) and Judith Ehrlich and Rick Goldsmith. It was developed to accom- pany the film, The Most Dangerous Man in America: Daniel Ellsberg and the Pentagon Papers.

Contact the Zinn Education Project directly for permission to reprint this material in course packets, newsletters, books, or other publications. www.zinnedproject.org

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 38 Ask students to come up with as f. What if President Nixon Try not to give these choice-points 6many choice-points as they can had not started bombing Cambo- away, because part of the aim of the think of during the Vietnam War dia? activity is to offer students practice era. Here, below, are some possibili- in recognizing important choice- ties, but allow students to come up g. What if President Johnson points. See what kind of choice- with their own. and Congress did not implement points students can come up with a military draft? on their own. Once students learn a. What if President Truman to think in terms of choice-points, had supported the Vietnamese h. What if more American they will more readily recognize declaration of independence in men had refused to be drafted moments in history where there 1945? into the military or chose to turn were alternatives, whereas previ- in or burn their draft cards? ously they may have taken events b. What if Daniel Ellsberg for granted—as just “the way things started to publicly oppose U.S. i. What if Randy Kehler had are.” policy in Vietnam much earlier, not resisted the war? say, in 1961 or 1965? You might ask students to work on j. What if President Johnson only one or two choices and exam- c. What if Daniel Ellsberg went along with General West- ine broader consequences in more hadn’t copied the Pentagon Pa- moreland’s request more troops detail, instead of exploring three pers in 1969? after the Tet Offensive? different ones as is suggested in the student handout. d. What if Presidents Eisen- k. What if returning veterans hower and Kennedy had followed had not organized the Vietnam the Geneva Accords and support- Veterans Against the War? ed democracy in Vietnam? l. What if newspaper editors e. What if Robert McNamara had refused to print the Pentagon and President Johnson did not Papers? provoke an incident in the Gulf of Tonkin?

page 39 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Student Handout Vietnam War: Choices and Alternatives

Complex chains of human decisions, actions, and reactions make history. Throughout history, both ordinary people and people in official positions of leadership have faced difficult choices.Y et, nothing in history was inevitable. Our history and our society would look very different today, had people made different decisions at critical points in the past. Even not taking action is a choice. Review everything that we’ve examined on the history of the U.S. and Vietnam using your handouts, notes, books, and recollections of films and class discus- sions. Also, carefully examine the individuals from the “reception” and The Most Dangerous Man in America and identify some of the important choices some of these individuals faced.

To consider how things could have been different, you must know what actually happened. Look back at 1the history of U.S. relations with Vietnam that we’ve examined. Identify three important decisions that people made. You may include decisions made by both ordinary people and “leaders.” You may include choices that you thought were either good or bad.

Think about how the history of Vietnam and the U.S. could have been different, if different decisions had 2been made at those critical choice-points. Also think about how conditions in Vietnam and the U.S. might be different today, had different decisions been made.

Examine three historical decisions/actions and their consequences. Write three “What if…” pieces in which 3you consider how history plausibly could have been different, had different choices been made. Make sure that you include all of the actual consequences that would not have happened had a different choice been made. Also include the alternative consequences that could have occurred as a result of a different decision.

Here are examples of beginnings from a different historical period for an idea of how you might start:

What if Columbus decided not to sail to the Indies? The Portuguese or Dutch might have dominated the world. There could still be millions of Taínos living in the Caribbean islands. The Taínos might not have been enslaved. Spain would not have become rich at the expense of the native peoples of the Americas…

What if college students did not organize Freedom Summer in Mississippi in 1964? Many young people would not have discovered their power to challenge white supremacy. Congress would not have been pressured to pass the Voting Rights Act of 1965. African Americans in the South might still be denied the right to vote through the “literacy” tests, poll taxes, and the terrorism of the Ku Klux Klan.

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 40 Student Handout Vietnam War: Choices and Alternatives (continued)

CRITERIA FOR THE ASSIGNMENT

Your three examples should include:

1. A rationale for your selection of these historical choice points. In other words, why are these important moments in history?

2. important specific historical consequences of your choice point—both those that would likely have oc- curred as well as those that would not have occurred. The alternative consequences should be plausible and detailed.

Remember, do not focus on some event or phenomenon that merely occurred. This assignment is about iden- tifying people’s choices to do or not do something. For example, “What if there were no draft …” is not a choice point. “What if the majority of members of Congress had chosen not to vote for the Selective Service Act,” is a choice point, as it involves people who were confronted with a decision.

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 41 Credits and Acknowledgements

The guide was developed by the Zinn Education Project in collaboration with Judith Ehrlich and Rick Goldsmith. The writ- ers were Bill Bigelow, Sylvia McGauley, Tom McKenna, Hyung Nam and Julie Treick O’Neill.

Project coordination by Suzanne Stenson O’Brien.

Teaching Guide Writers and Editors

Bill Bigelow taught high school social studies for many years, and is now the curriculum editor of Rethinking Schools magazine. He is author or co-editor of numerous books, including The Power in Our Hands: A Curriculum on the History of Work and Workers in the United States; Rethinking Columbus; Rethinking Our Classrooms, Vols. 1 and 2; Rethinking Globalization: Teaching for Justice in an Unjust World; and The Line Between Us: Teaching about the Border and Mexican Immigration. He is co-director of the online Zinn Education Project, www.zinnedproject.org.

Sylvia McGauley has taught social studies and language arts in San Francisco and Troutdale, Ore. since 1988. Prior to that, she worked on peace and social justice issues as co-director of War Resisters League West in San Francisco. She served as a board member for the Central Committee for Conscientious Objectors Western Regional Office, and is cur- rently on the steering committee for Portland Area Rethinking Schools.

Tom McKenna teaches writing and humanities at the Portland Youth Builders School in Portland, Ore. He retired from the Portland Public Schools in 2005 after 30 years in the district. He is an adjunct faculty member at Portland State University, an active member of Portland Area Rethinking Schools, and has published a number of articles about teaching, testing, and social justice issues primarily in Rethinking Schools magazine.

Hyung Nam teaches social studies at Wilson High School in Portland and has published a lesson on U.S. policy on Iraq for Rethinking Schools and curriculum on institutional racism for PBS. He is an active member of Portland Area Rethinking Schools and a former member of the editorial board of Rethinking Schools magazine.

Julie Treick O’Neill has taught high school language arts and social studies in the Beaverton and Portland Public School districts since 1996. She has authored or co-authored articles in Rethinking Schools magazine, “Our Dignity Can Defeat Anyone” and “Don’t Take Our Voices Away”; and co-edited the online curriculum companion for the film Fahrenheit 9-11. She currently teaches high school social studies at Lincoln High School in Portland, Ore.

About the Zinn Education Project

The Zinn Education Project coordinated the production of this teaching guide. The Zinn Education Project promotes and supports the use of Howard Zinn’s best-selling book A People’s History of the United States and other materials for teach- ing a people’s history in middle and high school classrooms across the country. The Zinn Education Project is coordinated by two non-profit organizations, Rethinking Schools and Teaching for Change. Its goal is to introduce students to a more accurate, complex, and engaging understanding of United States history than is found in traditional textbooks and cur- ricula. The empowering potential of studying U.S. history is often lost in a textbook-driven trivial pursuit of names and dates. Zinn’s A People’s History of the United States and Voices of a People’s History of the United States emphasize the role of working people, women, people of color, and organized social movements in shaping history. Students learn that history is made not by a few heroic individuals, but instead by people’s choices and actions, thereby also learning that their own choices and actions matter. We believe that through taking a more engaging and more honest look at the past, we can help equip students with the analytical tools to make sense of — and improve — the world today.

page 42 © 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith Launched in 1986, Rethinking Schools is a nonprofit publisher working for equity and justice in public schools and the broader society. Major projects include:

Rethinking Schools, an award-winning quarterly magazine, unique among education publications. Edited by practicing and former pre-K-through-12 teachers with almost 200 years of combined classroom experience, it features a wide range of articles portraying some of this country’s finest social justice teaching. Other articles analyze the policies that help or hinder public education.

A series of books, providing practical examples of how to integrate social justice education into social studies, history, language arts and mathematics. They are used widely by new as well as veteran teachers and in teacher education programs. Every Rethinking Schools book grows out of diverse schools and classrooms throughout the country.

A website, www.rethinkingschools.org, offering a wealth of resources on teaching for equity and justice, and making sense out of national education policy.

Since 1989, Teaching for Change has provided teachers and parents with the tools to transform schools into centers of justice where students learn to read, write and change the world. Awarded Organization of the Year by the National As- sociation for Multicultural Education (NAME) in 2004, Teaching for Change pursues its mission through:

Professional development for pre-K-through-12 teachers, based on the publication Putting the Movement Back into Civil Rights Teaching, and for early childhood educators in our Early Childhood Equity Initiative leadership develop- ment program.

A highly-effective parent-empowerment program called Tellin’ Stories, which builds grassroots multiracial parent power in schools.

Publications sold through our bookstore at the Busboys and Poets restaurant and performance space, located in Washington, D.C., and our own publications, which include: Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development; the Caribbean Connections series; and Putting the Move- ment Back into Civil Rights Teaching.

© 2010 Zinn Education Project, Judith Ehrlich, and Rick Goldsmith page 43 Zinn Education Project Coordinated by Teaching for Change and Rethinking Schools PO Box 73038 Washington, DC 20056 800-763-9131 | 202-588-7204 | Fax 202-238-0109 www.zinnedproject.org