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A short evaluation of the vietnam war

Copies of the Classroom Activity Sheet: Hold a 10-to-15-minute class discussion to review students' basic knowledge of the Vietnam War. Use the following questions as guidelines: Who fought against whom in the Vietnam War?

Why did the United States become involved in Vietnam, and why did it increase its involvement into the 1970s? What specific events marked the beginning of the United States' active military campaign against North Vietnam? What was President Johnson's attitude toward U. What was President Nixon's attitude toward the war? How did the war change under President Nixon's administration? Was the Vietnam War overwhelmingly popular among American civilians? Why or why not? Ask students to describe the things they know, or believe they know, about the ways in which the American public reacted to the Vietnam War in the late 1960s and early 1970s.

What are their impressions of this era? What images have they seen of the activities that went on within the United States during this time? Inform students that, while they have probably seen many media images of antiwar protests, not everyone was opposed to the war.

  • Statement of John Kerry 5;
  • The Hamlet Evaluation System;
  • A different feeling prevailed among many within the U;
  • We all three walked away from the jeep and stood in the dark with our backs to it.

Ask students if they know of any present-day leaders such as George W. Bush who as college students during the 1960s did not participate in such demonstrations. It's important for students to realize that, while antiwar sentiments were strong, some young people agreed with the policies of the United States government or felt ambivalent about the war and its protestors. Pass out copies of the Classroom Activity Sheet: Have students, either individually or in pairs, go to the following Web sites to read about some of the reasons that Americans in the 1960s may have favored or opposed the Vietnam War.

You may want to print these documents and have students complete this part of the lesson as homework. Statement of John Kerry 5. As they go through these two documents, ask students to take notes to address the questions on the classroom activity sheet. Students will be answering the following questions on their activity sheets: What did Nixon believe would be the consequences of immediate U.

What specific events did Nixon cite to support his arguments against "precipitate troop withdrawal"? What is meant by "Silent Majority"? What did John Kerry believe were the results of Nixon's policies as spelled out in the 1969 "Silent Majority" speech? What did Nixon mean by "Vietnamization," and what did Kerry think of this policy? Next, divide the class into pairs, if you haven't already done so.

  • But it is increasingly clear to this reporter that the only rational way out then will be to negotiate, not as victors, but as an honorable people who lived up to their pledge to defend democracy, and did the best they could;
  • I told the other two kids to get out.

Ask each pair of students to pretend they're good friends who are 18-year-old U. They're both well educated and aware of major a short evaluation of the vietnam war events including important political speechesand they've each given a good deal of thought to how the United States government should handle the Vietnam situation. They've also both received draft notifications and have been called to active duty in Vietnam.

One student should pretend that he or she is in favor of the war, and the other should be opposed to the war. Have them work together to write a conversation they might have when discussing their reactions to being drafted. The dialogues should address 1 what each person thinks about the war and 2 how each person justifies his or her opinions about the war. Each side must provide specific examples and rationales to support his or her claims either in favor of or against U.

Students should be sure to use specific examples from the Web documents they've read. For example, the war supporter should cite some of the reasons Nixon presented in his speech.

As a homework assignment, have students conduct the survey on the Take-Home Activity Sheet: When they've completed their surveys, ask them to share their results with the class and discuss the significance of their findings.

Did most of the people they interviewed favor or oppose the war, or was there an even split between the two viewpoints? Did any interviewees state that they were "sort of" opposed to the war or describe drastic changes in their opinions over the course of the war? What reasons did people give for their opinions? Why do students think these people held these opinions? Adaptations The primary source documents used in this lesson are best suited for older high school students, but advanced ninth and tenth graders may be able to read and comprehend the documents and the corresponding questions.

If you feel that your students are not yet ready for the reading level of these documents, or if you teach middle school or early high school, begin this lesson by summarizing the basic facts of Vietnam who, when, why, etc. Then discuss with students the opposing viewpoints to the war, using images of protestors, old newspaper headlines or opinion columns that exemplify divergent public opinion, or excerpts from Nixon's "Silent Majority" speech and Kerry's testimony before the Senate Foreign Relations Committee.

As a main activity, have students use the take-home activity sheet to interview their parents, relatives, or neighbors, about the war, and then have them discuss their findings with the class.

  • We did a lot of low flying in hazardous conditions;
  • With its disruptive use of computers, the immense scale and scope of its task, and its affordance of a managerial approach to warfare, this system raises a number of issues around the role of the computer as bureaucratic mediator — in this case, tasked with converting complex insurgencies into legible, systematic narratives.

Summarize the reasons that one individual might have been strongly opposed to the Vietnam War while another person from the same family or circle of friends may have supported the war. Describe the media images you've seen concerning attitudes toward the Vietnam War. Hypothesize why the media has tended to showcase the antiwar demonstrators more than people who argued in favor of the war.

Discuss the ways in which public perceptions of the Vietnam War changed between 1964 the time of the Gulf of Tonkin Resolution and 1969 the year in which Nixon was inaugurated. Then discuss the ways in which Nixon's policies may have affected public perceptions of the war.

Summarize John Kerry's and President Nixon's arguments for and against immediate troop withdrawal from Vietnam. The Persian Gulf War of the early 1990s was widely hailed as a success.

Glossary of Military Terms & Slang from the Vietnam War Q-T

Public support for the war was strong because military involvement extended only as long as the government promised and because there was a clear enemy in Saddam Hussein. Compare and contrast the public attitude toward the Vietnam War with that toward Desert Storm. Then consider what the legacy of the Vietnam War is.

What has Vietnam taught us? Debate whether it's necessary and fair to require men over the age of 18 to register for the draft. Should women also be required to register? Is the draft a fair way to recruit people during a time of war?

Was the draft a fair method of selecting people to fight in Vietnam? Evaluation Use the following three-point rubric to evaluate students' work during this lesson. Students should carefully read the documents and answer the corresponding questions, and they should work cooperatively with their partners to write the dialogues.

You could have them do this before they write the dialogues and ask them to include information in the dialogues from a greater number of sources. Public Perceptions and the Media Have students use the Internet or library resources to find news articles about a current or recent international conflict in which the United States is involved.

Ask each student or group of students to summarize at least five articles about this conflict and to analyze each article's "angle" to determine the impression they think it gives the reader. For example, many articles leave the reader feeling that the United States government is doing a good job or is providing a humanitarian service to another country, while other articles might portray the U. How does the media tend to portray the conflict? Why do students think this is the case?

Do they think the media plays an important role in the public perception of war and United States foreign policy? What role might the media have played in public perceptions of the Vietnam War? To a short evaluation of the vietnam war this extension activity one step further, have students find articles or Web sites pertaining to the role of the media in the Vietnam War, and ask them to compare the media's portrayal of the Vietnam War with its portrayal of the current conflict they've studied.