This is a very brief lesson on the history of the Vietnam war. It gives students not only an idea of what was going on overseas, but also what was going on at home.
This gives students a very brief history of the Vietnam war. It not only gives them insight to what was going on overseas, but also what was going on at home.
The Vietnam War Years 953•Students for a Democratic Soci.docxssusera34210
The Vietnam War Years 953
•Students for a
Democratic Society (SDS)
•Free Speech Movement
•dove
•hawk
•draft
•New Left
1. TERMS & NAMES For each of the following, write a sentence
explaining its significance.
MAIN IDEA
2. TAKING NOTES
Re-create the tree diagram below
on your paper. Then fill it in with
examples of student organizations,
issues, and demonstrations of the
New Left.
CRITICAL THINKING
3. DEVELOPING
HISTORICAL PERSPECTIVE
Imagine it is 1967. Do you think you
would ally yourself with the hawks or
the doves? Give reasons that
support your position.
4. EVALUATING
Do you agree that antiwar protests
were “acts of disloyalty”? Why or
why not?
5. ANALYZING VISUAL SOURCES
This antiwar poster is a parody of
the World War I Uncle Sam poster
(shown on page 588), which states,
“I want you for the U.S. Army.” Why
might the artist have chosen this
American character to express the
antiwar message?
Responding to antiwar posters, Americans who supported the government’s
Vietnam policy developed their own slogans: “Support our men in Vietnam” and
“America—love it or leave it.”
JOHNSON REMAINS DETERMINED Throughout the turmoil and division that
engulfed the country during the early years of the war, President Johnson
remained firm. Attacked by doves for not withdrawing and by hawks for not
increasing military power rapidly enough, Johnson was dismissive of both groups
and their motives. He continued his policy of slow escalation.
A PERSONAL VOICE LYNDON B. JOHNSON
“ There has always been confusion, frustration, and difference of opinion in this
country when there is a war going on. . . . You know what President Roosevelt
went through, and President Wilson in World War I. He had some senators from
certain areas . . . that gave him serious problems until victory was assured. . . .
We are going to have these differences. No one likes war. All people love peace.
But you can’t have freedom without defending it.”
—quoted in No Hail, No Farewell
However, by the end of 1967, Johnson’s policy—and the continuing stale-
mate—had begun to create turmoil within his own administration. In November,
Defense Secretary Robert McNamara, a key architect of U.S. escalation in Vietnam,
quietly announced he was resigning to become head of the World Bank. “It didn’t
add up,” McNamara recalled later. “What I was trying to find out was how . . . the
war went on year after year when we stopped the infiltration [from North
Vietnam] or shrunk it and when we had a very high body count and so on. It just
didn’t make sense.”
As it happened, McNamara’s resignation came on the
threshold of the most tumultuous year of the sixties. In 1968
the war—and Johnson’s presidency—would take a drastic
turn for the worse.
E
The New Left
Student
Organizations
examples examples examples
Issues Demonstrations
MAIN IDEAMAIN IDEA
E
Evaluating
What were the
key issues that
divided America?
Others were more radical in their view. David Harris,
who would spend 20 mont ...
An amazing piece of work on the growth of the peace movement in USA at the time of the Vietnam War. This was produced by Abigayle B, an outstanding student at Philips High School, Whitefield.
This is a very brief lesson on the history of the Vietnam war. It gives students not only an idea of what was going on overseas, but also what was going on at home.
This gives students a very brief history of the Vietnam war. It not only gives them insight to what was going on overseas, but also what was going on at home.
The Vietnam War Years 953•Students for a Democratic Soci.docxssusera34210
The Vietnam War Years 953
•Students for a
Democratic Society (SDS)
•Free Speech Movement
•dove
•hawk
•draft
•New Left
1. TERMS & NAMES For each of the following, write a sentence
explaining its significance.
MAIN IDEA
2. TAKING NOTES
Re-create the tree diagram below
on your paper. Then fill it in with
examples of student organizations,
issues, and demonstrations of the
New Left.
CRITICAL THINKING
3. DEVELOPING
HISTORICAL PERSPECTIVE
Imagine it is 1967. Do you think you
would ally yourself with the hawks or
the doves? Give reasons that
support your position.
4. EVALUATING
Do you agree that antiwar protests
were “acts of disloyalty”? Why or
why not?
5. ANALYZING VISUAL SOURCES
This antiwar poster is a parody of
the World War I Uncle Sam poster
(shown on page 588), which states,
“I want you for the U.S. Army.” Why
might the artist have chosen this
American character to express the
antiwar message?
Responding to antiwar posters, Americans who supported the government’s
Vietnam policy developed their own slogans: “Support our men in Vietnam” and
“America—love it or leave it.”
JOHNSON REMAINS DETERMINED Throughout the turmoil and division that
engulfed the country during the early years of the war, President Johnson
remained firm. Attacked by doves for not withdrawing and by hawks for not
increasing military power rapidly enough, Johnson was dismissive of both groups
and their motives. He continued his policy of slow escalation.
A PERSONAL VOICE LYNDON B. JOHNSON
“ There has always been confusion, frustration, and difference of opinion in this
country when there is a war going on. . . . You know what President Roosevelt
went through, and President Wilson in World War I. He had some senators from
certain areas . . . that gave him serious problems until victory was assured. . . .
We are going to have these differences. No one likes war. All people love peace.
But you can’t have freedom without defending it.”
—quoted in No Hail, No Farewell
However, by the end of 1967, Johnson’s policy—and the continuing stale-
mate—had begun to create turmoil within his own administration. In November,
Defense Secretary Robert McNamara, a key architect of U.S. escalation in Vietnam,
quietly announced he was resigning to become head of the World Bank. “It didn’t
add up,” McNamara recalled later. “What I was trying to find out was how . . . the
war went on year after year when we stopped the infiltration [from North
Vietnam] or shrunk it and when we had a very high body count and so on. It just
didn’t make sense.”
As it happened, McNamara’s resignation came on the
threshold of the most tumultuous year of the sixties. In 1968
the war—and Johnson’s presidency—would take a drastic
turn for the worse.
E
The New Left
Student
Organizations
examples examples examples
Issues Demonstrations
MAIN IDEAMAIN IDEA
E
Evaluating
What were the
key issues that
divided America?
Others were more radical in their view. David Harris,
who would spend 20 mont ...
An amazing piece of work on the growth of the peace movement in USA at the time of the Vietnam War. This was produced by Abigayle B, an outstanding student at Philips High School, Whitefield.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Anti War Essays
1. 1969 Anti War Protest
In a 1969 anti war protest, it was believed to be the largest protest staged. The people were there to
protest against the Vietnam war. They were protesting against the government having to draft
their boys to the war. The protests kept going even after the invasion of cambodia and the killing
of four protesters. The song "Bring the Boys Home" is a song about getting people's boys and
kids home from the war. They ask in the song to lay down the weapons and bring the boys home.
They also talk about having peace and ask why they are over there. 1967 thousands join the anti war
movement. In this article it talks about thousands that go to an anti war protest against the
conscription of soldiers to join the war. The protesters also
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2. Anti War Movement Essay
Anti–War Movement
During the year of 1965 the Vietnam War made an impact of negativity on the United States. Anti
war protests began to roar and break out in December of 1969 when the government held a draft
lottery where they would pull drafting cards to send men over to Vietnam to fight. Because so many
Americans were against the war it caused protesters to burn their drafting cards. While the vietnam
war lasted a little over 8 years, making it the 6th longest It had only been heard of for a short time
before that, started by students on college campuses.
Many who protested the war believed we had no business there in the first place. The war had to do
with vietnam fighting against communism in their country, which has nothing to...show more
content...
That accord brought victory to the table for America and South vietnam. The United States decided to
back up the victory by making a pledge to provide the South Vietnam with any surplus they may ever
need to defend themselves against the North.
Unfortunately in the following year of 1974 Nixon resigned his years in office due to the charges
he knew that later would come against him. Because of Nixon resigning office, three months later,
during the November congressional elections, the democrats brought victory to the new congress.
The issue then was that the majority of the new members used their power to defund the pledge
we made to South Vietnam back in '73. Or course there were people fighting this. President Ford
gave a speech directly to congress, begging them to not rid of the promise we made to South
Vietnam. Many of the congress members left the room during the speech given by the president. So
many congress workers didn't support the Pledge because in earlier years many of them were
protesters against the war therefore, they wouldn't support the aid. Which in reality caused more pain
to South Vietnam when North vietnam invaded them once again, and we stayed out, we went back
on our word and the south was left to fend for themselves, which then landed them in camps in the
countryside where about 250,000 people
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3. Antiwar Movement Essay
Anti–War Movement 1 Anti–War Movement 2 The United States participation in the Vietnam War
was a subject of much debate among the American public. While many Americans supported the
United States involvement in the War, in agreement with the Government that American assistance
was needed in order to stop the spread of Communism, other people felt that it was immoral for the
United States to...show more content...
In April 1965, President Johnson gave a major Vietnam address at John Hopkins University, in
response to the growing campus protest activity. This speech marked the political impact of campus
demonstrations.(Electric Library) This is an example of Neo–Marxism. The protestors were getting
a partial system change. They had the attention of the public, and most importantly the government.
However, by 1967 a lot of anti–war activists began to think peaceful protests were not going to be
enough to influence war policy, so they began using civil disobediences, strikes, public disruption,
shouting at government speakers and guerilla theatre to get their message heard loud and clear. In
March 1967, a national organization of draft resisters was formed. In April 1967, more than 300,000
people demonstrated against the war in New York. Six months later, 50,000 surrounded the
Pentagon, sparking nearly 700 arrests. By this time it became typical for, senior Johnson
administration officials to encounter demonstrators when speaking in public, forcing them to restrict
their outside appearances. Many also had sons, daughters, or wives who opposed the war, fueling the
sense of attack. Prominent participants in the antiwar movement included Dr. Benjamin Spock,
Robert Lowell, Harry Belafonte, and Rev. Martin Luther King, Jr. With prominent leaders extending
their support in the movement it gave the activist a great deal of motivation and validation.
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4. Anti Vietnam War Era Essay
Anti–Vietnam War Era
The SDS (Students for a Democratic Society) gave perspective into the mindset of Washington
University students during the late 1960's and early 1970's. These students would provide
demonstrations and opinions that would impact the social environment and activities of a time of
confusion and political un–justification. Many returning Vietnam Veterans and students would take
action during the anti–war era. As the war had continued, the public had changed their views of the
war becoming aggressive and unsupportive to what they felt was a lost cause. After reviewing
several leaflets and newspapers written by students of Washington University, demonstrations of
their ideas and involvement during the anti–Vietnam War movement would give considerable detail
to this era. "Peace on Earth" "G.I Movement Past and Present," and "A US Infantry Squad Just
Came through Here," all provided evidence that civilians and military would not continue to support
the war and take action regarding it. "Peace on Earth," was an itinerary written by Jon Birch (C.O
National Office) in 1971 to announce events taking place by the Vietnam Veterans against the War.
Over 8 days, and four locations, these events would demonstrate the anti–war...show more content...
The speakers are to demonstrate the impact of G.I's support in the war. It is noted that for the 1st
time in history would G.I's demonstrate against a war that is in progress. Many current soldiers felt
the war needed to end, and were only there because they had to. The antiwar movement would put
much pressure on Presidential decisions regarding the war. Without the backing of the public and
majority of active duty soldiers, the morale and engagement of active soldiers would be greatly
affected. This flyer would illustrate a seminar which was common during this era in the anti–war
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5. Anti-War Pacifism
Pacifism covers an array of views and there are many subcategories of pacifism, some of which I
will cover, but the main definition of the word pacifism is the opposition to war and/or violence.
Perhaps the most famous use of the word pacifism is found in the "Sermon on the Mount", where
Jesus claims the "peacemakers" are blessed. In this passage, the Greek word eirenopoios is
translated into Latin as pacifici, which means those who work for peace. One common and simple
argument for pacifism among religious groups or god fearing people is the argument that god's
revealed words says, through the bible, "Thou shalt not kill."
Universal pacifists are morally opposed to all violence, not just killing. And many universal pacifists
derive their...show more content...
If the Germans, instead of being resisted by force of arms, had been passively permitted to establish
themselves wherever they pleased, the halo of glory and courage surrounding the brutality of
military success would have been absent, and public opinion in Germany itself would have rendered
any oppression impossible." He taught non–resistance as proper defense to violence. For such
antiwar pacifists, all participation in war is morally wrong.
A universal and unavoidable product of war is that soldiers get killed. Most people accept these
killings as a necessary evil and that the ends justify the means. If the war is "justifiable",the
killing of enemy soldiers is deemed as a necessary triumph of what is right. If the war is
unjustified, it is seen as honorable to fight for one's country, whether you agree with them or not.
But antiwar pacifists do not take the lives of soldiers for granted. Everyone has a right to life and
killing on the battlefield is a direct violation of that right. In a standard interpretation of basic
rights, it is never morally justifiable to violate a right in order to produce some good. In war, the
argument goes, kill or be killed, and that type of killing is killing in self–defense. But, according to
anti–war pacifists, killing in the name of self–defense during times of war cannot be justified unless
a) they had no other way to protect their
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6. Anti War Movement
Firstly there was a massive group of people that protested in New York City during April 15th 1967.
There were approximately:"100,000–125,000 individuals who marched from Central Park to the
United Nations Building to demand an end to American military operations in Vietnam"(Scott,
2004). The anti–war demonstrations offered the opportunity for twenty Vietnam veterans to escort
their movement. In addition the veterans jubilantly agreed to lead the assembly of anti–war
protestors which conspicuously portrayed a sign that mentioned "Vietnam Veterans against the War"
(Scott, 2004). Henceforth there were six of the Vietnam veterans who had led the anti–war
movement who decided to create group which was vehemently opposed to involvement...show more
content...
Their anti–war efforts could have resulted in diminishing the public's opinion about the foreign
conflict and ultimately influencing local, state and federal politicians to seriously consider passing
legislature that would have concluded the Vietnam War. In addition there was the lingering reality
that there were many American's who legitimately questioned the underlying reasoning behind the
implementation and the direction of the Vietnam war effort. Finally the Vietnam conflict had
officially ended on April 30th, 1975. Furthermore the conflict had lasted for close to twenty years
since the war officially began on November 1st 1955. In closing I genuinely hope that there is not
another war that is reminisce of the Vietnam Conflict partly because there had been a large
percentage of innocent Vietnam civilians who had accidentally been slain by American soldiers who
were fighting against the notorious Vietcong insurgents. "The civilian causalities from U.S. Actions
ran from 100,000 in 1965 up to 300,00 in 1968, just from bombing and artillery"(). Hench forth I
can recall from viewing historical
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7. The anti–war protests of the 1960s was a response of resentment by minorities and young educated
college students against the nation's desire to participate in war against Communism in Vietnam and
conduct a military draft. The protests, originally began with peaceful public demonstrations by
activists, who were nonviolent; however, the peaceful demonstrators were frequently attacked and
victimized by the police and other citizens, who did not share their same opinion. Throughout the
peaceful protests the activists suffered many beatings in the hands of the police and as a result,
many of the activists claimed the right of self–defense and turned to taking offensive actions against
their oppressors including the police and other citizens. Later, the scene of violence and mayhem
quickly shifted to college campuses, to which college students began protesting the draft (Gurr,
1989, pp. 183–185). At the time the average age of an American soldier serving in Vietnam was 19
and students quickly rebelled after realizing that young Americans were legally old enough to be
drafted to fight and die, but were not yet legally allowed to vote or drink alcohol (UShistory, nd.).
Members of both parties, in the Ku Klux Klan and the anti–war protests of the 1960s rebelled
because they felt that they were the victims of social change and political oppression. The KKK first
emerged after the South's defeat in the Civil War and emerged rejuvenated for the third time
following the civil rights
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