Lesson Plan #3Continued War and Discontent

Introduction: Over the next couple of days, we will follow Vietnam deeper into the war. We will explore the rising discontent with the war at home and within the United States military during the Johnson administration, as well as hitting hot topics such as the Gulf of Tonkin Incident.

Objectives:Content/Knowledge:

1. Students will be able to explain the impact of the Gulf of Tonkin incident, as well as other influential conflicts of the Vietnam War, including: Operation Rolling Thunder, Operation Cedar Falls, the Tet Offensive, the Battle for Hue, and the impact of the My Lai Massacre.

Process/Skills:1. Students will be able to create a timeline of events in Vietnam. In addition, they will be

able to listen to music analytically for the purposes of learning about public opinion through song.

Values/Dispositions:1. Students will be able to describe the emotions felt by Veterans and civilians in America

with regards to the Vietnam War. Students will get a sense of the frustration that U.S. citizens felt during the war. We will highlight certain points we have covered before in our analysis of political cartoons, including the secretive behavior of the United States government, the similarities between the war in Vietnam and our present-day conflict in Afghanistan, and the dreaded draft into the United States military.

Standards:State – Illinois Learning Standards1. 18.A.3 Explain how language, literature, the arts, architecture and traditions

contribute to the development and transmission of culture.

State- Common Core State Standards1. CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the text as a whole

National – National Council for the Social Studies Standards1. Standard 2A demonstrate an understanding that different people may describe the

same event or situation in diverse ways, citing reasons for the differences in views

National – National Standards for History1. Standard 2 Determine the central ideas or information of a primary or secondary

source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Syntax – Procedures

1. Logical/Mathematical:a. Teacher Instructions

1. I will go through the next set of Power Point slides while students take notes. (Slides 23-33). Before beginning, however, I will hand out a graphic organizer that students will use to take notes of the rising conflict. They will be able to trace the timeline of events in Vietnam up the ladder as the conflict escalated more and more. We will end with the culmination of Lyndon B. Johnson’s presidency.

b. Resource

c. Student Activity1. Students will take notes on the graphic organizer that I handed out to them as we go

through the Power Point slides for the day. They will be able to watch as one even led to another in Vietnam, and record them in a helpful timeline for their personal study use. Students will see how the conflict in Vietnam ran parallel with the rising distaste for the war at home in the United States.

2. Visual/Spatial:a. Teacher Instructions

1. Once we have gone through the major battles and conflicts of the Vietnam War, I will pull up a link which will take us to an interactive map of Vietnam. This map highlights major battles and traces the way in which Vietnam fell to Communism. We will go through the different options on the map so that students can have a better visual picture of what was going on, as it was going on. The interactive design of the map helps visual learners greatly in a way that a standard map cannot because this one changes with time as a better reflection of reality as it was taking place.

b. Resourcehttp://highered.mcgraw-hill.com/sites/0073513237/student_view0/chapter31/interactive_maps.html#vietnam

c. Student Activity

1. As we go through, students will get to take turns going up to the Smart Board in order to manipulate the map. At each battle, we will take a moment to review the key facts of that battle to reinforce the Power Point notes that they already took. They will add the United

States casualty statistics as well as other specifics highlighted by the map to their notes to gain a deeper understanding of the outcomes of these instances of combat.

3. Body/Kinesthetic:a. Teacher Instructions

1. I will explain to students their task which will get them in the mindset of being an American citizen during the Vietnam War. I will remind them that civilians at this time- students especially- were deeply opposed to the war. Veterans have experienced frustration with the draft. Sit-Ins at universities have been spreading the word against Vietnam and war. Students are going to have to keep this negativity in mind when they set out to create their poster. I will have small posters and yard sticks available for students, as well as some paint and markers.

b. Resource1. Poster Boards2. Markers 3. Paint4. Yard Sticks

c. Student Activity

1. Students are to design their own picket sign. They may choose between protesting the war, and protesting the protestors. They can draw pictures, come up with slogans, print out images off of the internet, or any other creative way they can come up with to get their point across. In addition to decorating their picket sign, students are to write one paragraph in which they explain why they are either for or against the war in Vietnam, and the messaged they are wishing to convey on their poster. Students will attach their argument to the back of their picket for a grade. We will display our picket signs in our classroom for a while, so students are encouraged to try their best.

4. Musical/Rhythmic:a. Teacher Instructions

1. I will pull up a YouTube clip (http://www.youtube.com/watch?v=T5j-arZiOtM&list=PL737EFE1E7CBF4B4E) of several Vietnam protest songs. I will allow the students to pick 3 songs from the list, and we will listen to the songs. Afterwards, I will pass out the lyrics for and play Buffalo Springfield’s’ “For What It’s Worth”. As we listen to the song, students will annotate their pages with anything they hear that they can tie to the war in Vietnam. We will discuss what they come up with as a class, as well as discussing how the songs we listened to today reflects the

popular opinion of Americans about war during the Vietnam era. We will also talk about songs we know of today that reflect current opinions of war. How is music a good medium of protest?

b. Resource

"For What It's Worth"

c. There's something happening hereBut what it is ain't exactly clear

There's a man with a gun over thereTelling me I got to beware

I think it's time we stopChildren, what's that sound?

Everybody look - what's going down?

There's battle lines being drawnNobody's right if everybody's wrongYoung people speaking' their minds

Getting so much resistance from behind

It's time we stopHey, what's that sound?

Everybody look - what's going down?

What a field day for the heatA thousand people in the street

Singing songs and carrying signsMostly saying, "hooray for our side"

It's time we stopHey, what's that sound?

Everybody look - what's going down?

Paranoia strikes deepInto your life it will creep

It starts when you're always afraidStep out of line, the men come and take you away

We better stop

Hey, what's that sound?Everybody look - what's going down?

We better stopHey, what's that sound?

Everybody look - what's going down?

We better stopNow, what's that sound?

Everybody look - what's going down?

We better stopChildren, what's that sound?

Everybody look - what's going down?

d. Student Activity1. Students will get to vote for 3 songs to listen to from the playlist of Vietnam War

protest songs. While the songs play, they are to listen quietly and jot down a few notes to bring up in discussion. When we play “For What It’s Worth”, students are to annotate their sheet with the song lyrics with specific examples of the Vietnam War that they see/hear in the song. Students will need to brain storm current pop-culture in order to come up with examples of modern music that speaks against/for war.

5. Naturalist:a. Teacher Instructions

1. I will introduce an aside- a mini case study on subculture. We will take a moment to analyze the Hippie culture in America in the Vietnam War era and how their view of the world differed from others in aspects both military and civilian. I will pass out a hand-out for the students to read on the Hippie culture. We will converse on the differences of this subculture and the mainstream culture, as well as what triggered the emergence of this group. Do students think that subcultures always emerge out of a big trigger like a war, or can they arise from other catalysts as well?

b. Resource

http://july1209.wordpress.com/about/

c. Student Activity1. Students will take the time to read this article on Hippie Culture in class.2. Once they have had time to read and consider the following:

-differences between Hippie and mainstream culture-the Vietnam War as a cause for this group of people-why the Hippies reacted the way they did to society-the Hippie’s view on the American Middle Class-main points of Hippie belief systemThey will get into pairs to discuss their findings with a partner. Each pair should go over their reaction to the four points listed above

3. After the pairs have time to discuss, we will come back as a fully class and share what everyone came up with

6. Intrapersonal:a. Teacher Instructions

1. This is the first half of the student’s assignment which will be completed for homework. The class will receive a hand-out on which they will write a journal entry describing their opinion on the Vietnam War. They may choose to write as if they were a United States veteran, a mother of a soldier in Vietnam, a wife of a soldier in Vietnam, a deployed soldier, or a university student. I will explain to the students that they are to write a journal entry from the point of view of their selected person in order to get inside the mind of that one person, coming to better understand the internal struggle of any of those groups of people. Directions on hand-out attached.

b. ResourceDocument attached

c. Student Activity1. Students are to write a journal entry from the point of view of their chosen person. This journal should include an opinion on the war in Vietnam, worries about the outcome of the war, and their job during the war. Write your honest opinion on President Johnson.

7. Interpersonal:a. Teacher Instructions

1. I will introduce the second half of the student’s assignment, which is included in their original hand-out. In addition to the diary entry, students are to write-from the same

person as their diary character- a letter to President Johnson voicing their opinions to him.

b. ResourceDocument attached

c. Student Activity1. Students are to write a letter to President Johnson voicing their opinions of the current state of the nation, United States involvement in the Vietnam War, and what they suggest be done to fix the problem. Keep in mind that if you actually can expect to see change, it might be best to keep your letter professional. Once students complete this letter, they are to compare their letter with their diary entry. Students will answer a couple comparison questions in order to make them aware of the differences between relating to other people and just coming to terms with oneself, and how our public and private characters can contradict. How does this idea play into the role of political leaders?

8. Verbal/Linguistic:a. Teacher Instructions

1. I will pass out the attached article which includes excerpts from a speech that President Johnson gave at John Hopkins University in 1965. I will select one volunteer student to read the excerpt aloud to the class. Before the volunteer reads, I will let the students know that they are to take on the mentality of newspaper journalist looking for some truth. I will make students aware that they are going to write an article talking about this speech and the war in Vietnam.

b. Resource

http://vietnam.vassar.edu/overview/doc12.html

c. Student Activity1. Students will listen to the speech and take notes as if they were a newspaper journalist in the crowd. As journalists, students are planning on publishing an article that gives the public a synopsis of this speech as well as a summary of Johnson’s way of looking at the Vietnam War. Their piece should be to the point and informative, written stylistically as if it is for a newspaper. They will type their assignment in Times New Roman, Size 12, double-spaced. Include the elements of Who? What? When? Where? and Why?

Resources (Source Citations & Bookmarks)

Excerpts from Speech Given by President Johnson at Johns Hopkins University, April 7,1965

Viet Nam is far away from this quiet campus. We have no territory there, nor do we seek any. The war is dirty and brutal and difficult. And some 400 young men, born into an America that is bursting with opportunity and promise, have ended their lives, on Viet-Nam's steaming soil.

Why must we take this painful road?

Why must this Nation hazard its ease, and its interest, and its power for the sake of a people so far away?

We fight because we must fight if we are to live in a world where every country can shape its own destiny. And only in such a world will our own freedom be finally secure....

The first reality is that North VietNam has attacked the independent nation of South Viet-Nam. Its object is total conquest.

Of course, some of the people of South Viet-Nam are participating in attack on their own government. But trained men and supplies, orders and arms, flow in a constant stream from north to south....

Over this war and all Asia is another reality: the deepening shadow of Communist China. The rulers in Hanoi are urged on by Peking. This is a regime which has destroyed freedom in Tibet, which has attacked India, and has been condemned by the United Nations for aggression in Korea....

Why are these realities our concern? Why are we in South Vietnam?

We are there because we have a promise to keep. Since 1954 every American President has offered support to the people of South Viet-Nam. We have helped to build, and we have helped to defend. Thus, over many years, we have made a national pledge to help South Viet-Nam defend its independence. And I intend to keep that promise...

We are also there to strengthen world order. Around the globe, from Berlin to Thailand, are people whose well being rests, in part, on the belief that they can count on us if they are attacked. To leave Viet-Nam to its fate would shake the confidence of all these people in the value of an American commitment and in the value of America's word. The result would be increased unrest and instability, and even wider war.

We are also there because there are great stakes in the balance. Let no one think for a moment that retreat from Viet-Nam would bring an end to conflict. The battle would be renewed in one country and then another. The central lesson of our time is that the appetite of aggression is never satisfied. To withdraw from one battlefield means only to prepare for the next. We must say in Southeast Asia as we did in Europe in the words of the Bible: "Hitherto shalt thou come, but no further."...

Our objective is the independence of South Viet-Nam, and its freedom from attack. We want nothing for ourselves only that the people of South Viet-Nam be allowed to guide their own country in their own way. We will do everything necessary to reach that objective. And we will do only what is absolutely necessary.

In recent months attacks on South Viet Nam were stepped up. Thus, it became necessary for us to increase our response and to make attacks by air. This is not a change of purpose. It is a change in which we believe that purpose requires...

These countries of southeast Asia are homes for millions of impoverished people. Each day these people rise at dawn and struggle through until the night to wrestle existence from the soil. They are often wracked by disease, plagued by hunger, and death comes at the early age of 40.

For our part I will ask the Congress to join in a billion dollar American investment in this effort as soon as it is underway.

The task is nothing less than to enrich the hopes and the existence of more than a hundred million people. And there is much to be done.

The vast Mekong River can provide food and water and power on a scale to dwarf even our own TVA....

SOURCE: Public Papers of the Presidents of the United States: Lyndon B. Johnson, 1965, pp. 394-397.

Analysis- Hippie Subculture“A subculture is a culture within a broader mainstream culture, with its own separate values, practices, and beliefs. In sociology, the concept of subculture explains the behavior of some social groups; sociologists study subcultures as one way of studying culture. Subcultures can be based on diverse factors, including where people live, shared interests or profession, age, ethnicity, and religion.”

ORIGINS:

The hippie subculture was originally a youth movement that arose in the United States during the mid-1960s, swiftly spreading to other countries around the world. The Hippie culture remains evident in 2011. The etymology of the term ‘hippie’ is from hipster,  and was initially used to describe: beatniks who had moved into New York City’s Greenwich Village,  San Francisco’s Haight-Ashbury district, and similar urban areas. Both the words “hip” and “hep” came from Black culture and denote awareness. The early hippie ideology included the countercultural values of the Beat Generation. Some created their own social groups and communities, listened to psychedelic rock, opposed the Vietnam War, embraced the sexual revolution, and used drugs such as marijuana, LSD, and magic mushrooms to explore alternative states of consciousness.

In January 1967, the Human Be-In in Golden Gate park  in San Francisco popularized hippie culture, leading to the legendary Summer of Love on the West Coast of the United States, and the 1969 Woodstock festival on the East Coast. Hippie fashions and values had a major effect on culture, influencing popular music, television, film, literature, and the arts. Since the widespread movement in the 1960s, many aspects of hippie culture have been assimilated by mainstream society. The religious and cultural diversity espoused by the hippies has gained widespread acceptance, and  Eastern philosophy and spiritual concepts have reached a wide audience. The hippie legacy can be observed in contemporary culture in myriad forms from healthy food, to music festivals, to contemporary sexual mores, and the cyberspace revolution.

The hippie movement in the United States began as a youth movement. Composed mostly of white teenagers and young adults between the ages of 15

and 25 years old, hippies inherited a tradition of cultural dissent from bohemians and beatniks of the Beat Generation in the late 1950s. Beats like “Allen Ginsberg” crossed-over from the beat movement and became fixtures of the burgeoning hippie and anti-war movements. By 1965, hippies had become an established social group in the U.S., and the movement eventually expanded to other countries. Hippies were often pacifists and participated in non-violent political demonstrations, such as civil rights marches, the marches on Washington D.C, and anti-vietnam War demonstrations. In addition to non-violent political demonstrations, hippie opposition to the Vietnam War included organizing political actions groups to oppose the war, refusal to serve in the military and conducting on collage campuses that covered Vietnamese history and the larger political context of the war.

The hippie ethos influences The  Beatles and others in the United and they turn influenced their American Counterparts. Hippie culture spread worldwide through a fusion of rock music, folks, blues and and psychedelic rocks; it also found expression in literature, the dramatic arts, fashion and the visual arts, including film, posters advertising rocks concerts, and album covers.

Along with the New left and the American Civil Rights Movements, the hippie movement was one of the three dissenting groups of the 1960s subculture. Hippies rejected established institutions, criticized middle class values, opposed nuclear weapons and the vietnam War, embraced aspects of Eastern philosophy, sexual liberation, where often vegetarian and eco-friendly, promoted the used of drugs that produce hallucinations which they felt expanded one’s consciousness, and created intentional communities. They also used alternative arts, street theatre, music and drugs as part of their lifestyle and as a way of expressing their feelings, their protest and their vision of the world and life. Hippies opposed political and social orthodoxy, choosing a gentle and non-doctrinaire ideology that favored peace, love and personal freedom, perhaps the best epitomized by the Beatle’s song “All You Need is Love”.

SUMMER OF LOVE (1967):

Yet the mythology of that summer in 1967 has never disappeared. The San francisco hippie, dancing in Golden Gate Park with long hair flowing, has become as much of an enduring American archetype, 60s counterculture has had a significant impact in out culture today. The Summer of Love resonates in

strip mall yoga classes, pop music, visual arts, fashion, attitudes towards drugs, the personal computer revolution, and the current mad dash toward the greening of America. Collage and high school students began streaming into the Haight during their spring. City government leaders, determined to stop the influx of young people once schools let out for summer, unwittingly brought additional attention to the scene. An ongoing series of articles in local papers alerted national media to the hippies’ growing momentum. That spring, Haight community leaders responded by forming the Council of the Summer of Love, giving the word-of-mouth event an official-sounding name. The Summer of Love attracted a wide range of people of various ages: teenagers and college students drawn by their peers and the allure of joining a cultural utopia, middle-class vacationers, and even partying military personnel from bases within an easy drive’s distance. The large influx of newcomers began to cause problems. The neighborhood could not accommodate so many people descending on it so quickly, and the Haight-Ashbury scene deteriorated rapidly. Overcrowding, homelessness, hunger, drug problems, and crime afflicted the neighborhood

MUSIC:

John Phillips of The Mamas and the Papas took 20 minutes to write the lyrics for the song “San Francisco (Be Sure to Wear Flowers in Your Hair)”. Scott McKenzie’s recording of the song was released in May 1967. The song was designed originally to promote the June 1967 Monterey Pop Festival, the world’s first major rock festival, which was attended by over 200,000 people. “San Francisco” became an instant hit  and quickly transcended its original purpose. The evolution of The Beatles and their music also contributed to the global impact of the Summer of Love. The Beatles’ album Sgt. Pepper’s Lonely Hearts Club Band was released on June 1, 1967, in Europe and two days later in the U.S. With its psychedelic influences, Indian instrumentals, vivid album cover and drug references, it encapsulated the very essence of the Summer of Love. The Beatles had moved beyond their “mop-top” era, and on June 25, 1967, their song “All You Need Is Love” was heard around the world as part of the “Our World” radio broadcast, further emphasizing the countercultural ideals of love, freedom, and unity.

Dick Hebdige in his study of British punks in Subculture: The Meaning of Style, is only one dimension of subcultural formation. They come to resist this process is understood by Hebdige as taking shape through a variety of practices, most

of which recall the earlier formulation of ritual, argot, music, and dress. The subculture defines itself through a number of stylistic forms: intentional communication, bricolage, homology and signifying practice. Intentional communication is an ironic gesture, where visual ensembles are understood, at least by members of the subculture, as fabricated and function as forms of display. Bricolage, a term borrowed from Levi-Strauss to describe a science of the concrete (of the everyday, of the banal) is a descriptive tool employed to account for the reconfiguration the naturalized meaning of an object. Elevated through the rhetoric of style, of objects takes on another layer of cultural value, acquiring a new symbolic resonance and meaning subject to the discourses and visual idioms specific to the subculture. Hebdige also borrows from Levi-Strauss the notion of homology to explain the connection between seemingly disparate cultural practices. Homology is understood as the “symbolic fit” between a subculture and the lifestyles and attitudes it acts out. http://july1209.wordpress.com/about/

Name:____________Date:_________Period:____

Inter-Intra Personal Comparison- Modes of Expression

Directions Part One : Your task is to write a one page diary entry from the point of view of either a United States veteran, a mother of a soldier in Vietnam, a wife of a soldier in Vietnam, a deployed soldier, or a university student. In your diary entry, please reflect on the Vietnam War. What are your opinions on the conflict? What do you feel about President Johnson and his role in the war? Also include their job with regards to the war, and their worries of the outcomes of the conflict. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Directions Part Two: Your next charge is to write a one page maximum letter to President Johnson from the same character perspective you chose in Part One. In your letter share your opinion of the Vietnam War and any issues you see with the conflict, offering ideas of how to fix the problems. How will you get the President to receive your comments in a good light? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Directions Part Three: Write a brief comparison between your letter to the President and the way you wrote the diary entry to yourself. What is different between the ways that you addressed the same issues in both separate documents? Consider the implication this has on personal and private character, and how we can apply the differences between the two in politics and war. What does this say about the way people conduct themselves and how does this impact the outcome of conflict? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Billy Springfield’s "For What It's Worth"

There's something happening hereBut what it is ain't exactly clearThere's a man with a gun over thereTelling me I got to beware

I think it's time we stopChildren, what's that sound?Everybody look - what's going down?

There's battle lines being drawnNobody's right if everybody's wrongYoung people speaking' their mindsGetting so much resistance from behind

It's time we stopHey, what's that sound?Everybody look - what's going down?

What a field day for the heatA thousand people in the streetSinging songs and carrying signsMostly saying, "hooray for our side"

It's time we stopHey, what's that sound?Everybody look - what's going down?

Paranoia strikes deepInto your life it will creepIt starts when you're always afraidStep out of line, the men come and take you away

We better stopHey, what's that sound?Everybody look - what's going down?

We better stopHey, what's that sound?Everybody look - what's going down?

We better stopNow, what's that sound?Everybody look - what's going down?

We better stopChildren, what's that sound?Everybody look - what's going down?