Nancy Bristow Office Hours:Office: Wyatt 140 M/W/F 9:00-11:00Phone: 879-3173 and by appointment

History 361The United States and the War(s) in Vietnam

The war in Vietnam ended forty years ago this spring, and yet Americans in many ways still live in the shadow of that war. In the 2004 and 2008 president elections, the service record of major candidates—both John Kerry and John McCain—played a central role in discussions of their fitness for office. Even more obviously, throughout United States involvement in the wars in Iraq and Afghanistan both supporters and detractors turned to the war in Vietnam to defend their positions and to criticize those of their opponents. In addition to this public power, the war

continues to exert almost overwhelming influence in the private lives of many individual Americans, shaping their relationships to the world and the people around them despite the passage of decades. As one veteran wrote a few years ago, “I haven’t really slept in twenty years. I lie down, but I don’t sleep.” As these examples suggest, the war continues to influence the United States—in domestic politics and foreign affairs, in public culture and private lives.

This course investigates American involvement in Southeast Asia, particularly Vietnam. We will focus our energies on the years of the Second Indochina War (1954-1975), exploring particularly the meaning and experience of American involvement for the United States and its citizens. At the same time, the course will attempt to broaden our understanding of these core subjects by placing them in the context of an international history. We will begin our studies with a brief exploration of the history of Vietnam before and during French colonial control, seeking to understand the roots of Vietnamese nationalism and communism and their growth during World War Two and the First Indochina War. Using the early Cold War as our context, we will investigate the rising American commitment first to France’s war and then to creating a nation of South Vietnam after 1954. From here we will explore in some detail the escalation of American involvement in Vietnam and its consequences both in Southeast Asia and in the United States. A consideration of the events of 1968, the Nixon presidency and the twin processes of Vietnamization and expansion will lead us to American withdrawal and the end of the war, first for Americans in 1973, and then for the Vietnamese following the collapse of South Vietnam and the reunification of the country in 1975. Finally, the course will consider several legacies of the war, as well as this nation’s capacity to reckon with the war and its meaning.

Though the course takes a roughly chronological approach, within this broad framework we will have the opportunity to explore a wide range of topics and issues. The war in Vietnam continues to spark significant disagreement among historians, offering us countless opportunities to explore unresolved but highly contested questions and debates. Some of the issues we will explore include: Why did the United States first get involved in Vietnam and to the eventual expansion of the American effort? What motivated our Vietnamese allies? Our opponents? Why were Americans so polarized about this war? What were the experiences of the men and women who

served in Vietnam? How did social identity—in particular class, race and gender—shape experiences of this war both in Vietnam and in the United States? Was this war more brutal than other wars, and if so, how and why? What have been the long-term meanings of their service for veterans, Vietnamese as well as Americans? What impact did the choice to evade or avoid service carry? Why did the United States withdraw from the war? What were the broader geo-political and the narrower human consequences of our involvement? Our withdrawal? How have Americans remembered the war, and what are the causes and implications of these narratives?

A course on the history of the war in Vietnam necessarily deals with issues that are controversial, issues that each of us will view through the lenses of our individual value systems and our particular personal histories. As a result, our considerations of these topics are likely to create some heated discussions. It will be important for each of us to approach these conversations with a willingness to listen to the ideas of others, and to investigate our own assumptions and values. Though these discussions may be difficult at times, subjects such as the United States role in the world, the consequences of war and the meaning of peace resonate with significant contemporary relevance. It is hoped that the exploration of the historical antecedents of our contemporary world will help us to develop a sense of our own place in the world and of our own views about important questions. It is assumed that members of the class will often disagree with one another. Consider these disagreements opportunities for each of us to develop a more conscious understanding of ourselves and our world.

COURSE OBJECTIVESThrough this course you will have the opportunity to develop:

a comprehensive knowledge of American involvement in Southeast Asia between 1945 and 1975 and the consequences of that involvement in the lives of people on all sides of the conflict

an understanding of the roles played by culture and values in shaping the conflicts in Southeast Asia and in the United States

skills in the craft of historical study, including research, careful and close reading, critical thinking and analysis, and presenting and defending your ideas in written and oral forms as well as digitally

skills in working cooperatively with others on shared learning goals

REQUIRED READING: The readings for this course combine lively primary source accounts and documents with scholarly secondary sources. The following books are required reading during the course, and are available for purchase at the university’s bookstore. They are also available on reserve at Collins Library.

Christian G. Appy, American Reckoning: The Vietnam War and Our National Identity Christian G. Appy, Patriots: The Vietnam War Remembered from All Sides Albert French, Patches of Fire Michael H. Hunt, A Vietnam War Reader: A Documentary History Mark Atwood Lawrence, The Vietnam War: A Concise International History Bao Ninh, The Sorrow of War Heather Marie Stur, Beyond Combat: Women and Gender in the Vietnam War Era Nick Turse, Kill Anything That Moves: The Real American War in Vietnam There is also a xeroxed course packet that is required and available at the bookstore

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WRITING ASSIGNMENTS: For this course you will do quite a bit of writing, some of it designed to engage you with complex issues at the heart of debates about the war in Vietnam, and others aimed toward your creation of a significant piece of scholarship by the end of the semester.

Preparation Essays: Engaging the Issues (each roughly 3 pages in length)During the first eight weeks of the semester you will be expected to complete four short essays in which you analyze closely the sources we are reading for class and use them to explore an important issue related to the history of the wars in Southeast Asia that we will be discussing in class. All of you will complete your first essay for class on Wednesday, January 27. After that, you are required to turn one in Weeks 3-4, Weeks 5-6, and Weeks 7-8. It will be up to you to decide which particular day and essay you write. You will note that there are “prep questions” listed for each class meeting. For these essays, you should answer any one of these questions, or develop your own. In these essays, seek to explore a single question with some depth, rather than trying to accomplish too much. They will be evaluated on their meaningful engagement with an issue of substance, the depth and sophistication of their arguments, their effective engagement and use of the appropriate evidence, and the quality of their presentation.

Discussion Essay #1: Remembering the War in Popular Culture Popular films have played a powerful role in shaping Americans’ perceptions of the war in Vietnam. Your first short essay assignment asks you to explore how Americans have “remembered” the war in film by viewing and analyzing a popular film that focuses on the war in Vietnam in some way. You have two purposes in this paper. First, you need to analyze the film’s presentation of some aspect of the war. For instance, how were the South Vietnamese depicted? What did the film suggest about American motivations? How were the experiences of American soldiers portrayed? What imagery did the film use to present veterans? Obviously the focus of your analysis will vary depending on the film you select, and so you might give some thought to your particular areas of interest before selecting your film. Second, can you suggest a broader interpretation of the war offered by this particular representation? What, in other words, does this film suggest about how Americans remember the war in Vietnam? I will distribute a list of films and post some lists on our Moodle site, but recognize these are only a beginning. You are welcome to locate your own film to review. Just remember that it needs to be a popular film, rather than a documentary. Due in class Wednesday, January 27

Research Project: Writing the History of the Wars in Vietnam The largest writing responsibility for the semester will be a final research project on a topic of your own design. Such a project accomplishes several goals—allowing you to engage in substantial exploration of a subject of particular interest; expanding the intellectual territory our course can cover; providing additional insights for our explorations together; and giving you a chance to continue polishing your skills in the conceptualization, development, completion and presentation of a research project on an historical issue. To allow us to move toward the completion of the project together, you will complete three preliminary assignments that will be shared with the class and the instructor. Instructions for each of these are outlined briefly below.

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Research Project Assignment #1 Finding an IssueThis will be your first attempt to outline the focus of your research project. You should write roughly three paragraphs, and should work to accomplish the following: 1) Identify the broad issue or debate in which you are interested, and the focused research question you will explore. This needs to be properly narrowed. 2) Provide a brief overview of the kinds of sources you imagine being able to locate. List at least one primary and one secondary source that will help you get started. 3) Suggest the broader significance of such an investigation, suggesting one possible connection to an issue of importance for our study of the wars in Southeast Asia or of American history more generally. Due in class on Monday, March 28

Research Project Assignment #2 Annotated BibliographyFor your second preparatory assignment you are asked to develop an annotated bibliography. The bibliography should include: 1) A re-statement of your focused research question. 2) Sufficient (appropriate) primary sources to illustrate that you will be able to answer that question. 3) At least three secondary sources in order to demonstrate at least minimal familiarity with the scholarly literature related to your research. Recognize as you build the bibliography that one goal of this assignment is to demonstrate that you have sufficient appropriate sources to complete the project you have outlined. Due by 5:00 p.m. on Friday, April 15

Research Project Assignment #3 Research PresentationTo provide you with a forum for the presentation of your work and an opportunity to learn from the research of your classmates, three days near the end of the semester will be dedicated primarily to presentations of your projects. You will be assembled into presentation “panels,” and will be responsible for making an eight-minute presentation of your work, as well as offering a question to one of your classmates on their research. These presentations will give us an opportunity to synthesize some of our findings for the semester even as we continue to expand the reach of our explorations. Due in class on either April 25, 27 or May 2

Final Project: Paper, Prospectus or Course Unit (roughly 12 pages)For the finished piece you will have the option of writing a traditional research paper, organizing a new course unit, or writing a prospectus for a History 400 thesis.Due in my office by 6:00 p.m. on Wednesday, May 11

Writing Assignments: Grading Standards A paper that receives a grade lower than “C” does not meet the standards of this course.

Typically a “D” or “F” paper does not respond adequately to the assignment, is insufficiently developed, is marred by frequent errors, unclear writing, confusing organization, or some combination of these problems.

A typical “C” paper has a good grasp of the material on which it is based and adequately responds to the assignment, reflecting a solid understanding, a strong thesis, and meaningful insights. Yet such a paper may provide a less-than-thorough defense of the student’s ideas, or may suffer from problems in presentation such as frequent errors, unclear writing, or confusing organization.

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A typical “B” paper is very good work that contains significant insights that demonstrate that the student has engaged in serious thinking and has developed an important and imaginative thesis as a result. A “B” paper also includes strong development of the main ideas of the paper, including substantial and well-explicated evidence. These papers are generally effective in their presentation as well.

A typical “A” paper is exceptional. Not only does an “A” paper include all of the strengths of a “B” paper, but it also has an exceptionally perceptive and original central argument that is cogently argued and supported by a very impressively chosen and developed variety of specific examples drawn from a range of sources. An “A” paper also succeeds in suggesting the importance of its subject and of its findings.

CLASS PARTICIPATION:Discussion is an important part of this course. While the course will include some brief lectures, it is in class discussions that we will have the opportunity to pursue together answers to the multitude of questions the readings will raise. Working together, we have the opportunity to learn from one another, to consider opinions different from our own, and to build on one another’s ideas. Keep in mind that attendance and contributions to discussions will make up an important part of your grade. The following suggestions will help to make our discussions as fruitful as possible:

Prepare for class: This includes not only reading all assignments before class, but thinking about them as well. It is often useful to write down a few thoughts and questions before class. This not only forces you to think critically about what you are reading, but will often make it easier for you to speak up during the discussion. Recognize that the prompts for the Discussion Essays can also serve as useful preparatory guides.

Attend class: Unless you are in class, the rest of us cannot benefit from your ideas, and you will miss the opportunity to benefit from the ideas of your classmates. Further, lectures offer you information and context to help you understand your readings, and should not be missed.

Participate in discussions: We can only know your ideas if you express them. Twenty minds are always going to be better than just one. For this reason, we will all benefit from this course to the degree to which each of you participates in our discussions. Each of you has a great deal to contribute to the class, and each of you should share that potential with the class.

Listen to your classmates: The best discussions are a cooperative effort to understand the issues and questions before us. Listen to one another, and build on the conversation. While we will often disagree with one another, you should always be sure to pay attention to the ongoing discussion, and to treat your classmates and their ideas with the respect they deserve. Recognize that you will do some of your best thinking when you discuss complex issues with people whose ideas are different from your own.

CLASS PARTICIPATION: GRADING STANDARDS A student who receives a grade lower than “C” is consistently unprepared, unwilling to

participate, refuses to engage with others, often seems distracted from the discussion, or is too frequently absent.

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A student who receives a “C” for discussion typically attends every class and listens attentively, but rarely participates in discussion. Other “C” discussants would earn a higher grade, but are too frequently absent from class, or may not listen openly to the ideas and suggestions of others.

A student who receives a “B” for his or her participation typically has completed all the reading assignments on time, and makes important contributions to our discussions. This student may tend to wait for others to raise interesting issues, rather than initiating discussion. Other “B” discussants are courteous and articulate but do not listen to other students, offering their ideas without reference to the direction of the discussion. Still others may have a great deal to contribute, but participate only sporadically, or may not regularly connect their contributions to particular texts or specific examples.

A student who receives an “A” for his or her participation typically comes to every class with questions and ideas about the readings already in mind. He or she engages other students and the instructor in discussion of their ideas as well as his or her own. This student is under no obligation to change their point of view, yet listens to and respects the opinions of others. This student, in other words, takes part in an exchange of ideas, and does so on a regular basis. This student also makes use of specific texts and examples during the discussion.

CLASS PARTICIPATION: GROUP PROJECTIn addition to your regular participation in class discussions, you will also have the responsibility, along with three classmates, of leading discussion during one class period. You will be asked to coordinate the entire day’s discussion. We will work as a class to assign responsibilities for discussion leadership with the hope that each of you can lead discussion of material that you find particularly engaging or significant. Fuller details on your responsibilities as a discussion leader as well as the criteria for grading your work will be circulated.

CLASS PARTICIPATION: DIGITAL CONTRIBUTIONSBecause our subject is a complex one, involving years of military and geo-political involvement, millions of people, and countless terms distinct to this history, we will work together to build a digital timeline, a glossary, and a cast of characters to help us organize, think through, and learn this material. We will design these resources to reflect our readings and discussions. Information on this course requirement will be distributed and discussed in class. You will be responsible for five digital entries, including at least one each to the glossary, cast of characters, and timeline.

A FEW RESOURCES TO KNOW ABOUT Reference Librarian: Peggy Burge (pburge@pugetsound.edu) is the History

Department liaison librarian. She is available to meet with you in individual appointments for assistance with your research and also holds regular open hours. You will find she is a remarkably knowledgeable guide to our library and beyond.

The Center for Writing, Learning and Teaching is available to all Puget Sound students interested in developing their writing skills. Here you can meet with a writing advisor for help with every stage of the paper process. To make an appointment with a writing advisor you can stop by the center, in Howarth 109, or make an appointment by calling 879-3404 or emailing writing@ups.edu.

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A FEW POLICIES TO KNOW ABOUT: Successful Completion of the Course: You must complete all writing assignments in

order to successfully complete this course. 48 Hour Rule: Acknowledging that life is complicated, we will operate according to my

“48 hour rule” in this course. This means that you can turn in one written assignment up to 48 hours late without penalty or explanation. Beyond this, though, late papers will be accepted only in cases of illness or emergency, or when prior arrangements have been made, and will generally be penalized except in cases of illness or emergency.

Accessibility and Accommodations If you have a physical, psychological, medical or learning disability that may impact your course work, please contact Peggy Perno, Director of the Office of Accessibility and Accommodations, 105 Howarth, 253.879.3395. She will determine with you what accommodations are necessary and appropriate. All information and documentation is confidential.

Bereavement Policy: We all hope this policy will not come into play, but if this should occur, the University of Puget Sound recognizes that a time of bereavement can be difficult. Therefore, the university provides a Student Bereavement Policy for students facing the loss of a family member, which this course follows.Students are normally eligible for, and I would of course grant, three consecutive weekdays of excused absences, without penalty, for the death of a family member, including parent, grandparent, sibling, or persons living in the same household. If you need additional days, you should let me know, and also request additional bereavement leave from the Dean of Students or the Dean’s designee. In the event of the death of another family member or friend not explicitly included within this policy, know that you can petition for grief absence through the Dean of Students’ office for approval, and I am very open to granting it for the course as well. To request bereavement leave, a student must notify the Dean of Students’ office by email, phone, or in person about the death of the family member. If you need any help with this process, please just ask and I will supply whatever support I can.

Academic Handbook: For any policy issue not covered here, I follow the rules set down in the Academic Handbook. You have a responsibility to be familiar with the handbook.

A WORD ABOUT ACADEMIC HONESTYBecause of its importance, I wanted to say a quick word about academic honesty. It is assumed that all of you will conform to the rules of academic honesty. I should warn you that plagiarism or any other form of academic dishonesty will be dealt with severely in this course. Plagiarizing in a paper will result in an automatic F on that assignment and potentially in the course, and may lead to more substantial university-level penalties. Because academic dishonesty is such an egregious offense, the penalty is not negotiable. As a member of this academic community, your integrity and honesty are assumed and valued. Our trust in one another is an essential basis for our work together. A breach of this trust is an affront to your colleagues, to me, and to the integrity of this institution, and so will be treated harshly. Rest assured that I will make every effort to familiarize you with the rules surrounding academic honesty. If at any time you have questions about these rules, too, know that I am anxious to clarify them.

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A WORD ABOUT CAMPUS EMERGENCIES Classroom Emergency Response Guide Please review university emergency preparedness and response procedures posted at www.pugetsound.edu/emergency/.  There is a link on the university home page.  Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings. 

If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area so she/he can account for your presence.  Then wait for further instructions.  Do not return to the building or classroom until advised by a university emergency response representative.

If confronted by an act of violence, be prepared to make quick decisions to protect your safety.  Flee the area by running away from the source of danger if you can safely do so.  If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights.  Stay low, away from doors and windows, and as close to the interior hallway walls as possible.  Wait for further instructions.

GRADING SCALE:In assigning grades, both during the semester and at its end, I will use the following scale:A+: 97-100 A: 93-96 A-: 90-92B+: 87-89 B: 83-86 B-: 80-82C+: 77-79 C: 73-76 C-: 70-72D+: 67-69 D: 63-66 D-: 60-62F: below 60

FINAL GRADES: Your final grade in this course will be based on the following :Discussion Essays [4] 25%Finding an Issue 2.5%Annotated Bibliography 7.5%Research Presentation 7.5%Research Project 25%Contributions to Digital Timeline 5%Group Project 12.5%Attendance and Participation in Discussions 15%

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Schedule of Readingsand Assignments

WEEK 1 Introductions (W) January 20 Introductions: Why Vietnam?

In class film: Rambo: First Blood Part II

WEEK 2 Roots of the Myths / Roots of the History (M) January 25 From Myth to History: Studying the American War in Vietnam

READING: Mark Atwood Lawrence, The Vietnam War: A Concise International History,

Introduction Michael H. Hunt, A Vietnam War Reader, pp. xiii-xxix and 206-208

o Preface, Introduction, Abbreviations, Chronology, Map, and “Concluding Reflections”

Nick Turse, Kill Anything That Moves, Introduction Christian Appy, American Reckoning: The Vietnam War and Our National Identity,

Introduction Course Packet, pp. 1-7 (Vietnam War: Fact and Figures)

(W) January 27 Looking at Myths: Hollywood and the War in Vietnam READING: No new reading for today. View the film of your choice and write about it.

DISCUSSION ESSAY

#1is due in class

TODAY!!

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WEEK 3 Wars and Nation-Building: Vietnam and the West 1941-1964 (M) February 1 Vietnam and the History of Colonialism and the Cold War

READING: Lawrence, The Vietnam War: A Concise International History, chs. 1 and 2 Hunt, ed., A Vietnam War Reader, ch. 1

o “The Setting: Colonialism and the Cold War (to 1954)” Christian Appy, Patriots

o Henry Prunier, 38-41 Course Packet, pp. 8-20

Le Ly Hayslip, When Heaven and Earth Changed Places, excerpt 1

PREP QUESTIONS: Looking at your primary sources, how would you characterize the Vietnamese revolutionary movement? (Was it communist? Nationalist?) Alternatively, why did the United States choose to support France, rather than the Vietnamese freedom movement?

(W) February 3 Creating South Vietnam: Nation Building 1954-1964READING: Lawrence, The Vietnam War: A Concise International History, ch. 3 and pp. 67-85 Course Packet, pp. 21-61

o Le Ly Hayslip, When Heaven and Earth Changed Places, excerpt IIo Richard H. Immerman, “`Dealing with a Government of Madmen’:

Eisenhower, Kennedy, and Ngo Dinh Diem” o Seth Jacobs, “No Place to Fight a War: Laos and the Evolution of US Policy

toward Vietnam, 1954-1963” Hunt, ed., A Vietnam War Reader, ch. 2

o “Drawing the Lines of Conflict, 1954-1963” Christian Appy, Patriots: The Vietnam War Remembered from All Sides

Daniel Redmond, 47-50Rufus Phillips, 50-54Ngo Vinh Long, 54-59Malcolm Browne, 64-72Le Lieu Browne, 72-75Paul Kattenburg, 81-83Evelyn Colbert, 83-84

PREP QUESTIONS: Was the US “dealing with a government of madmen”? How would you compare the policies of the Eisenhower and Kennedy administrations, relative to Vietnam? How would you characterize the experiences of Vietnamese villagers during the era of nation-building?

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WEEK 4 Going to War (M) February 8 Escalating the War

READING: Lawrence, The Vietnam War: A Concise International History, pp. 85-97 Hunt, ed., A Vietnam War Reader, ch. 3

o “From Proxy War to Direct Conflict, 1963-1965” Course Packet, pp. 62-71

o Fredrik Logevall, “`There Ain’t No Daylight’: Lyndon Johnson and the Politics of Escalation”

Appy, PatriotsPaul Hare,76-78Chester Cooper, 84-86James Thomson, 115-117Charles Cooper, 121-123Walt Whitman Rostow, 124-127Ward Just, 135-138

Moodle:o Watch the film Why Vietnam?

PREP QUESTIONS:If you had to identify a single, primary cause of the escalation of the war in Vietnam, to what (and/or whom) would you point and why? Alternatively, write an essay exploring one of the rhetorical strategies used by the film “Why, Vietnam?” What did the military emphasize as the reasons for American participation, and how did they communicate this? What do we learn from the film that was unintended regarding American perspectives on Vietnam, the conflict, and its people?

(W) February 10 Going to War in Vietnam: A New Kind of War? READING: Lawrence, The Vietnam War: A Concise International History, pp. 98-114 Nick Turse, Kill Anything That Moves, chs. 1-4 Hunt, A Vietnam War Reader, Docs. 4.1-4.3 (pp. 88-93) Christian Appy, Patriots

o Douglas Kinnard, 321-324o John Singlaub, 90-94o Charles Cooper II 445-448

Course Packet, pp. 72-86o John Prados, “American Strategy in the Vietnam War” (SKIM for argument)

PREP QUESTIONS: This is your last chance to turn in Essay #2Was the war in Vietnam “a new kind of war”? In what sense? Alternatively, how would you characterize the overall strategy the nation used in the early years of this war?

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WEEK 5 Fighting Johnson’s War: American Experiences (M) February 15 American Soldiers on the Ground: Living the War

READING: Hunt, ed., A Vietnam War Reader, Documents 5.1-5.5 (pp. 126-130) Christian Appy, Patriots

Roger Donlon, 12-15Dennis Deal, 130-135Jim Soular, 156-161David M. Smith, 167-170Jonathan Schell, 202-209Harlan S. Pinkerton, Jr., 209-212Tom O’Hara, 325-327

LISTENING: Moodle: Barry Sadler, “Ballad of the Green Berets” (1966)

PREP QUESTIONS: What seems important to acknowledge as we seek to understand American soldiers’ experiences in the war in Vietnam? What made this a particularly difficult war to fight? Alternatively, how did soldiers write home about their experiences? Do you notice any particular similarities among the letters in our documents collection?

(W) February 17 American Soldiers on the Ground: One Man’s StoryREADING: Albert French, Patches of Fire: A Story of War and Redemption, Part I (3-152) Christian Appy, Patriots

James Brown, 184-186Yusef Komunyakaa, 257-259 Vincent Okamoto, 357-362Charley Trujillo, 366-370Wayne Smith, 362-366

PREP QUESTIONS: Were Albert French’s experiences in Vietnam “typical”? What role did race play in shaping his experiences? Alternatively, write about one theme that emerges in his text and explore his presentation of that theme. For instance, how does he deal with time, and why is this such an important theme in his book? Or write about one aspect of the soldiers’ experiences that French helps you understand.

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WEEK 6 The War on the Ground: Vietnamese Civilians and Combatants (M) February 22 Living and Fighting in a War Zone

READING: Hunt, ed., A Vietnam War Reader, Docs. 5.6-5.10 (pp. 130-142) Nick Stur, Kill Anything That Moves, ch. 5 Appy, Patriots

Tran Thi Gung, 15-19Phan Xuan Sinh, 25-27Chi Nguyen, 175-176

Course Packet, pp. 87-138o Mark Philip Bradly, Vietnam at War, excerpto Eric Bergerud, “The Village War in Vietnam, 1965-1973”

PREP QUESTIONS: How did the American war change the lives of the Vietnamese? Why did villagers join in the fighting? What motivated their choice of sides?

(W) February 24 Gender and the War: Vietnamese WomenREADING: Heather Marie Stur, Beyond Combat: Women and Gender in the Vietnam War Era,

Introduction and ch1. Hunt, ed., A Vietnam War Reader, Document 5.11 (pp. 142-143) Course Packet, pp. 139-187

o Helen E. Anderson, “Fighting for Family: Vietnamese Women and the American War”

o Dang Thuy Tram, Last Night I Dreamed of Peace, excerpts PREP QUESTIONS: This is your last change to turn in Essay #3Do the primary sources you have been reading support, challenge, or refute the arguments made by Stur regarding American perceptions of the Vietnamese?

WEEK 7 The War and American Culture and Society (M) February 29 Gender and the War II: Imagining Americans

READING: Heather Marie Stur, Beyond Combat, chs. 2-4 Course Packet, pp. 188-216

o Keith Walker, ed., A Piece of My Heart, excerpts Appy, Patriots

Jo Collins, 28-30Helen Tennant Hegelheimer, 106-111Sylvia Lutz Holland, 170-175Bobbie Keith, 179-183Nancy Smoyer, 188-190

Hunt, ed., A Vietnam War Reader, Document 5.15 (pp. 149-150) PREP QUESTIONS: Selection one of Stur’s arguments and test it against your primary

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sources. Alternatively, how did gender norms shape the experiences of American women in the war? Men’s experiences?

(W) March 2 The Development of Antiwar Activism: From Protest to Resistance READING: Course Packet, pp. 217-230

o Paul Potter, “The Incredible War” (excerpt also appears in the Hunt text) o “Joint Statement by the Fort Hood Three”o SNCC, “Position Paper on Vietnam”o The Resistance, “WE REFUSE TO SERVE”o Martin Luther King, “Declaration of Independence from the War” (excerpt

also appears in the Hunt text) o “Deserters’ Manifesto”

Hunt, ed., A Vietnam War Reader, Documents 6.1-6.5 (pp. 161-171) Appy, Patriots

Seth Tillman, 118-121Julian Bond, 143-145General Baker, Jr., 146-149Anne Morrison Welsh, 150-155James Lafferty, 164-167Joe McDonald, 195-199Randy Kehler, 231-237Joan Holden, 250-253H.D.S. Greenway, 259-261Todd Gitlin, 265-267Tom Engelhardt, 268-274

Moodle: Listen to any TWO of these songs: o Phil Ochs, “I Ain’t Marchin’ Anymore” (1965)o Country Joe McDonald, “Feel Like I’m Fixin’ to Die Rag” (1965)o Buffalo Springfield, “For What It’s Worth” (1966)o Credence Clearwater Revival, “Fortunate Son” (1969)o Jefferson Airplane, “Volunteers” (1969)o Edwin Starr, “War” (1969)

PREP QUESTIONS:Explore why one antiwar activist or organization opposed the war. Alternatively, do a rhetorical analysis of one of the antiwar statements or songs that emerged during this period. How did this group or individual attempt to convince people to oppose the war? What do you see in terms of the relationship between their position and the rhetorical choices they made to represent that position?

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WEEK 8 Turning Points? (M) March 7 1968: The Tet Offensive and Its Aftermath

READING: Lawrence, The Vietnam War: A Concise International History, ch. 6 Course Packet, pp. 231-251

o Lyndon B. Johnson, “Address to the Nation, March 31, 1968”o Melvin Small, “The Election of 1968”

Hunt, ed., A Vietnam War Reader, Documents 4.4-4.6, 6.6 and 6.7 (pp. 93-99, 172-174)

Appy, Patriots“Tet,” 285-303John Gilligan, 309-313Peter Kuznick, 313-316J. Shaeffer, 316-319

PREP QUESTIONS: Did North Vietnam and the southern revolutionaries win or lose in the Tet Offensive? Why was this such an important event for Americans? Alternatively, President Johnson announced his decision not to seek re-election in a lengthy speech. What do his rhetorical choices tell us about the state of the war? The US electorate?

(W) March 9 The My Lai Massacre: An Operation or an Aberration? READING:

Nick Turse, Kill Anything That Moves, chs. 6-7 Hunt, ed., A Vietnam War Reader, Document 5.12 (pp. 143-146) Christian Appy, Patriots

Larry Colburn, 346-349Michael Bernhardt, 349-353

VIEWING: Watch the film My Lai. Be aware that this film includes images of horrific violence

and references sexual assault as well. PREP QUESTIONS: This is your last chance to turn in Essay #4Write a review of Nick Turse’s text. Does he succeed in convincing you that the My Lai massacre was an operation rather than an aberration? Alternatively, using other sources, test his thesis.

Enjoy Spring Break!

See you in a 15

WEEK 9 Fighting Nixon’s War (M) March 21 The War at Puget Sound: A Visit to the Archives

READING: No new reading for today. We will meet in the Archives and Special Collections space in the Shelmidine Room of the library. The university archivist, Katie Henningsen, will lead us through materials related to the war years at the University of Puget Sound, and also offer some insight into the possibilities of using the archives for your research projects.

(W) March 23 A War for Peace? An Overview of Nixon’s War READING:

Lawrence, The Vietnam War: A Concise International History, ch. 7 Course Packet, pp. 252-321

o Melvin Small, “The Politics of Polarization” from At the Water’s Edgeo Jeffrey P. Kimball, “Richard M. Nixon and the Vietnam War”o Richard M. Nixon, “Address to the Nation, November 3, 1969”o Kyle Longley, Grunts, excerpt

Hunt, ed., A Vietnam War Reader, Documents 4.7-4.14 and 5.13-5.14 and 5.16 (pp. 100-113, 146-149, 151-152)

Appy, PatriotsBernard Trainor, 3-8A.J. Langguth, 382-384Alexander M. Haig, Jr., 397-402Morton Halperin, 402-406Judith Coburn, 407-412Egil “Bud” Krogh, 436-440George Evans, 449-455

PREP QUESTIONS: How would you characterize Richard Nixon’s approach to the war? What were his priorities? Were they paradoxical? Were these later years of the war different from what had come before, and if so, how? If not, what were important continuities?

WEEK 10 War Without End? Fighting and Remembering a Revolution (M) March 28 A Nation at War with Itself READING:

Heather Marie Stur, Beyond Combat, ch. 5 Hunt, ed., A Vietnam War Reader, Documents 6.8-6.12 (pp. 174-184) Appy, Patriots

Vivian Rothstein, 274-278Deidre English, 30-31Clark Dougan, 304-306John Douglas Marshall, 328-330Richard Houser, 332-334Nathan Houser, 334-340

March 28 continued on next page

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Suzie Scott, 340-341Anthony Lake, 380-382Tom Grace, 384-389Beverly Gologorsky, 413-417Chalmers Johnson, 422-424Steve Sherlock, 425-429Watergate, 430-431Daniel Ellsberg, 432-436

VIEWING: The Day the Sixties Died (on the shootings at Kent and Jackson State) Optional: Weather Underground, The Most Dangerous Man in America, Sir! No, Sir!

PREP QUESTIONS: How did support for, and opposition against, the war shift in its later years? Why was the war so polarizing for the nation? What was the link between the war and the Watergate scandal? Was Daniel Ellsberg a villain or a hero?

(W) March 30 Fighting a Revolution READING: Bao Ninh, The Sorrow of War, 1-108 Hunt, ed., A Vietnam War Reader, Documents 5.17-5.20 (pp. 152-159) Appy, Patriots

Vo Nguyen Giap, 41-43Vu Thi Vinh, 103-104Le Cao Dai, 138-141Quach Van Phong, 186-187Nguyen Quang Sang, 215-217Vu Hy Thieu, 190-194Luu Huy Chao, 212-215Duong Thanh Phong, 247-250Huynh Phuong Dong, 330-331

PREP QUESTIONS: Does Bao Ninh’s account of the war resonate with the other sources? What seem to be some of the key themes for him as he writes about the experience of the war?

Your “Finding an Issue” assignment is due in class TODAY!!

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WEEK 11 Ending the War and the Politics of Peace (M) April 4 The Sorrow of War

READING: Bao Ninh, The Sorrow of War, complete Appy, Patriots

Ta Quang Thinh, 20-21Nguyen Thi Kim Chuy, 105-106Nguyen Duy, 256-257Lam Van Lich, 341-342Nguyen Ngoc Luong, 374-376Le Minh Khue, 508-511

PREP QUESTIONS: Did fighting for a revolution provide a greater motivation for soldiers, or did the reason for fighting have little impact on the experiences of those who served in this war?

(W) April 6 Ending the War: Peace with Honor? READING: Lawrence, The Vietnam War: A Concise International History, ch. 8 Appy, Patriots

POWs I and POWs II, 221-237, 470-492 and “Missing in Action,” 515-519Luyen Nguyen, 94-98“Paris,” 461-469“Collapse,” 493-496Frank Snepp, 496-504

Hunt, ed., A Vietnam War Reader, Docs 4.15-4.18, 7.1-7.7(pp. 114-121, 188-197) Course Packet, pp. 322-332 Glenn Robins, “The American POW Experience” VIEWING: Last Days in Vietnam PREP QUESTIONS: Did the end of the war constitute a “peace with honor,” as President Nixon suggested?

WEEK 12 Legacies of the American War in Vietnam (M) April 11 Living the Aftermath in Southeast Asia READING:

Course Packet, pp. 342-381o Edwin A. Martini, “Event We Can’t Prevent Forests” o Michael G. Palmer, “The Case of Agent Orange”

Christian Appy, PatriotsFred Branfman, 217-220Loung Ung, 526-528

Moodle: Kenton Clymer, “Cambodia and Laos in the Vietnam War” PREP QUESTIONS: Should nations be responsible for the environmental damage done during a war? Did what happened in Cambodia and Laos constitute falling dominoes? Was the United States responsible for what happened in those two nations?

(W) April 13 Living the Aftermath in the United States

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READING: Albert French, Patches of Fire, complete Hunt, ed., A Vietnam War Reader, Doc. 7.8 (pp. 197-199) Christian Appy, Patriots

George Watkins, 21-25Larry Heineman, 243-247Gloria Emerson, 371-373Bong MacDoran, 522-526Jayne Stancavage, 532-533

Course Packet, pp. 333-341, 382-393o Myrna MacPherson, Long Time Passing, excerpt on Agent Orangeo Raymond M. Scurfield, “Post-Traumatic Stress Disorder and Healing…”

Also take a quick look at some of the sources on the concept of the “moral injury of war.” You might begin here:

http://www.wbur.org/2013/06/21/moral-injury-illustration http://www.npr.org/2012/11/21/165663154/moral-injury-the-

psychological-wounds-of-warPREP QUESTIONS:What seems especially important to recognize about how the war lives on for many who participated in it, or were close to those who did? How are the experiences of men and women similar and/or different? How are the experiences of Americans distinct from those of Vietnamese, both victors and losers?

WEEK 13 American Reckoning? (M) April 18 American Culture and the Creation of the Mythical War

READING: Christian Appy, American Reckoning: The Vietnam War and Our National Identity,

chs. 1-5 Christian Appy, Patriots

Oliver Stone, 253-256PREP QUESTIONS: What is Appy arguing in this book, to this point? Are you finding his arguments convincing? Do other sources we have read—both primary and secondary—confirm, challenge, or refute his ideas?

Your Annotated Bibliography is due on

Friday, April 15, by 5:00 p.m.

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(W) April 20 Remembering the War and Framing American National IdentityREADING: Christian Appy, American Reckoning: The Vietnam War and Our National Identity,

chs. 6-10 Christian Appy, Patriots

Leroy V. Quintana, 538-539 William Westmoreland, 539-540Thai Dao, 540-542Tim O’Brien, 542-545Huu Ngoc, 545-547Wayne Karlin, 547-548Duong Tuong, 548-549

Hunt, ed., A Vietnam War Reader, Docs. 7.10-7.11 (pp. 202-205) OPTIONAL: Moodle

o H. Bruce Franklin, “The POW/MIA Myth”VIEWING:

o View the film Maya Lin: A Strong Clear Vision PREP QUESTIONS: Have Americans reckoned with the meaning of the war in Vietnam? Now, think back to your first essay—how does your film support or challenge the arguments made by Appy? Finally, how does the Vietnam Memorial narrate this war?

WEEK 14 Where Your Research Has Taken Us (M) April 25 Research Presentations

(W) April 27 Research Presentations

WEEK 15 Where Your Research Has Taken Us / Final Thoughts (M) May 2 Research Presentations

(W) May 4 Final Thoughts READING:

Michael H. Hunt, A Vietnam War Reader, “Concluding Reflections,” pp. 206-208 Nick Turse, Kill Anything That Moves, Epilogue and Afterword Heather Marie Stur, Beyond Combat, Conclusion Christian Appy, American Reckoning: The Vietnam War and Our National Identity,

ch. 11

REMEMBER:Your FINAL PROJECTS are due to Wyatt

140 by 6:00 p.m. on Wednesday, May 11

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