Inquiry

The Vietnam War
Barbara Diggs
Published May 1st, 2018 by Nomad Press

Summary: More than 58,000 American troops and personnel died in the humid jungles and muddy rivers of Vietnam during the 20-year conflict. But why? What were they fighting for? And how could the world’s most powerful military be defeated by a small, poverty-stricken country?

In The Vietnam War, kids ages 12 to 15 explore the global conditions and history that gave rise to the Vietnam War, the reasons why the United States became increasingly embroiled in the conflict, and the varied causes of its shocking defeat. The Vietnam War also pays close attention to the development of a massive antiwar movement and counterculture that divided the country into “hawks” and “doves.” As middle schoolers learn about how the fear of the spread of communism spurred the United States to enter a war that was erupting on the other side of the world, they find themselves immersed in the mood and mindset of the Vietnam Era.

About the Author: Barbara Diggs is a non-fiction writer who has written a range of historical articles for children. Her work has been featured in Learning Through History Magazine, History Magazine, and Renaissance, among others. A graduate of Stanford Law School, Barbara practiced law in New York for several years before becoming a professional writer. She and her family currently split their time between Paris, France, and Washington DC.

Author Guest Post: 

“Lessons of Past Wars”

For a kid, the Vietnam War might seem like it happened a long time ago. That was way back in the last century! But even if the war itself seems far off, understanding the lessons of the Vietnam war–and events of the era–is key to understanding current events.

In the 1950s, the communist country of North Vietnam was trying to bring South Vietnam under unified rule. The United States stepped in to support South Vietnam. The American government was worried that if communism was allowed to spread unchecked, it could eventually reach its own shores and threaten America’s free, democratic way of life. The United States was also concerned that the Soviet Union, a communist country and the United States’s ideological enemy, supported North Vietnam.

The war lasted for nearly 20 years and more than 58,000 American soldiers died. As the war dragged on, American youth formed a massive antiwar protest movement that defined a generation, created a deep rift in the nation, and profoundly impacted both the course of the war and American culture. To complicate matters further, political and military leaders proved themselves to be less than truthful about several crucial aspects of the conflict, leading to a widespread erosion of the public’s trust in the government.

Though long ago, this history is still relevant today. In my book, readers will recognize echoes of the Vietnam War era in the political protests, marches and movements of today, and will explore the different ways in which the youth of that generation made their voices heard. They’ll also learn to identify propaganda, analyze the role the media plays in influencing public opinion, and consider the balance between national security and the public’s right to information…all still hugely relevant topics today.

Not least of all, kids will look at the realities of war and recognize our shared humanity.

This war was the most bitter of conflicts. The loss of life and suffering that occurred on all sides was terrible. And yet today, the United States and Vietnam have a friendly relationship, despite Vietnam having a communist government. This perspective is something that’s especially important to learn and remember in these polarizing times: today’s enemy might be tomorrow’s friend.

Teachers’ Tools for Navigation: 

War still rages around the world, and the lessons we return to again and again only get more and more important. Here are a few activities featuring the Vietnam War that can serve as a jumping-off point for developing the critical-thinking skills kids will need as future leaders!

DEAR HOME

The Vietnam War was a terrifying, life-changing experience for the soldiers who fought there. The estimated average age of a soldier was 22 years old, and 61 percent of those who died were under 21. Many soldiers in Vietnam wrote to their families as often as possible and loved receiving letters in return. Being able to write home and receive letters helped them stay connected to the outside world and document their experiences.

Read some letters and excerpts of letters written by soldiers in Vietnam.

Paul O’Connell

Steve Flaherty

Charles Miller

After you read or listen to them, consider the following questions.

• What were the reasons some of these men went to Vietnam?
• What are some of the different tones and emotions expressed in the letters?
• What surprises you about the letters?
• How did the letter writers’ experiences differ? How were they similar?

Imagine that you are a combat soldier in Vietnam. Write a letter or email home discussing your experiences. What would you want to talk about? What would you want to know about back home?

To investigate more, imagine that you are a South Vietnamese peasant during the war who was evacuated because of the Vietcong threat. Write a letter to a relative outside of Vietnam describing what wartime life is like. How do you feel about the Vietcong? How might you feel about the United States? What are your fears?

MUSIC OF THE VIETNAM ERA

As the Vietnam War escalated, folksingers began expressing their condemnation of the war through music. These songs expressed the emotions and frustrations that many were feeling, and promoted a sense of unity in a highly divisive time. Singers such as Bob Dylan (1941– ), Phil Ochs (1940–1976), Joan Baez (1941– ), Arlo Guthrie (1947– ), and Barry McGuire (1935– ) were among the leading artists of the era. They became legends for their Vietnam era music and lyrics.

Search for Vietnam protest songs and listen to examples of anti-war music from this time.

• Consider the following questions.
• What are some of the different messages the songs tried to convey?
• What different emotions did each song appeal to?
• In what ways might these songs have influenced youth behavior?
• Can you name any modern songs that relate to today’s political or social issues? What topics do they cover?

Write your own song or poem that expresses feelings and opinions about a current political or social concern.

• What point of view will you write from?
• What images will you use to get your point across?
• How will you use rhythm to convey meaning or emotion?

To investigate more, imagine that you live during the Vietnam era and want to show your support for the war. Create a slogan to put on a placard or banner. Who would be your intended audience? What message would you want to deliver? If you were against the war, what would you come up with?

BLOWING THE WHISTLE

Daniel Ellsberg, the man who leaked the top-secret Pentagon Papers to newspapers, was the first major whistle-blower of the modern era. A whistle-blower is defined as a person who informs on a person or organization believed to be engaging in immoral, unethical, or illegal behavior. Whistle-blowers are usually protected by federal law, so they can report unethical actions without fear of getting into trouble. But such laws generally don’t protect those who reveal classified government information. Ellsberg did so knowing he could be jailed for life. Some Americans regarded him as a hero, while others viewed him as a traitor.

Learn more about Ellsberg’s motivations by reading the transcript of his interview with Walter Cronkite, which was held shortly after the release of the Pentagon Papers.

• In what ways can whistle-blowing be beneficial to society?
• In what ways can whistle-blowing be detrimental to society?
• Do you think Ellsberg was a hero or a traitor? Explain.
• Are there any circumstances where you might view a whistle-blower as the opposite of the
• answer you provided above? Describe.

You can learn more about recent government whistle-blowers by researching Edward Snowden and Chelsea Manning. Create a two-column, seven-row chart that compares and contrasts one whistle-blower with Daniel Ellsberg. Use the following questions as a guide.

• How were the circumstances of each whistle-blower similar?
• What were key differences in their situations?
• What motivated each of them?
• How did each of them reveal classified information?
• What consequences did they suffer?
• How were they perceived by the public?
• Do you view one of them more favorably than the other? Why?

To investigate more, imagine that you have learned of an immoral, unethical, or illegal act that a person in authority, such as a teacher or club leader, is committing. Map out three different ways you could respond to the situation. Consider whom you might tell, evidence you might need, the potential consequences you might face, and the possible consequences of doing nothing. Of the three, which response would you be most likely to take?

Find more resources in the free classroom teaching guide!

Thank you so much, Barbara and Nomad Press!

World War II: From the Rise of the Nazi Party to the Dropping of the Atomic Bomb
Diane C. Taylor
Published May 1st, 2018 by Nomad Press

Summary: Why did the world find itself immersed in another global conflict only two decades after World War I?

World War II: From the Rise of the Nazi Party to the Dropping of the Atomic Bomb introduces kids ages 12 to 15 to the political, military, and cultural forces that shook the globe from 1939 to 1945 and beyond. Middle school students examine the events leading up to, during, and after WWII and the repercussions of these events on populations around the world, from Germany’s invasion of Poland to the resulting domino fall of events that engaged several countries and caused the deaths of 60 million people, including 40 million civilians. They also see how the dark side of Hitler’s ideology was always present, eventually resulting in the Holocaust, the systematic murder of 11 million people, including 6 million Jews and other populations.

About the Author: Diane C. Taylor is a freelance writer whose published works include both fiction and nonfiction. She has written educational material for a nonprofit arts program in Dallas, Texas, and has been an English instructor for students in middle school, high school, and college. Diane lives in Bowling Green, Kentucky.

Author Guest Post: 

“Talking to Kids About World War II”

No event of the twentieth century was as big or as bad as World War II. For six years, from 1939 to 1945, a conflict that started when Germany invaded Poland quickly encompassed all four corners of the globe. No one—neither countries nor individuals—sat out this conflict. The political and economic reverberations of the war were simply too widespread to be ignored.

Like it or not, there was no such thing as being a disinterested party to World War II.

I think the same can be said as it pertains to teaching this subject to children. World War II fundamentally changed the world, and it’s not done affecting us even today. Conflict between Israel and Palestine. Tensions within the European Union. The role of the United Nations. The challenge of caring for displaced persons. The nuclear arms race. Just listen to the news and you’ll hear about scores of international issues that trace their origins back to the Second World War.

If all the world is a stage, then World War II is the de facto backdrop of the ongoing drama. This is why teaching about World War II and the Holocaust is a crucial part of raising future generations who can solve problems that were created before these kids were even born.

But how do you explain something as monstrous—and as monstrously complex—as World War II to a 12-year-old child?

That was the foremost question on my mind the entire time I was writing World War II: From the Rise of Hitler to the Dropping of the Atomic Bomb. To my immense relief, I discovered that World War II can be dismantled and reassembled into a coherent narrative that a young reader can understand. If you take one piece of the story at a time, and strip it down to its barest essentials, you can put it all back together in a way that makes sense of the mass insanity that was the Second World War.

By working to ensure our kids know the history and consequences of the greatest conflict in human history, we can do our best to avoid future wars on the same scale.

Teachers’ Tools for Navigation: 

Hands-on activities are another great way to make the experiences of World War II feel relevant and important to teenagers. Try one of these!

Prevent Starvation

Throughout World War II, starvation was a constant concern. Food was scarce everywhere. As a result, people frequently planted vegetable gardens in any available outdoor space.

Form a group with friends or classmates and take a walk around your neighborhood. Your goal is to figure out where you can grow food.

• How much land is available? Do homes have front or back yards? Are there parks or medians that you can use?
• Is the available terrain easy to garden? Is it hilly or flat? Heavily or sparsely wooded? Do you have access to water?
• Does the soil lend itself to gardening? How can you tell?

Draw up a map of where you will plant your gardens and indicate what you will grow. Can you calculate how much food you will produce or how many people will you be able to feed?

To investigate more, find out as much as you can about where you food comes from right now. Is much of it grown locally, or is it transported from far away? If the food distribution system in your area were disrupted, what products would stop showing up in the grocery store?

The President Speaks

On December 8, 1941, Americans tuned their radios to hear President Roosevelt declare war against Japan. You can listen to that address at this website.

Or try searching these words together: Roosevelt, congress, war.

In an era before television, this is most likely how you would have experienced this historic event.

Discuss your reaction to FDR’s speech among your classmates or friends, or write a journal entry.

• What is the atmosphere surrounding this speech?
• Did you learn anything new by listening to this broadcast?
• What is your impression of President Roosevelt?

Would you have chosen to take the United States to war, or would you have followed the lead of Rep. Jeanette Rankin, who voted against the war? Compose and deliver a brief speech of your own, outlining your reasons for either going to war or staying out of the fight. Assume your audience is made up of friends or classmates.

To investigate more, click here to listen or watch speeches that other presidents of the United States have given. Contrast and compare one of those speeches to the one you listened to from President Roosevelt. How do they differ in style, language, and substance? How are they similar?

Find more resources in the free classroom teaching guide!

Thank you so much, Diane and Nomad Press!