Nancy Bristow
Office: Wyatt 140
Phone: 879-3173
Office Hours:
M/W/F 9:00-11:00
and by appointment
History 361
The 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 geopolitical 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 OBJECTIVES
Through 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 Issue
This 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 Bibliography
For 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 Presentation
To 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.
5

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 PROJECT
In 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 CONTRIBUTIONS
Because 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 HONESTY
Because 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-:
90-92
B+:
87-89
B:
83-86
B-:
80-82
C+:
77-79
C:
73-76
C-:
70-72
D+:
67-69
D:
63-66
D-:
60-62
F:
below 60
FINAL GRADES: Your final grade in this course will be based on the following :
Discussion Essays [4]
Finding an Issue
Annotated Bibliography
Research Presentation
Research Project
Contributions to Digital Timeline
Group Project
Attendance and Participation in Discussions
25%
2.5%
7.5%
7.5%
25%
5%
12.5%
15%
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Schedule of Readings
and 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
#1
is 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 1954-1964
READING:
 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 II
o 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, 47-50
Rufus Phillips, 50-54
Ngo Vinh Long, 54-59
Malcolm Browne, 64-72
Le Lieu Browne, 72-75
Paul Kattenburg, 81-83
Evelyn 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 nationbuilding?
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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, Patriots
Paul Hare,76-78
Chester Cooper, 84-86
James Thomson, 115-117
Charles Cooper, 121-123
Walt Whitman Rostow, 124-127
Ward 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, 321-324
o John Singlaub, 90-94
o Charles Cooper II 445-448
 Course Packet, pp. 72-86
o John Prados, “American Strategy in the Vietnam War” (SKIM for argument)
PREP QUESTIONS: This is your last chance to turn in Essay #2
Was 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, 12-15
Dennis Deal, 130-135
Jim Soular, 156-161
David M. Smith, 167-170
Jonathan Schell, 202-209
Harlan S. Pinkerton, Jr., 209-212
Tom 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 Story
READING:
 Albert French, Patches of Fire: A Story of War and Redemption, Part I (3-152)
 Christian Appy, Patriots
James Brown, 184-186
Yusef Komunyakaa, 257-259
Vincent Okamoto, 357-362
Charley Trujillo, 366-370
Wayne 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, 15-19
Phan Xuan Sinh, 25-27
Chi Nguyen, 175-176
 Course Packet, pp. 87-138
o Mark Philip Bradly, Vietnam at War, excerpt
o 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 Women
READING:
 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 #3
Do 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, 28-30
Helen Tennant Hegelheimer, 106-111
Sylvia Lutz Holland, 170-175
Bobbie Keith, 179-183
Nancy 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
sources. Alternatively, how did gender norms shape the experiences of American women
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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, 118-121
Julian Bond, 143-145
General Baker, Jr., 146-149
Anne Morrison Welsh, 150-155
James Lafferty, 164-167
Joe McDonald, 195-199
Randy Kehler, 231-237
Joan Holden, 250-253
H.D.S. Greenway, 259-261
Todd Gitlin, 265-267
Tom 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,” 285-303
John Gilligan, 309-313
Peter Kuznick, 313-316
J. 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, 346-349
Michael 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 #4
Write 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.
15
Enjoy Spring Break!
See you in a week!
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 Edge
o 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, Patriots
Bernard Trainor, 3-8
A.J. Langguth, 382-384
Alexander M. Haig, Jr., 397-402
Morton Halperin, 402-406
Judith Coburn, 407-412
Egil “Bud” Krogh, 436-440
George 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:
16



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, 274-278
Deidre English, 30-31
Clark Dougan, 304-306
John Douglas Marshall, 328-330
Richard Houser, 332-334
Nathan Houser, 334-340
March 28 continued on next page
Suzie Scott, 340-341
Anthony Lake, 380-382
Tom Grace, 384-389
Beverly Gologorsky, 413-417
Chalmers Johnson, 422-424
Steve Sherlock, 425-429
Watergate, 430-431
Daniel 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, 41-43
Vu Thi Vinh, 103-104
Le Cao Dai, 138-141
Quach Van Phong, 186-187
Nguyen Quang Sang, 215-217
Vu Hy Thieu, 190-194
Luu Huy Chao, 212-215
Duong Thanh Phong, 247-250
Huynh 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
Your “Finding an Issue” assignment is due
themes
for him
in class TODAY!!
17
as he writes about the experience of the war?
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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, 20-21
Nguyen Thi Kim Chuy, 105-106
Nguyen Duy, 256-257
Lam Van Lich, 341-342
Nguyen Ngoc Luong, 374-376
Le 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,” 515-519
Luyen Nguyen, 94-98
“Paris,” 461-469
“Collapse,” 493-496
Frank 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. 342-381
o Edwin A. Martini, “Event We Can’t Prevent Forests”
o Michael G. Palmer, “The Case of Agent Orange”
 Christian Appy, Patriots
Fred Branfman, 217-220
Loung 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?
19
(W) April 13
Living the Aftermath in the United States
READING:
 Albert French, Patches of Fire, complete
 Hunt, ed., A Vietnam War Reader, Doc. 7.8 (pp. 197-199)
 Christian Appy, Patriots
George Watkins, 21-25
Larry Heineman, 243-247
Gloria Emerson, 371-373
Bong MacDoran, 522-526
Jayne Stancavage, 532-533
 Course Packet, pp. 333-341, 382-393
o Myrna MacPherson, Long Time Passing, excerpt on Agent Orange
o 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-thepsychological-wounds-of-war
PREP 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?
Your Annotated Bibliography is due
on
Friday, April 15, by 5:00 p.m.
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, 253-256
PREP 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?
20
(W) April 20
Remembering the War and Framing American National Identity
READING:
 Christian Appy, American Reckoning: The Vietnam War and Our National Identity,
chs. 6-10
 Christian Appy, Patriots
Leroy V. Quintana, 538-539
William Westmoreland, 539-540
Thai Dao, 540-542
Tim O’Brien, 542-545
Huu Ngoc, 545-547
Wayne Karlin, 547-548
Duong 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
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REMEMBER:
Your FINAL PROJECTS are due to Wyatt 140
by 6:00 p.m. on Wednesday, May 11
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