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AfricanAmericansandtheVietnamWar

“Westillhaveachoicetoday:nonviolentcoexistenceorviolentcoannihilation.Wemustmovepastindecisiontoaction.WemustfindnewwaystospeakforpeaceinVietnamandjusticethroughoutthedevelopingworld,aworldthatbordersonourdoors.Ifwedonotact,weshallsurelybedraggeddownthelong,dark,andshamefulcorridorsoftimereservedforthosewhopossesspowerwithout

compassion,mightwithoutmorality,andstrengthwithoutsight…”~Dr.MartinLutherKing,Jr.OverviewAlthoughAfricanAmericanshaveparticipatedinallAmericanwars,theyhavesometimesfacedbitterhostilityfromtheirfellowAmericans,evenwhileriskingtheirlivestoprotectthecountry.Inthislesson,studentswillexplorethecomplicatedperiodoftheconflictinVietnam,focusingontheroleofAfricanAmericansinthewaraswellasonthediscriminationtheysimultaneouslyfacedathome.Throughclassdiscussion,examinationofananti-warcomicbook,explorationofpoliticalcartoons,andreviewofalessfamousspeechbyMartinLutherKing,Jr.,studentswillstudythevariousAfricanAmericanswhoprotestedtheVietnamWaraswellastheirreasonsfordoingso.Grade11NorthCarolinaEssentialStandardsforAmericanHistoryII• AH2.H.1.1-Usechronologicalthinking…• AH2.H.1.2-Usehistoricalcomprehensionto:• AH2.H.1.3-Usehistoricalanalysisandinterpretation…• AH2.H.1.4-Usehistoricalresearch…• AH2.H.2.1-Analyzekeypolitical,economic,andsocialturningpointssincetheendofReconstructionin

termsofcausesandeffects(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,etc.).

• AH2.H.2.2-EvaluatekeyturningpointssincetheendofReconstructionintermsoftheirlastingimpact(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,etc.).

• AH2.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatessinceReconstructionandthecompromisesthatresulted(e.g.,Populism,Progressivism,workingconditionsandlaborunrest,NewDeal,WilmingtonRaceRiots,Eugenics,CivilRightsMovement,Anti-Warprotests,Watergate,etc.).

• AH2.H.4.3-Analyzethesocialandreligiousconflicts,movementsandreformsthatimpactedtheUnitedStatessinceReconstructionintermsofparticipants,strategies,opposition,andresults(e.g.,Prohibition,SocialDarwinism,Eugenics,civilrights,anti-warprotest,etc.).

• AH2.H.4.4-AnalyzetheculturalconflictsthatimpactedtheUnitedStatessinceReconstructionandthecompromisesthatresulted(e.g.,nativism,BacktoAfricamovement,modernism,fundamentalism,blackpowermovement,women’smovement,counterculture,WilmingtonRaceRiots,etc.).

• AH2.H.5.1-Summarizehowthephilosophical,ideologicaland/orreligiousviewsonfreedomandequalitycontributedtothedevelopmentofAmericanpoliticalandeconomicsystemssinceReconstruction(e.g.,“separatebutequal”,SocialDarwinism,socialgospel,civilservicesystem,suffrage,HarlemRenaissance,theWarrenCourt,GreatSocietyprograms,AmericanIndianMovement,etc.).

• AH2.H.6.2-ExplainthereasonsforUnitedStatesinvolvementinglobalwarsandtheinfluenceeachinvolvementhadoninternationalaffairs(e.g.,Spanish-AmericanWar,WWI,WWII,ColdWar,Korea,Vietnam,GulfWar,IraqiWar,etc.).

• AH2.H.7.3-ExplaintheimpactofwarsonAmericansocietyandculturesinceReconstruction(e.g.,relocationofJapaneseAmericans,Americanpropaganda,firstandsecondRedScaremovement,McCarthyism,babyboom,CivilRightsMovement,protestmovements,ethnic,patriotism,etc.).

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Materials• “AfricanAmericansandtheVietnamWar,”readingattached• Comicbookexcerpt,imageattached• Vietnam:AnAntiwarComicBook,byJulianBondandTGLewis;availableat

http://www2.iath.virginia.edu/sixties/HTML_docs/Exhibits/Bond/Bond.htmlo Teachersshouldeitherprintaclasssetofthis19-pagecomicbooktoreusewitheachclass,or

provideInternetaccessandhavestudentsreviewthecomicbookelectronicallyo Asanaccompanimenttothecomicbook,teachersmayalsowanttoprovidecopiesoftheVietnam

timeline(oraccesstothewebsite),locatedat:http://www.learnnc.org/lp/editions/nchist-postwar/6040

• DiscussionQuestionsforVietnam:AnAntiwarComicBook,attached• PoliticalCartoons(7attached),additionalcartoonsavailableat

http://www.aavw.org/special_features/homepage_cartoons.html• AnalyzingPoliticalCartoons,questionsattached• “MLKSpeechOnVietnamGrippedWashington,”installmentofNPR’s“TellMeMoreAboutBlackHistory”

o Transcriptandrecordingof5minutebroadcastavailableathttp://www.npr.org/templates/story/story.php?storyId=101240393

• ExcerptsfromMLK’sspeech“BeyondVietnam--ATimetoBreakSilence,”6excerptsattachedo Thefulltextandarecordingofthespeechisavailableat:

http://www.americanrhetoric.com/speeches/mlkatimetobreaksilence.htm• “BeyondVietnam--ATimetoBreakSilence”ResponseQuestions&CulminatingActivity,attached• Optional:YouTubeRecordingofInterviewwithMLKontheMikeDouglassShow:

o PartI:http://www.youtube.com/watch?v=9SfH2uMayks&feature=relatedo PartII:http://www.youtube.com/watch?v=_FQIlE-WlM8&feature=related

• PosterpaperandartsuppliesEssentialQuestions• WhileAfricanAmericanswereriskingtheirlivesoverseasintheVietnamconflict,whattypesof

discriminationweretheyfacingathome?• WhoweresomeoftheprominentcivilrightsleadersduringtheperiodoftheVietnamconflictandwhydid

manyofthemdisagreewiththewar?• WhatwereDr.MartinLutherKingJr.’sideasregardingtheVietnamWarandwhyaretheseideasless

widelyknown?• Whatroleshoulddissentplayinademocracy?Preparation• StudentsshouldhaveabasicunderstandingoftheeventsandhistoryoftheVietnamWar;whilethecomic

bookwillprovidesomesummarizationoftheevents,studentsshouldalreadybefamiliarwiththecontent.• Priortoteachingthislesson,assigntheattachedreading,“AfricanAmericansandtheVietnamWar,”for

homework.Duration60-90minutes(Teacherscanalterwhichactivitiestheyinclude/excludebasedontheirtimeavailable.)Procedure

ExaminingVietnam:AnAntiwarComicBook1. Asawarm-up,projecttheattachedimageofanexcerptfromJulianBond’sVietnam:AnAntiwarComic

Bookandinstructstudentstosilentlyexaminetheimageandjotdowntheirthoughtstothefollowingquestions:• Whatdoyouthinkyouarelookingat?Whocreatedthisandwhy?Whatmessageisthisimagetrying

toconveyandwhatevidencemakesyouthinkthis?

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2. Afterafewminutesofsilentcontemplationandwriting,askstudentstodiscuss:• Whatdidyounoticefirstregardingthisimage?Whatstruckyou?• Whatdothesignssay?Whatdotheymean?• Whosevoiceisthecaptionrepresenting?Whymightthisgroupofpeoplefeelthisway?• Whohasanidearegardingwhatmessageisbeingconveyed?• WhileAfricanAmericanswereriskingtheirlivesoverseasintheVietnamconflict,whattypesof

discriminationweretheyfacingathome?• Howdoesthisimagerelatetothereadingyoudidforhomework?(Usethisasatransitiontoreview

thehomeworkreadinganddiscussionquestions.)o StudentsmayneedasummaryofwhattheGreatSocietyprogramswere,whicharebriefly

mentionedinthehomeworkarticle.LetstudentsknowthattheGreatSocietywasasetofdomesticprogramsproposed/enactedintheUnitedStatesontheinitiativeofPresidentLyndonB.Johnson.TwomaingoalsoftheGreatSocietysocialreformsweretheeliminationofpovertyandracialinjustice.Newmajorspendingprogramsthataddressededucation,medicalcare,urbanproblems,andtransportationwerelaunchedduringthisperiod.TheGreatSocietyinscopeandsweepresembledtheNewDealdomesticagendaofFranklinD.Roosevelt,butdifferedsharplyintypesofprogramsenacted.

• Doesanyonehaveanideaofwhatthisiswearelookingat?Whenmightthishavebeencreatedandwheremightthishavebeenfound?

3. LetstudentsknowtheimageisactuallyoneframefromacomicbookcalledVietnam:AnAntiwarComicBook,whichwaswrittenbyJulianBondin1967.JulianBondwasoneofeightAfricanAmericanselectedtotheGeorgiaHouseofRepresentativesin1965,followingthepassageofcivilrightslegislation,suchastheVotingRightsActof1965.OnJanuary10,1966,however,theGeorgiastaterepresentativesvoted184-12nottoseathimbecausehepubliclyopposedtheU.S.’spolicyinVietnam,aswellaspublicallyendorsedtheStudentNonviolentCoordinatingCommittee’s(SNCC)oppositiontotheVietnamWar.TheGeorgiarepresentativesalsodislikedBond'sstatedsympathyforpersonswhowere"unwillingtorespondtoamilitarydraft."AU.S.DistrictCourtpanelruled2-1thattheGeorgiaHousehadnotviolatedanyfederalrights.However,in1966,theSupremeCourtoftheUnitedStatesruled9-0,inthecaseofBondv.Floyd(385U.S.116),thattheGeorgiaHouseofRepresentativeshaddeniedBondhisrightoffreedomofspeechandwererequiredtoseathim.Furtherdiscuss:• Givenwhatyoureadandwhatwe’vediscussedthusfar,whymightBondhaveopposedtheVietnam

War?Whymighthehavesupportedpeoplewhododgedthedraft?• WhatdoyoualreadyknowabouttheSNCC?

o RemindstudentsthattheSNCCwasoneoftheprincipalorganizationsoftheAmericanCivilRightsMovementinthe1960s.TheorganizationemergedfromaseriesofstudentmeetingsledbyEllaBakerheldatShawUniversityinRaleigh,NorthCarolinainApril1960.SNCCgrewintoalargeorganizationwithmanysupporters.Inthelate1960s,ledbyfieryleaderssuchasStokelyCarmichael,SNCCfocusedon"blackpower",andprotestingagainsttheVietnamWar.In1969,SNCCofficiallychangeditsnametotheStudentNationalCoordinatingCommittee;itpassedoutofexistenceinthe1970s.

• WhydoyouthinktheSNCCwassimultaneouslyfocusedontherightsofAfricanAmericansaswellasprotestingthewarinVietnam?

• AsamemberoftheGAHouseofRepresentatives,doyouthinkBondhadarighttovoicehisanti-warandanti-draftsentiments,aswellastosupportthestanceoftheSNCC?Whyorwhynot?

• Whatroleshoulddissentplayinademocracy?• Whydoyouthink184Representativesvotedtothrowhimoutbasedonhisvocalanti-warstance?Do

youbelievesomethinglikethiscouldoccurtoday?Whyorwhynot?

4. Tellstudentsthattheyaregoingtospendapproximately20minutesreadinganddiscussingJulianBond’sVietnam:AnAntiwarComicBookinsmallgroups(3-4).(Teacherscaneitherprintaclasssetofthis19-pagecomicbooktoreuseamongstudents,oralternativelycanprovideInternetaccessandhavestudents

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reviewthecomicbookelectronically.)Optionally,teachersmayalsowanttoprovideaccess(viaaprintoutordirectInternetaccess)toLEARNNC’stimelineofVietnamevents,locatedat:http://www.learnnc.org/lp/editions/nchist-postwar/6040.Thistimelinecanserveasagoodreferenceofhistoricaleventsasstudentsread.

5. Passouttheattached“DiscussionQuestionsforVietnam:AnAntiwarComicBook.”Whileteacherscaninstructallgroupstodiscuss/answerall26questions,teacherscanalternativelyassigngroupscertainnumberstoanswer;eachgroupcanthenreportitscollectiveanswersbackduringtheclassdiscussionofthecomicbook.(Anotheroptionisforteacherstoinstructgroupmemberstodivvyupall26questionsamongtheirgroup,witheachstudentassumingresponsibilityforansweringcertainnumbersthensharingtheanswerswiththeremainderoftheirgroupmates.)

6. Teachersshouldalsogivestudentssomepreparationforthematerialthecomicbookwilladdress.Letstudentsknowthattheywillencountertheterm“Negro,”andthatwhilethiswasthecommonwaytorefertoAfricanAmericansduringthe60s,thetermisnotusedtoday.Also,remindstudentsthatthetexttheyarereadingrepresentstheopinionofJulianBond–studentsmayfindthemselvesagreeingand/ordisagreeingwiththemessageofthecomicbook,eitherofwhichareacceptableandencouraged.Letstudentsknowtheywillhavetheopportunitytodiscusstheiropinionsofthecomicbookduringtheclassdiscussionlater.

7. Oncestudentshavereadanddiscussedthecomicbookintheirsmallgroups,comebacktogetherasaclassandhavegroupsreporttheirthoughtsonthequestionstheyaddressed.Furtherdiscuss:• Isthiscomicbookpropaganda?Ifso,whatkindandwhy?• WhatdoyouthinkBondhopedthiscomicbookwoulddo?Whatwashispurpose?Whatmakesyou

thinkthis?• Bondfocusesonthepeoplewhodidnotsupportthewar,andthevariousreasonshedidnotsupport

thewar.Ontheotherhand,whomayhavesupportedtheVietnamWarandwhy?WhatargumentscanyounoteforwhytheVietnamconflictwasnecessary?

• Didanyparticularframesofthecomicbookconnecttothereadingyoudidforhomework?Whichframesandhowso?

• BondnotesmanyAfricanAmericanswhodidnotsupporttheVietnamconflict.Accordingtothecomicandyourhomeworkreading,whymightanAfricanAmericaninparticularhavehadmorereasontodisapproveofthewar?

• Whatisyouropinionofdissentduringtimesofwar?Doesdissentmeanthatyoudonotsupportthosefightingthewar?Whyorwhynot?

• Doyouhaveanyparticularquestionsaboutanyframeofthecomic,ortheVietnamconflictingeneral?

FightingforaDeniedDemocracy:ExaminingPoliticalCartoons8. Next,tofurtherexplorethecivilrightsinjusticestoAfricanAmericansduringtheVietnamtimeperiod,give

eachgrouponeoftheattachedpoliticalcartoonsforevaluation.Alsoprovidestudentswithacopyoftheattached“AnalyzingPoliticalCartoons”questions.Oncestudentshavediscussedtheircartoon,havethemsharethemessageofthecartoonandsummarizetheirdiscussionwiththeclass.Furtherdiscuss:• Accordingtothesecartoons,wereAfricanAmericansabletoenjoyalloftherightsofdemocracy

everywhereintheUS?Explain.• WhydoyouthinkmanyblacksoldiersenlistedtofightinVietnamfordemocracy,evenwhilethey

werebeingdenieddemocracyathome?• Whatdidittaketocorrectsuchinjusticesduringthistimeperiod?

o Sharethefollowingquotewithstudentsandaskthattheysharetheirinterpretationtofurtherthediscussion:“Thesearerevolutionarytimes.Allovertheglobemenarerevoltingagainstoldsystemsofexploitationandoppression,andoutofthewoundsofafrailworld,newsystemsofjusticeandequalityarebeingborn.Theshirtlessandbarefootpeopleofthelandarerisingupas

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neverbefore.Thepeoplewhosatindarknesshaveseenagreatlight.WeintheWestmustsupporttheserevolutions.”Dr.MartinLutherKing,Jr.

o WhoinparticulardoyouthinkMLKwasreferringtoandwhy?o InwhatwayscouldhiscommentalsobeappliedtowhatwastakingplaceintheUSduringthe

Vietnamperiod?• Whataresomewaystorealizedemocracyandensureitlivesuptoitspotentialtoday?

Beyond“IHaveaDream”–King’sViewsonVietnam

9. Next,askstudentstorememberwhothefirstcivilrightsactivistwasthatBondmentionedinhiscomicbookasbeingagainsttheVietnamWar.AskstudentstosharewhattheyalreadyknowaboutDr.MartinLutherKing,Jr.AlsoaskhowoftentheyhavelearnedaboutKing’sviewsregardingVietnam,ascomparedtohowoftentheyhavelearnedabouthiminthecontextofcivilrights,orhisfamousspeech,“IHaveaDream.”Typically,ourunderstandingofDr.Kingislimitedtoamedia-generatedimageofapeacefulandeloquentcivilrightsleader.Whilehecancertainlybecharacterizedinthisway,hisbreadthasascholar,leader,andactivistwasalsomuchmorethanwhatmanypeopleareawareof.ManyofDr.Kingsphilosophicaland(whatsomewouldconsider)radicalviewsarerarelycitiedintextbooksorintheclipsplayedontelevisionthroughoutvariousholidays.TellstudentsthatoneissueDr.Kingspokeoutaboutbutislesserknownishisanti-warstanceinregardstoVietnam,aswellashiscriticismofAmerica’sinternationalpolices.

10. TellstudentsthatwhileDr.Kinggavemanymemorablespeechesthroughouthislife,including“IHavea

Dream,”theyaregoingtospendsometimefocusingonalesser-knownspeechthatwasconsideredquiterevolutionaryforitstime.Thespeechwascalled“BeyondVietnam:ATimetoBreaktheSilence.”

11. Asanintroductiontothespeech,tellstudentsyouaregoingtoplayashort5-minuteexcerptfromNPR,inwhichthisspeechisdiscussedandseveralactualexcerptsfromtheoriginalspeechareplayed:http://www.npr.org/templates/story/story.php?storyId=101240393.(Ifpossible,teachersshouldalsoprojectthetranscriptoftheexcerpt,availableatthesamesiteandattached.)Afterplayingtheclipforstudents,discuss:• WhydoyouthinkDr.King’sviewsregardingVietnam,andhisanti-warstance,arelesswell-known?

Whyisthisspeechinparticularnotaspopularasotherspeeches,suchas“IHaveaDream?”• Whydoyouthinkthisspeechwasconsidered“revolutionary?”Ifsomeonegaveasimilarspeech

today,perhapspertainingtoAmerica’sconflictsintheMiddleEast,woulditalsobeconsideredrevolutionary?Whyorwhynot?

• WhydoyouthinkDr.King’s“radicalpresence”haslargelybeenforgottentoday?Whyarehismorecontroversialviewslessdiscussedintextbooks?

• KainotesthatDr.King“saidthatwedon’thavetowaitfortheoppressorstosetthetimetableforliberation;that’ssomethingthatwedecide.”Whywasthisaradicalideainthe60s?(Discusswithstudentshow,asKaiWrightmentions,peopleconstantlysaid,“you’reaskingfortoomuch,toofast.”Therewasa“bepatient”mentalitywhenitcametocivilrightsandissuesofsocialjustice,butinKing’smind,andrightfullyso,onemoresecondofsuchinjusticeswasfartoolongtowait.)

• WhatdoesitsayaboutDr.King’scharacterforspeakinghisviewsregardingthewar,eventhoughitwasanunpopularviewthatangeredmany?

• WhatdoyouthinkDr.Kingmeantby“silenceisbetrayal?”• WhatisDr.Kingreferringtowhenhecallsfora“radicalrevolutionofvalues?”• Dr.Kingcalledformovingfroma“thing-orientedsociety”toa“person-orientedsociety.”Whatdidhe

meanbythis?Doyouthinkthistransitionhastakenplacetoday?Arewecurrentlya“thinkoriented”or“peopleoriented”society?Whatmakesyouthinkthis?

12. Next,havestudentsreturntotheirgroupsandprovideeachgroupwithoneoftheattachedexcerptsfromMLK’s“BeyondVietnam:ATimetoBreaktheSilence.”(Sixexcerptsareattached.)Alsogiveeachstudent

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theattachedhandoutofquestionsandinstructstudentstoreadtheirexcerpttogetherthendiscussthequestionsprovided.

13. Afterstudentshavecompetedtheirdiscussion,eitherindividuallyorwiththeirgroupmembers,studentsshouldcompletetheculminatingactivity,inwhichtheyhighlightwhattheyhavelearnedregardingAfricanAmericans,civilrights,andtheVietnamwarbycreatingaflyer/posterforMLK’sspeechregardingVietnam.Thefinalflyercanbecompletedonregulardrawingpaper,orteachersmaywanttoprovidechartpaperandinstructstudentstocreateposter-sizedflyers.Encouragestudentstobecreative,butaccuratetothetimeperiod.(Thiscanbecompletedforhomeworkifnotfinishedinclass.)

Ø Optional:TeachersmayalsowanttoshowexcerptsfromtheNovember2,1967interviewwithDr.MartinLutherKing,Jr.ontheMikeDouglassShow,duringwhichhediscusseshisviewsontheVietnamWar.(Bothsegmentsarearound7minuteseach.)ThisisalsoagoodopportunityforstudentstoexperienceDr.Kingbeyondhisfamous“IHaveaDreamSpeech,”sincetheinterviewisamoreintimatelookathisviewsonVietnam.(SincemanyschooldistrictsblocktheuseofYouTube,teachersshouldtesttheaccessavailabilityordownloadtheinterviewpriortoclass.)

o PartI:http://www.youtube.com/watch?v=9SfH2uMayks&feature=relatedo PartII:http://www.youtube.com/watch?v=_FQIlE-WlM8&feature=related

Possiblequestionstodiscussafterviewing:o HowdoesDr.Kingbelieveloyaltyshouldbemeasured?o DoyouagreewithDr.KingthattheUnitedStatesabuseditspowerintheconflictwithVietnam?o Shouldgovernmentsadmititwhentheymakemistakes?Whyorwhynot?DoesDr.Kingbelieve

governmentsshouldadmitmistakes?Explain.o DoyouthinkDr.Kingwouldcharacterizehimselfaspatriotic?Whyorwhynot?Isheexpressing

supportforthetroopsinyouropinion?Explain.Canoneexpressdisagreementforawar,butstillexpressadmirationforthetroops?(Discusswithstudentsthatwhilesomemayfeeldissentinatimeofwarisdangerousandunpatriotic,othersbelievethatdissentisthebackboneofademocracy,andthemostpatrioticthingyoucando.)

o WhydidsomepeopleduringthistimefeelthatDr.KingwasendangeringtheCivilRightsMovement?Washe?

o Dr.Kingcomments,“Themeasureofamanisnotwherehestandsinmomentsofcomfortandmomentsofconvenience,butwherehestandsinmomentsofchallengeandmomentsofcontroversy.”Whatmessageishetryingtoconvey?HowdoesthismessagerelatetohisstanceonVietnam?

o WhatdoesDr.Kingmeanwhenhesaysatransformationisneededintermsofourthinking,particularlyintermsofpeace?

o WhydoesDr.Kingbelieveallbombingsshouldbehalted?Doyouagree?Explain.

14. Oncestudentshavecompletedtheirflyers/posters,teachersmaywanttohavethemhangtheirworkaroundtheroom.Inorderofthenumberedexcerpts,haveeachgroupreportbacktotheclassregardingtheexcerptassignedtothemandallowstudentstodoa“gallerywalk,”viewingeachother’sposters/flyers.

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AfricanAmericansandtheVietnamWar

AfricanAmericanshaveservedineverywarwagedbytheUnitedStates.Throughoutthenation'shistory,AfricanAmericansoldiers,sailors,andmarineshavevastlycontributedtoAmerica'smilitaryefforts.

FromtheCivilWarthroughtheKoreanWar,segregatedAfricanAmericanunits,usuallyofficeredbywhites,performedinbothcombatandsupportcapacities.In1948,PresidentHarryTrumanorderedthemilitaryestablishmenttodesegregate.AlthoughtheNavyandAirForceaccomplishedintegrationby1950,theArmy,withthevastmajorityofAfricanAmericanservicemen,didnotachievedesegregationuntilaftertheKoreanconflict.Vietnam,then,markedthefirstmajorcombatdeploymentofanintegratedmilitaryandthefirsttimesincetheturnofthecenturythatAfricanAmericanparticipationwasactuallyencouraged.

In1962,PresidentJohnF.KennedyreactivatedthePresident'sCommitteeonEqualOpportunityintheArmedForces.ChairedbyattorneyGerhardGesell,andknownastheGesellCommittee,thepanelexploredwaystodrawqualifiedAfricanAmericansintomilitaryservice.In1964AfricanAmericansrepresentedapproximately13percentoftheU.S.populationbutlessthan9percentofthenation'smeninarms.Thecommitteefoundunevenpromotion,tokenintegration,restrictedopportunitiesintheNationalGuardandReserves,anddiscriminationonmilitarybasesandtheirsurroundingcommunitiesascausesforlowAfricanAmericanenlistment.Beforethegovernmentcouldreacttothecommittee'sreport,theexplosionofU.S.involvementinSoutheastAsiachangedtheproblem.Anexpandedmilitary,adiscriminatorydraft,andothergovernmentprogramsbroughtnotonlyincreasedAfricanAmericanparticipationbutalsoaccusationsofnewformsofdiscrimination.

U.S.involvementinVietnamunfoldedagainstthedomesticbackdropofthecivilrightsmovement.Fromtheoutset,theuse,orallegedmisuse,ofAfricanAmericantroopsbroughtchargesofracism.Civilrightsleadersandothercritics,includingtheformidableDr.MartinLutherKing,Jr.,describedtheVietnamconflictasracist—"awhiteman'swar,ablackman'sfight."KingmaintainedthatblackyouthsrepresentedadisproportionateshareofearlydrafteesandthatAfricanAmericansfacedamuchgreaterchanceofseeingcombat.

Thedraftdidposeamajorconcern.SelectiveServiceregulationsoffereddefermentsforcollegeattendanceandavarietyofessentialcivilianoccupationsthatfavoredmiddle-andupper-classwhites.Thevastmajorityofdrafteeswerepoor,undereducated,andurban—blue-collarworkersorunemployed.ThisrealitystruckhardintheAfricanAmericancommunity.Furthermore,AfricanAmericanswerewoefullyunderrepresentedonlocaldraftboards;in1966blacksaccountedforslightlymorethan1percentofalldraftboardmembers,andsevenstateboardshadnoblackrepresentationatall.

"Project100,000,"aGreatSocietyprogramlaunchedin1966,attemptedtoenhancetheopportunitiesofunderprivilegedyouthsfrompoverty-strickenurbanareasbyofferingmorelenientmilitaryentrancerequirements.Itlargelyfailed.Althoughmorethan350,000menenlistedunderProject100,000duringtheremainderofthewar,41percentwereAfricanAmericanand40percentdrewcombatassignments.Casualtyratesamongthesesoldiersweretwicethoseofotherentrycategories.FewProject100,000inducteesreceivedtrainingthatwouldaidtheirmilitaryadvancementorcreatebetteropportunitiesforcivilianlife.

AfricanAmericanscomprisedadisproportionatenumberofcombattroops,manyofwhomhadvoluntarilyenlistedtorisktheirlifeforthecountry:• Althoughtheymadeuplessthan10percentofAmericanmeninarmsandabout13percentoftheU.S.

populationbetween1961and1966,theyaccountedforalmost20percentofallcombat-relateddeathsinVietnamduringthatperiod.

• In1965alone,AfricanAmericansrepresentedalmostone-fourthofthosekilledinactionintheArmy.

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• In1968,AfricanAmericans,whomadeuproughly12percentofArmyandMarinetotalstrengths,frequentlycontributedhalfthemeninfront-linecombatunits,especiallyinriflesquadsandfireteams.

Underheavycriticism,ArmyandMarinecommandersworkedtolessenblackcasualtiesafter1966,andbytheendoftheconflict,AfricanAmericancombatdeathsamountedtoapproximately12percent—moreinlinewithnationalpopulationfigures.FinalcasualtyestimatesdonotsupporttheassertionthatAfricanAmericanssuffereddisproportionatelossesinVietnam,butthisinnowaydiminishesthefactthattheyboreaheavyshareofthefightingburden,especiallyearlyintheconflict.

DestructiveriotsintheWattsdistrictofLosAngelesandinHarlemhadnegativeeffectsonthemilitary,butthewidespreadviolentreactiontothe1968assassinationofMartinLutherKingbroughtthegreatestracialturmoiltothearmedforces.Racialstrifebecamemostevidentinrearareasandondomesticinstallations.AttheNavybaseatCamRanhBay,RepublicofVietnam(RVN),whitesailorsdonnedKuKluxKlan-likeoutfits,burnedcrosses,andraisedtheConfederateflag.AfricanAmericanprisonersriotedattheU.S.ArmystockadeatLongBinh,RVN;onewhitesoldierwaskilledandseveralotherswerewoundedduringtheupheaval,whichspreadoverweeks.TheMarinebaseatCampLejeuneandtheArmy'sFortBenningwereamongtheimportantdomesticpoststowitnessseriousracialproblems.

AfricanAmericansplayedamajorroleinVietnamand,intheprocess,changedthecomplexionoftheU.S.ArmedForces.AfricanAmericanservicemenwerewell-trained,highlymotivatedprofessionals;some20receivedtheMedalofHonor,andseveralbecamegeneralofficers.Despitethelikelihoodofseeinghazardousduty,theyreenlistedatsubstantiallyhigherratesthanwhites.In1964blacksrepresentedlessthan9percentofallU.S.ArmedForces;by1976theymadeupmorethan15percentofallmeninarms.AlthoughthepercentageofAfricanAmericanofficersdoubledbetween1964and1976,theystillaccountedforlessthan4percentofthetotal.

Source:EncyclopediaoftheVietnamWar:APolitical,Social,andMilitaryHistory

Answeronnotebookpaper:

1. ThearticlenotesthatVietnamwasthefirstmajormilitaryengagementwheretroopswereintegratedandAfricanAmericanparticipationwasencouraged.Howdoyouimaginethatthisimpactedthetroopsandthearmyasawhole?

2. AccordingtotheGesellCommittee,whywereAfricanAmericansinitiallynotenlistinginthewareffort?3. Whatevidencesupportstheargumentthatthedraftwasdiscriminatory?4. WhydoyouthinkDr.KingcharacterizedtheVietnamWarasa“awhiteman'swar,ablackman'sfight?”

Theslogan“arichman’swar,apoorman’sfight”hasalsobeenusedtodescribeVietnam.Whatmessagedosuchslogansconvey?

5. WhatwasthegoalofProject100,000?Outofthe41%ofAfricanAmericanswhoenlisted,what

percentagewasputintocombat?6. WhatstatisticsserveasevidencethatAfricanAmericansmadeupanunfairmajorityofcombattroops?

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ComicBookExcerpt

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DiscussionQuestionsVietnam:AnAntiwarComicBook

byJulianBond1. WhoarethevariouspeopleandgroupsthatBondnotesareagainstthewarinVietnamonpages

1-3ofthecomic?Noteanythingyoualreadyknowaboutthegroupsorpeoplementioned:2. Whydoyouthinkgroupssuchasthisopposedthewar?3. Onpagefour,aquestionregardingAfricanAmericansisposed:“Whyshouldwefightfora

countrythathasneverfoughtforus?”WhymightAfricanAmericansduringtheVietnamWarerahavefeltthatAmericandidn’tfightforthem?Whatparticularcircumstances(fromlawstosocietal“norms”ofthetime)wereatplaythatlikelycontributedtothisfeeling?

4. Page4mentionsthenecessityoffightingforfreeelectionsinthestatesofMississippiand

Alabama,ratherthandoingsooverseasinVietnam.Whathistoricalrealityisthiscaptionreferringto?HowdidthisrealityleadmanyAfricanAmericanstobelievethattheU.S.policieswerehypocritical?

5. WhatstatisticdoesBondnoteonpage5?Basedonthisstatistic,writeastatementregarding

AfricanAmericansandtheVietnamWar:6. WhydoesBondsaythatpeopleinVietnam“wanttobeleftalonebyeveryone?”7. WhatwastakingplaceinVietnamwhilecivilwartookplacebetweenAmerica’sNorthandSouth?8. WhatchangetookplaceinVietnamduringtheSecondWorldWar?9. WhowasHoChiMinh?10. BondreferstothebeginningoftheIndochinaWarin1946.WhatroledidtheUSplayinthis

conflict?11. WhydoyouthinktheFrench,evenwithUSaid,wereunsuccessfulintheirtakeover?12. WhatwasPresidentLyndonJohnson’sresponsetoAmericatakingoverthewar?Doyouthink

theauthor,JulianBond,agreedwithPresidentJohnson’sstance?Whyorwhynot?13. WhydidtheUSnotsupporttheideaofanelectioninVietnam?14. WhydoyouthinkEisenhowerandAmericafearedtheelectionofHoChiMinh?15. WhatdidtheUSdotoinfluencethesituationinSouthVietnam?Evaluatethisdecision.16. WhattypeofgovernmentwasestablishedunderNgoDinhDiem?

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17. WhatwastheNationalLiberationFront?18. AstheNationalLiberationFrontbegantofightagainstSouthVietnam,howdidtheUnitedStates

respond?19. Page12ofthecomicnotestwoopposingviewsofthecommunistmovementinVietnam.

Summarizethesetwoviews.

20. WhywastheAmericangovernmentsoafraidofCommunism?21. WhatinconsistenciesandalternatingviewpointsdoesBondpointoutonpages13-18?22. Thethirdframeonpage18asks,“Whatdoyouthink?ShouldwebefightinginVietnam,or

shouldwelettheVietnamesepeople–Catholics,Buddhists,CommunistsandDemocrats–settletheirownproblemstheirownway?”Giventhatwehavethebenefitofhistoricalperspective,howwouldyourespond?

23. WhattypeofcivicresponsibilityandparticipationisBondencouraging?Whatframesofthe

comicsupportthis?24. Intheverylastframetheauthoragainasks“Whatdoyouthink?”Howwouldyourespondto

him?25. Overall,whatmessagedoyoubelievethatJulianBondistryingtoconvey?26. WhydoyouthinkBondchosetowritethiscomicbook?Whydoyouthinkhepickedthismedium

inparticular?

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PoliticalCartoonsAdditionalcartoonsavailableathttp://www.aavw.org/special_features/homepage_cartoons.html

Cartoon1:

Cartoon2:

"OfcourseI'llfightformycountry-SoonasI'mthecitizenofone."

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Cartoon3:

Cartoon4:

14

Cartoon5:

Cartoon6:

15

Cartoon7:

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AnalyzingPoliticalCartoons

1. Listtheobjects,people,andsymbolsyouseeinthecartoon.2. Identifythecartooncaption.3. Recordanyadditionalwordsorphrasesusedbythecartoonist.4. Listadjectivesthatdescribetheemotionsportrayedinthecartoon.5. Describetheactiontakingplaceinthecartoon.6. Whathistoricalrealitiesand/orinjusticesarebeinghighlightedinthiscartoon?7. Whatmessageistheartistconveying?8. Whowouldagree/disagreewiththecartoon'smessage?Why?

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AnalyzingPoliticalCartoons

1. Listtheobjects,people,andsymbolsyouseeinthecartoon.2. Identifythecartooncaption.3. Recordanyadditionalwordsorphrasesusedbythecartoonist.4. Listadjectivesthatdescribetheemotionsportrayedinthecartoon.5. Describetheactiontakingplaceinthecartoon.6. Whathistoricalrealitiesand/orinjusticesarebeinghighlightedinthiscartoon?7. Whatmessageistheartistconveying?8. Whowouldagree/disagreewiththecartoon'smessage?Why?

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Transcript:MLKSpeechonVietnamGrippedWashingtonFromNPR:http://www.npr.org/templates/story/story.php?storyId=101240393KORVACOLEMAN,host:It'sBlackHistoryMonth.We'vebeencelebratingpeopleandeventsthathaveplayedkeyrolesinthiscountry'shistorywithourseries,TellMeMoreaboutBlackHistory.EditorandwriterKaiWrighthasbeentellingussometimelystories,andtoday,weofferourfinalinstallment.MartinLutherKingJr.gavememorablespeechesthroughouthislife.OnApril4,1967,hedeliveredaspeechcalled"BeyondVietnam:ATimetoBreaktheSilence."AlthoughthespeechisoneofKing'slesser-knownnowadays,itwasconsideredrevolutionaryforitstime.Tellmemoreaboutblackhistory,Kai.(Soundbiteofmusic)KAIWRIGHT:It'sreallybeenwonderfultalkingtoyouraudienceabouttheblackhistoryandbringingsomeofthefirst-personvoicesintotheconversation.Today,wejumpaheadtothemanwhooftenheadlinesBlackHistoryMonth:Dr.MartinLutherKingJr.WeoftenhearaboutKing'sdream.Sometimesifwewanttohearsomethingedgy,weturnedtohis"LetterfromaBirminghamJail."Butoneofthetragedies,Ithink,ofourunderstandingofMartinLutherKingtodayishowmuchwe'veforgottenjusthowmuchofaradicalpresencehewasontheAmericansceneduringhistime.Oneofhisbiggestchallengeswasthathesaidthatwedon'thavetowaitfortheoppressorstosetthetimetableforliberation;that'ssomethingthatwedecide.Andthatwasthewayhepushedbackagainstpeoplethatconstantlysaid,you'reaskingfortoomuch,toofast.Andthatwasaterriblyradicalidea.Similarly,IwanttointroduceourlistenerstoaspeechthatoftengetslostinourunderstandingofKing,andthat'swhenhecamearoundtospeakoutontheVietnamWar.Hewasaheadofmanycivil-rightsleadersatthetime,andindeed,hecaughtgreatdealsofflackforit.PresidentLyndonJohnsonwasangryathimforit;hiswhiteallieswereangryathimforit;civil-rightsleaderswereangryathimforit.Buthesaidthataftermonthsandmonthsofbackandforthwithhisadvisersthathecanlonger,quote,"dividemyconscience."Andashesaysinthespeech,atimecomeswhensilenceisbetrayal.ThesectionthatI'dlikeyourlistenerstohearisonewherehesays,myoppositiontothewarisaboutsomethingmorethanjustVietnam.(Soundbiteofspeech,"BeyondVietnam:ATimetoBreaktheSilence,"April4,1967)ReverendMARTINLUTHERKING,JR.(CivilRightsLeader):ButIwishtogoonnowandtosaysomethingevenmoredisturbing.ThewarinVietnamisbutasymptomofafardeepermaladywithintheAmericanspirit,andifweignorethissoberingreality...(Soundbiteofapplause)Rev.KING:Andifweignorethissoberingreality,wewillfindourselvesorganizingclergyandlaymenconcerncommitteesforthenextgeneration.TheywillbeconcernedaboutGuatemalaandPeru;theywillbeconcernedaboutThailandandCambodia;theywillbeconcernedaboutMozambiqueandSouthAfrica.Wewillbemarchingfortheseandadozenothernamesandattendingrallieswithoutend,unlessthereisasignificantandprofoundchangeinAmericanlifeandpolicy.(Soundbiteofapplause)WRIGHT:Hegivesalonganddetailedspeech,asmanyofhisspeecheswere,wherehegoesintogreatdealsofforeignimpressions,aboutforeignpolicy.Buthecomesaroundandsaysthere'ssomethingbiggerhere;there'ssomethingaboutAmerica'sneedforwhathecallsaradicalrevolutionofvalues,andheoffersthispassage.(Soundbiteofspeech,"BeyondVietnam:ATimetoBreaktheSilence,"April4,1967)

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Rev.KING:Iamconvincedthatifwearetogetontherightsideoftheworldrevolution,weasanationmustundergoaradicalrevolutionofvalues.Wemustrapidlybegin...(Soundbiteofapplause)Rev.KING:Wemustrapidlybegintheshiftfromathing-orientedsocietytoaperson-orientedsociety,whenmachinesandcomputers,profitmotivesandpropertyrights,areconsideredmoreimportantthanpeople,thegianttripletsofracism,extremematerialismandmilitarismareincapableofbeingconquered.WRIGHT:That'sthekindofmessagethatisdeeplyresonanttoday,still,whenwe'retalkingaboutnotjustAmerica'spresenceontheworldstagemilitarily,butourpresenceontheworldstageculturallyandthewayweorderoursocietytoday.It'ssopropheticandofferssomanylessonsforlistenersandforpoliticiansaswemoveinto2009inthiscurrentera.It'sashamethatthatkindofthinggetslostinourhistoryofKing,andso,Ithankyouforlettingmebringthattoyouraudience.(Soundbiteofmusic)COLEMAN:KaiWrightiseditorof"TheAfrican-AmericanExperience:BlackHistoryandCulturethroughSpeeches,Letters,Editorials,Poems,SongandStories."HejoinedusfromstudiosinNewYork.TohearearlierstoriesinourTellMeMoreaboutBlackHistoryseries,pleasegotoourWebsite,theTellMeMorepageofnpr.org.(Soundbiteofmusic)COLEMAN:Comingup,Louisiana'sGovernorBobbyJindalgavetheRepublicanresponsetoPresidentObama'sfirstjoint-sessionaddresstoCongressthisweek,butdidhisspeechhitthemark?Ordiditmissthepoint?ARSALANIFTIKHAR:IfPresidentObama'sspeechwasahomerun,touchdownorathree-pointer,Jindal'swasasqueezebunt,incompletepassandthreesecondsinthelane.COLEMAN:TheBarbershopGuysarenextonTellMeMorefromNPRNews.I'mKorvaColeman.

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BeyondVietnam--ATimetoBreaktheSilenceExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof

“ClergyandLaityConcerned”atRiversideChurchinNewYorkCityExcerpt1-Icometothismagnificenthouseofworshiptonightbecausemyconscienceleavesmenootherchoice.IjoinyouinthismeetingbecauseIamindeepestagreementwiththeaimsandworkoftheorganizationwhichhasbroughtustogether:ClergyandLaymenConcernedaboutVietnam.Therecentstatementsofyourexecutivecommitteearethesentimentsofmyownheart,andIfoundmyselfinfullaccordwhenIreaditsopeninglines:"Atimecomeswhensilenceisbetrayal."AndthattimehascomeforusinrelationtoVietnam.Thetruthofthesewordsisbeyonddoubt,butthemissiontowhichtheycallusisamostdifficultone.Evenwhenpressedbythedemandsofinnertruth,mendonoteasilyassumethetaskofopposingtheirgovernment'spolicy,especiallyintimeofwar.Nordoesthehumanspiritmovewithoutgreatdifficultyagainstalltheapathyofconformistthoughtwithinone'sownbosomandinthesurroundingworld.Moreover,whentheissuesathandseemasperplexedastheyoftendointhecaseofthisdreadfulconflict,wearealwaysonthevergeofbeingmesmerizedbyuncertainty;butwemustmoveon.Andsomeofuswhohavealreadybeguntobreakthesilenceofthenighthavefoundthatthecallingtospeakisoftenavocationofagony,butwemustspeak.Wemustspeakwithallthehumilitythatisappropriatetoourlimitedvision,butwemustspeak.Andwemustrejoiceaswell,forsurelythisisthefirsttimeinournation'shistorythatasignificantnumberofitsreligiousleadershavechosentomovebeyondtheprophesyingofsmoothpatriotismtothehighgroundsofafirmdissentbaseduponthemandatesofconscienceandthereadingofhistory.Perhapsanewspiritisrisingamongus.Ifitis,letustraceitsmovementsandpraythatourowninnerbeingmaybesensitivetoitsguidance,forwearedeeplyinneedofanewwaybeyondthedarknessthatseemssoclosearoundus.Overthepasttwoyears,asIhavemovedtobreakthebetrayalofmyownsilencesandtospeakfromtheburningsofmyownheart,asIhavecalledforradicaldeparturesfromthedestructionofVietnam,manypersonshavequestionedmeaboutthewisdomofmypath.Attheheartoftheirconcernsthisqueryhasoftenloomedlargeandloud:"Whyareyouspeakingaboutthewar,Dr.King?""Whyareyoujoiningthevoicesofdissent?""Peaceandcivilrightsdon'tmix,"theysay."Aren'tyouhurtingthecauseofyourpeople,"theyask?AndwhenIhearthem,thoughIoftenunderstandthesourceoftheirconcern,Iamneverthelessgreatlysaddened,forsuchquestionsmeanthattheinquirershavenotreallyknownme,mycommitmentormycalling.Indeed,theirquestionssuggestthattheydonotknowtheworldinwhichtheylive…

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BeyondVietnam--ATimetoBreaktheSilenceExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof

“ClergyandLaityConcerned”atRiversideChurchinNewYorkCityExcerpt2-ThereisattheoutsetaveryobviousandalmostfacileconnectionbetweenthewarinVietnamandthestruggleI,andothers,havebeenwaginginAmerica.Afewyearsagotherewasashiningmomentinthatstruggle.Itseemedasiftherewasarealpromiseofhopeforthepoor--bothblackandwhite--throughthepovertyprogram.Therewereexperiments,hopes,newbeginnings.ThencamethebuildupinVietnam,andIwatchedthisprogrambrokenandeviscerated,asifitweresomeidlepoliticalplaythingofasocietygonemadonwar,andIknewthatAmericawouldneverinvestthenecessaryfundsorenergiesinrehabilitationofitspoorsolongasadventureslikeVietnamcontinuedtodrawmenandskillsandmoneylikesomedemonicdestructivesuctiontube.So,Iwasincreasinglycompelledtoseethewarasanenemyofthepoorandtoattackitassuch.Perhapsthemoretragicrecognitionofrealitytookplacewhenitbecamecleartomethatthewarwasdoingfarmorethandevastatingthehopesofthepoorathome.Itwassendingtheirsonsandtheirbrothersandtheirhusbandstofightandtodieinextraordinarilyhighproportionsrelativetotherestofthepopulation.WeweretakingtheblackyoungmenwhohadbeencrippledbyoursocietyandsendingthemeightthousandmilesawaytoguaranteelibertiesinSoutheastAsiawhichtheyhadnotfoundinsouthwestGeorgiaandEastHarlem.AndsowehavebeenrepeatedlyfacedwiththecruelironyofwatchingNegroandwhiteboysonTVscreensastheykillanddietogetherforanationthathasbeenunabletoseatthemtogetherinthesameschools.Andsowewatchtheminbrutalsolidarityburningthehutsofapoorvillage,butwerealizethattheywouldhardlyliveonthesameblockinChicago.Icouldnotbesilentinthefaceofsuchcruelmanipulationofthepoor.Mythirdreason[forspeakingoutaboutthewar]movestoanevendeeperlevelofawareness,foritgrowsoutofmyexperienceintheghettoesoftheNorthoverthelastthreeyears--especiallythelastthreesummers.AsIhavewalkedamongthedesperate,rejected,andangryyoungmen,IhavetoldthemthatMolotovcocktailsandrifleswouldnotsolvetheirproblems.Ihavetriedtoofferthemmydeepestcompassionwhilemaintainingmyconvictionthatsocialchangecomesmostmeaningfullythroughnonviolentaction.Buttheyask--andrightlyso--whataboutVietnam?Theyaskifourownnationwasn'tusingmassivedosesofviolencetosolveitsproblems,tobringaboutthechangesitwanted.Theirquestionshithome,andIknewthatIcouldneveragainraisemyvoiceagainsttheviolenceoftheoppressedintheghettoswithouthavingfirstspokenclearlytothegreatestpurveyorofviolenceintheworldtoday--myowngovernment.Forthesakeofthoseboys,forthesakeofthisgovernment,forthesakeofthehundredsofthousandstremblingunderourviolence,Icannotbesilent…

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BeyondVietnam--ATimetoBreaktheSilenceExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof

“ClergyandLaityConcerned”atRiversideChurchinNewYorkCityExcerpt3-Now,itshouldbeincandescentlyclearthatnoonewhohasanyconcernfortheintegrityandlifeofAmericatodaycanignorethepresentwar.IfAmerica'ssoulbecomestotallypoisoned,partoftheautopsymustread:Vietnam.Itcanneverbesavedsolongasitdestroysthedeepesthopesofmentheworldover.SoitisthatthoseofuswhoareyetdeterminedthatAmericawillbeareleddownthepathofprotestanddissent,workingforthehealthofourland…AndasIponderthemadnessofVietnamandsearchwithinmyselfforwaystounderstandandrespondincompassion,mymindgoesconstantlytothepeopleofthatpeninsula.Ispeaknownotofthesoldiersofeachside,notoftheideologiesoftheLiberationFront,notofthejuntainSaigon,butsimplyofthepeoplewhohavebeenlivingunderthecurseofwarforalmostthreecontinuousdecadesnow.Ithinkofthem,too,becauseitiscleartomethattherewillbenomeaningfulsolutionthereuntilsomeattemptismadetoknowthemandheartheirbrokencries.TheymustseeAmericansasstrangeliberators.TheVietnamesepeopleproclaimedtheirownindependencein…1945…afteracombinedFrenchandJapaneseoccupationandbeforethecommunistrevolutioninChina.TheywereledbyHoChiMinh.EventhoughtheyquotedtheAmericanDeclarationofIndependenceintheirowndocumentoffreedom,werefusedtorecognizethem.Instead,wedecidedtosupportFranceinitsreconquestofherformercolony.OurgovernmentfeltthenthattheVietnamesepeoplewerenotreadyforindependence,andweagainfellvictimtothedeadlyWesternarrogancethathaspoisonedtheinternationalatmosphereforsolong.Withthattragicdecisionwerejectedarevolutionarygovernmentseekingself-determinationandagovernmentthathadbeenestablishednotbyChina-forwhomtheVietnamesehavenogreatlove-butbyclearlyindigenousforcesthatincludedsomecommunists.Forthepeasantsthisnewgovernmentmeantreallandreform,oneofthemostimportantneedsintheirlives.Fornineyearsfollowing1945wedeniedthepeopleofVietnamtherightofindependence.FornineyearswevigorouslysupportedtheFrenchintheirabortiveefforttorecolonizeVietnam.BeforetheendofthewarweweremeetingeightypercentoftheFrenchwarcosts.EvenbeforetheFrenchweredefeatedatDienBienPhu,theybegantodespairoftheirrecklessaction,butwedidnot.Weencouragedthemwithourhugefinancialandmilitarysuppliestocontinuethewarevenaftertheyhadlostthewill.Soonwewouldbepayingalmostthefullcostsofthistragicattemptatrecolonization.AftertheFrenchweredefeated,itlookedasifindependenceandlandreformwouldcomeagainthroughtheGenevaAgreement.ButinsteadtherecametheUnitedStates,determinedthatHoshouldnotunifythetemporarilydividednation,andthepeasantswatchedagainaswesupportedoneofthemostviciousmoderndictators,ourchosenman,PremierDiem.ThepeasantswatchedandcringedasDiemruthlesslyrootedoutallopposition,supportedtheirextortionistlandlords,andrefusedeventodiscussreunificationwiththeNorth.ThepeasantswatchedasallthiswaspresidedoverbyUnitedStates'influenceandthenbyincreasingnumbersofUnitedStatestroopswhocametohelpquelltheinsurgencythatDiem'smethodshadaroused.WhenDiemwasoverthrowntheymayhavebeenhappy,butthelonglineofmilitarydictatorsseemedtooffernorealchange,especiallyintermsoftheirneedforlandandpeace.TheonlychangecamefromAmerica,asweincreasedourtroopcommitmentsinsupportofgovernmentswhichweresingularlycorrupt,inept,andwithoutpopularsupport.Allthewhilethepeoplereadourleafletsandreceivedtheregularpromisesofpeaceanddemocracyandlandreform.Nowtheylanguishunderourbombsandconsiderus,nottheirfellowVietnamese,therealenemy.Theymovesadlyandapatheticallyasweherdthemoffthelandoftheirfathersintoconcentrationcampswhereminimalsocialneedsarerarelymet.Theyknowtheymustmoveonorbedestroyedbyourbombs…

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BeyondVietnam--ATimetoBreaktheSilence

ExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof“ClergyandLaityConcerned”atRiversideChurchinNewYorkCity

Excerpt4-…they[theVietnamese]languishunderourbombsandconsiderus,nottheirfellowVietnamese,therealenemy.Theymovesadlyandapatheticallyasweherdthemoffthelandoftheirfathersintoconcentrationcampswhereminimalsocialneedsarerarelymet.Theyknowtheymustmoveonorbedestroyedbyourbombs.Sotheygo,primarilywomenandchildrenandtheaged.Theywatchaswepoisontheirwater,aswekillamillionacresoftheircrops.Theymustweepasthebulldozersroarthroughtheirareaspreparingtodestroytheprecioustrees.TheywanderintothehospitalswithatleasttwentycasualtiesfromAmericanfirepowerforoneVietcong-inflictedinjury.Sofarwemayhavekilledamillionofthem,mostlychildren.Theywanderintothetownsandseethousandsofthechildren,homeless,withoutclothes,runninginpacksonthestreetslikeanimals.Theyseethechildrendegradedbyoursoldiersastheybegforfood.Theyseethechildrensellingtheirsisterstooursoldiers,solicitingfortheirmothers.Whatdothepeasantsthinkasweallyourselveswiththelandlordsandaswerefusetoputanyactionintoourmanywordsconcerninglandreform?Whatdotheythinkaswetestoutourlatestweaponsonthem,justastheGermanstestedoutnewmedicineandnewtorturesintheconcentrationcampsofEurope?WherearetherootsoftheindependentVietnamweclaimtobebuilding?Isitamongthesevoicelessones?Wehavedestroyedtheirtwomostcherishedinstitutions:thefamilyandthevillage.Wehavedestroyedtheirlandandtheircrops.Wehavecooperatedinthecrushingof--inthecrushingofthenation'sonlynoncommunistrevolutionarypoliticalforce,theunifiedBuddhistChurch.WehavesupportedtheenemiesofthepeasantsofSaigon.Wehavecorruptedtheirwomenandchildrenandkilledtheirmen.Nowthereislittlelefttobuildon,savebitterness.Soontheonlysolidphysicalfoundationsremainingwillbefoundatourmilitarybasesandintheconcreteoftheconcentrationcampswecall"fortifiedhamlets."ThepeasantsmaywellwonderifweplantobuildournewVietnamonsuchgroundsasthese.Couldweblamethemforsuchthoughts?Wemustspeakforthemandraisethequestionstheycannotraise.These,too,areourbrothers.

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BeyondVietnam--ATimetoBreaktheSilenceExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof

“ClergyandLaityConcerned”atRiversideChurchinNewYorkCityExcerpt5–Perhapsamoredifficultbutnolessnecessarytaskistospeakforthosewhohavebeendesignatedasourenemies.WhatoftheNationalLiberationFront,thatstrangelyanonymousgroupwecall"VC"or"communists"?WhatmusttheythinkoftheUnitedStatesofAmericawhentheyrealizethatwepermittedtherepressionandcrueltyofDiem,whichhelpedtobringthemintobeingasaresistancegroupintheSouth?Whatdotheythinkofourcondoningtheviolencewhichledtotheirowntakingupofarms?Howcantheybelieveinourintegritywhennowwespeakof"aggressionfromtheNorth"asiftherewerenothingmoreessentialtothewar?HowcantheytrustuswhennowwechargethemwithviolenceafterthemurderousreignofDiemandchargethemwithviolencewhilewepoureverynewweaponofdeathintotheirland?Surelywemustunderstandtheirfeelings,evenifwedonotcondonetheiractions.Surelywemustseethatthemenwesupportedpressedthemtotheirviolence.Surelywemustseethatourowncomputerizedplansofdestructionsimplydwarftheirgreatestacts.Howdotheyjudgeuswhenourofficialsknowthattheirmembershipislessthantwenty-fivepercentcommunist,andyetinsistongivingthemtheblanketname?WhatmusttheybethinkingwhentheyknowthatweareawareoftheircontrolofmajorsectionsofVietnam,andyetweappearreadytoallownationalelectionsinwhichthishighlyorganizedpoliticalparallelgovernmentwillnothaveapart?TheyaskhowwecanspeakoffreeelectionswhentheSaigonpressiscensoredandcontrolledbythemilitaryjunta.Andtheyaresurelyrighttowonderwhatkindofnewgovernmentweplantohelpformwithoutthem,theonlypartyinrealtouchwiththepeasants.Theyquestionourpoliticalgoalsandtheydenytherealityofapeacesettlementfromwhichtheywillbeexcluded.Theirquestionsarefrighteninglyrelevant.Isournationplanningtobuildonpoliticalmythagain,andthenshoreitupuponthepowerofnewviolence?Hereisthetruemeaningandvalueofcompassionandnonviolence,whenithelpsustoseetheenemy'spointofview,tohearhisquestions,toknowhisassessmentofourselves.Forfromhisviewwemayindeedseethebasicweaknessesofourowncondition,andifwearemature,wemaylearnandgrowandprofitfromthewisdomofthebrotherswhoarecalledtheopposition….So,too,withHanoi.IntheNorth,whereourbombsnowpummeltheland,andourminesendangerthewaterways,wearemetbyadeepbutunderstandablemistrust.TospeakforthemistoexplainthislackofconfidenceinWesternwords,andespeciallytheirdistrustofAmericanintentionsnow.InHanoiarethemenwholedthenationtoindependenceagainsttheJapaneseandtheFrench,themenwhosoughtmembershipintheFrenchCommonwealthandwerebetrayedbytheweaknessofParisandthewillfulnessofthecolonialarmies.ItwastheywholedasecondstruggleagainstFrenchdominationattremendouscosts,andthenwerepersuadedtogiveupthelandtheycontrolledbetweenthethirteenthandseventeenthparallelasatemporarymeasureatGeneva.After1954theywatchedusconspirewithDiemtopreventelectionswhichcouldhavesurelybroughtHoChiMinhtopoweroveraunitedVietnam,andtheyrealizedtheyhadbeenbetrayedagain.Whenweaskwhytheydonotleaptonegotiate,thesethingsmustberemembered.Also,itmustbeclearthattheleadersofHanoiconsideredthepresenceofAmericantroopsinsupportoftheDiemregimetohavebeentheinitialmilitarybreachoftheGenevaAgreementconcerningforeigntroops.TheyremindusthattheydidnotbegintosendtroopsinlargenumbersandevensuppliesintotheSouthuntilAmericanforceshadmovedintothetensofthousands.HanoiremembershowourleadersrefusedtotellusthetruthabouttheearlierNorthVietnameseoverturesforpeace,howthepresidentclaimedthatnoneexistedwhentheyhadclearlybeenmade.HoChiMinhhaswatchedasAmericahasspokenofpeaceandbuiltupitsforces,andnowhehassurelyheardtheincreasinginternationalrumorsofAmericanplansforaninvasionoftheNorth.Heknowsthebombingandshellingandminingwearedoingarepartoftraditionalpre-invasionstrategy.Perhapsonlyhissenseofhumorandofironycansavehimwhenhehearsthemostpowerfulnationoftheworldspeakingofaggressionasitdropsthousandsofbombsonapoor,weaknationmorethaneight…thousandmilesawayfromitsshores.

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BeyondVietnam--ATimetoBreaktheSilenceExcerptfromspeechbyDr.MartinLutherKing,Jr.deliveredonApril4,1967,atameetingof

“ClergyandLaityConcerned”atRiversideChurchinNewYorkCityExcerpt6–AtthispointIshouldmakeitclearthatwhileIhavetriedintheselastfewminutestogiveavoicetothevoicelessinVietnamandtounderstandtheargumentsofthosewhoarecalled"enemy,"Iamasdeeplyconcernedaboutourowntroopsthereasanythingelse.ForitoccurstomethatwhatwearesubmittingthemtoinVietnamisnotsimplythebrutalizingprocessthatgoesoninanywarwherearmiesfaceeachotherandseektodestroy.Weareaddingcynicismtotheprocessofdeath,fortheymustknowafterashortperiodtherethatnoneofthethingsweclaimtobefightingforarereallyinvolved.BeforelongtheymustknowthattheirgovernmenthassentthemintoastruggleamongVietnamese,andthemoresophisticatedsurelyrealizethatweareonthesideofthewealthy,andthesecure,whilewecreateahellforthepoor.Somehowthismadnessmustcease.Wemuststopnow.IspeakasachildofGodandbrothertothesufferingpoorofVietnam.Ispeakforthosewhoselandisbeinglaidwaste,whosehomesarebeingdestroyed,whosecultureisbeingsubverted.IspeakforthepoorofAmericawhoarepayingthedoublepriceofsmashedhopesathome,anddeathandcorruptioninVietnam.Ispeakasacitizenoftheworld,fortheworldasitstandsaghastatthepathwehavetaken.IspeakasonewholovesAmerica,totheleadersofourownnation:Thegreatinitiativeinthiswarisours;theinitiativetostopitmustbeours.ThisisthemessageofthegreatBuddhistleadersofVietnam.Recentlyoneofthemwrotethesewords,andIquote:

EachdaythewargoesonthehatredincreasesintheheartoftheVietnameseandintheheartsofthoseofhumanitarianinstinct.TheAmericansareforcingeventheirfriendsintobecomingtheirenemies.ItiscuriousthattheAmericans,whocalculatesocarefullyonthepossibilitiesofmilitaryvictory,donotrealizethatintheprocesstheyareincurringdeeppsychologicalandpoliticaldefeat.TheimageofAmericawillneveragainbetheimageofrevolution,freedom,anddemocracy,buttheimageofviolenceandmilitarism(unquote).

Ifwecontinue,therewillbenodoubtinmymindandinthemindoftheworldthatwehavenohonorableintentionsinVietnam.IfwedonotstopourwaragainstthepeopleofVietnamimmediately,theworldwillbeleftwithnootheralternativethantoseethisassomehorrible,clumsy,anddeadlygamewehavedecidedtoplay.TheworldnowdemandsamaturityofAmericathatwemaynotbeabletoachieve.ItdemandsthatweadmitthatwehavebeenwrongfromthebeginningofouradventureinVietnam,thatwehavebeendetrimentaltothelifeoftheVietnamesepeople.Thesituationisoneinwhichwemustbereadytoturnsharplyfromourpresentways.InordertoatoneforoursinsanderrorsinVietnam,weshouldtaketheinitiativeinbringingahalttothistragicwar…Wearenowfacedwiththefact,myfriends,thattomorrowistoday.Weareconfrontedwiththefierceurgencyofnow.Inthisunfoldingconundrumoflifeandhistory,thereissuchathingasbeingtoolate.Procrastinationisstillthethiefoftime.Lifeoftenleavesusstandingbare,naked,anddejectedwithalostopportunity.Thetideintheaffairsofmendoesnotremainatflood--itebbs.Wemaycryoutdesperatelyfortimetopauseinherpassage,buttimeisadamanttoeverypleaandrusheson.Overthebleachedbonesandjumbledresiduesofnumerouscivilizationsarewrittenthepatheticwords,"Toolate."…Westillhaveachoicetoday:nonviolentcoexistenceorviolentcoannihilation.Wemustmovepastindecisiontoaction.WemustfindnewwaystospeakforpeaceinVietnamandjusticethroughoutthedevelopingworld,aworldthatbordersonourdoors.Ifwedonotact,weshallsurelybedraggeddownthelong,dark,andshamefulcorridorsoftimereservedforthosewhopossesspowerwithoutcompassion,mightwithoutmorality,andstrengthwithoutsight…

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Name:_____________________________

BeyondVietnam--ATimetoBreaktheSilenceResponseQuestions&CulminatingActivity

Discussthefollowingwithyourgroup-matesandwriteyourfinalanswersonnotebookpaper:1. Summarizethemainpointsofthisexcerpt:2. WhatoverallmessageisDr.Kingtryingtoconveyinthisexcerpt?3. Chooseonequotethatyoufindparticularlystriking,interesting,relevant,orcontroversialandwriteit

here.Interpretthequote–whatmessageisDr.Kingsending?4. WhomighthaveagreedwithDr.King’smessageinthisexcerptandwhy?5. WhomighthavedisagreedwithDr.King’smessageinthisexcerptandwhy?6. Howdoesthisexcerptconnectwiththeinformationyoulearnedinthehomeworkreading,inBond’s

comicbook,inthepoliticalcartoonsviewed,etc.?7. Ifyouweregoingtogivethisparticularexcerptatitle,whatwouldyoucallitandwhy?8. We’vediscussedhowmanyofKing’sviews,suchashisanti-warsentiments,disagreementwiththe

VietnamWar,anddisapprovalofmanyofAmerica’sforeignpolicies,areoftenlessdiscussedintoday’ssociety.Whydoyouthinkthisis?

CulminatingAssignment:Imaginetheyearis1967andthatyouareoneofDr.MartinLutherKing,Jr.’sadvisors.Itisoneweekbeforeheistogivehis“BeyondVietnam:ATimetoBreaktheSilence”speech.InordertospreadthewordregardingthesituationinVietnamandhowitrelatestocivilrights,aswellastosolicitaudiencemembersforDr.King’sspeech,createaninformationalflyerorposterfortheApril4,1967event.Flyers/postersmustcontain:

• InformationregardingthesituationinVietnam(aslearned/discussedinclass)• InformationregardingcivilrightsduringtheperiodofVietnam(aslearned/discussedinclass)• “Teaser”informationregardingKing’sspeechthatwillconvincepeopletoshowupandlisten(ashis

advisor,youwouldknowwhatthespeechsaysbeforehand)• AquotefromDr.MartinLutherKing,Jr.oranothercivilrightsleaderduringtheVietnamera• Avisualimage(thismightbeincomicbookstyle,politicalcartoonstyle,astandarddrawing(literalor

abstract),etc.• Accurateinformationregardingthedateandplacethespeechwasheld• Flyersshouldbecreativebuthistoricallyaccurate