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In Lessons from the Vietnam War: Truths the Media Never Told You, decorated Vietnam veteran Leonard M. Scruggs tells the gripping and ultimately tragic story of America's military involvement in Southeast Asia from 1960 to its heartbreaking conclusion in 1975.
More than 58,000 American troops and military personnel died in the humid jungles and muddy rivers of Vietnam during the 20-year conflict called the Vietnam War. Why? What were they fighting for? And how could the world’s most powerful and technologically advanced military be defeated by a small, poverty-stricken country? These questions have haunted the U.S. government, the military, and the American public for nearly a half century. In The Vietnam War, kids ages 12 to 15 explore the global conditions and history that gave rise to the Vietnam War, the reasons why the United States became increasingly embroiled in the conflict, and the varied causes of its shocking defeat. As readers learn about how the fear of the spread of communism spurred the United States to enter a war that was erupting on the other side of the world, they find themselves immersed in the mood and mindset of the Vietnam Era. Through links to online primary sources, including speeches, letters, photos, and songs, readers become familiar with the reality of combat life for young American soldiers, the frustration of military advisors as they failed to subdue the Viet Cong, and the empty promises made by U.S. presidents to soothe an uneasy public. The Vietnam War also pays close attention to the development of a massive antiwar movement and counterculture that divided the country into “hawks” and “doves.” In-depth essential questions help middle schoolers analyze primary sources and develop their own evidence-supported views on a range of issues. The Vietnam War also fosters critical thinking skills through projects such as creating antiwar and pro-war demonstration slogans, writing letters from the perspective of a U.S. soldier and a south Vietnamese citizen, and building arguments for and against the media’s coverage of the war. Additional learning materials include engaging illustrations, maps, a glossary, a bibliography, and resources for further independent learning. The Vietnam War is one book in a set of four that explore great events of the twentieth century. Other titles in this set include Globalization: Why We Care About Faraway Events; World War II: From the Rise of the Nazi Party to the Dropping of the Atomic Bomb; and The Space Race: How the Cold War Put Humans on the Moon.
"Teaching About the Wars breaks the curricular silence on the U.S. military engagement in Afghanistan and the Middle East. Even though the United States has been at war continuously since just after 9/11, sometimes it seems that our schools have forgotten. This collection of insightful articles and hands-on lessons shows that teachers have found ways to prompt their students to think critically about big issues. Here is the best writing from Rethinking Schools magazine on war and peace in the 21st century."--Publisher's website.
Part One: Reflections on Teaching the Vietnam War. - Part Two: Methods and Sources. - Part Three: Understanding and Teaching Specific Content.
The protest movement in opposition to the Vietnam War was a complex amalgam of political, social, economic, and cultural motivations, factors, and events. Against the Vietnam War brings together the different facets of that movement and its various shades of opinion. Here the participants themselves offer statements and reflections on their activism, the era, and the consequences of a war that spanned three decades and changed the United States of America. The keynote is on individual experience in a time when almost every event had national and international significance.
In this book, Barry M. Kroll tells how college students in the late 1980s responded to his course on the Vietnam War in literature. Kroll designed the course to engage students’ hearts and minds in the processes of connected and critical inquiry. He argues that students should be personally absorbed in a topic—emotionally connected to key issues and texts—if inquiry is to be more than a perfunctory exercise. Kroll raises a number of important critical questions about texts and meaning, particularly concerning the nature of authority and the reader’s role in creating meaning. He focuses on students’ efforts to think reflectively about literary representation, historical truth, and moral justification. Drawing on John Dewey’s concept of reflective inquiry, Kroll asserts that his course did not challenge his students to "acquire" information, but rather to "inquire"—to explore, probe, and query.
In this remarkable sequel to his Films of the Seventies: A Social History, William J. Palmer examines more than three hundred films as texts that represent, revise, parody, comment upon, and generate discussion about major events, issues, and social trends of the eighties. Palmer defines the dialectic between film art and social history, taking as his theoretical model the "holograph of history" that originated from the New Historicist theories of Hayden White and Dominick LaCapra. Combining the interests and methodologies of social history and film criticism, Palmer contends that film is a socially conscious interpreter and commentator upon the issues of contemporary social history. In the eighties, such issues included the war in Vietnam, the preservation of the American farm, terrorism, nuclear holocaust, changes in Soviet-American relations, neoconservative feminism, and yuppies. Among the films Palmer examines are Platoon, The Killing Fields, The River, Out of Africa, Little Drummer Girl, Kiss of the Spiderwoman, Silkwood, The Day After, Red Dawn, Moscow on the Hudson, Troop Beverly Hills, and Fatal Attraction. Utilizing the principles of New Historicism, Palmer demonstrates that film can analyze and critique history as well as present it.