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#707: The Global Cold War: America, Divided

5/12/2017

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Picture
Picture
Preparation: #707

Recall:
  • Why did President Johnson believe the United States should be involved in Vietnam?
  • Did you find his rationale convincing? Why or why not?

Key questions:
  • Why did Americans support or oppose the Vietnam War? What factors defined their views?

America, divided:
  • ​While viewing the following clips, use the paper organizer to note your reactions to (a) the arguments and evidence presented by each side as well as (b) any aesthetic or cultural observations you might have.
Pro-war SPEECHES

1960s pro-war protest (3:31)

Pro-War Music: Merle Haggard

​Merle Haggard, “Okie from Muskogee,” released 1969. (2:38)

We don't smoke marijuana in Muskogee
We don't take our trips on LSD
We don't burn our draft cards down on Main Street
We like livin' right, and bein' free

We don't make a party out of lovin'
We like holdin' hands and pitchin' woo
We don't let our hair grow long and shaggy
Like the hippies out in San Francisco do

I'm proud to be an Okie from Muskogee,
A place where even squares can have a ball
We still wave Old Glory down at the courthouse,
And white lightnin's still the biggest thrill of all

Leather boots are still in style for manly footwear
Beads and Roman sandals won't be seen
Football's still the roughest thing on campus
And the kids here still respect the college dean

And I'm proud to be an Okie from Muskogee
A place where even squares can have a ball.
We still wave Old Glory down at the courthouse
And white lightnin's still the biggest thrill of all
And white lightnin's still the biggest thrill of all
In Muskogee, Oklahoma, USA.
Anti-war Speech: MLK

Martin Luther King, Jr., “Beyond Vietnam: A time to break silence” (4:51)

So I was increasingly compelled to see the war as an enemy of the poor and to attack it as such.

Perhaps the more tragic recognition of reality took place when it became clear to me that the war was doing far more than devastating the hopes of the poor at home. It was sending their sons and their brothers and their husbands to fight and to die in extraordinarily high proportions relative to the rest of the population. We were taking the black young men who had been crippled by our society and sending them eight thousand miles away to guarantee liberties in Southeast Asia which they had not found in southwest Georgia and East Harlem. So we have been repeatedly faced with the cruel irony of watching Negro and white boys on TV screens as they kill and die together for a nation that has been unable to seat them together in the same schools. So we watch them in brutal solidarity burning the huts of a poor village, but we realize that they would never live on the same block in Detroit. I could not be silent in the face of such cruel manipulation of the poor.

My third reason moves to an even deeper level of awareness, for it grows out of my experience in the ghettoes of the North over the last three years -- especially the last three summers. As I have walked among the desperate, rejected and angry young men I have told them that Molotov cocktails and rifles would not solve their problems. I have tried to offer them my deepest compassion while maintaining my conviction that social change comes most meaningfully through nonviolent action. But they asked -- and rightly so -- what about Vietnam? They asked if our own nation wasn't using massive doses of violence to solve its problems, to bring about the changes it wanted. Their questions hit home, and I knew that I could never again raise my voice against the violence of the oppressed in the ghettos without having first spoken clearly to the greatest purveyor of violence in the world today -- my own government. For the sake of those boys, for the sake of this government, for the sake of hundreds of thousands trembling under our violence, I cannot be silent.

For those who ask the question, "Aren't you a civil rights leader?" and thereby mean to exclude me from the movement for peace, I have this further answer. In 1957 when a group of us formed the Southern Christian Leadership Conference, we chose as our motto: "To save the soul of America." We were convinced that we could not limit our vision to certain rights for black people, but instead affirmed the conviction that America would never be free or saved from itself unless the descendants of its slaves were loosed completely from the shackles they still wear.
Anti-War Music: Bob Dylan

Bob Dylan, “Blowing in the wind,” released 1963. (2:35)

How many roads must a man walk down
Before you call him a man
How many seas must a white dove sail
Before she sleeps in the sand
Yes, 'n' how many times must the cannon balls fly
Before they're forever banned
The answer, my friend, is blowin' in the wind
The answer is blowin' in the wind

Yes, 'n' how many years can a mountain exist
Before it's washed to the sea
Yes, 'n' how many years can some people exist
Before they're allowed to be free
Yes, 'n' how many times can a man turn his head
And pretend that he just doesn't see
The answer, my friend, is blowin' in the wind
The answer is blowin' in the wind

Yes, 'n' how many times must a man look up
Before he can see the sky
Yes, 'n' how many ears must one man have
Before he can hear people cry
Yes, 'n' how many deaths will it take till he knows
That too many people have died
The answer, my friend, is blowin' in the wind
The answer is blowin' in the wind
Anti-War music: Buffalo Springfield

Buffalo Springfield, “For what it’s worth,” released 1966. (2:41)

There's something happening here
What it is ain't exactly clear
There's a man with a gun over there
Telling me I got to beware

I think it's time we stop, children, what's that sound
Everybody look what's going down

There's battle lines being drawn
Nobody's right if everybody's wrong
Young people speaking their minds
Getting so much resistance from behind

It's time we stop, hey, what's that sound
Everybody look what's going down

What a field-day for the heat
A thousand people in the street
Singing songs and carrying signs
Mostly say, hooray for our side

It's s time we stop, hey, what's that sound
Everybody look what's going down

Paranoia strikes deep
Into your life it will creep
It starts when you're always afraid
You step out of line, the man come and take you away

We better stop, hey, what's that sound
Everybody look what's going down

Stop, hey, what's that sound
Everybody look what's going down
Stop, now, what's that sound
Everybody look what's going down
Stop, children, what's that sound
Everybody look what's going down
Significance:
  • Today, we live again in divided times. Some argue that the fabric of trust torn during the Vietnam War has not yet been healed in the United States today. What lessons can we learn from the response to the American experience in Vietnam that might be relevant to political life in contemporary America?
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  • Courses
    • HS150 Global Thinking >
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      • Chinese History >
        • Ancient/Early Modern: Living China's History >
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            • Course Information
            • Course Project
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            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
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