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• W210912329 abstract "DECADES AFTER evacuation of troops from Southeast Asia, teaching of Vietnam remains one of most controversial issues in classroom. The lack of a shared perspective--even today--on Vietnam stands in sharp contrast to mobilized support among Americans following attacks of September 11,2001. The on terrorism, following loss of lives and destruction of property on soil, has a nation showing its flag colors on homes, businesses, mailboxes, and cars. Images surrounding Vietnam War, in contrast, evoke grainy stills of flag-burning protesters and deepening anxiety among establishment that constant arrival of body bags from a faraway war might be not only endless but futile. Of course, today's united we stand perspective presents its own unique challenges for classroom teacher. Each moment in history requires its own set of responses for study and reflection. But whether teaching about September 11, 2001, or Vietnam War, social studies teachers have an obligation to help future generations understand that there are multiple interpretations of global events. Teaching history entails more than teaching about cause and effect or simply providing background sketches of the enemy. A global education involves helping students increase knowledge and understanding about larger world. (1) Same Time Next Year The Vietnam had profound consequences for U.S. foreign policy, domestic politics, and America's social history, yet students in United States generally know very little about war. (2) For many students, end of World II signals end of school year. The reasons are numerous: teachers overburdened by scope of history, limitations inherent in a chronological approach toward subject, superficiality or distortion of events in many textbooks, lack of salient supplementary materials, and teachers' own restricted knowledge about wars. Another reality that can't be ignored is inability or insecurity among teachers to address political ramifications and painful memories of Vietnam War. The limited knowledge students do possess about war is often steeped in misconceptions and distortions acquired from media. (3) A review in 1979 found that most U.S. textbooks of 1960s and 1970s had no firm grip on Vietnamese geography or nomenclature, and presented inaccurate accounts of Geneva Accords, Pentagon Papers, Gulf of Tonkin incident, and My Lai Massacre. (4) By 1980s, textbooks had improved, although coverage of war was still inadequate. (5) Student knowledge and understanding of event were largely derived from distorted images such as Sylvester Stallone's Rambo movies. If teachers shy away from covering major events in Vietnam War, even fewer teachers consider events from a Vietnamese perspective. Yet an inquiry into this perspective is an important part of study of war. Asking what war was like for people of Vietnam and how they fared in its aftermath can lead to a greater understanding of that period, and enhance a global perspective of wars. Adolescent Literature When addressing Vietnam War, social studies teachers can benefit from a body of adolescent literature reflecting Vietnamese perspectives, as well as other materials that assist in teaching what Vietnamese refer to as American Vietnam War A genre of adolescent literature focuses on young adult characters and themes. Using adolescent literature to supplement history textbooks provides a multidisciplinary approach toward complex subject of Vietnam War. Several books address key events in Vietnamese history, including pre-colonial history, Indochina War, in Vietnam, and refugee experience, as well as human and environmental impact of war. …" @default.
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• W210912329 title "The Lessons of Vietnam: Using Literature to Introduce Students to the Vietnam War" @default.
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