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EDUC_0017: Senior History Curriculum and Methodology B

Simela Petridis
a1666 864

School of Education

ONLINE SUBMISSION ONLY DO NOT USE FOR SUBMITTING ASSIGNMENTS TO THE SCHOOL OFFICE
Coversheet 2017
ID: A1666864
LAST NAME: _______PETRIDIS_________________ FIRST NAME: ___SIMELA__________________

COURSE: __________EDUC 0017__________________NAME: Senior History Curriculum and Methodology B


(EDUC 7054; EDUC 7055 etc) (Research Design , Research Communication etc)

COURSE CO-ORDINATOR: Matthew Muscat TUTORS NAME (if applicable) : Matthew Muscat

TUTORIAL GROUP: DAY: FRIDAY TIME: 5pm ASSIGNMENT: Creating a Collection of Assessment Tasks
(Essay topic #2, Assign 1, Tutorial 4 etc)
DUE DATE: 20th April 2017

Academic Dishonesty Procedures


http://www.adelaide.edu.au/policies/230/
2.1 Examples of academic dishonesty in assessments other than examinations
For assessments other than examinations, examples of academic dishonesty include, but are not limited to, the following:
a. Plagiarism, which includes:
i. presenting work that is not your own in any format, without appropriate attribution or reference to the original source
ii. paraphrasing or copying work that is not your own, without due acknowledgement by way of reference to the original work
iii. adopting the ideas of others, or the structure of an existing analysis, without due acknowledgement by way of reference to
the original source.
The work of others may be submitted only when use of the work is appropriate and duly acknowledged.
b. Collusion, which includes:
i. inappropriately assisting other students in the production of an assessment task
ii. accepting inappropriate assistance in the production of an assessment task
iii. submitting work which is the same or substantially similar as another student's piece of work for the same assessment
task.
Work created with the assistance of others may be submitted only when the Course Coordinator has given prior permission for
joint or collaborative work to be submitted, as specified in the Course Profile.
c. Cheating, which includes:
i. submitting any fabricated or falsified data or results of laboratory, field or other work as if they were genuine
ii. submitting a piece of work with the intention of deceiving the assessor about your contribution to the work
iii. submitting a piece of work written or answered for you by another person or which you have copied from another person
iv. submitting the same or substantially similar or substantially the same piece of work for assessment in two different
courses, except in accordance with approved study and assessment schemes
v. falsely indicating that you have been present at an activity where attendance is required
vi. completing an assessment task outside the conditions specified for that task.

Declaration:
I have read and understood the rules relating to plagiarism and related forms of cheating as set out above. I
understand that providing only a reference when directly quoting work, without also using quotation marks or
indentation, still constitutes plagiarism.
This submission is a final version and not a draft. It is entirely my own work, it does not include any plagiarised
material. It has not been submitted for any other course.
I give permission for this work to be electronically submitted to check for plagiarism.
I have kept an electronic copy of this assignment that I can produce on demand.

TH
YE S Enter YES that you have read and understood the above Date: 18 April, 2017
(You must agree to the terms for the assignment to be marked)

dec2012jp

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

LEARNING AND ASSESSMENT PLAN


Stage 1 Modern History (10 Credits)
Assessment Overview

The table below provides details of the planned tasks and shows where students have the opportunity to provide evidence for each of the
specific features of all of the assessment design criteria.
Assessment Assessment Design
Type and Details of Assessment and Criteria Assessment Conditions
Weighting UE AE A (e.g. task type, word length, time
allocated, supervision)
Decolonisation Impact of Imperialism in Narrated Multimodal Presentation.
Vietnam Students are to work in pairs and
In pairs students are to create a multimodal create a PowerPoint narrated
presentation on the economic, social OR political presentation that is 6-8 minutes
impact of Imperialism in Vietnam using long (each individual must
Assessment PowerPoint. Students must present their chosen contribute 3-4 minutes of
Type 1: impact with in-depth research and clarity. narration).
Historical Students must have an element of
Skills Students must integrate the use of primary and 1,2 2 engagement in their presentation
secondary sources when delivering their e.g. A quiz, a game etc.
information. Students must make an element of the Students have 2 weeks of
Weighting % presentation interactive and encourage peer homework time to complete this
70% engagement. task (4 lessons) and will be
expected to present to the entire
class in the following

Social Movement Opposition to War Oral Presentation.


Students will assess Australias involvement in the Students must present a 4-5
Vietnam War through explore the anti-war protester minuet oral to the entire class with
groups. Students are to choose an individual party 1,2 2,3 1 a 200 word written personal
from the following list and present an oral summary
presentation to the entire class advocating their Students have 2 weeks of
parties purpose, goals and achievements and why homework time to complete this

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

they opposed war, as well as a 200 word summary task (4 lessons). Presentations will
on their personal opinion on their chosen party. The commence in the following week.
purpose of this presentation is to persuade others
to join your party.

Students are to present their orals as if they were


living in the late 1960s, integrating primary and
secondary sources to sell themselves. Students
are encouraged to dress into character based on
information they have found during their research.

Students are to choose from the following parties:


The Australian Labour Party, The Trade Unions,
The Universities and The Save Our Sons Group.
Social Movement Sources Analysis Source Analysis.
Students will be give 10 minuets
Anti-Vietnam War Protests/ of reading time and 1 hour of
Students must answer a list of source analysis supervised class time to complete
questions based on a number of primary sources. the analysis
1, 2 1, 2 2 Students are to take note of the
The sources analysis will be provided in class and marking system on the right of the
will address the anti-war protesters social work sheet to assist when
movements during 1967. answering the questions

Assessment Assessment Design


Type and Details of Assessment and Criteria Assessment Conditions
Weighting UE AE A (e.g. task type, word length, time
allocated, supervision)

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
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Social Movements Written Essay, Oral Presentation or


Assessment Students are to negotiate a project of their own Multimodal Presentation.
Type 2: choice on Social Movements. They may choose to Written essays must be a
Historical produce either a 1000 word essay, 6 minuet oral or maximum of 1000 words, Oral
Study an equivalent multimodal form on a Social Presentation must be 6 minutes in
Movements (e.g. Anti-war protests, Civil Rights length or equivalent for a
Weighting % movement). Students must develop an inquiry 1, 2 1, 2, 3 1, 2 multimodal presentation.
30% question and research their answer. Students must Students will be given 3 weeks of
integrate both primary and secondary sources to homework time to complete this
support their argument. As this is an individual task including 6 lessons.
study students must submit different components of
their assignment on appointed dates as a folio of
their research that goes towards their final grade.

Students are to construct their question with the


help of their teacher.

Four Assessments: Please refer to the Stage 1 Modern History Subject Outline.

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
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ASSESSMENT TASK
SHEETS
3 X HISTORICAL SKILLS

1. Narrated Multimodal Presentation


2. Oral Presentation
3. Sources Analysis

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

Name: Date:
STAGE 1 MODERN HISTORY
ASSESSMENT TYPE 1: HISTORICAL SKILLS
Assignment Task 1:
Narrated Multimodal Presentation (20%)

Purpose:
To provide you with an opportunity to:
Work in pairs and create a multimodal, interactive presentation
Develop a thorough understanding on the impact of imperialism in Vietnam
Research information integrating primary and secondary sources

Description:
In pairs create a multimodal presentation using PowerPoint or another negotiated platform.
Discuss the impact of Imperialism in Vietnam specific to ONE of the following spheres:
economic, social OR political. Research your chosen sphere answering the following
questions: How was it impacted by Imperialism? What changed? What did this do to
Vietnam?
All presentation must have an element of student interaction to reinforce the subject being
presented (be creative).

For this task you must:


Create a multimodal presentation on your chosen sphere
Briefly introduce what Imperialism is and give context of the time
Divide your PowerPoint using the above questions to direct your research
Encourage student engagement

Assessment Conditions:
Presentations must be 6-8 minuets long (3-4 minuets of individual narration is required).

Due Date: Thursday March 14th, 2018


Weight: 20%

You will have 2 weeks of class time (4 lesson) as well as homework time to complete this
assignment.
PERFORMANCE STANDARD STAGE 1: MODERN HISTORY

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

Understanding and Application and


- Analysis
Exploration Evaluation

In-depth understanding and Perceptive application of the skills Critical analysis of short-term and
A exploration of historical concepts. of historical inquiry to critically long-term impacts of developments
Comprehensive understanding and examine and evaluate sources and and/or movements in the modern
insightful exploration of the role of interpretations. world.
ideas, people, and events in Discerning use of relevant Insightful and critical analysis of
history. evidence to support arguments and ways in which societies in the
draw insightful and relevant modern world have been shaped
conclusions. by both internal and external forces
Communication of well-reasoned, and challenges.
coherent, and insightful historical
arguments, with appropriate
acknowledgment of sources.

Some depth in understanding and Thoughtful application of the skills Some depth in analysis of
B exploration of historical concepts. of historical inquiry to examine and short-term and long-term impacts
Some depth of understanding and evaluate sources and of developments and/or
interpretations. movements in the modern world.
thoughtful exploration of the role of
ideas, people, and events in Well-considered use of mostly Well-considered analysis of ways in
history. relevant evidence to support which societies in the modern world
arguments, and draw mostly have been shaped by both internal
relevant conclusions. and external forces and challenges.
Communication of reasoned and
coherent historical arguments, with
some insights, and with appropriate
acknowledgment of sources.

Understanding and exploration of Application of the skills of historical Description, with some analysis, of
C historical concepts. inquiry to examine sources and short-term and long-term impacts
Understanding and considered interpretations, with some of developments and/or
exploration of the role of ideas, evaluation. movements in the modern world.
people, and events in history. Use of generally relevant evidence Description, with some analysis, of
to support arguments, and draw ways in which societies in the
some relevant conclusions. modern world have been shaped
Communication of generally by both internal and external forces
and challenges.
reasoned and coherent historical
arguments, with acknowledgment
of sources.

Some recognition of historical Basic application of some skills of Description of basic short-term
D concepts. historical inquiry to select and use and/or long-term impacts of a
Recognition and basic sources. development and/or movement in
understanding of the role of ideas, Use of some information with the modern world.
people, and events in history. partial relevance to support an Superficial description of one or
argument, and draw basic more ways in which societies in the
conclusions. modern world have been shaped
Partial communication of a by an internal or external force or
challenge.
historical argument, with attempted
acknowledgment of sources.

Attempted engagement with one or Attempted application of the skills Attempted description of a
E more historical concepts. of historical inquiry to select and short-term or long-term impact of a
Awareness of one or more ideas, use one or more sources. development or movement in the
people, or events in history. Attempted use of information of modern world.
limited relevance. Attempted description of one way
Attempted description of a in which a society in the modern
historical event, with limited or no world has been shaped by an
acknowledgment of sources. internal or external force.

*Please note the areas coloured grey are not relevant for this assignment.

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

Name: Date:
STAGE 1 MODERN HISTORY
ASSESSMENT TYPE 1: HISTORICAL SKILLS
Assignment Task 2:
Australias Opposition To War - Persuasive Oral (20%)
Purpose:
To provide you with an opportunity to:
Work individually and create an oral presentation on the anti-war protester groups
To develop a personal opinion on your chosen group
To understand the complexity of war and opinion of people/groups during the time of
war
Develop your public speaking skills using persuasive techniques

Description:
Choose ONE from the following list of anti-war protester groups:
The Australian Labour Party
The Trade Unions
The Universities
The Save Our Sons Group

Create a persuasive oral on ONE of the following groups. Present your oral as if you are in
the group currently. You must explain the purpose, goals and achievements using
persuasive, engaging techniques in hope of recruiting other members. Use the following
questions to guide your research: Why did the party/group protest about war? What was
the party/group? What did they stand for? Who were its significant members? What
did the party/group achieve/ didnt achieve? Who did the party/group influence most?

As well as the oral, write a 200 word personal summary on your chosen group (to be
submitted after the oral) stating your own opinion based on the information you have found.
For this task you must:
Deliver an oral presentation to the entire class on your chosen party/group
Use the above guiding questions to direct your research
Use persuasive techniques to sell your party/groups ideologies
Incorporate primary and secondary sources in your research

Assessment Conditions:
Presentations must be 4-5 minuets long, followed by a 200 word personal summary.

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

Due Date: Thursday March 28th, 2018


Weight: 20%
You will have 2 weeks of class time (4 lesson) as well as homework time to complete this
assignment.
PERFORMANCE STANDARD STAGE 1: MODERN HISTORY

Understanding and Application and


- Analysis
Exploration Evaluation

In-depth understanding and Perceptive application of the skills Critical analysis of short-term and
A exploration of historical concepts. of historical inquiry to critically long-term impacts of developments
Comprehensive understanding and examine and evaluate sources and and/or movements in the modern
interpretations. world.
insightful exploration of the role of
ideas, people, and events in Discerning use of relevant Insightful and critical analysis of
history. evidence to support arguments and ways in which societies in the
draw insightful and relevant modern world have been shaped
conclusions. by both internal and external forces
Communication of well-reasoned, and challenges.
coherent, and insightful historical
arguments, with appropriate
acknowledgment of sources.

Some depth in understanding and Thoughtful application of the skills Some depth in analysis of
B exploration of historical concepts. of historical inquiry to examine and short-term and long-term impacts
Some depth of understanding and evaluate sources and of developments and/or
thoughtful exploration of the role of interpretations. movements in the modern world.
ideas, people, and events in Well-considered use of mostly Well-considered analysis of ways in
history. relevant evidence to support which societies in the modern world
arguments, and draw mostly have been shaped by both internal
relevant conclusions. and external forces and challenges.
Communication of reasoned and
coherent historical arguments, with
some insights, and with appropriate
acknowledgment of sources.

Understanding and exploration of Application of the skills of historical Description, with some analysis, of
C historical concepts. inquiry to examine sources and short-term and long-term impacts
Understanding and considered interpretations, with some of developments and/or
evaluation. movements in the modern world.
exploration of the role of ideas,
people, and events in history. Use of generally relevant evidence Description, with some analysis, of
to support arguments, and draw ways in which societies in the
some relevant conclusions. modern world have been shaped
Communication of generally by both internal and external forces
reasoned and coherent historical and challenges.
arguments, with acknowledgment
of sources.

Some recognition of historical Basic application of some skills of Description of basic short-term
D concepts. historical inquiry to select and use and/or long-term impacts of a
Recognition and basic sources. development and/or movement in
understanding of the role of ideas, Use of some information with the modern world.
people, and events in history. partial relevance to support an Superficial description of one or
argument, and draw basic more ways in which societies in the
conclusions. modern world have been shaped
Partial communication of a by an internal or external force or
historical argument, with attempted challenge.
acknowledgment of sources.

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

Attempted engagement with one or Attempted application of the skills Attempted description of a
E more historical concepts. of historical inquiry to select and short-term or long-term impact of a
Awareness of one or more ideas, use one or more sources. development or movement in the
people, or events in history. Attempted use of information of modern world.
limited relevance. Attempted description of one way
Attempted description of a in which a society in the modern
historical event, with limited or no world has been shaped by an
acknowledgment of sources. internal or external force.

*Please note the areas coloured grey are not relevant for this assignment.

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

Name: Date:
STAGE 1 MODERN HISTORY
ASSESSMENT TYPE 2: HISTORICAL SKILLS
Assignment Task 3:
SOURCES ANALYSIS (30%)

Purpose:
To provide you with an opportunity to:
Assess primary sources in a critical, reflective manner
Assess the strength and limitations of primary sources
Form a personal opinion and draw conclusions as a historian

Description:
Refer to the separate sheet of sources when answering the questions. Examine the sources
carefully and answer ALL components of the questions, referring to the grading system on
the right.

Assessment Conditions:
You will be given 10 minuets reading time and 1 hour to complete the sources analysis in
class. Ensure you have put your name and the date at the top of this page before handing
up your analysis.
Spare paper will be provided if needed.

Weight: 30%

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
a1666 864

PERFORMANCE STANDARD STAGE 1: MODERN HISTORY

Understanding and Application and


- Analysis
Exploration Evaluation

In-depth understanding and Perceptive application of the skills Critical analysis of short-term and
A exploration of historical concepts. of historical inquiry to critically long-term impacts of developments
Comprehensive understanding and examine and evaluate sources and and/or movements in the modern
insightful exploration of the role of interpretations. world.
ideas, people, and events in Discerning use of relevant Insightful and critical analysis of
history. evidence to support arguments and ways in which societies in the
draw insightful and relevant modern world have been shaped
conclusions. by both internal and external forces
Communication of well-reasoned, and challenges.
coherent, and insightful historical
arguments, with appropriate
acknowledgment of sources.

Some depth in understanding and Thoughtful application of the skills Some depth in analysis of
B exploration of historical concepts. of historical inquiry to examine and short-term and long-term impacts
Some depth of understanding and evaluate sources and of developments and/or
interpretations. movements in the modern world.
thoughtful exploration of the role of
ideas, people, and events in Well-considered use of mostly Well-considered analysis of ways in
history. relevant evidence to support which societies in the modern world
arguments, and draw mostly have been shaped by both internal
relevant conclusions. and external forces and challenges.
Communication of reasoned and
coherent historical arguments, with
some insights, and with appropriate
acknowledgment of sources.

Understanding and exploration of Application of the skills of historical Description, with some analysis, of
C historical concepts. inquiry to examine sources and short-term and long-term impacts
Understanding and considered interpretations, with some of developments and/or
exploration of the role of ideas, evaluation. movements in the modern world.
people, and events in history. Use of generally relevant evidence Description, with some analysis, of
to support arguments, and draw ways in which societies in the
some relevant conclusions. modern world have been shaped
Communication of generally by both internal and external forces
and challenges.
reasoned and coherent historical
arguments, with acknowledgment
of sources.

Some recognition of historical Basic application of some skills of Description of basic short-term
D concepts. historical inquiry to select and use and/or long-term impacts of a
Recognition and basic sources. development and/or movement in
understanding of the role of ideas, Use of some information with the modern world.
people, and events in history. partial relevance to support an Superficial description of one or
argument, and draw basic more ways in which societies in the
conclusions. modern world have been shaped
Partial communication of a by an internal or external force or
challenge.
historical argument, with attempted
acknowledgment of sources.

Attempted engagement with one or Attempted application of the skills Attempted description of a
E more historical concepts. of historical inquiry to select and short-term or long-term impact of a
Awareness of one or more ideas, use one or more sources. development or movement in the
people, or events in history. Attempted use of information of modern world.
limited relevance. Attempted description of one way
Attempted description of a in which a society in the modern
historical event, with limited or no world has been shaped by an
acknowledgment of sources. internal or external force.

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EDUC_0017: Senior History Curriculum and Methodology B
Simela Petridis
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SOURCES ANALYSIS

Source A
Hanoi Hannah was a North Vietnamese radio personality, who made nightly
broadcasts, in English, to the US troops in North Vietnam. She demonstrated a type
of propaganda that was used to manipulate US forces into thinking that they were
immoral; she also played popular anti-war songs, mentioned the location of specific
units, and read out the casualty reports for US soldiers.

The following is an extract from a segment of Hanoi Hannahs radio program in


1970:

Intelligent American GIs, why have you come to Vietnam? Your government has betrayed
you. There is nothing noble about your mission. There is no reason why you should be
here. You will never defeat the forces of our Fatherland. The French never learned. Will
you? Do you miss your families and homes? They are questioning why you are here. In
America there is no unity, there is violence, there are protests against you. Why are you
here? When you sit alone at night and think of your loved ones, our gallant soldiers are
watching you. You cannot escape. Do you have a watch, American servicemen? Look at it,
the minutes are ticking away. Soon your time will stop in Vietnam. You will be killed when
you least expect it. Your imperialist government will never defeat us. Our soldiers are
politically motivated and strong. You are weak. You have no cause. No one wants you
here. Why do you stay? Tell your officers you want to go home, GI. Tell them you will not
fight anymore. Tell them you are defeated. Look at the photos of your loved ones,
American soldier. Do you miss them? Do you miss your parents? Your wife? Your
children? What will they do when your imperialist government tells them you died in
Vietnam? There is nothing here for you except defeat and death. Your clock is ticking.

http://anzacportal.dva.gov.au/sites/default/files/curriculum/Sally-
Mangan_SA.pdf

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EDUC_0017: Senior History Curriculum and Methodology B
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Source B (a)

April 15, 1967 Spring Mobilization to End the War, San Francisco (API)

(b)

April 27th, 1967 Dr. Martin Luther King speaking against war in Vietnam, University of
Minnesota

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(c)

Anti-War Protestors in Sydney, in the early 1970s

(d)

Anti-War Protesters in Wichita, Kansas 1967. Depicting the government of South


Vietnam as a pawn of the United States and an instrument of imperialism.

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Source C
President Johnsons letter to negotiate peace to President Ho Chi Minhs February 8,
1967.

Dear Mr. President:

I am writing to you in the hope that the conflict in Vietnam can be brought to an end.
That conflict has already taken a heavy toll-in lives lost, in wounds inflicted, in
property destroyed, and in simple human misery. If we fail to find a just and peaceful
solution, history will judge us harshly.

Therefore, I believe that we both have a heavy obligation to seek earnestly the path
to peace. It is in response to that obligation that I am writing directly to you.

We have tried over the past several years, in a variety of ways and through a
number of channels, to convey to you and your colleagues our desire to achieve a
peaceful settlement. For whatever reasons, these efforts have not achieved any
results. . . .

In the past two weeks, I have noted public statements by representatives of your
government suggesting that you would be prepared to enter into direct bilateral talks
with representatives of the U.S. Government, provided that we ceased
"unconditionally" and permanently our bombing operations against your country and
all military actions against it. In the last day, serious and responsible parties have
assured us indirectly that this is in fact your proposal.

Let me frankly state that I see two great difficulties with this proposal. In view of your
public position, such action on our part would inevitably produce worldwide
speculation that discussions were under way and would impair the privacy and
secrecy of those discussions. Secondly, there would inevitably be grave concern on
our part whether your government would make use of such action by us to improve
its military position.

With these problems in mind, I am prepared to move even further towards an ending
of hostilities than your Government has proposed in either public statements or
through private diplomatic channels. I am prepared to order a cessation of bombing
against your country and the stopping of further augmentation of U.S. forces in South
Viet-Nam as soon as I am assured that infiltration into South Viet-Nam by land and
by sea has stopped. These acts of restraint on both sides would, I believe, make it
possible for us to conduct serious and private discussions leading toward an early
peace.

I make this proposal to you now with a specific sense of urgency arising from the
imminent New Year holidays in Viet-Nam. If you are able to accept this proposal I
see no reason why it could not take effect at the end of the New Year, or Tet,
holidays. The proposal I have made would be greatly strengthened if your military
authorities and those of the Government of South Viet-Nam could promptly negotiate
an extension of the Tet truce.

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As to the site of the bilateral discussions I propose, there are several possibilities.
We could, for example, have our representatives meet in Moscow where contacts
have already occurred. They could meet in some other country such as Burma. You
may have other arrangements or sites in mind, and I would try to meet your
suggestions.

The important thing is to end a conflict that has brought burdens to both our peoples,
and above all to the people of South Viet-Nam. If you have any thoughts about the
actions I propose, it would be most important that I receive them as soon as
possible.

Sincerely,

Lyndon B. Johnson

http://sourcebooks.fordham.edu/halsall/mod/1967-vietnam-letters1.html

Source D
An exert from President Ho Chi Minhs reply to President Johnsons letter
February 17, 1967

The Vietnamese people deeply love independence, liberty, and peace. But in the
face of the American aggression they have risen up as one man, without fearing the
sacrifices and the privations. They are determined to continue their resistance until
they have won real independence and liberty and true peace. Our just cause enjoys
the approval and the powerful support of peoples throughout the world and of large
segments of the American people.

The United States Government provoked the war of aggression in Viet-Nam. It must
cease that aggression, it is the only road leading to the re-establishment of peace.
The United States Government must halt definitively and unconditionally the
bombings and all other acts of war against the Democratic Republic of Viet-Nam,
withdraw from South Viet-Nam all American troops and all troops from the satellite
countries, recognize the National Front of the Liberation of South Viet-Nam and let
the Vietnamese people settle their problems themselves. Such is the basic content
of the four-point position of the Government of the Democratic Republic of Viet-Nam,
such is the statement of the essential principles and essential arrangements of the
Geneva agreements of 1954 on Viet-Nam. It is the basis for a correct political
solution of the Vietnamese problem. In your message you suggested direct talks
between the Democratic Republic of Viet-Nam and the United States. If the United
States Government really wants talks, it must first halt unconditionally the bombings
and all other acts of war against the Democratic Republic of Viet-Nam. It is only after
the unconditional halting of the American bombings and of all other American acts of
war against the Democratic Republic of Viet-Nam that the Democratic Republic of

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Viet-Nam and the United States could begin talks and discuss questions affecting
the two parties.

The Vietnamese people will never give way to force, it will never accept conversation
under the clear threat of bombs.

Our cause is absolutely just. It is desirable that the Government of the United States
act in conformity to reason.

Sincerely,

Ho Chi Minh

http://sourcebooks.fordham.edu/halsall/mod/1967-vietnam-letters1.html

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SOURCES ANALYSIS QUESTIONS

a) Explain how Hanoi Hannah criticizes the US troops in Source A. Give


evidence from the source to support your conclusion.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________________________________

(3 marks)

b) Why would Hanoi Hannah use the radio program to belittle and manipulate
US troops? Give two reasons why.

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
________________________

(1 mark)

c) To what extent do the images in Source B (a), (b) and (c) support each other?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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___________________________________________________________________
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(2 marks)

d) To what extent do the images in Sources B (a), (b) and (c) support image (d)?
Explain the differences.

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(3 marks)

e) Access the usefulness and limitations of Sources C and D for a historian


studying the Vietnam War.
Include in the answer reference to the following:
Who created the source
When it was created
Why was it created

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(5 marks)

d) The United States Government provoked the war of aggression

Evaluate this proposition with reference to all the sources.

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(6 marks)

*Use spare sheets of paper provided if you run out of room with your name and date.

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References:

Mangan, S. Australians in Vietnam. Accessed via http://anzacportal.dva.gov.au/sites/default/files/curriculum/Sally-Mangan_SA.pdf


on the 18th April, 2017.

Media Resource Center. Anti-War Vietnam Protests. Accessed via http://www.lib.berkeley.edu/MRC/pacificaviet.html on the 18th
April, 2017.

Minnesota History Center. Vietnam War Protests. Accessed via http://libguides.mnhs.org/vietnam/primary on the 18th April, 2017.

Source Books. Vietnam Letters. Accessed via http://sourcebooks.fordham.edu/halsall/mod/1967-vietnam-letters1.html on the 18th


April, 2017.

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