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10
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Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Transcription
Any written text transcribed from a sound.
<strong>Perry (Interviewee):</strong> I worked in personnel, I went to college and got a four year degree. I traveled, I lived in Europe for eight years, I lived in Korea for two, I learned a lot about people, I learned a lot about myself, I enjoyed my life, I enjoyed my work. I was not sitting there stagnating and waiting to retire, it wasn’t like I wasn’t being productive, I obviously was. I didn’t get an exemplary record for nothing. And I wasn’t having major problems. Every unit I went to people looked at me and said, “Oh, you’re gay. “Right, I’m openly gay!†They opened my records, and good grief! Everything they see says “This man is a homosexual, but he functions in an exemplary manner. Fine.†Every time I was sent to a psychiatrist for an evaluation, they would do the same thing: “Yes, he is homosexual. But no, it is not detrimental to his job performance.†Exactly what they would write in a record, you know? <br /><br /><strong>Eric (Interviewer):</strong> What changed? <br /><br /><strong>Perry (Interviewee):</strong> In 1980 the Army had told me they were going to revoke my security clearance because I was gay. This is the fourth time the Army is telling me this. Every other time, what the Army did was say, “We’re going to revoke your security clearance because you’re gay. I said fine. They’d take it, they’d send off a letter to the security people at Fort Meade, Maryland. A month later, they’d send a letter back, and they’d come back and say, “Never mind. You’re an admitted homosexual, so you’re not a security risk. Therefore, we’re not going to revoke your clearance." This happened three times. The fourth time they said this, I said, “I’m tired of this... Either give me my clearance or get off my back.†Well when we filed in court to have my security clearance reinstated, the Army immediately jumped up and said, “Well, he can’t be in the Army anyway, because he’s gay.†Suddenly, we’re gonna’ change the rules of the game.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Perry Watkins Describes his Mistreatment by the Army
Subject
The topic of the resource
Civil Rights and Citizenship
Gender and Sexuality
Race and Ethnicity
Description
An account of the resource
Perry Watkins was a gay African American soldier who was drafted to serve in the army during the Vietnam War. He was open about his sexuality throughout his entire career. Despite this, in 1981, the army revoked his security clearance after 13 years of service. Army officials stated that his homosexuality made him unfit to serve. Watkins filed a lawsuit in response, citing the fact that the army had been aware of his sexuality since he was first drafted, and that he had served faithfully ever since. This passage is an excerpt from an interview, in which Watkins discussed his experience in the army and the legal battles he fought for his rights. In 1988, the court ruled in Watkin’s favor, making him one of the first people to successfully challenge the military’s exclusion of LGBTQ+ service members.
Source
A related resource from which the described resource is derived
Eric Marcus, interview with Perry Watkins, November 19, 1989. Making Gay History, podcast audio, https://makinggayhistory.com/podcast/perry-watkins/
Date
A point or period of time associated with an event in the lifecycle of the resource
1989
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Contemporary US (1976 to the present)
Primary
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Primary
Relation
A related resource
2842
LGBTQ+
Vietnam War
-
Newspaper/Magazine
Text
Any textual data included in the document.
<p>GAY MAY DAY / WASHINGTON, D.C. (LNS) — Gay Liberation, which made its first appearance at anti-war marches in the fall of 1969, will be out in full force for the spring anti-war campaign. A massive gay presence is being organized around the slogan “May Day is Gay Dayâ€. Gay May Day Tribes are coordinating actions, housing, publicity and political education around the spring anti-war offensive. It is hoped that several thousand gay people will unite — as revolutionary gays — while in the nation’s capital. A gay contingent is also being organized for the April 24 antiwar march.... A Gay May Day Tribe press release [stated]: “War, American style, is a man’s game, where to prove his masculinity, he must maim or kill women, children, the very old, the very young, and his own bro… War is an extension of our own oppression because it reinforces the masculine image of males and forces them into playing roles where the end result is the death of millions of people.â€</p>
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LGBTQ+ Students Organize Anti-War Protest
Subject
The topic of the resource
Gender and Sexuality
Social Movements
Description
An account of the resource
Anti-war sentiment rose across the country in the midst of the Vietnam War for a variety of reasons, including pacifism, anti-imperialism, solidarity with the Vietnamese, and even a desire by some young people not to be drafted. Many anti-war activists also supported gay liberation. In contrast to the homophile movement, which fought for equal rights for LGBTQ+ people, starting in the 1960s gay liberationists also sought to change social attitudes. Calling for “gay rights,†gay liberation activists emphasized using direct action to fight injustice, whether it be homophobia and transphobia in the United States or the ongoing conflict overseas. They also sought to challenge gender roles and argued that war and aggression would end if society rejected traditional ideas about masculinity. This article was published in the Berkeley Barb, a student newspaper, in 1969, in order to generate interest in an upcoming anti-war demonstration.
Source
A related resource from which the described resource is derived
“Gay May Day.†Berkely Barb, April 19-15, 1971. Accessed March 21, 2021. https://voices.revealdigital.org/
Date
A point or period of time associated with an event in the lifecycle of the resource
1971
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Primary
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Primary
LGBTQ+
Vietnam War
-
Teaching Activity
Objectives
<ul><li>
<p>Students will analyze the lyrics of a protest song to determine attitudes about the Vietnam War.</p>
</li>
<li>
<p>Students will evaluate the power of music to motivate people and to protest. Â </p>
</li>
<li>
<p>Students will create an original stanza of a Vietnam War protest song. Â </p>
</li>
</ul>
Materials
837
Lesson Plan Text
<p><strong>Step 1:</strong> Play the song "I -Feel-Like-I'm-Fixin'-To-Die Rag" by Country Joe MacDonald and have students follow along on a copy of the lyrics.</p>
<p><strong>Step 2: </strong>Â Ask students to describe what feeling(s) the musician was trying to express in the song they just listened to. Lead students in a discussion of how music can motivate and inspire people, using the example of the song they just listened to. Through discussion elicit that music can be a method of protest. Â </p>
<p><strong>Step 3:</strong> Divide students into small groups. Assign each group a different stanza of the song. Have them analyze the lyrics of the song. </p>
<ul><li>
<p>What "problem" or facet of the Vietnam War is the musician referencing?</p>
</li>
</ul><div>
<p>(Optional) Have each group report back to the class with their analysis of the stanza they were assigned.</p>
<p><strong>Step 4:</strong> Ask students to develop a list of words which are relevant to protests (fight, change, action, etc.).  Students can use words they see in the song lyrics.  Tell them they will use these words in the next step. </p>
<p><strong>Step 5:</strong> Working in their groups, students should write a new stanza for Country Joe's song. Â </p>
</div>
Dublin Core
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
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"Uncle Sam's Got Himself in a Terrible Jam": Protest Music and the Vietnam War
Description
An account of the resource
In this activity students analyze the lyrics to a popular Vietnam War protest song and discuss how music can be used to motivate people and for protest. Then students will create a new stanza for the protest song "I-Feel-Like-I'm Fixin'-To-Die Rag."
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2009.
Rights
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Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2009
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Social Movements
Group Work
Literature in the History Classroom
Social Movements
Vietnam War
-
Speech
Transcription
Any written text transcribed from a sound.
<p>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 until the descendants of its slaves were loosed completely from the shackles they still wear. In a way we were agreeing with Langston Hughes, that black bard of Harlem, who had written earlier:</p>
<p>O, yes, <br />I say it plain,<br />American never was America to me,<br />And yet I swear this oath — <br />America will be!</p>
<p>Now, it should be incandescently clear that no one who has any concern for the integrity and life of America today can ignore the present war. If America's soul becomes totally poisoned, part of the autopsy must read: Vietnam. It can never be saved so long as it destroys the deepest hopes of men the world over. So it is that those of us who are yet determined that America will be are led down the path of protest and dissent, working for the health of our land.</p>
<p>As if the weight of such a commitment to the life and health of America were not enough, another burden of responsibility was placed upon me in 1954 [sic]; and I cannot forget that the Nobel Prize for Peace was also a commission—a commission to work harder than I had ever worked before for "the brotherhood of man." This is a calling that takes me beyond national allegiances, but even if it were not present I would yet have to live with the meaning of my commitment to the ministry of Jesus Christ. To me the relationship of this ministry to the making of peace is so obvious that I sometimes marvel at those who ask me why I'm speaking against the war. Could it be that they do not know that the good news was meant for all men—for Communist and capitalist, for their children and ours, for black and for white, for revolutionary and conservative? Have they forgotten that my ministry is in obedience to the One who loved his enemies so fully that he died for them? What then can I say to the Vietcong or to Castro or to Mao as a faithful minister of this One? Can I threaten them with death or must I not share with them my life?</p>
<p>And finally, as I try to explain for you and for myself the road that leads from Montgomery to this place I would have offered all that was most valid if I simply said that I must be true to my conviction that I share with all men the calling to be a son of the living God. Beyond the calling of race or nation or creed is this vocation of sonship and brotherhood, and because I believe that the Father is deeply concerned especially for his suffering and helpless and outcast children, I come tonight to speak for them.</p>
<p>This I believe to be the privilege and the burden of all of us who deem ourselves bound by allegiances and loyalties which are broader and deeper than nationalism and which go beyond our nation's self-defined goals and positions. We are called to speak for the weak, for the voiceless, for the victims of our nation and for those it calls "enemy," for no document from human hands can make these humans any less our brothers.</p>
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Type
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Speech
Title
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<em>Beyond Vietnam: A Time to Break Silence</em>
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
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On April 4, 1967, Martin Luther King delivered his first major public statement against the Vietnam War, entitled "Beyond Vietnam: A Time to Break the Silence." Addressing a crowd of 3,000 at Riverside Church in New York City, King condemned the war as anti-democratic, impractical, and unjust. He described the daily suffering of Vietnamese peasants caught in the crossfire, as well as the human and economic burdens being placed on America's poor. Not only were lower-class Americans more likely to fight in Vietnam, but Johnson's domestic "War on Poverty" designed to help poor families was being derailed by U.S. foreign policy. King called for an immediate end to the bombing and a negotiated peace settlement with Vietnam. Although some activists supported King's opposition to the war, many were concerned that the speech would be perceived as unpatriotic and hinder the civil rights struggle by connecting it to the more radical peace movement.
Creator
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Martin Luther King Jr.
Source
A related resource from which the described resource is derived
Martin Luther King, Jr., "Beyond Vietnam—A Time to Break Silence," 4 April 1967, Estate of Dr. Martin Luther King, Jr., available from American Rhetoric Online Speech Bank, http://www.americanrhetoric.com/speeches/mlkatimetobreaksilence.htm.
Primary
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1
Date
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1967
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Social Movements
Martin Luther King
Social Movements
Vietnam War
-
Speech
Transcription
Any written text transcribed from a sound.
<p>April 7, 1965</p>
<p>The world as it is in Asia is not a serene or peaceful place.</p>
<p>The first reality is that North Viet-Nam has attacked the independent nation of South Viet-Nam. Its object is total conquest.</p>
<p>Of course, some of the people of South Viet-Nam are participating in attack on their own government. But trained men and supplies, orders and arms, flow in a constant stream from north to south.</p>
<p>This support is the heartbeat of the war.</p>
<p>And it is a war of unparalleled brutality. Simple farmers are the targets of assassination and kidnapping. Women and children are strangled in the night because their men are loyal to their government. And helpless villages are ravaged by sneak attacks. Large-scale raids are conducted on towns, and terror strikes in the heart of cities….</p>
<p>Over this war—and all Asia—is another reality: the deepening shadow of Communist China. The rulers in Hanoi are urged on by Peking. This is a regime which has destroyed freedom in Tibet, which has attacked India, and has been condemned by the United Nations for aggression in Korea. It is a nation which is helping the forces of violence in almost every continent. The contest in Viet-Nam is part of a wider pattern of aggressive purposes.</p>
<p>Why are these realities our concern? Why are we in South Viet-Nam ?</p>
<p><em>We are there because we have a promise to keep.</em> Since 1954 every American President has offered support to the people of South Viet-Nam….</p>
<p><em>We are also there to strengthen world order.</em> Around the globe, from Berlin to Thailand, are people whose well-being rests, in part, on the belief that they can count on us if they are attacked. To leave Viet-Nam to its fate would shake the confidence of all these people in the value of an American commitment and in the value of America's word. The result would be increased unrest and instability, and even wider war.</p>
<p><em>We are also there because there are great stakes in the balance.</em> Let no one think for a moment that retreat from Viet-Nam would bring an end to conflict. The battle would be renewed in one country and then another. The central lesson of our time is that the appetite of aggression is never satisfied. To withdraw from one battlefield means only to prepare for the next….</p>
<p>In recent months attacks on South Viet-Nam were stepped up. Thus, it became necessary for us to increase our response and to make attacks by air. This is not a change of purpose. It is a change in what we believe that purpose requires.</p>
<p>We do this in order to slow down aggression.</p>
<p>We do this to increase the confidence of the brave people of South Viet-Nam who have bravely borne this brutal battle for so many years with so many casualties.</p>
<p>And we do this to convince the leaders of North Viet-Nam—and all who seek to share their conquest—of a very simple fact: We will not be defeated. We will not grow tired.</p>
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Type
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Speech
Title
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President Johnson Justifies U.S. Intervention in Vietnam
Language
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English
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American Social History Project / Center for Media and Learning
Description
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President Johnson, in this speech delivered at Johns Hopkins University on April 7, 1965, lists the reasons for escalating the United State's involvement in Vietnam. Having secured Congressional authorization with the Tonkin Gulf Resolution, Johnson launched a bombing campaign in the North, and in March 1965, dispatched 3,500 marines to South Vietnam. With this speech, Johnson laid the political groundwork for a major commitment of U.S. troops.
Creator
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Lyndon B. Johnson
Source
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<em>Public Papers of the Presidents of the United States: Lyndon B. Johnson, 1965</em>, vol. 1, entry 172, (Washington, D.C.: Government Printing Office, 1966), 394-399; from Michael H. Hunt, ed., <em>The World Transformed, 1945 to the Present: A Documentary Reader</em> (New York: Bedford/St.Martin's, 2004), 156-57.
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1
Date
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1965
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Expansion and Imperialism
Lyndon B. Johnson
Vietnam War
-
Pamphlet/Petition
Text
Any textual data included in the document.
<p>Notice</p>
<p>CONCERNING THE CRIMES COMMITTED BY US IMPERIALISTS AND THEIR LACKEYS WHO KILLED MORE THAN 500 CIVILIANS OF TINH KHE, SON TINH <br /><br />The morning of 16 March 1968 was a quiet morning, just like every other morning, with the people of Tinh Khe Village about to start another laborious day of production and struggle. Suddenly, artillery rounds began pouring in…. After the shelling, nine helicopters landed troops who besieged the two small subhamlets. The U S soldiers were like wild animals, charging violently into the hamlets, killing and destroying. They formed themselves into three groups: one group was in charge of killing civilians, one group burned huts and the third group destroyed vegetation and trees and killed animals. These American troops belonged to the 3d Brigade of the [Americal] Division which had just come to Viet Nam and suffered a defeat in the Spring. Wherever they went, civilians were killed, houses and vegetation were destroyed and cows, buffalo, chickens and ducks were also killed.<br /><br />They even killed old people and children; pregnant women were raped and killed. This was by far the most barbaric killing in human history.<br /><br />At Xom Lang Sub-Hamlet of Tu Cung Hamlet, they routed all the civilians out of their bunkers and herded them, at bayonet point, into a group near a ditch in front of Mr. Nhieu's gate (Mr. Nhieu was 46 years old). About 100 civilians who squatted in a single line were killed instantly by bursts of automatic rifle fire and M79 rounds. Bodies were sprawled about, blood was all over. Among those killed were 60-year-old men and newly born babies still in their mother's arms. Most of them were children from 1 to 14 years old. The wounded children who were screaming were shot to death. <br />Some entire families were massacred. Inhabitants were killed inside bunkers, in the gardens of their homes or in the alleys of the hamlet….<br /><br />[The notice goes on for another page, providing gruesome details and claiming many hundreds were killed in several hamlets.]<br /><br />The Heavens will not tolerate this! The blue ocean waters will not wash away the hatred. These murders are even more savage than Hitler…. <br /><br />During the 15 days from 13 March to 28 March 68, Local Force and Quang Ngai guerrillas fought many battles, killing 298 enemy soldiers, including 20 Americans, and captured much equipment.<br /><br />The massacre…has increased our hatred. We must attack continuously, rising up to make the enemy pay their debts!<br /><br />National Liberation Front Committee of Quang Ngai Province</p>
Dublin Core
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Type
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Pamphlet
Title
A name given to the resource
The National Liberation Front Comments on the My Lai Massacre
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
The National Liberation Front Committee of Quang Ngai province began disseminating this shortly after the My Lai massacre. While the notice exaggerates some aspects of the massacre, the document suggests the potential of incidents like My Lai to be used by pro-Communist forces as propaganda.
Creator
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National Liberation Front Committee of Quang Ngai Province
Source
A related resource from which the described resource is derived
[William Peers], Report of the Department of the Army Review, of the Preliminary Investigations in to the My Lai Incident, vol. 4, exhibits M-2, M-3, ([Washington, D.C.]: The Department, 1970), 9-11; from James S. Olson and Randy Roberts, <em>My Lai: A Brief History with Documents</em>, (Boston: Bedford, 1998),136-8.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1968
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
My Lai
Vietnam War
-
Pamphlet/Petition
Text
Any textual data included in the document.
<p>"All men are created equal. They are endowed by their Creator with certain inalienable rights; among these are Life, Liberty, and the pursuit of Happiness."</p>
<p>This immortal statement was made in the Declaration of Independence of the United States of America in <em>1776.</em> In a broader sense, this means: All the peoples on the earth are equal from birth, all the peoples have a right to live, to be happy and free.</p>
<p>The Declaration of the French Revolution made in <em>1791</em> on the Rights of Man and the Citizen also states: "All men are born free and with equal rights, and must always remain free and have equal rights"....</p>
<p>Nevertheless, for more than eighty years, the French imperialists, abusing the standard of Liberty, Equality, and Fraternity, have violated our Fatherland and oppressed our fellow citizens. They have acted contrary to the ideals of humanity and justice.</p>
<p>In the field of politics, they have deprived our people of every democratic liberty.</p>
<p>They have enforced inhuman laws; they have set up three distinct political regimes in the North, the Center, and the South of Vietnam in order to wreck our national unity…</p>
<p>They have built more prisons than schools.…</p>
<p>In the field of economics, they have fleeced us to the backbone, impoverished our people, and devastated our land….</p>
<p>[During World War II] our people were subjected to the double yoke of the French and the Japanese. Their sufferings and miseries increased…more than two million of our fellow citizens died from starvation….</p>
<p>After the Japanese had surrendered to the Allies, our whole people rose to regain our national sovereignty and to found the Democratic Republic of Vietnam.</p>
<p>The truth is that we have wrested our independence from the Japanese and not from the French….</p>
<p>For these reasons, we, members of the Provisional Government, representing the whole Vietnamese people, declare that from now on we break off all relations of a colonial character with France....</p>
<p>The whole Vietnamese people, animated by a common purpose, are determined to fight to the bitter end against any attempt by the French colonialists to reconquer their country.</p>
<p>We are convinced that the Allied nations… have acknowledged the principles of self-determination and equality of nations, will not refuse to acknowledge the independence of Vietnam.</p>
<p>A people who have courageously opposed French domination for more than eight years, a people who have fought side by side with the Allies against the Fascists during these last years, such a people must be free and independent….</p>
<p>The entire Vietnamese people are determined to mobilize all their physical and mental strength, to sacrifice their lives and property in order to safeguard their independence and liberty.</p>
Dublin Core
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Type
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Pamphlet
Title
A name given to the resource
<em>Declaration of Independence of the Democratic Republic of VietNam</em>
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Ho Chi Minh, the revolutionary name of Nguyen That Thanh (1890-1969), was the leader of the Vietnamese independence movement against the French, and later the United States. He was educated in France, where he became a communist. He returned home to fight Japanese occupation during World War II and to lead resistance to the French afterward. He denounced western imperialism as contrary to democratic principles and explicitly allied himself with the promise of both the American and French Revolutions.
Creator
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Ho Chi Minh
Source
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Ho Chi Minh, <em>On Revolution: Selected Writings, 1920-66</em>, ed. Bernard B. Fall (New York: Frederick A. Praeger, 1967), 14345; from Center for History and New Media and ASHP, "Ho Chi Minh, Declaration of Independence of the Democratic Republic of VietNam," <em>Liberty, Equality, Fraternity: Exploring the French Revolution</em>, http://chnm.gmu.edu/revolution/d/583/
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1945
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Vietnam War
-
https://shec.ashp.cuny.edu/files/original/vietnamese_detroit_700703f2e2.png
a46cd68eb019c3dc3e7dc7d9918afee1
Omeka Image File
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Bit Depth
8
Height
565
Width
750
Photograph
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Photograph
Title
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A Group of "Boat People" Arrive by Plane
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This photograph from the <em>Detroit News</em>, December 16, 1978, shows a Vietnamese family arriving in the United States. In the aftermath of the Vietnam War, thousands of refugees fled Vietnam, Cambodia, and Laos in search of new lives in the United States. Although often stigmatized as "boat people," the family here clearly arrived by plane; their well-dressed appearance suggests they may have been better off than some of their more desperate compatriots. The look on the face of the little girl in front captures the optimism and hope for a better life in a new country.
Creator
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Detroit News
Source
A related resource from which the described resource is derived
"Vietnamese Boat People Arriving at Metro Airport," black and white photograph, (Detroit: <em>The Detroit News</em>, 16 December 1978), from the Walter P. Reuther Library, Wayne State University, <em>Virtual Motor City</em>, http://dlxs.lib.wayne.edu/cgi/i/image/image-idx?id=S-VMC-X-7214-UND-1%5D7214_1.
Rights
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Used by permission of the Walter P. Reuther Library, Wayne State University.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1978
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Contemporary US (1976 to the present)
Subject
The topic of the resource
Immigration and Migration
Vietnam War
-
https://shec.ashp.cuny.edu/files/original/soldiers_6ad87ff6e9.png
61215d32e1666ee2be6684ee6f6786d6
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Height
881
Width
882
Photograph
Original Caption
OPERATION "YELLOWSTONE" VIETNAM: Following a hard day, a few members of Company "A," 3rd Battalion, 22nd Infantry (Mechanized), 25th Infantry Division, gather around a guitar player and sign a few songs., 1/18/1968
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
The nature or genre of the resource
Photograph
Title
A name given to the resource
Soldiers in Vietnam Gather Around a Guitar
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
Members of Company A of the 14th U.S. Infantry Division gather around a guitar after a hard day during "Operation Yellowstone," which lasted from December 1967 to March 1968. Many soldiers in Vietnam would customize their helmets by writing slogans on the cloth covers; the guitar-playing soldier here has dubbed himself the "Oklahoma Kid."
Creator
An entity primarily responsible for making the resource
Department of Defense
Source
A related resource from which the described resource is derived
Department of Defense, "Operation 'Yellowstone' Vietnam," 18 January 1968, photograph, National Archives and Records Administration, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=530617.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1968
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Vietnam War
-
https://shec.ashp.cuny.edu/files/original/flowerprotest_1797ce3383.png
e4322103e9793f3abbe76e8be387cc26
Omeka Image File
The metadata element set that was included in the `files_images` table in previous versions of Omeka. These elements are common to all image files.
Bit Depth
8
Height
394
Width
600
Photograph
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Type
The nature or genre of the resource
Photograph
Title
A name given to the resource
Vietnam War Protestors Confront M.P.s with Flowers
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
A Vietnam-era photograph shows a standoff between antiwar protesters and military police. The demonstration, which took place on October 21, 1967, included a march to the Pentagon, where "Yippies" Abbie Hoffman and Jerry Rubin led a mock "exorcism" of the building. As many as 100,000 people took part in the protest, which also involved several exchanges similar to the one depicted in the photograph.
Creator
An entity primarily responsible for making the resource
Department of Defense
Source
A related resource from which the described resource is derived
Department of Defense, "Photograph of a Female Demonstrator Offering a Flower to a Military Police Officer, 10/21/1967," 21 October 1967, from the National Archives, http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594360
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1967
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Postwar America (1946-1975)
Subject
The topic of the resource
Social Movements
Social Movements
Vietnam War