History 3254: The Vietnam War—Syllabus

Dr. Jason A. Higgins
Email: jasonhiggins@vt.edu
Spring 2022
M, W, F: 1:25-2:15 pm

Course Description and Expectations

History 3254 will trace the legacies, record the effects, and make sense of the Vietnam War. In American memory, the Vietnam War has become sanitized, distorted, or erased altogether; Dr. Martin Luther King Jr. had a dream, we all remember, but most schools don’t teach you that it was “broken and eviscerated . . . [by] a society gone mad on war.” In this class, students will disentangle the connections between the expansion of U.S. military power abroad and the restrictions on civil liberties at home. We will explore the roots of U.S. political and military intervention in Vietnam; foreign policy and the Cold War context; experiences of soldiers, veterans, and civilians on all sides of the conflict; class, race, and gender; the relationship between the antiwar movement and Civil Rights Movement; collective memory and American national identity; and the war’s legacies and lasting consequences.

Content warning: Histories of violence can elicit vastly different responses from students and the public today. Despite our differences, at least a few commonalities will bond us in this course: tolerance, collegiality, and professionalism. Ideally, this class will become a community formed by critical thought, historical empathy, and acts of kindness and mutual respect. Approach every section as a conversation, one you enter by reading carefully, engaging thoughtfully, and working collaboratively. Given the controversial nature of most of the topics in this class, disagreements and constructive debate is not only expected but it’s encouraged—however, all students will be tolerant and respectful of peers and the instructor. Finally, be mindful of how conversations in the abstract have real world implications. The consequences of this history have very real impacts on many people who are still alive, some you may know personally. Some of you may be veterans, ROTC, or military members. Others may be the grandchildren of refugees, victims, and survivors. Our lives are inherently shaped by the history of war, sometimes without realizing it.

Required Texts

Christian G. Appy, American Reckoning: The Vietnam War and Our National Identity (New York: Penguin, 2015).

Christian G. Appy, Patriots: The Vietnam War Remembered from All Sides (New York: Viking, 2003).

Tim O’Brien, The Things They Carried (Boston: Houghton Mifflin Harcourt, 1990). Any edition is fine.  E-book available at VT Libraries.

Waging Peace in Vietnam: U.S. Soldiers and Veterans Who Opposed the War, edited by Ron Carver, David Cortright, and Barbara Doherty (New York: New Village Press, 2019). E-book available at VT Libraries and chapters available on Canvas.

Nguyễn Phan Quế Mai, The Mountains Sing (Chapel Hill: Algonquin Books, 2020).

Major Assignments and Grading

Major assignments will include further details, instructions, and grading criteria. All work should be completed on time. Late work will be subject to a possible penalty. In cases of emergency or unavoidable situations, please contact me—the sooner the better. Reasonable extensions, accommodations, or revisions may be considered upon the student’s request. *During health emergencies or other pandemic-related crises, students will be forgiven of penalties, but please email me as soon as it’s convenient. Be sure to check Canvas for further details. All major assignments will be uploaded to Canvas and will be run through Turnitin. Excessive late assignments may result in an automatic deduction of grade.

Note: Minor assignments and readings are subject to change. In such case, the instructor will give a timely notice of changes.

The Semester at a Glance

Major Assignments	Total points	Due Date
Discussion (journals, reading quizzes, and group work)	150
Essay 1	100	Feb. 18
Mid Term Exam	150	Mar 4
Essay 2	150	Apr. 15
Final Project (oral history or un-essay)	200	May 6

Note: Be sure to read all the comments and feedback provided. Please respect a 48-hour moratorium before contacting me regarding a graded assignment. Although I will not discuss individual grades via email or in class during lecture, I will meet with you during office hours or a scheduled appointment via Zoom.

This course is a 3000-level history course. As such, you should plan to spend approximately 8 hours outside of class each week engaged with course materials. This may consist of reading texts, writing assignments, working on group projects, listening to podcasts, or watching assigned films. (See the Course Schedule below for details).

Requirements

To earn a passing grade for the class:

1. Complete all major assignments.
2. Attend and actively participate in class.
3. Read all assignments before class, and be prepared to discuss readings.

Students with Disabilities

If you have a documented disability, inform the instructor as soon as possible to arrange for accommodations, as needed. Maintain communication both with VT Services for Students with Disabilities Services and with the instructor to help ensure academic success in the classroom. For more information on students’ rights and responsibilities, see the following: https://ssd.vt.edu/

Attendance

While some of the work in this course will be completed on your own time (asynchronously), I encourage students to participate in the synchronous components as much as possible. Students are expected to be available during the scheduled course hours and must actively contribute during group activities. Some of these class hours will be spent watching documentaries, collaborating, and/or completing assignments.

Your participation grade requires your attendance and active involvement. Excessive absences will result in a reduction of grades. Absences may be automatically excused if mandatory, verified, and documented (e.g. athletes, military service, and activities required for classes or scholarships.) Other extenuating circumstances involving health-related or other personal issues will be considered on an individual basis.

On a personal note, as a parent of two young children, I understand that emergencies arise, especially during a time of uncertainty, such as during a pandemic. Communicating with me is key. As soon as possible, please let me know if any situations arise that may affect your participation.

Contacting the Instructor

My contact information is on the first page of the syllabus: jasonhiggins@vt.edu. Feel free to email and schedule an appointment if my regular “office hours” conflict with your schedule. I prefer to meet via Zoom for office hours or requested individual meetings. Please allow me 24 hours to respond during the weekdays. I typically don’t answer email in the evenings or during weekends, so plan accordingly. If an emergency situation arises, indicate that in the subject line. Emails should include appropriate content and a professional tone, as well as a subject line, greeting, clear message, and closing.

Expectations of Work and Behavior

Attend class meetings. Be prepared to participate in discussions, to take notes, to ask questions, and to share ideas. Please listen attentively while others are speaking and respond courteously. In order to maintain an environment in which all students feel safe and comfortable expressing their opinions, rude or derogatory comments will not be tolerated. Discussion and debate are encouraged, so long as the participants understand that differing viewpoints are not necessarily wrong viewpoints. Discussions and critical commentary should be supported with evidence from the readings, texts, or other credible sources. If any students become disruptive to the learning environment, they may be asked to leave groups or class.

Language and Terminology

The main goals of this course are to teach you how to think critically about history and historical memory, to analyze primary sources, and to interpret the past. As such, you will be reading documents created during the era we are studying. Some of these documents use antiquated terms such as “negro,” “colored,” or worse, including dehumanizing language of Vietnamese people. With the exception of directly quoting a document in your written work, offensive terms should not be used in common discourse. Keep in mind the power of language and be mindful of how it can affect others.

Helpful Tips for Your Success

• Plan the details of your calendar carefully and schedule major projects accordingly. Readings must be completed before discussions.
• Journals can be an effective way for students to form their thoughts on a topic before the class; (pro-tip: during class, written journals can be an efficient way to engage in class activities, group work, and get early feedback on major assignments).
• This class, at times, will be a collaborative in nature, but do not rely on the rest of the group to do the work.
• Be sure to check your email and Canvas regularly. This is the easiest way for me to contact students.
• Make use of the many incredible resources available to you as a student at Virginia Tech, including the Library and the Writing Center.
• Ask questions and communicate clearly.
• Be professional and make good impressions on instructors and peers. Students rely on letters of recommendation for scholarships, internships, and grad school and job applications. I am always willing to support deserving students.
• Be teachable and open to new ideas, especially when historical evidence contradicts your previous understanding of the past and the present. Much of the Vietnam War is misremembered or forgotten altogether.

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The Oral History Project option for the final project entails conducting oral history interviews with Vietnam veterans. The project was designed to support the Library of Congress Veterans History Project. The assignment prompt, available here also provides links and resources for learning and conducting oral history interviews.

The Un-Essay Assignment provides an alternate option for students’ final research project–one that encourages creativity and experimentation in multimedia. The assignment prompt, available here, also defines the un-essay, offers examples from other courses, and provides evaluation criteria.

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Featured image: Dr. Benjamin Spock (2nd-L), Martin Luther King, Jr. (C), Father Frederick Reed and Cleveland Robinson lead a huge pacifist rally protesting U.S. involvement in the Vietnam war, Mar. 16, 1967 in New York. AFP/AFP/Getty Images