Getting Started
[ Developing values | Overview | Author profile | Useful websites | Focus questions]
Developing values
- Each of us is part of a country that has a past, present and future.
- Our present is built on the events of the past.
- Our lives are influenced by the times and places we live in.
- Our personal experiences can become central to our sense of identity.
- Human behaviour changes in times of danger and stress.
- Each of us has the right to our own opinion and to be able to express it.
- Freedom of speech is one of the foundations of democracy.
- Change can be slow and is often based on compromise.
- Recall of events is dependent on our place within them and connection to them.
- Not everything we read or view is the complete truth and we need to evaluate sources for accuracy, bias, currency and completeness.
Overview
Forty years ago, for the first time in history, ordinary families were directly confronted with the horrors of war even though they might not have had any relatives involved. As the new technology of television became common in family homes, the events of the Vietnam War could be seen daily as part of the evening news bulletin - suddenly the war was in everyone's lounge room.
In previous conflicts in which Australians were involved, the news came through newspaper articles, photographs and movie newsreels and it was often weeks old. Because of Australia's isolation, people viewed these news items in a detached way and, by and large, went about their daily lives, perhaps inconvenienced but not confronted.
Many of those who returned from the war, did not talk about what they had seen and done - to do so would recall horrors best forgotten.
But now, with the flick of a switch, they could see the conflict and carnage, the destruction and death and the war became real again. In this context, war was no longer perceived as an exciting adventure where young men could prove their manhood, and throughout the USA, Australia and New Zealand there was a huge groundswell of protest that divided families, communities and nations.
In Red Haze, author Leon Davidson examines the causes and the combatants of the war and the key events of 1959-1975 which tore nations apart, both on the battlefield and at home.
Author profile
Leon Davidson was born and raised in Christchurch, New Zealand.
He moved to Australia for six years, living and working in Melbourne before returning to his native country. Leon has worked as a dishwasher, a house painter, in a call centre, and in a chicken factory.
Red Haze is Leon Davidson's second book. His first, Scarecrow Army, was published in 2006.
Although Leon has always had an interest in war, it was not until he was exposed to Australia's interest in Gallipoli that he started to investigate New Zealand's part in that conflict. His childhood dreams of becoming a soldier have now changed and he is actively opposed to armed conflict.
Useful websites
Researching Australian Military Service: Vietnam War
http://www.awm.gov.au/research/infosheets/vietnam.asp
Vietnam War 1962-1973
http://www.army.gov.au/ahu/history/vietnam_war.htm
Vietnam 30 Years On
http://www.awm.gov.au/events/talks/oration2005.asp
Roll of Honour
http://www.awm.gov.au/roh/
Australian War Memorial Kids HQ
http://www.awm.gov.au/kidshq/exit.htm
Department of Veterans' Affairs
http://www.dva.gov.au
ANZAC Day Commemorative Committee of Queensland
http://www.warandidentity.com.au
Australians at War
http://www.australiansatwar.gov.au
Digger History
http://www.diggerhistory.info
Vietnam Veterans' Association of Australia
http://www.vvaa.org.au
Vietnam War Songs
http://www.brownielocks.com/sixtieswarsongs.html
Focus questions
Before reading the book
- What is the meaning and significance of the title?
- The subtitle is 'Australians and New Zealanders in Vietnam'. Why were they there?
- How does the picture on the cover indicate what the book might be about?
- Who was involved in the war?
- Where is Vietnam?
- How was Vietnam politically different forty years ago?
- What is the significance of the 17th Parallel?
- Why do we go to war?
- Should the decision be left entirely to the government of the day, regardless of public opinion?
- Why might the USA have become involved in a conflict so far from their shores?
- Why did New Zealand and Australia get involved in a conflict in a country that most people had, in those times, never even heard of?
- Who should be sent to fight in wars?
- What responsibilities do we have towards those who fight for our country?
During and after reading the book
- What were the key issues which faced the ANZAC troops in Vietnam?
- What did Harold Holt mean when he said, 'All the way with LBJ'?
- What were the key issues that spawned the peace movement of the 60s and early 70s?
- What is the meaning of this statement in the blurb?:
To find the Vietcong, a country was torn apart. In questioning why they were there, Australia and New Zealand almost tore themselves apart.
- How were the Vietnam veterans treated when they returned to Australia?
- Was this fair? Why?
- How do governments influence our attitudes?
- How do people influence government attitudes?
- How has war, and the Vietnam War particularly, shaped our national identity?
Activities
[ Developing Values | Responding to the Text ]
Developing Values
Freedom and friendships
The Australian Vietnam Forces National Memorial has this inscription:
The decision to send an Australian infantry battalion to Vietnam is a grave one: these are inescapable obligations which fall on us because of our position, treaties and friendship. There was no alternative but to respond as we have.
- What were those treaties and friendships that existed?
- Have they been maintained, altered or revoked since the Vietnam War?
Class
Research and review the current alliances, treaties, and agreements to which Australia is currently a signatory.
- What is the purpose of each?
- What is Australia's obligation under each?
- How do they impact on our way of life?
Individuals
Conduct a survey to investigate the circumstances under which today's Australians would consider that becoming involved in war was acceptable.
Have each student complete the survey sheet, then collate, graph, compare and discuss the results.
- Are there any areas of general agreement?
- Do particular age groups have particular views? Why might this be?
Discipline and Trust
Class
One of the arguments for compulsory National Service has always been that it teaches self-discipline, teamwork and trust which is lacking in 'today's youth'. Discuss:
- Is this a valid observation? Why?
- What are the values and behaviours that underpin self-discipline?
- Why would these be critical in a military situation?
- How can you, as an individual and as a group, demonstrate these?
Devise a short activity, such as those seen on television programs such as 'Survivor', that depends on discipline, teamwork and trust for its success. Organise opportunities for other teams to try it out.
Freedom of speech
One of the foundations of democracy is the right to have an opinion and to express it, even if it is different from the accepted or popular belief of the time or place. This tenet was tested time and again during the protests against the Vietnam War.
Often people maintain the status quo without questioning it because it is the tradition. Change occurs because someone suggests a radical alternative, and once the debate has begun, the two sides move towards the middle until an acceptable compromise is reached.
Class
Consider an issue in your school that concerns you and your peers, such as the purpose and productivity of homework. Identify the key points and how these might be addressed, including some opinions that might seem extreme.
Research your arguments so you can argue your case from an informed position, and ensure you have a fall-back position that you would be prepared to accept as a compromise whilst working towards your long-term goals.
How might you make these opinions heard by those who make the decisions in a way that will encourage them to listen and initiate change?
Class
In order to be filmed and for the film to be screened, war protesters found that they needed to be provocative if they were to get their message across via television. Discuss whether it is acceptable to use anti-social behaviour to attract attention to your message?
Beliefs and bias
In the introduction the author writes:
One thing that became clear during my research was there were at least two different versions of the war, and if you made a pile of books for each version, there'd be few books that didn't belong on either of those piles. This sometimes made it very hard to decide what the truth was.
Class
Discuss these questions:
- Why would there be discrepancies in the descriptions of events?
- How might the beliefs of a writer influence their perception of an event?
- How can you determine whether an account is biased?
Individuals
Read the account of the Battle of Long Tan in Chapter One (pp 4-14) and rewrite it from one of the following perspectives:
- a soldier of D Company 6RAR
- a Vietcong sniper
- an Australian journalist
- an anti-war protester
How did the character you adopted influence the style and content of your writing?
Find some examples of texts where bias might obscure the truth - political advertisements are often excellent examples - and identify the writer's perspective. Then find texts on the same topic that offer a different perspective.
Class
Discuss the statement: There is no truth, only perception.
Responding to the Text
Vietnam - A nation of conflict
Class
Read Chapter Two, 'The Long Path to War' (pp 17-29) and use the timeline on pages 141-144 to gain an understanding of Vietnam's turbulent past.
Discuss the question: Was war inevitable?
A reason for war?
Not long after the Second World War, the world became divided between countries who followed the communist system of beliefs ... and those that opposed it. ... Communism was seen be the 'West' ... as being undemocratic ... The clash of beliefs even brought America and the communist Soviet Union to the brink of nuclear war. (p1)
Class
The common belief of the time was that if the 'yellow peril' was not stopped in Vietnam then it would sweep south, and countries such as Australia and New Zealand would be invaded and brought under communist rule.
- What are the main tenets of democracy?
- What are the main tenets of communism?
- What was the appeal of communism for many Vietnamese people?
Class
Use the Venn Diagram to compare and then contrast the two systems.
- What are the strengths and weaknesses of each system?
- Are there any similarities?
- What are the key aspects of each that appeal to the masses?
- What are the critical differences that made communism appear to be such a threat?
- Was the difference in beliefs so critical that millions of lives should have been lost or permanently affected?
- Why were most western countries not involved in the Vietnam War?
Class
Discuss the question: Given that the Allies did not win the war, and the threat of the 'yellow peril' did not eventuate, was the reason for the war justified?
Just a great adventure
Individuals
The first Australians and New Zealanders who ventured to Vietnam in May 1965 were volunteers who believed - like their fathers and grandfathers - that war was a dangerous and exciting adventure, and was part of the rites of passage to manhood.
Put yourself in the place of one of those original volunteers and write a letter home to your parents. Use the information on pp 31-34 to describe your departure, the journey, the arrival and your impressions of the land and its people.
Now, write another letter to a close friend with whom you can share your deepest secrets.
- What were your feelings about leaving for a war zone?
- Might you have had second thoughts on the voyage?
- How did being stationed at Bien Hoa change your opinions?
- What things might you be missing about your life in Australia?
- How would this letter be different from the one you wrote to your parents?
- How does the intended audience significantly alter the style and content of a piece of writing?
'The death lottery'
In 1965, conscription, or National Service, was reintroduced to Australia and all 20-year-old males were required to register. In what became known as 'the death lottery', those whose birthdays matched numbers drawn from a lottery machine spent two years in compulsory military service and could be sent to fight anywhere in the world. The penalty for failing to fulfill their obligations was immediate call-up or prison. This was despite the fact that these young men were not old enough to vote or to drink alcohol.
Class
On a world map mark in those places that Australian troops have been sent since Federation, and with another colour, mark in those places where they are currently serving.
Class
Investigate the current public perception of conscription by interviewing groups of people including:
- students of your own age
- students in Years 11 or 12
- people of your parents' generation
- people about the same age as your grandparents
- some war veterans
Graph the results for each group and then the whole sample. What can you learn from the graph?
Individuals
Imagine you are a federal Member of Parliament about to debate the issue of re-introducing conscription to ensure that Australia has enough troops to meet its international obligations.
- Which side will you take?
- Which arguments will you use to support your stance?
- Having listened to all sides, if you were the Prime Minister and had to make the final decision, what would that be?
Protests, people and peace
Use the book to list some of the reasons that people opposed the war and the ways they protested against both it, and the governments' decisions to remain involved. Find samples of some of the newspaper editorials and articles, advertisements, placards and posters, cartoons and so forth of the time, analyse their messages, and determine the perspective of the author.
Class
Discuss these questions:
- Which were the most compelling arguments against the war?
- Why were people much more active against this war than previous wars?
- Which were the most effective methods of protest? Why?
- Did it matter that many of the anti-war activities were against the law?
- How else might the protestors have got their message across strongly enough to have the government change its position?
- What was the cumulative effect of the protests?
- Was one side right and the other wrong?
- If you had been a young person during the time of the Vietnam War, would you have been on the side of the protesters or the government? Why?
Class
Discuss this statement: Even though we now have access to more sophisticated technologies than transistors and television, why do we not see a similar level of protest against Australia's current overseas deployments?
Songs of protest
There were many reasons that spurred ordinary citizens to join the wave of protests for peace that swept around the world, but the medium of the moment was music because of the invention and portability of the transistor radio. The generation most affected by the war was already united by groups like the Beatles and the Rolling Stones and, from this, the protest song era emerged. Singers such as Bob Dylan and Joan Baez carried the peace message far further than the patriotic tunes of World War II and many became number one hits, selling millions of copies.
Some of the significant tunes which helped sway public opinion included:
'The Times They Are A-changing'
'I'm Fixin' to Die Rag'
'One Tin Soldier'
'Universal Soldier'
'Blowing in the Wind'
'This Land Is Your Land'
'He Ain't Heavy, He's My Brother'
'Eve of Destruction'
'Turn, Turn, Turn'
'Where Have All the Flowers Gone?'
'Imagine'
'Give Peace a Chance'
Individuals
Use the Internet to search for the lyrics of these songs, and if possible, locate recordings so you can listen to them. Select one that you like and analyse its message.
- What was the composer trying to say?
- How is that message conveyed?
- How have allegories, similes and metaphors been used?
- Design a CD cover that portrays the message.
