GULF OF TONKIN RESOLUTION
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1 GULF OF TONKIN RESOLUTION Performance Standard (14B/14D).G Write an essay that analyzes the Gulf of Tonkin Resolution and the impact of the Vietnam War on American society. After having identified those portions of the Resolution students will analyze the political cartoon by David Levine. Their task will be to interpret how Vietnam became a scar on the Presidency of LBJ accordingly: Knowledge: identify instances of friction between the legislative and executive branch and items in the Gulf of Tonkin Resolution that indicate an abdication of Congress war powers; Reasoning: analyze the connections between the Vietnam War and the political, social, and economic impact on the Great Society Program; and Communication: write an essay that is well-organized, well-focused, and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes. Procedure 1. In order to understand the structures and functions of the political systems of Illinois, the United States, and other nations (14B), and understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations (14D), students should experience sufficient learning opportunities to develop the following: Analyze historical examples of the system of checks and balances according to the respective branches of the federal government, and Interpret political cartoons in terms of captions and images to persuade people to accept political positions on various subjects. 2. Have students review and discuss the assessment task and how the rubric will be used to evaluate their work. 3. This task may be used as a part of a Vietnam War unit or as part of a government unit regarding separation of powers. Students will need to understand the friction between the President and Congress regarding war making powers. Prepared the class by having background on the Vietnam War. Students need to be aware of the military, political and social issues involved in the Vietnam War and how they affected LBJ s Great Society program. Ideally, students will have had experience working with political cartoons in the past. Guide the class in interpreting the cartoon. 4. Have students read the background to the Vietnam War and the Gulf of Tonkin Resolution. 5. Have students analyze the document, identifying sections that indicate the friction between the executive and legislative branches and analyze the cartoon of LBJ. 6. Have students write an analysis of how the Vietnam War became a scar upon LBJ s presidency. Remind students to explain that in the Gulf of Tonkin Resolution Congress abdicated its war making powers to the president and there was a social, economic, and political price on LBJ s Great Society. 7. Evaluate each student s work using the Social Science Rubric as follows and add the scores to determine the performance level: Knowledge: identification of the friction between Congress and the Executive Branch and Congress abdicating its war making power is complete and accurate. Reasoning: the analysis explains the connections between the Vietnam War and the political, social, and economic price on the Great Society Program. Communication: the writing is well-organized, well-focused and well-detailed; the knowledge and reasoning were completely and effectively communicated. Examples of Student Work follow Resources Resources regarding the Vietnam War Social Science Rubric Time Requirement Two fifty minute class periods ASSESSMENT (14B/14D).G
2 A Brief Background To The Vietnam War And The Gulf Of Tonkin Resolution After World War II, Much of Southeast Asia was under French control. In Vietnam, Ho Chi Minh, a communist, led an independence movement. Because he was communist and supported by the Soviet Union, the United States backed the French with supplies and military equipment. The U.S. did not commit any troops to Vietnam at this time. The French fought Ho Chi Minh and his followers from 1946 to In that year, the French lost a decisive battle at Dien Bien Phu, which convinced them to pull out of Vietnam. The 1954 Geneva Peace Accords divided Vietnam at the 17 th parallel, making a communist dominated North and a U.S. supported South. Activities of pro-communist guerrillas, Viet Cong, in South Vietnam led to greater U.S. intervention. By 1964, the United States faced crucial decisions about its role in Vietnam. In spite of increased U.S. assistance to South Vietnam, the military and political situation was deteriorating. Efforts to support a stable civilian government were failing. One coup d etat after another weakened the government and the war effort. The Viet Cong had increased its control in both cities and rural areas by late American troop commitment had increased from 16,000 to 21,000. Although still technically advisors, there had been a total of 245 Americans killed. In December 1963, President Johnson appointed a Vietnam Working Group with the task of devising a strategy for the conduct of the war. Planning by the Working Group led to military plan 34a. This plan called for covert operations against North Vietnam. 34a operations included U-2 reconnaissance flights, harassing air flights over North Vietnamese cities, and more significantly, South Vietnamese commando raids on North Vietnamese railways, bridges, and coastal defenses. Accompanying the commando raids were United States destroyer patrols in the Gulf of Tonkin. The goal was to demonstrate a get tough policy by the U.S. and to disrupt supplies flowing to the Viet Cong from North Vietnam. The exact events that occurred the nights of August 2 nd and 4 th, 1964 have never been completely revealed. According to most accounts, on the night of August 2, the destroyer Maddox was on patrol along the North Vietnamese coast two days after a 34a guerilla attack on North Vietnamese shore installations. The Maddox was attacked by three North Vietnamese PT boats (small craft armed with torpedoes and small arms). Three torpedoes were fired at the Maddox. All three missed. In response, the Maddox made a direct hit on one PT boat while aircraft from the USS Ticonderoga damaged the other two PT boats and drove them toward shore. Two days later, on August 4, several hours after another 34a attack, the Maddox reported several separate radar contacts with unidentified surface vessels. The Maddox s sister ship, Turner Joy, did not detect either ship or torpedo sonar noises. However, both ships reported taking torpedo and small arms fire. For approximately three hours the two ships fired at undetermined targets. Fighter aircraft from the USS Ticonderoga were launched to supply additional firepower. In Washington, D.C., after the first attack on August 2, President Johnson and his advisors were baffled as to why the tiny North Vietnamese Navy would attack the U.S. Navy. The Presidents response was limited. Essentially, U.S. commanders were ordered to defend their vessels and sink any ship that attacked them. Matters were much different after the second attack on August 4. News of the attack was received at about 9:00 a.m. At a noon luncheon, President Johnson met with Secretary of State, Dean Rusk; Secretary of Defense, Robert McNamara; National Security Advisory, McGeorge Bundy; and CIA Director, John McCone to discuss the next move. It was decided Hanoi must be punished for the attacks. Retaliatory air raids against targets in North Vietnam were planned. THIS WAS THE FIRST TIME U.S. PLANES AND PILOTS WERE TO BE USED IN A DIRECT ATTACK UPON NORTH VIETNAM. During the afternoon, as targets in North Vietnam were being selected, phone calls to key congressmen were made informing them to meet at the White House at 6:45 p.m. for an important briefing.
3 Courtesy of the National Archives and Records Administration ASSESSMENT (14B/14D).G
4 Text of Gulf of Tonkin Resolution Joint Resolution To promote the maintenance of international peace and security in southeast Asia. Whereas naval units of the Communist regime in Vietnam, in violation of the principles of the Charter of the United Nations and of international law, have deliberately and repeatedly attacked United States naval vessels lawfully present in international waters, and have thereby created a serious threat to international peace; and Whereas theses attacks are part of a deliberate and systematic campaign of aggression that the Communist regime in North Vietnam has been waging against its neighbors and the nations joined with them in the collective defense of their freedom; and Whereas the United States is assisting the peoples of southeast Asia to protect their freedom and has no territorial, military or political ambitions in that area, but desires only that these peoples should be left in peace to work out their own destinies in their own way: Now, therefore, be it Resolved by the Senate and House of Representatives of the United States of America in Congress assembled. That the Congress approves and supports the determination of the President, as Commander in Chief, to take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression. Sec. 2. The United States regards as vital to its national interest and to world peace the maintenance of international peace and security in southeast Asia. Consonant with the Constitution of the United States and the Charter of the United Nations and in accordance with its obligations under the Southeast Asia Collective Defense Treaty, the United States is, therefore, prepared, as the President determines, to take all necessary steps, including the use of armed force, to assist any member or protocol state of the Southeast Asia Collective Defense Treaty requesting assistance in defense of its freedom. Sec. 3. This resolution shall expire when the President shall determine that the peace and security of the area is reasonably assured by international conditions created by action of the United Nations or otherwise, except that it may be terminated earlier by concurrent resolution of the Congress.
5 Courtesy of the National Archives and Records Administration, LBJ Library and Museum, Austin, Texas. ASSESSMENT (14B/14D).G
6 Courtesy of the National Archives and Records Administration, LBJ Library and Museum, Austin, Texas.
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