vietnam cold war essay grade 12

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HISTORY T1 W3 Gr. 12: THE EXTENSION OF THE COLD WAR: CASE STUDY: VIETNAM

ESSAY: THE EXTENSION OF THE COLD WAR: CASE STUDY: VIETNAM

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Extension of the Cold War Case Study Vietnam Essay – Grade 12 History

Extension of the Cold War Case Study Vietnam Essay – Grade 12 History Answer Guide based on the memo.

All the military might of the United States of America’s army could not defeat a small nation of Vietnamese peasants.

Critically discuss this statement in the context of the military strategies that both the United States of America and the Vietcong used in Vietnam between 1963 and 1973.

Answer Guide:

Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.

Candidates must critically discuss why the USA was unable to defeat a small nation of Vietnamese peasants during the Vietnam War between 1963 and 1973.

An outline of the tactics and strategies employed by the USA’s army and the Vietmihn/Vietcong (National Liberation Front) during the war should be highlighted.

MAIN ASPECTS

Candidates may include the following aspects in their response:

Introduction: Candidates should critically discuss the statement and develop a relevant line of argument.

ELABORATION

USA strategies:

Reasons for the USA’s deployment of troops to Vietnam
Villagisation/strategic hamlet programme (USA and South Vietnam government created new villages and attempted to separate villagers (farmers) from guerrillas) of which it was a failure
Gulf of Tonkin resolution (1964) gave President Johnson wide military powers resulting in the escalation of warfare in Vietnam
The USA’s mass aerial bombing – “Operation Rolling Thunder”
Operation Ranch Hand (used chemicals to destroy forests (Agent Orange) and crops (Agent Blue)
US sent young and inexperienced soldiers to Vietnam
US used search and destroy missions (My Lai massacre) to destroy villages supported by Viet Cong (this resulted in a number of civilian deaths)
The role of the media, students and disarmament movements in bringing pressure on the US government to withdraw from Vietnam
President Nixon’s Vietnamisation policy/including WHAM (Winning the hearts and minds of the Vietnamese) was an attempt by the USA to withdraw from war and save face
The USA withdraw all troops by 1973 and North Vietnam took control of Saigon in 1975
Any other relevant response

Vietcong strategies:

North Vietnam received military support from the USSR and China so the Vietminh and Vietcong had access to some modern weapons
Guerrilla warfare was effectively used by the Vietcong, supported by Vietminh from the north and used tactics such as booby traps, underground tunnels, hit and run and sabotage
Tet offensive (1968) was launched by Vietminh and Vietcong against urban centres and USA bases throughout Vietnam
The local Vietnamese population supported the Vietcong to liberate their country
Ho Chi Minh Trail used by Vietminh (North) to support Vietcong in the south
The Vietcong increased its support base because of the tactics used against the USA soldiers
Vietnamese were united in the defence of their country
Conclusion: Candidates should tie-up their arguments with relevant conclusions.

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Extension of the Cold War Case Study Vietnam Essay – Grade 12 History

Extension of the Cold War Case Study Vietnam Essay – Grade 12 History Answer Guide based on the memo.

All the military might of the United States of America’s army could not defeat a small nation of Vietnamese peasants.

Table of Contents

Critically discuss this statement in the context of the military strategies that both the United States of America and the Vietcong used in Vietnam between 1963 and 1973.

Answer Guide:

Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.

Candidates must critically discuss why the USA was unable to defeat a small nation of Vietnamese peasants during the Vietnam War between 1963 and 1973.

An outline of the tactics and strategies employed by the USA’s army and the Vietmihn/Vietcong (National Liberation Front) during the war should be highlighted.

MAIN ASPECTS

Candidates may include the following aspects in their response:

Introduction: Candidates should critically discuss the statement and develop a relevant line of argument.

ELABORATION

USA strategies:

Reasons for the USA’s deployment of troops to Vietnam
Villagisation/strategic hamlet programme (USA and South Vietnam government created new villages and attempted to separate villagers (farmers) from guerrillas) of which it was a failure
Gulf of Tonkin resolution (1964) gave President Johnson wide military powers resulting in the escalation of warfare in Vietnam
The USA’s mass aerial bombing – “Operation Rolling Thunder”
Operation Ranch Hand (used chemicals to destroy forests (Agent Orange) and crops (Agent Blue)
US sent young and inexperienced soldiers to Vietnam
US used search and destroy missions (My Lai massacre) to destroy villages supported by Viet Cong (this resulted in a number of civilian deaths)
The role of the media, students and disarmament movements in bringing pressure on the US government to withdraw from Vietnam
President Nixon’s Vietnamisation policy/including WHAM (Winning the hearts and minds of the Vietnamese) was an attempt by the USA to withdraw from war and save face
The USA withdraw all troops by 1973 and North Vietnam took control of Saigon in 1975
Any other relevant response

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Vietcong strategies:

North Vietnam received military support from the USSR and China so the Vietminh and Vietcong had access to some modern weapons
Guerrilla warfare was effectively used by the Vietcong, supported by Vietminh from the north and used tactics such as booby traps, underground tunnels, hit and run and sabotage
Tet offensive (1968) was launched by Vietminh and Vietcong against urban centres and USA bases throughout Vietnam
The local Vietnamese population supported the Vietcong to liberate their country
Ho Chi Minh Trail used by Vietminh (North) to support Vietcong in the south
The Vietcong increased its support base because of the tactics used against the USA soldiers
Vietnamese were united in the defence of their country
Conclusion: Candidates should tie-up their arguments with relevant conclusions.

Questions and Answers

My Courses has a large Questions and Answers repository for the most popular High School and Tertiary Schools subjects. This comes in handy when doing your revision or preparing for exams, tests, research tasks, and assignments.

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HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

HISTORY PAPER ONE (P1) GRADE 12 NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

1. SOURCE-BASED QUESTIONS

1.1 The following cognitive levels were used to develop source-based questions:

1.2 The information below indicates how source-based questions are assessed:

In the marking of source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.
In the allocation of marks emphasis should be placed on how the requirements of the question have been addressed.
In the marking guideline the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics.

1.3 Assessment procedures for source-based questions

Use a tick (✔) for each correct answer
Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is given two marks each (✔✔ ✔✔); (1 x 2) which translates to one reason and is given two marks (✔✔)
If a question carries 4 marks then indicate by placing 4 ticks (✔✔✔✔)

Paragraph question Paragraphs are to be assessed globally (holistically). Both the content and structure of the paragraph must be taken into account when awarding a mark. The following steps must be used when assessing a response to a paragraph question:

Read the paragraph and place a bullet ( . ) at each point within the text where the candidate has used relevant evidence to address the question.
Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph.

Used mostly relevant evidence to write a basic paragraph

Count all the ticks for the source-based question and then write the mark on the right hand bottom margin e.g. 32 / 50 Ensure that the total mark is transferred accurately to the front/back cover of the answer script.

2. ESSAY QUESTIONS 2.1 The essay questions require candidates to:

Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion.

2.2 Marking of extended writing

Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre.
Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.
When assessing open-ended source-based questions, learners should be credited for any other relevant answers.

2.3 Global assessment of the essay The essay will be assessed holistically (globally). This approach requires the teacher to score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual opinion by using selected factual evidence to support an argument. The learner will not be required to simply regurgitate 'facts' in order to achieve a high mark. This approach discourages learners from preparing ‘model’ answers and reproducing them without taking into account the specific requirements of the question. Holistic marking of the essay credits learners’ opinions supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following:

The construction of argument
The appropriate selection of factual evidence to support such argument
The learner’s interpretation of the question.

2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum), each of the main points/aspects that is properly contextualised (also indicated by bullets in the marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in the marking guideline/memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks. 2.4.3 The following additional symbols can also be used:

Introduction, main aspects and conclusion not properly contextualised ^
Wrong statement _________________
Irrelevant statement | | |
Repetition R
Analysis A√
Interpretation 1√

2. The matrix

2.5.1 Use of the matrix in the marking of essays. In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded.

(a) The first reading of essays will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix).

(b) The second reading of essays will relate to the level (on the matrix) of presentation .

MARKING MATRIX FOR ESSAY: TOTAL: 50

* Guidelines for allocating a mark for Level 1:

Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6 ∙ Question inadequately addressed and vague; little attempt to structure the essay = 7–13

QUESTION 1: THE COLD WAR – THE ORIGINS OF THE COLD WAR HOW DID THE BERLIN CRISIS INTENSIFY THE COLD WAR TENSIONS BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION IN THE 1960s? 1.1

1.1.1 [Definition of a historical concept from Source 1A – L1]

Economic system in which the means of production are controlled by private owners for private profit.
State plays a very limited role in the economy.
Any other relevant answer. (1 x 2) (2)

1.1.2 [ Extraction of evidence from Source 1A – L1]

To drive the USA, Britain and France out of West Berlin. (1 x 2) (2)

1.1.3 [Using evidence from Source 1A – L1]

The West responded by implementing the Berlin Airlift.
West Berlin was supplied from the air.
Food, fuel and other supplies were delivered daily to West Berlin. (1 x 2) (2)

1.1.4 [Interpretation of evidence from Source 1A – L2]

The Berlin Airlift was proving to be a runaway success.
The Blockade was not achieving its stated objectives.
Instead of starving West Berlin, it had an abundance of supplies to the envy of East Berlin. ∙ Any other relevant response (2 x 2) (4)

1.1.5 [Interpretation, analysis and evaluation of evidence from Source 1A to formulate an opinion – L2]

Economic development of East Germany would be negatively affected.
Delivery of key services to the people will be adversely affected.
Industrialisation would become a pipe dream. ∙ Any other relevant answer. (2 x 2) (4)

1.2.1 [Extraction of evidence from Source 1B – L1]

Temporary barriers were put up.
Asphalt and cobblestones were ripped up.
concrete slabs and hollow blocks were used.
Traffic was turned away at sector boundaries. (3 x 1) (3)

1.2.2 [ Interpretation and analysis of information from Source 1B – L2]

The world was on the brink of a third world war.
Real and actual war between the two superpowers was imminent.
The destruction of the world was inevitable as the two countries had nuclear capabilities at that stage.
The escalation of conflict was a real threat for the world. Any other relevant answer. (2 x 2) (4)

1.2.3 [Extraction of evidence from Source 1B – L1]

Kennedy and Khrushchev re-affirmed the universal access to Berlin for the four superpowers. (1 x 2) (2)

1.3 [ Comparison and interpretation of evidence from Sources 1A and 1B – L3]

Source 1A refers to the need to solve the refugee problem and Source 1B refers to the actual building of the wall to prevent people from crossing to West Berlin.
When the blockade failed in Source 1A, the building of the wall commences in Source 1B.
Both sources deal with the tension that was between the USSR and the West emanating from the division of Berlin. Any other relevant response. (2 x 2) (4)

1.4.1 [Interpretation of evidence from Source 1C – L2]

The people of West Berlin demand unity for Berlin.
Emphasis on the right of the people to be free to make choices whether to remain in East Berlin or to move over to West Berlin.
The wall is seen as an affront to the human rights of the people of Berlin.
West Berliners express their opposition to the Berlin Wall. Any other relevant response. (3 x 1) (3)

1.4.2 [Interpretation and analysis of evidence from Source 1C – L2]

The authorities in West Berlin did not enforce strict compliance with regard to the wall as opposed to East Berlin.
There was no imminent danger on the youths playing on the wall on the West Berlin side.
There was no risk of people leaving West Berlin to East Berlin but those leaving East Berlin to West Berlin were in danger as can be seen from the barbed wire.
The wall divided ordinary people from families, friends and work. ∙ The human rights of people were violated. Any other relevant answer (2 x 2) (4)

1.5.1 [Extraction of information from Source 1D – L1]

∙To boost the morale of West Germany.
To improve security in West Berlin.
Unity of Europe.
To maintain the confidence of the world in democracy and capitalism. (3 x 1) (3)

1.5.2 [Interpretation, evaluation and analysis of usefulness of evidence from Source 1D – L3] The candidate must indicate whether the source is USEFUL or not and then use relevant historical evidence to support their answer. USEFUL

The Soviet Union was seen as a threat to world peace.
The security of West Germany had to be guaranteed.
The sources commit the Allied powers to deliver on their promises they had made to the people of the world that they will preserve democracy and freedom.
Reference is made to the defence the rights of the people of Berlin.
To confront the communists and defend basic freedoms of the people of Berlin and the world.
The USA was strengthened and mobilised its military. Any other relevant response.

NOT USEFUL

Contains a one-sided view (Kennedy).
The claims against the Soviet Union had not been independently corroborated.
The source promotes capitalism and portrays communism as a bad ideology and this is not countered by those in favour of communism. Any other relevant answer. (2 x 2) (4)

1.6 [Paragraph – interpretation, analysis and synthesis of evidence/information from relevant sources – L3]

The Berlin crisis did indeed worsen the relations between the USA and the USSR.
The Soviet Union was threatened by this US encroachment in Eastern Europe. (Source 1A)
Khrushchev once said West Berlin “stuck like a bone in the Soviet throat.” (Source 1A)
USSR wanted to demonstrate that they were in control in Berlin. ∙ USSR imposed the Berlin blockade (Source 1A)
This was the first serious crisis of the Cold War and the world was on the brink of war. (Source 1A)
The USA viewed the blockade as an act of gross violation of human rights.
The USSR thought that they had scored a strategic victory over the USA. (Source 1A)
The USA implemented an airlift of supplies.
The airlift brought the world to the brink of war (Source 1A)
The blockade was lifted and a wall was built to divide Berlin. (Source 1B)
On 25 October 1961 USA and USSR faced off each other and the world held a collective breath. War was imminent. (Source 1B)
Both countries had nuclear capabilities.
Kennedy and Khrushchev agreed to re-affirm the principle of four-power access to Berlin. (Source 1B)
The USA began to mobilise its forces and the Congress was requested for additional defence build-ups. (Source 1D)
The USA began to amass more weapons in anticipation of a Soviet offensive. (Source 1D)
Again the world was on the brink of a nuclear war.
The delicate balance of power was nevertheless maintained.
Any other relevant response. (8)

Use the following rubric to allocate a mark.

QUESTION 2: INDEPENDENT AFRICA WHAT IMPACT DID THE INVOLVEMENT OF FOREIGN POWERS IN THE ANGOLAN CIVIL WAR HAVE ON POST-INDEPENDENCE ANGOLA? 2.1

2.1.1 [Extraction of evidence from Source 2A – L1]

South Africa
USA (2 x 1) (2)

2.1.2 [Extraction of evidence from Source 2A – L1]

UNITA received monetary assistance from South Africa.
Received aid from the USA.
Smuggled diamonds to support its war effort. (1 x 2) (2)

2.1.3 [Extraction of evidence from Source 2A – L1]

When a government takes control of key sectors of the economy.
Prohibition of private ownership of certain strategic means of production. Any other relevant response. (1 x 2) (2)

2.1.4 [Interpretation of evidence from Source 2A – L2]

Wanted to re-build the Angolan economy faster.
Wanted to harness the available experience in the private sector for the benefit of Angola’s emerging mining sector.
To build a solid base for a strong socialist dispensation.
Any other relevant answer. (2 x 2) (4)

2.1.5 [Interpretation and analysis of evidence from Source 2A – L3] USEFUL

Foreign powers intervened in Angola.
South Africa and USA gave a lot of support to UNITA to enable it to sustain the war.
The involvement of several foreign powers made it necessary for the government to protect the sovereignty of Angola.
The illicit diamond trade was beneficial to UNITA.
The MPLA started a programme of nationalisation of the key sectors in the economy. Any other relevant response. (2 x 2) (4)

2.2.1 [Extraction of evidence from Source 2B – L1]

To prevent a communist government from coming to power in Angola.
Wanted to assert US authority in Africa.
Wanted to use Angola to recover from the humiliation of Vietnam.
To restore that balance of power between the super-powers. (3 x 1) (3)

2.2.2 [Extraction of evidence from Source 2B – L1]

The civil war was prolonged. (1 x 1) (1)

2.2.3 [Interpretation of information from Source 2B – L2]

Om Sowjet invloed in Angola te beperk.
The USA was acting in line with the policy of containment.
The US involvement in the war gave UNITA support to continue to fight thereby frustrating the efforts of the communist backed MPLA.
The USA was humiliated in Vietnam and was therefore looking for an opportunity to save face. Any other relevant response. (2 x 2) (4)

2.3.1 [Extraction of evidence from Source 2C – L1]

To rescue UNITA from defeat.
To capture the town of Cuito. (2 x 1) (2)

2.3.2 [ Extraction of evidence from Source 2C – L1]

“The UNITA soldiers did a lot of dying that day.” (1 x 1) (1)

2.3.3 [Evaluation and comparison of two viewpoints from Source 2C – L2]

Viewpoint 1 refers to the failure of SADF to take over Cuito Cuanavale, whilst Viewpoint 2 states that the intention was never to take over Cuito.
In Viewpoint 1 SADF is said to have used heavy military machinery to attack the town, whereas in Viewpoint 2 SADF makes the point that they did not want to jeopardise the delicate negotiations that have started.
In Viewpoint 1 Cubans claim SADF failed dismally whilst in Viewpoint 2 SADF refers to statistical data to prove the point that they had the upper hand. Any other relevant response. (2 x 2) (4)

2.3.4 [Interpretation and analysis of evidence from Source 2C – L2]

To support their argument that they did not lose.
To debunk the Cuban viewpoint about Cuito.
To influence the public into believing that the SADF withdrew on its own accord. Any other relevant answer. (2 x 2) (4)

2.4.1 [Extraction of evidence from Source 2D – L1]

Namibia (1 x 1) (1)

2.4.2 [Interpretation of evidence from Source 2D – L2]

Kasrils, like many in the ANC, believed that Cuito Cuanavale was a catalyst in the democratic breakthrough in South Africa.
The liberation of Namibia was also facilitated by the SADF withdrawal from Angola after the Battle of Cuito Cuanavale.
The liberation of Southern Africa was completed after Cuito. Any other relevant response. (2 x 2) (4)

2.4.3 [Interpretation of evidence from Source 2D – L2]

The SADF recruited many young men to fight in Angola.
There was a commitment on the part of the SADF to remain engaged in Angola.
The jovial mood of the recruits (visual clues) suggests they thought the war was going to end favourably for South Africa. Any other relevant response. (2 x 2) (4)

2.5 [Paragraph – interpretation, analysis and evaluation of evidence/information from relevant sources – L3]

Foreign involvement in the civil war had a negative impact on Angola.
The involvement of SA, Cuba, USA and the USSR internationalised the Angolan civil war. (Source 2A)
With US and SADF support UNITA became a strong fighting force. (Source 2A)
More than 1,1 million civilians were killed and millions were maimed. (Source 2A)
Angola has the highest number of amputees as a result of the war.
Revenue from oil was committed to the war effort (Source 2A) at the expense of benefitting the ordinary people.
The USA became involved in the war for selfish reasons. She wanted to exorcise the humiliation of Vietnam. (Source 2B)
As a result of US involvement the civil war was prolonged. (Source 2B)
Cuba tilted the scale in favour of Angolan government forces. (Source 2C)
Cuba deployed hi-tech weaponry during the Cuito Cuanavale battle (Source 2C)
SADF had been embarrassed and outclassed (Source 2C)
The military frailties of SADF were exposed by the Cuban regiments.
Cuito Cuanavale was the last straw for SADF. (Source 2C)
Cuito heralded the freedom of the whole of Southern Africa. (Source 2D)
South Africa’s influenced was diminished. Any other relevant response (8)

QUESTION 3: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1970s HOW SUCCESSFUL WAS THE DESEGREGATION OF SCHOOLS IN LITTLE ROCK, ARKANSAS, DURING THE 1950s? 3.1

3.1.1 [Extraction of evidence from Source 3A – L1]

A law abiding citizen.
War veteran.
Fought in the Second World War.
He recognises the supremacy of the Federal law. (Any 3 x 1) (3)

3.1.2 [Extraction of evidence from Source 3A – L1]

To tell the Guard to continue to preserve order.
To tell the Guard to allow African American children to attend Central High School. (2 x 1) (2)

3.1.3 [ Interpretation of evidence from Source 3A – L2]

Faubus had resisted integration of education at Little Rock.
Faubus had mobilised the National Guard to prevent the African American students from entering Central High School.
Eisenhower wanted to achieve a resolution of the impasse through negotiations/dialogue.
Eisenhower wanted to impress upon Faubus the supremacy of the Federal law and the orders of the Supreme Court. Any other relevant response (2 x 2) (4)

3.1.4 [Extraction of evidence from Source 3A – L1]

The state of Arkansas was bound to lose in court.
Faubus, as Governor, would be humiliated.
A trial of strength between the president and governor was not advisable. (1 x 2) (2)

3.1.5 [Interpretation and analysis of evidence from Source 3A – L3] The candidate must indicate whether Eisenhower’s action was JUSTIFIED or not and then use relevant historical evidence to support their answer. JUSTIFIED

Law and order had to be restored in Little Rock.
He defended the rights of the black students.
The government made an unambiguous commitment that it will not tolerate racism.
He was enforcing federal legislation and the decision of the courts in respect of equal education.
Faubus had defied a legitimate and just instruction from the president. Any other relevant response. OR
Faubus claims to be a law abiding citizen.
This could be construed as interference by the federal government.
Faubus was waiting a directive from the courts. Any other relevant response. (2 x 2) (4)

3.2.1 [Interpretation of evidence from Source 3B – L1]

Bringing together people of different racial groups to unite and accept one another.
Opening of education facilities to accommodate all races. Any other relevant answer. (1 x 2) (2)

3.2.2 [Interpretation of evidence from Source 3B – L2]

Faubus did not act in line with the statement he made.

Faubus is trying to find a justification to disregard the court decision regarding integration of schools.
He argues that the decision of the court could only be implemented over time, not instantly.
He believed that integration would result into violence.
He was of the view that the Federal government wanted to force state governments to agree on integration even if this was against their constitutions. Any other relevant answer.

Faubus acted in line with his statement. This answer may be allowed even though this would be moving from a narrow base.

He believed that the interest of the individual states must be protected.
Faubus wanted to exploit the powers that a state has in a federal system.
He argued that he was enjoined to give effect to the constitution of the State of Arkansas. Any other relevant response. (2 x 2) (4)

3.2.3 [Interpretation of and information from Source 3B – L2]

That the state of Arkansas should not be hurried into integration of schools.
He has not opposed to integration per se.
He was performing his duties under the constitution of Arkansas.
He wanted to make clear the point that he had a public mandate and he owed it to the people of Arkansas to protect their interest.
Any other relevant answer. (2 x 2) (4)

3.3 [Comparing, interpreting and evaluating information from Sources 3A and 3B – L3]

In Source 3A Faubus states his commitment to uphold the Federal Constitution, but in Source 3B he argues for the respect of the constitution of Arkansas.
In Source 3A Faubus creates the impression that he would immediately instruct the National Guard to allow the African American students to enter Central High School, whereas in Source 3B he argues that the Federal government must understand that integration cannot be achieved instantly.
In Source 3A he professes loyalty to the Federal government whilst in Source 3B he clearly exhibits split loyalty. Any other relevant response. (2 x 2) (4)

3.4.1 [Interpretation of and information from Source 3C – L2]

Every day they were subjected to rejection by the white students.
They were tortured daily and found no happiness.
The school environment did not affirm their right to learn at Central High. Any other relevant response. (2 x 2) (4)

3.4.2 [ Extraction of evidence from Source 3C – L1]

Pushed (3 x 1) (3)

3.4.3 [Extraction of evidence from Source 3C – L1]

Families endured threatening phone calls.
Some parents lost their jobs.
Black community was harassed by bomb threats, gunshots and bricks thrown through the windows. (2 x 1) (2)

3.5.1 [Interpretation of evidence (visual clues) from Source 3D – L2]

There is evidence of a relaxed atmosphere.
There is a measure of acceptance for Brown as shown by the smiles all around her. Any other relevant response. (1 x 2) (2)

3.5.2 [Interpretation of evidence (visual clues) from Source 3D – L2]

The situation was still tense and volatile.
There was an uneasy peace that prevailed.
Integration was still fraught with challenges. Any other relevant response. (1 x 2) (2)

3.6 [Interpretation, analysis and synthesis of information from relevant sources to evaluate the extent of the success of desegregation of schools – L3]

The integration of schools succeeded to a greater extent albeit with numerous challenges.
This Little Rock Nine incident pitted the state of Arkansas against federal government authority (Sources 3A and 3B)
President Eisenhower met with Governor Faubus to discuss the reaction of Faubus to integration of Central High. (Source 3A)
Eisenhower chose to stand and enforce the rights of all Americans and this point was communicated to Faubus. (Source 3A)
Eisenhower impress upon Faubus the importance of ensuring that the National Guard protect the right of all in Little Rock. (Source 3A)
Faubus attempted to ignore the instructions of the president. (Source 3B)
Faubus wanted to see a gradual move towards integration not a speedy implementation of integration as required by the Federal government. (Source 3B)
Faubus wanted to protect the interests of the conservative and reactionary elements within the state of Arkansas. (Source 3B)
Even though the nine students were eventually enrolled at the school, they endured constant abuse and prejudice, even from school authorities. (Source 3C)
Even the entire black community was impacted negatively by the incident.(Source 3C)
Despite the various challenges, desegregation of the school was achieved. Melba Pattilo Beals eventually became a professor of journalism. (Source 3C)
Source 3D shows glimpses of a positive environment which can count as a success story of integration.
However there was still an element of uneasiness and tension as attested to by the presence of soldiers in the background. (Source 3D) Any other relevant response. (8)

SECTION B: ESSAY QUESTIONS QUESTION 4: EXTENTION OF THE COLD WAR – VIETNAM SYNOPSIS The candidate should take a viewpoint as to whether USA was successful or not in preventing the spread of communism in Vietnam. The candidate must focus on the conflict between Vietnam and USA as an attempt to withstand the USA’s imposition of capitalism and rejection thereof by Vietnam between the 1960s and 1970s. The candidate should refer to the military strategies of both belligerents, the military strength, financial clout of USA against the resolve and determination of the people of Vietnam. MAIN ASPECTS INTRODUCTION

Introduction should focus on the involvement of USA in Vietnam and the rejection thereof by the Vietnamese people. The candidate must in the introduction refer to the strengths of the two countries. Candidates must briefly outline their line of argument, whether the USA was successful or not.

ELABORATION

After the French Vietnamese War, Vietnam was divided, along the 17th Parallel, into North and South Vietnam.
North Vietnam was under a communist regime, while South Vietnam was under a capitalist regime. The USA gave unconditional support to South Vietnam.
South Vietnam was ruled by the corrupt and unpopular Ngo Dinh Diem.
The National Liberation Front was formed and had a guerrilla army, the Vietcong
Ngo Dihn Diem was overthrown – instability in South Vietnam
Vietcong started a protracted campaign to unify Vietnam
China and North Vietnam supported the Vietcong
The USA got involved – to prevent the spreading of communism in South East Asia, the ‘Domino Effect’
Safe villages – Strategic Hamlet Programme
The Vietcong received supplies from communist North Vietnam through the Ho Chi Minh Trail
The USA’s Operation Rolling Thunder
Tet Offensive – “Khrushchev Offensive”
USA’s use of chemical warfare – napalm
WHAM – Winning Heart and Minds of the Vietnamese
My Lai Massacre – war crimes
US public opposition to the war
USA’s heavy losses
US withdrawal
Fall of Saigon
American perspective of the war
Vietnamese perspective of the war

CONCLUSION

Candidates should tie up the argument with a relevant conclusion. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – TANZANIA AND THE CONGO SYNOPSIS Candidates must focus on the successes achieved and challenges faced by both Tanzania and Congo with special reference to the economic development of both countries. A proper contextualisation of the candidate’s response is expected. The candidates must give detailed comparison of the two countries with supporting relevant examples.

MAIN ASPECTS

INTRODUCTION

Introduction should focus on the comparative nature of the essay where the different economic achievements and challenges of the two countries are discussed.

ELABORATION Tanzania: Villagisation/Ujamaa

Nyerere believed in African socialism
TANU adopted the Arusha Declaration in 1967
Adoption of ujamaa as content for Arusha Declaration
Implementation of ujamaa
Compulsory movement to ujamaa villages
Resistance to ujamaa by the peasants
Concept of family hood and communal farming.
Limited economic achievements
Constraints – failures of ujamaa and the economic impact
The impact of IMF and World Bank loans on Tanzania
Reliance on cash-crops and decrease in food security
Nyerere’s admission of the failures of ujamaa

Congo: Zairianisation of economy

Congo gained independence from Belgium in 1960
Replacement of foreigners with inexperienced Congo nationals
Lack of skills led to neglect and decay of key infrastructure
Congo has substantial natural resources – remained a poor country
Mismanagement of the economy under Mobutu
Corruption and theft of state resources
One-product economy not viable
Government unable to service its foreign debts
In the 1970s the inflation rate reached 100%
Poor infrastructure
Development of elite classes
Kleptocracy – government by thieves

QUESTION 6: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1960s – THE BLACK POWER MOVEMENT SYNOPSIS Candidates must discuss the essential philosophy of the Black Power Movement, its tactics as they differ to that of the Civil Rights Movement and the specific roles played by Malcolm X and Stokely Carmichael. MAIN ASPECTS INTRODUCTION

Introduction should focus the philosophy of the Black Power Movement, its tactics and the roles of Malcolm X and Stokely Carmichael. It may also be relevant and acceptable when the candidate juxtaposes Black Power Movement against the Civil Rights Movement.

E LABORATION

Segregation in USA – briefly
Inequalities between black and white Americans
Rejection of non-violence protest by Black Power Movement
African Americans who supported Black Power Movement – believed that use of violence was justified – to gain equality for all races
Rejection of the tactics of the Civil Rights Movement as they pertain to promotion of non-violence
The elevation of the struggle for civil rights to a struggle for human rights
Black Power Movement encouraged African Americans to be proud of their African Heritage
This movement had Malcolm X as its chief proponent.
Malcolm X was a member of the Nation of Islam – and was influenced by the teachings of Elijah Mohammad.
Malcolm X’s political philosophy appealed to the youth
He said the fight for civil rights must be escalated to that for human rights
USA should be reported to the UNO for its human rights violation
Influenced by his pilgrimage to Mecca, Malcolm X adopted a new approach to racial integration
He was suspended from the Nation of Islam
Formed the Organisation of Afro-American Unity in 1964
Less militant – not popular with black nationalists
Assassination of Malcolm X, 21 February 1965
Stokely Carmichael was a former chairman of the SNCC
He believed that blacks should not associate with white radical revolutionaries
Carmichael in the leadership of the Black Panther Party – Ten Point Plan
His views on peace and violence
“Prime Minister” of the Black Panther Party
Impact of the Black Panther Party

The Vietnam War (1955-1975) essay

The Vietnam War is considered to be one of the most important events in the history of the United States. This event influenced the lives of millions of Americans because many citizens of the United States were enrolled in the army. According to statistical data, “Hundreds of thousands of U.S. soldiers were wounded and traumatized, and tens of thousands lost their lives” (Friedrichs 131). The war began in 1955 and ended in 1975. This historical period was the era of the Cold War, which was characterized by a lot of tension between the United States and Soviet Union. The Vietnam War took place in Vietnam, and was extended in Laos and Cambodia.

The Vietnam War is also known as Vietnam Conflict and Second Indochina War. It was a prolonged struggle between nationalists aimed at unifying the territories of South and North Vietnam under a communist government and the United States with the South Vietnamese assistance aimed at preventing the spread of communism (Friedrichs 131). North Vietnam was backed by the People’s Republic of China, while South Vietnam was backed by the United States and defiant communist allies. American involvement in the Vietnam War can be explained as a way to prevent a communist takeover not only of South Vietnam, but also other countries. In other words, the U.S. strategy was aimed at preventing the further spread of communism across the world (Friedrichs 131). The leaders of North Vietnam and the Viet Cong wanted to reunify Vietnam under communist government. As a result, they considered the military conflict as an example of the colonial war, which was fought initially against France, then against the United States as France was backed by the U.S.A. and, finally, against South Vietnam, which was the U.S. puppet state (Bostdorff & Goldzwig 520). According to Morena Groll, “it was the longest military conflict, which on top of everything ended in defeat for the Americans”(2). The United States was engaged in a war that many military and political experts analyzed as unnecessary war because of having no way to win. The U.S. political leaders lost the national support for the war because the U.S. citizens were against the war actions in Vietnam. Since the end of the Vietnam War, this event has become a benchmark for the U.S. leaders signifying what they should not do in all future U.S. foreign conflicts. According to researchers, “wartime disagreements about foreign policy persisted in the postwar period as Americans debated the proper ‘lessons’ of the war”(Hagopian 23).

Thesis statement: Although the Vietnam War caused by the U.S. desire to stop the spread of communism had negative consequences on Americans, including social, economic and political consequences, this event helped to shape Modern World History.

The Vietnam War: background information

The Vietnam War has been widely discussed in the media and academic sources. In order to assess the role of the Vietnam War in shaping the Modern World History, it is necessary to refer to the causes, consequences and solutions to the military conflict. Special attention should be paid to the U.S. President’s policy. According to Denise M. Bostdorff and Steven Goldzwig, “Kennedy’s rhetoric on Vietnam serves as an exemplar of how presidents balance idealistic arguments, which apply principles of genus to public problem-solving, and pragmatic arguments, which emphasize the efficacy or practicality of politics” (515). The idealistic appeals of President Kennedy provided legitimate support to his Vietnam policy, representing him as a “principled leader” (Bostdorff & Goldzwig 515). In other words, the U.S. President’s appeals helped him to avoid criticism of his foreign policy and explain the causes of slow progress.

The major causes of the war

North Vietnam was under the communist government and South Vietnam wasn’t. Ho Chi Minh, the leader of the North Vietnam, wanted to spread communism in the whole Vietnam, uniting North Vietnam and South Vietnam. The leaders of the South Vietnam opposed the spread of communism. The United States took the side of South Vietnam, bringing the war in a different level (Hagopian 73). Thus, the major causes of the Vietnam War include three causes:

To stop the spread of communism in Vietnam;
As the French soldiers pulled out of war for a number of reasons, the U.S. was ready to take their place in the military conflict;
The U.S. foreign policy was based on providing support to friend countries.

There were several players in the Vietnam War: South Vietnam, North Vietnam, the USA, South Korea, People’s Republic of China, Russia.

The major consequences of the war

The Vietnam War had an enormous impact on the life of Americans, including various spheres of public and private life. The consequences of the military conflict contributed to considerable changes in the U.S. foreign policy. Although the United States is considered to be the world’s greatest superpower, there are some negative effects of the U.S. President’s decision regarding the solutions to the Vietnam conflict. According to researchers, the United States “had entered Vietnam as a powerful, united nation certain of its cause and of victory” (Wiest 83). The defeat in the Vietnam War made millions of Americans reconsider and reassess the established beliefs and values. Besides the above mentioned facts, the country was left battered and depressed because of the uncertainty in the future policy, especially in the face of the complex challenges caused by the Cold War (Wiest 83).

Moreover, the Vietnam War shaped the relations between the role of the political opinion of the public and the politics that was influenced by the media functioning during the military conflict in Vietnam. The legacy of the Vietnam War can be assessed by means of the statistical data, which affected the public opinion regarding the war. According to statistical data, “during the war in Vietnam the French lost some 76,000 dead and 65,000 wounded – while their allies lost 19,000 dead and 13,000 wounded, while American forces lost some 58,000 dead and over 300,000 wounded” (Wiest 83). The U.S. foreign policy was criticized during the war.

In addition, many historians, politicians and journalists indicted the established government policy, providing radically different opinions regarding the major causes of war and its consequences. The most popular journalists and historians were Bernard Fall, Robert Shaplen, John Lewis, George McT. Kahin and others. They provided severe criticism of the war’s efficiency (Marolda 767). The American movement against the Vietnam War promoted anti-war ideas and encouraged Americans to protest against American involvement in this military conflict. This movement influenced the decisions of Johnson’s administration, leading to the policy reversal in 1968. According to researchers, “during the Nixon administration, it hastened the U.S. troops withdrawals, continued to restrain the war, fed the deterioration in the U.S. troop morale and discipline” (Marolda 758).

The major solutions to the war

The major solutions to the war are based on the fact that the Vietnam War was the most significant military conflict of the 20-th century. Although the war in Vietnam was rather small as it involved limited action of the United States, the “9 years of official American involvement in the war over 2 million Vietnamese and 58, 219 Americans lost their lives” (Wiest 5).

In addition, the key military operations during the war were influenced by the relationships between the military and the civilians. Vietnam was the center of Cold War strategy. Different operations conducted during the Vietnam War were related to the tactics of the limited war. This strategy was criticized by the leaders of civilian society. There were limits set on the spread of the military conflict in Vietnam. Although the senior members of the U.S. military forces recommended expanding the scope of the military conflict, the U.S. presidents and their administrations opposed the expansion of freedom of action. Both the U.S. President John F. Kennedy and President Lyndon Johnson used democratic solutions to the war (Hagopian 24).

The importance of the event in Modern World History

The Vietnam War plays an important role in Modern World History. This event has changed the minds of millions of people regarding the perception of war and the role of the U.S. involvement in the military conflict. According to researchers, “the Vietnam War and its perception were unprecedented in their entire dimension,” because of the considerable social and political changes that occurred during the military conflict (Groll 2). More specifically, there were changes in the media perception due to the emergence of television as an effective tool of political thought and political socialization. During this period, television expanded and turned into the most influential source of information for all people. Television offered massive opportunities for the U.S. leaders, including the war coverage and the public perception. The Canadian philosopher of communication theory, Marshall McLuhan, states that “television brought the brutality of war into the comfort of the living room. Vietnam was lost in the living rooms of America – not on the battlefields of Vietnam”(qtd. in Groll 2).

In fact, the Vietnam War is considered to be one of the most disliked wars in the history of United States. According to researchers, “the cost of this war was the death of 60 thousands Americans and 2 to 4 million Vietnamese deaths” (Rahman & Marjan 23). The considerable changes in the development of journalism during the period of Vietnam War led to the changed public perception of the war. According to researchers, “the story of Vietnam and how pictures of bloody fights, American casualties, and killed Vietnamese civilians turned around American public opinion and, eventually, led to the withdrawal of American troops, has become a classic” (Rahman & Marjan 23). The majority of reporters provided cynical representation of the war. As a result, the mass media produced confusion among the U.S. citizens because people began to express political distrust to the government (Rahman & Marjan 24).

The Vietnam War (1955-1975) essay part 2

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Threads of Conflict: the Complexities of the Vietnam War

This essay about the Vietnam War into the multifaceted dynamics that shaped one of the 20th century’s most consequential conflicts. It examines how Vietnam, emerging from colonial rule, grappled with the intertwined forces of nationalism and Cold War geopolitics. The narrative unfolds against a backdrop of ideological struggle, with communism and democracy clashing on a global stage. Economic interests and strategic imperatives further entangled the United States in the conflict, leading to profound consequences for both nations. Through the lens of historical events like the Tet Offensive and the Geneva Accords, the essay elucidates the human cost of war and the enduring lessons it imparts about the perils of ideological zeal and unchecked power. Ultimately, it serves as a poignant reflection on the complexities of conflict and the ongoing quest for peace in a divided world.

How it works

The Vietnam conflict stands as an intricate tapestry woven from historical, political, and ideological threads, forming one of the most impactful chapters of the 20th century. Against the backdrop of the Cold War’s frosty tensions, Vietnam emerged as a battleground where divergent visions of governance clashed with profound repercussions.

Embedded within the conflict’s roots lies the enduring specter of colonialism’s grasp. Vietnam, emerging from the shadows of French colonial rule, yearned to carve its path toward independence. Led by the indomitable figure of Ho Chi Minh, the Viet Minh spearheaded the struggle against colonial oppression, their quest for self-rule intertwining with the imperial ambitions of foreign powers.

However, beneath Vietnam’s fight for sovereignty lay the intricate geopolitical chessboard of the Cold War era. The ideological chasm between communism and democracy widened, with Vietnam becoming a pawn in a global power struggle. For the United States, the specter of communist expansion fueled by the ominous domino theory drove policymakers into a fervent campaign to halt its advance.

Economic interests intermingled with strategic imperatives to deepen U.S. involvement in Vietnam. The allure of Southeast Asia’s rich resources, combined with the fervor of manifest destiny, fueled American aspirations for regional hegemony. The military-industrial complex eagerly supplied the war machine, perpetuating a cycle of violence and suffering.

Internally, Vietnam’s division mirrored the external fault lines of the Cold War. The Geneva Accords of 1954, a fragile attempt at reconciliation, temporarily divided the nation along the 17th parallel. Yet, the promise of reunification through free elections remained elusive, thwarted by political maneuvering and Cold War calculations.

Amidst the geopolitical maneuvering, the human toll of war grew increasingly evident. The authoritarian regime of Ngo Dinh Diem in South Vietnam fueled dissent, providing fertile ground for the Viet Cong insurgency. The Tet Offensive of 1968 shattered illusions of American supremacy, exposing the harsh reality of a conflict entrenched in stalemate and suffering.

The Vietnam War exacted a toll not just in lives lost but also in shattered ideals and disillusionment. Its reverberations echo through history, serving as a cautionary tale of the dangers of ideological fervor and the arrogance of unchecked power. As we contemplate the origins of this turbulent period, we confront the intricate web of human folly and the enduring quest for peace in a world scarred by division and conflict.

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Vietnam war essay grade 12 summary

An analysis of the Vietnam War indicates that it is one of the longest lasting wars that was fought between North Vietnam and South Vietnam, and the United States also participated actively in the war as an ally of South Vietnam. It is mainly the US anti-communist foreign policy that has driven the war and the conflict was further intensified because of the cold war between the United States and the Soviet Union. It is also known as the second Indo-China war where in the north Vietnam was positively supported by the Soviet Union, whereas South Vietnam got the support of America, Australia, Britain, France and New Zealand. The war lasted for 19 years and it ended in 1973. The United States is located 9000 miles away from Vietnam and still it participated in the war only because it felt that its national interest was threatened strongly. The US feared that there could be the spread of communism and its entry was therefore to stop the spread of communism in Asia.

As a result of the Vietnam War, there are significant outcomes being evident such as economic downturn, and political isolation of Vietnam. The war also resulted in the fall of the South Vietnamese government in 1975 and it ultimately led to the formation of a unified communist government in the country. The effect of the Vietnam War is also identified in the form of staggering death toll, as it was identified that the war has resulted into the killing of estimated 2 million Vietnamese civilians, 1.1 million North Vietnamese troops and 200000 South Vietnamese troops. Although there were significant killings identified in the war from both sides, the US failed to comprehensively win the war. The reasons identified for its losses are that the Americans were an invading force, and Vietnamese were fighting on their own soil. There was also a lack of commitment identified on the part of Americans in terms of winning the war. The war led to lessons learnt by the US that there is a need for the right motivation to intervene in a conflict, as it drives the most effective strategy and clear goals to achieve from the conflict. However, this was completely lacking on the part of the US which led to their defeat in the Vietnam war.

How to write an essay on Vietnam war

Writing an essay on the Vietnam War requires a good understanding and knowledge about the war, and also the ability to write essays properly. Writing an essay requires proper introduction, body and conclusion, and it is important to cover relevant information in all these sections of an essay. The introduction must include a brief background about the war indicating the period from which the war lasted, the main parties involved in the war, and the major reason for which the war was fought between the involved parties. The body section must include an in-depth analysis covering the causes of war, the actual strategies and techniques utilised by the parties involved in the war, the consequences of the war and final result explaining which side has won the war. The final conclusion must include a brief discussion about the findings from the entire analysis about the war. The professional experts are well aware of the approach to be undertaken in writing a Vietnam War essay in order to provide good understanding about the topic to the readers. They can answer important Vietnam war essay questions perfectly such as:

1) ‘ … All the military might of a superpower could not defeat a small nation of peasants.’ Critically discuss this statement in the light of the United States of America’s involvement in Vietnam between 1965 and 1975. Use relevant examples to support your answer.

2) “America failed to stop the expansion of communism in Vietnam” Do you agree with this statement?

Why did US lose the Vietnam war essay

In terms of killings in the war, it is clear that the US along with its ally South Vietnam succeeded in killing a large number of people from North Vietnam, the overall situation indicated that the US failed to win the war against Vietnam. This is mainly because US has utilised aerial bombing and chemical weapons to destroy Vietnamese villages and has lost a great amount of support from Vietnamese people including both North and South Vietnam. Since the war was also aired on TV, there was strong opposition faced by the USA in the US itself, as a growing number of people from the USA opposed the involvement of the USA in Vietnam. The cost and casualty of the war had a massive adverse impact on the United States to bear and it ultimately withdrew itself from the war by 1973. As a result of this, South Vietnam fell into full scale invasion by the North by 1975.

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