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Learn about the regime of South Vietnamese politician Ngo Dinh Diem and his brother, Ngo Dinh Nhu. By the early 1960s, the Diem regime had become known for corruption and oppression — some said it was not that different from the Communist regime in North Vietnam.

NOTE: This video is part of a lesson plan titled The Diem Regime and US Misperceptions.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

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Iowa DOE

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National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Ngo Dinh Diem's Regime | The Vietnam War | PBS LearningMedia

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Learn about the regime of South Vietnamese politician Ngo Dinh Diem and his brother, Ngo Dinh Nhu. By the early 1960s, the Diem regime had become known for corruption and oppression - some said it was not that different from the Communist regime in North Vietnam.

# data[].attributes.attachment_link.readable_text
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National Standards for Civics and Government (3)

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

IV.B.1.1
To achieve this standard, students should be able to explain the significance of principal policies and events in the United States' relations with the world, e.g., the American Revolution, Monroe Doctrine, Mexican and Spanish American Wars, World Wars I and II, formation of the United Nations, Marshall Plan, NATO, Korean and Vietnam Wars, end of the Cold War, interventions in Latin America

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Promoting a Coup in South Vietnam | The Vietnam War | PBS LearningMedia

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President Kennedy and his advisers were sharply divided regarding the decision to promote a coup in South Vietnam. NOTE: This video is part of a lesson plan titled Kennedy and the Diem Coup: The Torch Is Passed.

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President Kennedy instructed Henry Cabot Lodge, Jr., the US Ambassador to South Vietnam, to tell the renegade generals that, while the United States did not wish to stimulate a coup, it would not thwart one, either. The generals proceeded with their plans and on November 1, 1963, troops loyal to them seized key installations in Saigon. Diem and Nhu surrendered the next day and were murdered shortly thereafter.

NOTE: This video is part of a lesson plan titled Kennedy and the Diem Coup: The Torch Is Passed.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

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Caution Violence
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Iowa DOE

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National Standards for Civics and Government (6)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

IV.B.1.1
To achieve this standard, students should be able to explain the significance of principal policies and events in the United States' relations with the world, e.g., the American Revolution, Monroe Doctrine, Mexican and Spanish American Wars, World Wars I and II, formation of the United Nations, Marshall Plan, NATO, Korean and Vietnam Wars, end of the Cold War, interventions in Latin America

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South Vietnam: Diem and Nhu | The Vietnam War | PBS LearningMedia

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President Kennedy instructed Henry Cabot Lodge, Jr., the US Ambassador to South Vietnam, to tell the renegade generals that, while the United States did not wish to stimulate a coup, it would not thwart one, either. The generals proceeded with their plans and on November 1, 1963, troops loyal to them seized key installations in Saigon.

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Ho Chi Minh and John F. Kennedy had conflicting visions for how an independent Vietnam should be governed—it boiled down to the difference between communism and democracy.

NOTE: This video is part of a lesson plan titled Kennedy’s “Limited War” Campaign.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Violence
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Iowa DOE

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National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Conflicting Visions for an Independent Vietnam and a Life of Uncertainty | The Vietnam War | PBS LearningMedia

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Ho Chi Minh and John F. Kennedy had conflicting visions for how an independent Vietnam should be governed-it boiled down to the difference between communism and democracy. NOTE: This video is part of a lesson plan titled Kennedy's "Limited War" Campaign.

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In early November 1963, President Ngo Dinh Diem and his brother were assassinated in a military coup. Coordinated attacks by the Viet Cong swept the countryside and the unstable government in Saigon was hit by more coups.

NOTE: This video is part of a lesson plan titled Fallout after the Diem Coup.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

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Accessibility Auditory, Visual, Caption

Caution Violence
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Iowa DOE

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National Standards for Civics and Government (4)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

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South Vietnam: A Crumbling and Unstable Government | The Vietnam War | PBS LearningMedia

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In early November 1963, President Ngo Dinh Diem and his brother were assassinated in a military coup. Coordinated attacks by the Viet Cong swept the countryside and the unstable government in Saigon was hit by more coups. NOTE: This video is part of a lesson plan titled Fallout after the Diem Coup.

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1964: Lyndon Johnson's War: "I am not going to lose Vietnam.  I am not going to be the president who saw Southeast Asia go the way China went."

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1964: Lyndon Johnson's War: "I am not going to lose Vietnam.  I am not going to be the president who saw Southeast Asia go the way China went."

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In 1964, President Johnson authorized an increased number of military personnel in Vietnam and widened the scope of bombing, but concealed this from the American public to avoid hurting his chances in the upcoming election.

NOTE: This video is part of a lesson plan titled Both Sides Escalate Their Efforts.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Adult Language
Credits

Iowa DOE

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Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Johnson Secretly Escalates the War | The Vietnam War | PBS LearningMedia

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In 1964, President Johnson authorized an increased number of military personnel in Vietnam and widened the scope of bombing, but concealed this from the American public to avoid hurting his chances in the upcoming election. NOTE: This video is part of a lesson plan titled Both Sides Escalate Their Efforts.

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The Gulf of Tonkin incident was one of the most controversial and consequential events in American history, and resulted in the escalation of United States involvement in the Vietnam War.

NOTE: This video is part of a lesson plan titled The Gulf of Tonkin Incident.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption
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Iowa DOE

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Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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The USS Maddox is Attacked | The Vietnam War | PBS LearningMedia

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The Gulf of Tonkin incident was one of the most controversial and consequential events in American history, and resulted in the escalation of United States involvement in the Vietnam War. NOTE: This video is part of a lesson plan titled The Gulf of Tonkin Incident.

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On August 4, 1964, American radio operators mistranslated North Vietnamese radio traffic and concluded a new military operation was imminent. The USS Maddox and another destroyer, the USS Turner Joy, braced for a fresh attack. The attack was "probable but not certain," President Johnson was told, and since it had probably occured, the president authorized the first-ever bombing raid on installations in North Vietnam. On August 7, a joint session of Congress passed the Gulf of Tonkin Resolution.

NOTE: This video is part of a lesson plan titled The Gulf of Tonkin Incident.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Adult Language
Credits

Iowa DOE

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Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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The Gulf of Tonkin Resolution | The Vietnam War | PBS LearningMedia

# data[].attributes.attachment_link.description
On August 4, 1964, American radio operators mistranslated North Vietnamese radio traffic and concluded a new military operation was imminent. The USS Maddox and another destroyer, the USS Turner Joy, braced for a fresh attack. The attack was "probable but not certain," President Johnson was told, and since it had probably occured, the president authorized the first-ever bombing raid on installations in North Vietnam.

# data[].attributes.attachment_link.readable_text
On August 7, 1964, by a vote of 88-2, in the Senate passed what came to be called the Tonkin Gulf Resolution. In the House, not a single congressman opposed it.

NOTE: This video is part of a lesson plan titled The Gulf of Tonkin Incident.

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Iowa DOE

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National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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1964: President Johnson Responds | The Vietnam War | PBS LearningMedia

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On August 7, 1964, by a vote of 88-2, in the Senate passed what came to be called the Tonkin Gulf Resolution. In the House, not a single congressman opposed it. NOTE: This video is part of a lesson plan titled The Gulf of Tonkin Incident.

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Pleiku and Operation Rolling Thunder | The Vietnam War | PBS LearningMedia

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A week after his inauguration, President Johnson was informed that the United States' strategy in Vietnam was not working, and he was given options as to how to move forward. NOTE: This video is part of a lesson plan titled Operation Rolling Thunder and Widening the War.

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Film: The Vietnam War : A Film by Ken Burns & Lynn Novick

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Widening the War | The Vietnam War | PBS LearningMedia

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In March of 1965, President Johnson sent American ground troops to Vietnam.
NOTE: This video is part of a lesson plan titled Operation Rolling Thunder and Widening the War.

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President Johnson sends 50,000 more troops to General Westmoreland, and pledges another 50,000 by the end of 1965—and still more if they were needed.

NOTE: This video is part of a lesson plan titled 1965 Troop Escalations.

Permitted use Stream Only

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Iowa DOE

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Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Troop Levels | The Vietnam War | PBS LearningMedia

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President Johnson sends 50,000 more troops to General Westmoreland, and pledges another 50,000 by the end of 1965-and still more if they were needed. NOTE: This video is part of a lesson plan titled 1965 Troop Escalations.

# data[].attributes.attachment_link.readable_text
Conditions in South Vietnam grew steadily worse and the country was near collapse. By the spring of 1965, the North Vietnamese were destroying the equivalent of a South Vietnamese battalion every week. Desperate, General Westmoreland requested tens of thousands more American troops right away. But neither the continued bombing, nor the growing likelihood of full-scale American intervention, seemed to intimidate Hanoi.

NOTE: This video is part of a lesson plan titled 1965 Troop Escalations.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Violence
Credits

Iowa DOE

Want to see state standards for this resource?

Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Conditions in South Vietnam Grow Worse | The Vietnam War | PBS LearningMedia

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Conditions in South Vietnam grew steadily worse and the country was near collapse. By the spring of 1965, the North Vietnamese were destroying the equivalent of a South Vietnamese battalion every week. Desperate, General Westmoreland requested tens of thousands more American troops right away.

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UNUM: A new way to explore American history from Ken Burns.

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As they continued to escalate the war, President Johnson and Defense Secretary McNamara were frustrated that American Commanders in Vietnam, who had come of age during World War II and Korea, were having a hard time making sense of what was happening on the ground. Further, Johnson had tried to forge an international coalition to defend South Vietnam, but America's most important allies – Britain, France, and Canada – refused to take part and were calling instead for peace talks. As 1966 began, nearly 200,000 American soldiers were stationed in Vietnam, and more were on the way. Those soldiers quickly discovered that the war they were being asked to fight was not their father's war.

NOTE: This video is part of a lesson plan titled Questioning the Mission.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

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Caution Violence
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Iowa DOE

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National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

# data[].attributes.attachment_link.authors[].name
Film: The Vietnam War : A Film by Ken Burns & Lynn Novick

# data[].attributes.attachment_link.title
Not Their Father’s War: The Vietnam War Is Unlike WWII and Korea | The Vietnam War | PBS LearningMedia

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As they continued to escalate the war, President Johnson and Defense Secretary McNamara were frustrated that American Commanders in Vietnam, who had come of age during World War II and Korea, were having a hard time making sense of what was happening on the ground. Further, Johnson had tried to forg…

# data[].attributes.attachment_link.readable_text
By early 1966, Viet Cong guerrillas had made substantial gains and were believed to control nearly three-quarters of South Vietnam. But General Westmoreland thought his most urgent task was to destroy the North Vietnamese regular army units Hanoi was sending south. Westmoreland's target was reaching what he called the "crossover point"—the point at which US and ARVN forces were killing more enemy troops than could be replaced.

NOTE: This video is part of a lesson plan titled Trying to Find the Right Formula.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Violence
Credits

Iowa DOE

Want to see state standards for this resource?

Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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General Westmoreland's Crossover Point | The Vietnam War | PBS LearningMedia

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By early 1966, Viet Cong guerrillas had made substantial gains and were believed to control nearly three-quarters of South Vietnam. But General Westmoreland thought his most urgent task was to destroy the North Vietnamese regular army units Hanoi was sending south.

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1967:  How many more troops must be sent to win the War in Vietnam?

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1967:  How many more troops must be sent to win the War in Vietnam?

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In April 1967, General Westmoreland addressed a joint session of Congress — the first general ever to be called home from a battlefield by his president to do so. In his address, Westmoreland confidently asserted that the United States would prevail in Vietnam, but behind the scenes, neither he nor the administration were confident.

NOTE: This video is part of lesson plans titled Reassessing the Crossover Point and 1967 General Westmoreland Promises to End the War.

Permitted use Stream Only

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Iowa DOE

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Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Westmoreland Addresses Congress | The Vietnam War | PBS LearningMedia

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In April 1967, General Westmoreland addressed a joint session of Congress - the first general ever to be called home from a battlefield by his president to do so. In his address, Westmoreland confidently asserted that the United States would prevail in Vietnam, but behind the scenes, neither he nor the administration were confident.

# data[].attributes.attachment_link.readable_text
Permitted use Stream Only

Accessibility Auditory, Visual, Caption
Credits

Iowa DOE

Want to see state standards for this resource?

Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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Johnson's Compromise | The Vietnam War | PBS LearningMedia

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President Johnson tried to find a middle ground-he expanded the list of bombing targets but refusesd to mine the harbors, and in mid-1967, he agreed to send General Westmoreland only 47,000 more troops. NOTE: This video is part of lesson plans titled Reassessing the Crossover Point and General Westmoreland Promises to End the War.

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On January 31, 1968, NBC delayed the start of Johnny Carson's late-night talk show for a special news program announcing a surprise assault by Viet Cong commandos on various targets in Saigon, including the U.S. embassy. Known as the Tet Offensive, it broke the ceasefire agreement marking the Lunar New Year.

NOTE: This video is part of a lesson plan titled The Tet Offensive: A Media Analysis Activity.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Violence
Credits

Iowa DOE

Want to see state standards for this resource?

Nationwide

National Standards for Civics and Government (4)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

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January 1968 Attack on the US Embassy in Saigon | The Vietnam War | PBS LearningMedia

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On January 31, 1968, NBC delayed the start of Johnny Carson's late-night talk show for a special news program announcing a surprise assault by Viet Cong commandos on various targets in Saigon, including the U.S. embassy. Known as the Tet Offensive, it broke the ceasefire agreement marking the Lunar New Year.

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Fighting in Saigon during the Tet Offensive is the focus of press coverage including television news.

NOTE: This video is part of a lesson plan titled The Tet Offensive: A Media Analysis Activity.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Adult Language, Violence
Credits

Iowa DOE

Want to see state standards for this resource?

Nationwide

National Standards for Civics and Government (4)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

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Press Coverage of the Tet Offensive | The Vietnam War | PBS LearningMedia

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Fighting in Saigon during the Tet Offensive is the focus of press coverage including television news. NOTE: This video is part of a lesson plan titled The Tet Offensive: A Media Analysis Activity.

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President Johnson insisted the Tet Offensive had been a "devastating defeat for the communists." Militarily, he was right. Of the 84,000 enemy troops estimated to have taken part, more than half—as many as 58,000 men and women—are thought to have been killed, wounded, or captured. But it also showed that even after so many years of war, North Vietnam still had the will and resources to fight. Walter Cronkite came home from covering the Tet Offensive convinced that victory was no longer possible. He told his viewers, "it is increasingly clear to this reporter that the only rational way out...will be to negotiate, not as victors, but as an honorable people who lived up to their pledge to defend democracy and did the best they could."

NOTE: This video is part of a lesson plan titled The Tet Offensive: A Media Analysis Activity.

Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Permitted use Stream Only

Accessibility Auditory, Visual, Caption

Caution Violence
Credits

Iowa DOE

Want to see state standards for this resource?

Nationwide

National Standards for Civics and Government (5)

I.C.2.5
To achieve this standard, students should be able to explain how constitutions can be vehicles for change and for resolving social issues, e.g., use of the Fourteenth Amendment to the United States Constitution in the civil rights movement of the 1950s and 1960s; establishment of the Japanese Constitution after World War II, which provided women the right to vote

V.B.2.2
To achieve this standard, students should be able to identify the major documentary statements of political rights--the Declaration of Independence, the Northwest Ordinance, the United States Constitution including the Bill of Rights, state constitutions and bills of rights, civil rights legislation, court decisions

III.E.3.5.a
speeches such as Lincoln's "House Divided," Sojourner Truth's "Ain't I a Woman?", Chief Joseph's "I Shall Fight No More Forever," Roosevelt's "Four Freedoms," Martin Luther King Jr.'s "I Have a Dream"

IV.B.2.4
To achieve this standard, students should be able to describe the various means used to attain the ends of United States foreign policy, such as diplomacy; economic, military and humanitarian aid; treaties; sanctions; military intervention; covert action

IV.B.1.2
To achieve this standard, students should be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today

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The Tet Offensive | The Vietnam War | PBS LearningMedia

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President Johnson insisted the Tet Offensive had been a "devastating defeat for the communists." Militarily, he was right. Of the 84,000 enemy troops estimated to have taken part, more than half-as many as 58,000 men and women-are thought to have been killed, wounded, or captured.

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Johnson:  " I shall not seek, and I will not accept, the nomination for another term as President"

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Johnson:  " I shall not seek, and I will not accept, the nomination for another term as President"

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0:00 / 1:50•Watch full video

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Reel America Preview: LBJ Announces He Won't Run 3/31/1968

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From the playlist "1968" on Ken Burns UNUM.