Paired Texts > Resistance to the Vietnam War
We've identified these texts as great options for text pairings based on similar themes, literary devices, topic, or writing style. Supplement your lesson with one or more of these options and challenge students to compare and contrast the texts. To assign a paired text, click on the text to go to its page and click the "Assign Text" button there.
This article is a production of National Public Radio (NPR), written by Susan Stamberg. During WWII, a shortage of male pilots in the United States led to the formation of a group called WASP — the Women Airforce Service Pilots. Stamberg reports on this relatively little-known group, and its struggle for national and military recognition.Pair “Resistance to the Vietnam War” with “Female WWII Pilots: The Original Fly Girls” and ask students to compare the way in which each text explores the roles of men and women during wartime. How does the description of the World War II war effort in the latter text compare to the portrayal of the resistance to the Vietnam War in the former piece? Is this specific to the issue of war, or are there other issues that bring people together and help them overcome prejudices? Historically, what sort of challenges have women faced when expressing their political opinions?
Malala Yousafzai (born 1997) is a Pakistani activist for female education and the youngest ever winner of the Nobel Peace Prize. Malala is from the Swat Valley in northwest Pakistan, where the local Taliban has banned girls from attending school. Malala, whose family ran a chain of local schools, publicly stood against the Taliban's actions and launched an international movement, surviving an assassination attempt by the Taliban on October 9th, 2012. The article discusses this incredible young woman and her continuing advocation for universal women's education.Pair “Resistance to the Vietnam War” with “Malala Yousafzai: A Normal Yet Powerful Girl” and have students compare the descriptions of activism in each piece. Malala Yousafzai overcame incredible adversity to fight for the rights of girls to be educated; during the Vietnam War, many Americans feared the draft and were opposed to the brutal tactics the United States army was using. In the context of the article about Malala, how do people create change? How is this similar to the way in which Vietnam War protestors convinced the United States government to pull troops of out Vietnam more quickly than they otherwise would have?
In "The Soldier" (1914) by Rupert Brooke, a young English soldier reveals his dying wish - to be remembered and honored. Rupert Brooke's poetry is a reflection of the mood in England leading up to WWI.Pair "The Soldier" with "Resistance to the Vietnam War" and have students compare the two perspectives on war. In the poem, how does the author portray the life of a soldier? Why do you think feelings toward the Vietnam War were so different?
This NPR story describes education in Vietnam today that might save a life: lessons about different kinds of explosives.Pair “Resistance to the Vietnam War” with “Teaching Kids in Vietnam to Avoid a Deadly, Everyday Legacy of War.” What were some effects of The Vietnam War on Americans and Vietnamese people?
This NPR story explains how some Vietnamese people have a better opinion of America today than one might expect, given the violent history of the Vietnam War.Pair these two texts dealing with the Vietnam War. How do people’s opinions about a war change over time?
The informational text "Rosa Parks and the Montgomery Bus Boycott" explores one moment of resistance that inspired countless others and resulted in breakthrough changes in the United States.Pair “Resistance to the Vietnam War” with “Rosa Parks and the Montgomery Bus Boycotts” and ask students to compare the different types of protesting depicted. What was the effect of violent protests in comparison to peaceful protests? Did one achieve results faster than the other?
In the informational text, "Protest Music is as American as Apple Pie," Thomas Pool discusses the history of protest music in America.Pair “Resistance to the Vietnam War” with “Protest Music is as American as Apple Pie” to provide students with additional information about the Vietnam War. Ask students to discuss what people were protesting about the Vietnam War and why it was largely young people protesting. How did these protests, as well as protests songs, contribute to changing views on the Vietnam War?
In the transcript, "Supreme Court Landmark Series: Tinker v. Des Moines," a law professor discusses the impacts of the Supreme Court case, Tinker v. Des Moines.Pair “Resistance to the Vietnam War” with “Supreme Court Landmark Series: Tinker v. Des Moines” to provide students with additional information about students’ protests of the Vietnam War. What are the different ways that students expressed their disapproval of the Vietnam War? How did the protests discussed in both texts change the course of the war? How do the protests influence how we understand our constitutional rights?
In the informational text "Students Identify With 50-Year-Old Supreme Court Case," Nina Totenberg discusses a re-enactment of a court case that teaches students about their right to freedom of speech on school grounds.Pair “Resistance to the Vietnam War” with “Students Identify With 50-Year-Old Supreme Court Case” to provide students with additional information about the Vietnam War. Ask students to discuss why the United States became involved in the Vietnam War. Why did students protest the decision? How do both articles explore the different ways that students expressed their opinions about the war? Why do students think that young people made up a majority of the protestors?
In the document "Tinker v. Des Moines Independent Community School District: The Dissenting Opinion," Justice Hugo Black expresses his disagreement with the Supreme Court's judgment.Pair “Resistance to the Vietnam War” with “Tinker v. Des Moines Independent Community School District: The Dissenting Opinion” to provide students with additional information about people’s disapproval of the Vietnam War. Why were people protesting the war? Why were many of these protesters students? How do both texts explore the different ways people protested the war?
In "Tinker v. Des Moines Independent Community School District: The Majority Opinion" Justice Abe Fortas discusses the reasoning behind the court's majority opinion for the case.Pair “Resistance to the Vietnam War” with “Tinker v. Des Moines Independent Community School District: The Majority Opinion” to provide students with information about the Vietnam War. Why did many students protest the Vietnam War? How do both texts explore the various ways that people protested the war?
In Yusef Komunyakaa's poem "Facing it," a veteran recalls the war as he regards the Vietnam Veteran Memorial.Pair “Resistance to the Vietnam War” with “Facing It” and ask students to discuss the reasons for public resistance to the Vietnam War. Do students think this resistance impacted the speaker? Why or why not? Considering the controversy around the Vietnam War, how do students think it made veterans feel to have a memorial honoring their fallen or missing comrades?
In "Spin," an excerpt from Tim O'Brien's novel The Things They Carried, a former soldier reflects on his experiences in the Vietnam War.Pair “Resistance to the Vietnam War” with “Spin” to provide students with additional information about the war and why it was controversial. Ask students to discuss why people protested the draft. After reading about the draft and the experiences of young soldiers, do students think men as young as 18 should have been drafted? Why or why not?