Students will write a 2-to-3 page paper based on Chapter 10, “A Generation in War and Turmoil: The Agony of Vietnam” found in Wheeler, Discovering the American Past, Volume II, 7th edition (pages 313-319, 326-348).
DBQ essay 5: A Generation in War and Turmoil: The Agony of Vietnam.
Consider the interviews in this chapter. What were the different perspectives on the Vietnam War represented by the interviewees? What might the experiences of these interviewees tell us about American society in the 1960s and 1970s?
Students will examine the multiple perspectives, assumptions, and biases or “frame of reference” on the Vietnam War offered by the interviewees (sources 4-10) presented in The Evidence section. IGNORE THE DIRECTIONS ON CONDUCTING YOUR OWN INTERVIEW! Instead, read the Background, Questions to Consider, and Epilogue sections for background information and historical context to help you identify common themes and events discussed by the interviewees about how the Vietnam War affected American society in the 1960s and 1970s.
Each DBQ essay will include a cover sheet with student’s name and title of the DBQ. The cover page will be stapled to the essay portion of the DBQ. All text will be 11 or 12 point font, double spaced, with standard margins. Each essay will be turned in to the instructor at the beginning of class AND on Blackboard Turnitin on the day indicated. The grade will drop a half letter grade for each day late. In fairness to other members of the class, extensions cannot be granted. It is important to turn in five DBQ essays during the semester. (5% each, 25% total)
Each essay will use paragraph format. Each essay will have (at a minimum) an introduction with thesis, body of the paper, and a short concluding paragraph. Be specific! Demonstrate that you have read the assigned chapter and thought about the documents included. Proofread carefully. The papers should be clearly written and include your own insights. The ultimate goal of these exercises is to foster analytic thinking and hone problem solving skills for each student.
In the essay, students should demonstrate the following tools of historical analysis:
1. Analyze and evaluate the information provided.
2. Synthesize that information into a well-written paper.
3. Consider the various perspectives, assumptions, and biases presented by the authors of the multiple documents.
4. Make your own conclusions about the meaning/significance of the documents based on the questions given above.
Citations should follow the Turabian Citation Style for all sources used in the essay paper.
1. John, interview.