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Vietnam War Essay | Essay on Vietnam War for Students and Children in English

February 13, 2024 by Prasanna

Vietnam War Essay:  The Vietnam War is considered to be one of the most memorable and long-standing conflicts that involved the U.S., with a major role to play in it. The Vietnam War was primarily the consequences of the U.S. anti-communist foreign policy in the year 1960.

It was the military conflict between communist North Vietnam and their allies, against South Vietnam and other countries including America, Australia, Britain, France and New Zealand. Australia’s alliance with the USA was the main reason for the commencement of the Vietnam War. The USA had been a part of the war since 1959 and needed Australia’s assistance. It was a long, costly and divisive conflict. The conflict was intensified by the ongoing cold war between the United States and the Soviet Union.

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Long and Short Essays on Vietnam War for Students and Kids in English

We are providing essay samples to students on a long essay of 500 words and a short essay of 150 words on the topic Vietnam War Essay for reference.

Long Essay on Vietnam War 500 Words in English

Long Essay on Vietnam War is usually given to classes 7, 8, 9, and 10.

The Vietnam War is also known as the Second Indo-China War and in Vietnam as the Resistance War Against America. It was the second of the Indo-China Wars that was fought between North Vietnam and South Vietnam. North Vietnam was supported by the Soviet Union, China and other communist allies.

On the other hand, South Vietnam was supported by the United States, South Korea, the Philippines, Australia, Thailand, and the other anti-communist allies were also there for support. The war lasted 19 years and was also called the Cold War by many. The war had direct U.S. involvement, and it ended in 1973.

During World War II, Japanese forces had invaded Vietnam. To fight it off, both Japanese occupiers and French Colonial administration, the political leader Ho Chi Minh formed the Viet Minh, being inspired by the Chinese and Soviet Communism. The Viet Minh was also known as the League for the Independence of Vietnam.

Following its 1945 defeat in World War II, Japan withdrew its forces from Vietnam leaving the French-educated Emperor, Bao Dai in total control. Seeing this opportunity to seize control, Ho’s Viet Minh forces immediately rose to take complete control over the Northern city of Hanoi and declaring it as the Democratic Republic of Vietnam with Ho as the president.

After Ho’s communist forces took control over the North, armed conflicts between the northern and the southern armies continued until a decisive victory of Viet Minh took place in the Battle of Dien Bien Phu in May 1954. The French loss at the battle and almost ended the French rule in Indo-China.

Vietnam was split along the latitude known as the 17th parallel based on a treaty signed in July in the year 1954, with Ho in control in the North and Bao in the South. The Vietnam War with active U.S. involvement in 1954 was due to the ongoing conflicts that dated back several decades.

You can now access more Essay Writing on Vietnam War and many more topics.

The Vietnam War led to outcomes like economic downturn and political isolation for Vietnam, which was only supported by the Soviet Union and its allies located in Eastern Europe. It also led to the fall of the South Vietnamese government in 1975 that resulted in a unified communist government in the country. The war also led to the death of almost 2 million Vietnamese civilians, 1.2 million Northern soldiers and many service members. Emigration of Vietnam soldiers took place around the late 1970s from Vietnam.

North Vietnam was communist, whereas South Vietnam was not. North Vietnamese communists and South Vietnamese communist rebels known as the Viet Cong wanted to overthrow the South Vietnamese government together and reunite the country.

South Vietnamese troops waded through the water to flush out communist rebels in 1962. The cost and casualties of the war were too much for America to face; thus, the U.S. combat units were withdrawn by 1973, and in 1975 South Vietnam was fully invaded by the North.

Short Essay on Vietnam War 150 Words in English

Short Essay on Vietnam War is usually given to classes 1, 2, 3, 4, 5, and 6.

The Vietnam War (1954-1975) is referred to the period when the United States and other members of the South East Asian Treaty Organization (SEATO) joined forces with the Republic of South Vietnam to contest communist forces that were comprised of South Vietnamese guerrillas and the regular force units called the Viet Cong.

The United States possessed the largest foreign military presence and had directed the war from 1965 to 1968. Thus, for this reason, Vietnam today is known as the American War. It was considered as the direct result of the First Indochina War between France that claimed Vietnam as a colony and the communist forces which were then known as Viet Minh.

The Vietnam War was one of the longest wars in the history of the United States and was extremely divisive U.S., Europe, Australia and elsewhere. The U.S. suffered a casualty of 47000 being killed in action with the addition of 11000 non-combat deaths. Over 150000 were wounded, and 10000 were missing.

10 Lines on Vietnam War Essay in English

1. The Vietnam War was a conflict between the communist and the capitalist countries and was a part of the Cold War. 2. The Vietnam War was a controversial issue in the United States. 3. It was the first war to feature in live television coverage. 4. The war became extremely unpopular in the United States, and President Nixon sent American soldiers home in 1973. 5. Viet Minh waved their flag at Dien Bien Phu in 1954. 6. The French defeat at the Battle of Dien Bien Phu led to the Geneva conference. 7. France began to colonize Vietnam between 1959 and 1962. 8. France also took control over Saigon. 9. Laos was added after the war with Thailand. 10. In 1940 the French Indochina was controlled by Vichy French Government.

FAQ’s on Vietnam War Essay

Question 1. What is the main cause of the Vietnam War?

Answer: Spread of communism during the cold war along with American containment was the main cause of the war.

Question 2. What was the effect of the Vietnam War?

Answer: The most immediate effect was the staggering death toll of almost 3 million people.

Question 3. Why was the Vietnam War fought?

Answer: The USA feared the spread of communism, which led the war to be fought.

Question 4.  When did the military fight occur in the war?

Answer: The fighting occurred between 1957 and 1973.

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Vietnam War

Vietnam war essay questions, vietnam to world war ii.

1. Describe the politics, economics, social structures and culture of medieval Vietnam. How did ordinary Vietnamese people live prior to the arrival of Europeans?

2. Discuss Vietnam’s contact and relationship with the West, up to 1850. How did this contact shape or affect Vietnamese society?

3. Explain how the French assumed control of Vietnam in a relatively short space of time. What methods and justifications did they use to increase their power?

4. How did the Nguyen emperors attempt to rid their country of foreign influence, particularly religion, in the 19th century?

5. “French colonialism in Indochina was motivated by a desire to civilise and develop the local population.” To what extent is this statement true?

6. Explain how the French colonial regime maintained its political, economic and social control over Vietnam. What role was played by Francophile Vietnamese?

7. What was life like for Vietnamese peasants and workers during the French colonial period? What problems and conditions did they face?

8. Referring to at least three movements or leaders, explain how some Vietnamese resisted the French colonial regime. How successful was this resistance?

9. Why did Vietnamese nationalists like Ho Chi Minh turn to communism after World War I?

10. Why did the Japanese invade Vietnam in 1940? What methods did they use to assert and expand their control?

The struggle for control: 1945 to 1954

1. Investigate the growth of the Viet Minh in the mid-1940s. How was this group formed? Who provided its leadership and its membership?

2. When the Japanese surrendered in August 1945, what arrangements were made for the transition of power in Vietnam?

3. Explain why Ho Chi Minh declared Vietnamese independence in September 1945. In doing so, why did he refer to the United States Declaration of Independence?

4. During World War II the United States provided material support to Ho Chi Minh and the Viet Minh. Why did the American position change after 1945?

5. Discuss how the communist victory in China in October 1949 affected Western policies and attitudes to south-east Asia.

6. Explain the metaphor of “the elephant and the tiger” and how it shaped the outcomes of the First Indochina War.

7. How did Vo Nguyen Giap and the Viet Minh engineer a victory over French forces at Dien Bien Phu?

8. What were the terms of the Geneva Accords pertaining to Vietnam? What were they intended to achieve?

9. Many historians trace the origins of the Vietnam War to the failure of the Geneva Accords. Did the Accords have any chance or success or were they destined to fail?

10. Discussing similarities and differences, compare the development of Korea and Vietnam in the decade following World War II.

The two Vietnams: 1954 to 1963

1. Describe the political evolution of North Vietnam during the mid-1950s. Who ruled the North and what were their objectives?

2. Evaluate North Vietnam’s policy of land reform during the mid to late 1950s. Did these reforms make life better for the majority of people?

3. Investigate the background and political views of Ngo Dinh Diem. How did he become the leader of South Vietnam in 1954?

4. Western nations described Ngo Dinh Diem as the “Asian Churchill” and “our man in Saigon”. Was Diem a Western puppet, an Asian nationalist or a loose cannon?

5. Discuss the ‘Agroville’ and ‘Strategic Hamlets’ programs, initiated by Ngo Dinh Diem with Western backing. What were these programs intended to achieve and why did they fail?

6. Explain why the government of Ngo Dinh Diem failed to gain popular support in South Vietnam.

7. Investigate the role of Ngo Dinh Nhu and his wife Tran Le Xuan in the Ngo Dinh Diem regime.

8. Evaluate the Kennedy administration’s policy with regard to Vietnam, between January 1961 and November 1963.

9. Why did Ngo Dinh Diem and his followers target South Vietnam’s Buddhists? What effects did this persecution have on Diem’s own regime?

10. Evaluate the origins, structure and ideology of the National Liberation Front (NLF). Why was this group formed and what methods did it employ?

The Vietnam War: 1964-75

1. Why did Lyndon Johnson decide to commit American forces to the conflict in Vietnam? What people, advice and factors influenced Johnson’s decision?

2. Explain why Thailand, South Korea, Australia and New Zealand contributed military forces to the war in Vietnam.

3. The Gulf of Tonkin incident provided a pretext for American military involvement in Vietnam. To what extent was this justified?

4. Evaluate the leadership of General William Westmoreland between 1964 and 1968. What was Westmoreland’s strategy for protecting South Vietnam? How successful was this?

5. Describe the challenges faced by American combat soldiers in Vietnam. What conditions and factors blunted the effectiveness of the American military?

6. Consider the causes and effects of the My Lai massacre of March 1968. What did this incident reveal about America’s military involvement in Vietnam?

7. Explain why the Tet Offensive was a victory and a defeat for both the Americans and the NVA-Viet Cong.

8. Discuss the objectives of Richard Nixon’s policy of Vietnamisation. How successful was this policy in achieving its goals?

9. Investigate American media coverage of the war in Vietnam. How was the war reported between 1964 and 1975 and how did this shape public attitudes and opinions?

10. Referring to data like opinion polls, evaluate American attitudes to the Vietnam War between 1964 and 1975. Which policies, developments or events caused significant shifts in public opinion?

11. What ideas, tactics and methods were used by individuals and groups opposed to Western involvement in Vietnam?

12. Evaluate the role of art, music and literature in the anti-Vietnam War movement.

Effects and aftermath

1. Compare and contrast the policies of presidents Eisenhower, Kennedy, Johnson and Nixon with regard to Vietnam. Which of these leaders was most responsible for entangling the United States in the Vietnam War?

2. Evaluate the development of Vietnam in the two years after the fall of Saigon in April 1975. How did the communist victory affect the lives of ordinary Vietnamese?

3. Describe the difficulties faced by Vietnam veterans as they returned to civilian life in the United States or Australia.

4. Evaluate the claim made by some leaders, including General William Westmoreland, that the United States did not lose the Vietnam War.

5. Was the Domino Theory validated or refuted by the progress and outcomes of the Vietnam War?

6. Position the Vietnam conflict in the broader Cold War. How did the Vietnam War shape or affect the relationship between the United States, the Soviet Union and the People’s Republic of China?

7. What effects did the Vietnam War have on American government and society between 1965 and 1975? Consider changes to political, social and cultural attitudes.

8. What effect did American military intervention have on nearby Cambodia between 1969 and 1975?

9. Discuss how events in Vietnam shaped the development of neighbouring Laos from 1957 onwards.

10. Who were the Khmer Rouge and what was their vision for Cambodia? How did they go about implementing this vision?

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Home — Essay Samples — War — Vietnam War — The Vietnam War Historical Analysis

The Vietnam War Historical Analysis

• Categories: Vietnam War

About this sample

Words: 502 |

Published: Jan 30, 2024

Words: 502 | Page: 1 | 3 min read

Table of contents

Historical context, causes of the vietnam war, progression of the war, opposition to the war, impact of the war.

• BBC News. "Vietnam War: History." https://www.bbc.co.uk/news/world-asia-16220030
• National Archives. "The Vietnam War and American Involvement." https://www.archives.gov/research/military/vietnam-war
• History. "Vietnam War." https://www.history.com/topics/vietnam-war/vietnam-war-history

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80 Vietnam War Essay Topics & Examples

Looking for Vietnam war essay topics? Being the largest conflict in the US history, Vietnam war is definitely worth analyzing.

• 🔝 Top 10 Essay Topics
• 💡 Essay: How to Write
• 🏆 Best Essay Examples & Topic Ideas
• 💣 Most Interesting Topics
• 🔍 Research Topics & Questions

Why did the US lose the Vietnam war? Who won the war and how did that happen? There are many questions about the conflict that wait to be answered. Other options for your Vietnam war essay are to focus on the US involvement or talk about the lessons of the conflict.

Whether you are planning to write an argumentative essay, research paper, or thesis on the Vietnam war, this article will be helpful. Here we’ve collected top Vietnam war research questions, titles. Essay examples are also added to add to your inspiration.

🔝 Top 10 Vietnam War Essay Topics

• Vietnam war: the causes
• US involvement in the Vietnam war
• Vietnam war: the key participants
• The causes of the conflict in Vietnam
• Gulf of Tonkin incident and its role in the Vietnam war
• Why did the US lose the Vietnam war?
• War crimes in the cause of the conflict in Vietnam
• Vietnam war: the role of women
• Weapons and technology in the Vietnam war
• Vietnam war and its influence on popular culture

💡 Vietnam War Essay: How to Write

Chemical warfare, civilian peace protests, and an overwhelming number of casualties are all central circumstances of a Vietnamese-American 19-year conflict that garnered attention all over the world.

Reflecting all these topics in a Vietnam War essay is essential to writing an excellent paper, as well as other structural and informational points. In the prewriting stages:

• Research your issue. Doing so will not only help you choose among various Vietnam War essay topics but also help you start assembling a list of sources that can be of use. Compiling a bibliography early on will allow you to gauge how well covered your subject is and whether you can approach it from different viewpoints. Use various book and journal titles to give your work academic credibility.
• Write a Vietnam War essay outline. This action will help you distribute the weight of your ideas evenly between sub-themes. In turn, doing so will allow you to create a smooth flowing, interconnected narrative of whichever issue you choose.
• Compose a title for your paper. Vietnam War essay titles should be both reflective of their author’s stance and representative of the chosen methodological approach. Since your title is the first thing a potential reader sees, it should grab their attention in the best way.
• Read available sample essays to see which tools and techniques may work in your own paper. While plagiarism is punishable in the academic world, there are no repercussions for getting inspiration or pretending to grade an essay for yourself. Good examples may be just the thing you need to write an excellent paper yourself!

Now you are ready to begin writing. Layering your paper with the appropriate information is only one aspect of essay writing, as you should also:

• Begin your introduction by placing a Vietnam War essay hook in it. This catch can be a remarkable piece of information, a quote from a famous person, or an opposing viewpoint on the subject. Whichever you choose, placing a hook allows you to interest your readers and secure their interest for the duration of your paper.
• Use appropriate terminology. A war-related paper may call for an in-depth understanding of technology, while an ideology related one requires more event-related knowledge. Choose your words according to the specifics of your issue and use them to write a comprehensive and well-rounded essay.
• Understand the cause and effect war environment. Clearly define the links between events and make sure your audience understands all the intricacies of the issue. A timeline, written by you or found online, should help you trace these connections, creating an interflowing essay.
• Recognize the effect of seemingly background events. The recognition of a soldier’s civil rights and the rise of a movement that called for American citizens to return to their home continent is not battlefield-related but greatly impacted politics regarding the issue. Remember that there may be connections between seemingly unrelated problems, and finding them is your goal as an essayist.
• Stick to your Vietnam War essay prompt and the received instructions. Ignoring the specified word count in favor of drafting a more extensive coverage of the problem is not worth losing a grade on a suburb essay.

Always check the rubric that your instructor provided to receive good grades.

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🏆 Best Vietnam War Essay Examples & Topic Ideas

• Similarities and Differences Between Korean and Vietnam Wars There were also several differences such as the way of development of the conflicts where the Korean War was during three years, and the Vietnam War was the prolonged struggle, the participation of the Chinese […]
• Music as a Weapon During the Vietnam War Music to the soldiers in Vietnam acted as a tool to remind all troops of the responsibility that they had taken by being on the battlefield.
• Why Did the United States Lose the Vietnam War? The Office of the Secretary of Defense had become demoralized due to the events that had taken place; hence, it was unwilling to escalate the war further due to the decline of the army troops […]
• Causes and Effects of the Vietnamese War To the U.S.the war was a loss, because the reunion of South and North Vietnamese citizens marked the end of the war, hence U.S.’s undivided support for the southern region yielded nothing, apart from numerous […]
• The Use of Agent Orange in the Vietnam War The Association of American Advancement of science prompted the US government to allow investigations into the effects of Agent Orange in Vietnam in 1968.
• “The Killing Zone: My Life in the Vietnam War” by Downs At the very outset, it was clear to the soldiers that the war in Indochina was not being conducted in terms of the glory myths on which they had been raised. The second part of […]
• How the Vietnam War Polarized American Society It galvanized the enemy and opponents of the war in both Vietnam and America and led many to question the ethics of the campaigns.
• Protests and Music of the Vietnam War As the public absorbed the announcement, and the truth behind the war, they were angered by the fact that many American lives had been lost in the war, and the fact that the government was […]
• Vietnam War in the “Platoon” Movie by Oliver Stone In the context of the war, the confrontation between two non-commissioned officers, the cruel-hearted Barnes and the humane Elias, is depicted.
• Vietnam War: History and Facts of War That Began in 1959 The Second Indochina War began in 1959, five years after the division of the country, according to the Geneva Agreement. South Vietnam’s troops failed to substitute American soldiers, and in 1974 the peace agreement was […]
• Political and Social Forces During and After the Vietnam War The political forces in the aftermath of the Vietnam War centered around balancing between the Cold War and the maintenance of public support.
• Researching and Analysis of the Vietnam War A Chinese leader inspired by the Soviet Union and the Chinese, Ho Chi Minh, formed a union to aid the resistance against the French occupiers in Vietnam and the Japanese.
• The Vietnam War and the Tet Offensive In this presentation, the discussion of the impact of Tet Offensive on the United States and the role of media in military events will be discussed.
• The Artistic Legacy of Maya Lin: A Cultural Response to the Vietnam War Major confrontations as the signs of a shift in cultural perspectives and attitudes have always defined the development of art, the Vietnam War being one of the infamous examples of the phenomenon.
• The Vietnam War: Diplomatic Mechanisms Connected With the USA The onset of the Vietnam War exposed the vagaries in the American political and administrative systems in terms of issues of diplomacy, presidency, and even in cultural and social matters.
• “The Green Berets” Film About the Vietnam War According to the plot, one American journalist named George Beckworth is to cover the topic of the military involvement of the USA in this war.
• Vietnam War: David Halberstam’s “The Making of a Quagmire” In his account, the author of the book The Making of a Quagmire: America and Vietnam during the Kennedy Era, is categorical about the dealings of the Americans in the Vietnamese affair.
• “A Time of War: The United States and Vietnam” by Robert D. Schulzinger These events relate to the activities and interests of the Americans, the French and Vietnamese which preceded the beginning and the aftermath of the war.
• Interview Report: Memories of the Vietnam War Locker about the way he happened to take part in the Vietnam War, he said that he was drafted but, anyway, at that time he thought that it was his destiny as he wanted to […]
• Ho Chi Minh’s Influence in the Vietnam War He was the leader of the Vietnam independence movement and established the Democratic Republic of Vietnam which was governed by the communists.
• How the Vietnam War Influenced the Iraq War? During the Vietnam era, the neo-conservatism movement expanded due to the political polarization occurring in the country between the anti-war, anti-American sentiments of the counterculture and neo-cons who championed blind patriotism.
• Impact of the Vietnam War and Results of the Cold War It galvanized the enemy and opponents of the war in both Vietnam and America and led many to question the ethics of the campaigns.
• The Vietnam War in American History Since early fifties the government of the United States began to pay special attention to Vietnam and political situation in this country, because, it was one of the most important regions in the Southeast Asia.

💣 Most Interesting Vietnam War Topics

• How TV Showed the Vietnam War At the dawn of television media emergence, the coverage of the Vietnam War was subjective as the opinion of the public was manipulated by the government to get the desired reaction from the Americans to […]
• French Involvement in Vietnam War Even though in the overwhelming majority of cases, the author focuses attention on the history of Vietnam since the Involvement of the French troops in the nineteenth century, he also gives background information as to […]
• Vietnam War Perceptions of African American Leaders Externally, the country was embroiled in an unpopular war in Vietnam and internally, rejection of the ‘establishment’ typified by the ‘Counter-culture movement’ and the Black Civil rights movement was gaining momentum.
• Vietnamese Culture and Traditions: The Role in Vietnam War It was this division that left America with little understanding of how the rest of the world lives and how the country can effectively help others even in times of war.
• My Lai Massacre During Vietnam War American soldiers of Company assaulted the hamlet of My Lai part of the village of Son My in Quang Ngai province of South Vietnam on 16 March 1968.
• American History During the Vietnam War In the quest to figure out the events that took place in the history of America, I had an opportunity to interview a close family friend who was one of the African American soldiers during […]
• China-Vietnam Opposition or the Third Vietnam War The Korean War, numerous military operations in the Middle East, and the Vietnam War were preconditioned by the clash of ideologies and parties unwillingness to make a compromise.
• Vietnam War vs. War on Terror in the Middle East The starting point for the War on Terror is considered to be the 2001 attacks on the World Trade Center and other locations which led to the deaths of thousands.
• Vietnam War: The Results of Flawed Containment The neo-orthodox perspective on the war in Vietnam consisted of criticism towards United States policies in the sense that civilian and military leaders of the country were unsuccessful in developing achievable and realistic plans with […]
• Vietnam War and American Revolution Comparison Consequently, the presence of these matters explains the linkage of the United States’ war in Vietnam and the American Revolution to Mao’s stages of the insurgency.
• Vietnam War Experiences in David Vancil’s Poems For these reasons, the majority of the works devoted to the given issue tend to demonstrate the horrors of war and factors that impacted people.
• America in Vietnam War: Effects of Involvement However, the involvement of America in the war has made other countries around the world to question its principle of morality.
• African American Soldiers During Vietnam War In the 1960s and 70s, African Americans battled racial discrimination at home in the United States but also faced similar if not the same tension as a member of the Armed Forces while fighting in […]
• Civil Rights Movement and the Vietnam War The Vietnam War caused unintended consequences for the civil rights movements of the 1960s as it awakened the African-Americans’ consciousness on the racism and despotism that they experienced in the United States.
• Contribution of Women in the Vietnam War Special emphasis will be given to nurses because without their contribution, so many soldiers would have lost their lives or suffered from deteriorating conditions in the War Some of the nurses in the Vietnam War […]
• Photos of Vietnam War The role of the media in the Vietnam War also raises issues of what the media ought to censor and report to the public.
• The American Strategic Culture in Vietnam War Spector further emphasizes that the involvement of the United States in both phases of the Vietnam War was due to Harry Truman, the then president of the United States, who did not support communism, but […]
• Hanoi and Washington: The Vietnam War The Vietnam War was a conflict that was military in nature, occurred between the years 1954 and 1975, and was between the communists and the non-communists.
• America’s Failure in Promoting Its Politic in Vietnam Existing literature purports that, part of America’s agenda in Vietnam was to stop the spread of communism and in other literature excerpts, it is reported that, America was persuading North Vietnam to stop supporting the […]
• Vietnam War in the Book “The Things They Carried” by Tim O’Brien The Irony of being at war is that Peace and conflict are both inevitable; it is the way we handle either of the two that determines our opinion of life in general both in the […]
• Anti-War Movement and American Views on the Vietnam War The fact that people started to take part in demonstrations and openly protest any drafting and involvement of the United States in the war, created even more attention towards the Vietnam Conflict.
• How Did the Media Shape Americans’ Perceptions of the Vietnam War? At the heart of this war, the media is believed to have shaped the Americans perception about the war. Technology in this moment made it possible for television to film some incidents in the war […]
• The Vietnam War: Presidents Eisenhower and Kennedy Leadership Roles On November 1, 1995, Eisenhower’s action to give military training to the government of South Vietnam marked the official start of the U.S.involvement in the Vietnamese conflict.

🔍 Vietnam War Research Topics & Questions

• The Vietnam War Causes The aftermath of the Second World War had the South Vietnam controlled by the French and the North Vietnam controlled by Viet Minh.
• The Vietnam War: A Clash of Viewpoints With the help of the most realistic descriptions and the vivid pictures of woes that soldiers had to take in the course of the battles, the author makes the people sink into the mind of […]
• The Vietnam War in the “Child of Two Worlds” Therefore, in the future, he is like to live in the outside world rather than in the inside one. Therefore, Lam wants to start a new life in the US and forgets his roots, which […]
• China’s Support for North Vietnam in the Vietnam War As of the time of the war, the capital city of South Vietnam was Saigon while that of the North was Hanoi.
• The Role of Women in the Vietnam War For example, women in the Navy Nurse Corps and Army Nurse Corp were sent to take part in the Vietnam War and the Korean War.
• Appy, C. and Bloom, A., Vietnam War Mythology and the Rise of Public Cynicism, 49-73 The first myth is that the intervention of the US in the Vietnam War was devoid of any political interests and colonial based ambition contrary to that of the French.
• Vietnam Women Soldiers in the Vietnam War and Life Change After the War In 1968, the North Vietnamese and the Viet Cong forces attacked all the major cities of South Vietnam and even the US embassy followed where the war could not stop but in the year 1973 […]
• Vietnam War: The Battle Where There Could Be No Winners Inflamed by the ideas of the patriotic behavior and the mission of protecting the interests of the native land, the American soldiers were eager to start the battle.
• The Gulf of Tonkin Resolution of 1964 Is a Turning Point in Vietnam War The Gulf of Tonkin Resolution that occurred in August 7, 1964, was one of the major turning points in the United States military involvement into the flow of the Vietnam War.
• The Vietnam War’s and Student’s Unrest Connection An example of such protests were held by the by the University of Washington during the national strikes that took an approximate one week as a reaction to the Kent University shootings and a culmination […]
• Vietnam War: John Kerry’s Role Kerry’s actions during the Vietnam war that eventually led to his acquisition of the Purple Heart is a as a result of his ability to stop the actions of the enemy as evident in their […]
• Views on Vietnamese War in the Revisionism School Though United States did not involve itself into the war in order to break the dominance of Soviet Union, it wanted to gain politically and economically.
• Stories From the Vietnam War In the dissonance of opinions on the Vietnam War, it appears reasonable to turn to the first-hand experiences of the veterans and to draw real-life information from their stories.
• Concepts of the Vietnam War The fear to go to Vietnam and participate in a war that many believed America will inevitably lose, continued to engulf their life even more.
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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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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 . 

(c) Allocate an overall mark with the use of the matrix.

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 

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