The British Experience in the Revolution

And

The American Experience in Vietnam

A Comparative Examination

Overview:

In both the British experience in the Revolutionary War as well as the American experience in Vietnam, two of the world’s greatest superpowers found themselves stuck in a quagmire from which it was unable to extricate itself from gracefully, and in both instances, national prestige and international position suffered. This lesson will compare the two conflicts.

Related resources for the lesson:

In this lesson, students will use the following resources:

1. Episode Four of Liberty! (The related web page for the episode is at http://www.pbs.org/ktca/liberty/chronicle/episode4.html)
2. A companion resource to this lesson, called “Factors That Handicapped the Crown” (see the end of the lesson).
3. “How Could Vietnam Happen--An Autopsy”, by James C. Thompson, from The Atlantic Online, April 1968. (http://www.theatlantic.com/issues/68apr/vietnam.htm)
4. Vietnam Online (http://www.pbs.org/wgbh/amex/vietnam/) (Note: Teachers may elect to use this comprehensive site to supplement students’ knowledge of the Vietnam War and its effects.)

Relevant Standards:

This lesson addresses the following national content standards established by the Mid-Continent Research for Education and Learning (McREL) ( http://www.mcrel.org/standards-benchmarks/)

US History

• Understands the major developments and chronology of the Revolutionary War and the roles of its political, military, and diplomatic leaders (e.g., George Washington, Benjamin Franklin, Thomas Jefferson, John Adams, Samuel Adams, John Hancock, Richard Henry Lee)
• Understands the social and economic impact of the Revolutionary War (e.g., problems of financing the war, wartime inflation, hoarding and profiteering; personal impact and economic hardship on families involved in the war)
• Understands contributions of European nations during the American Revolution and how their involvement influenced the outcome and aftermath (e.g., the assistance of France and Spain in the war, how self-interests of France and Spain differed from those of the United States after the war, the effect of American diplomatic initiatives and the contributions of the European military leaders on the outcome of the war)
• Understands the political elements of the Vietnam War (e.g., the constitutional issues involved in the Vietnam War, the legacy of the war)
• Understands the social issues that resulted from U.S. involvement in the Vietnam War (e.g., the composition of American forces recruited in the war, why the Vietnam War contributed to a generational conflict and concomitant lack of respect for traditional authority figures)

Historical Understanding

• Analyzes the effects specific decisions had on history and studies how things might have been different in the absence of those decisions
• Analyzes how specific historical events would be interpreted differently based on newly uncovered records and/or information
• Knows how to perceive past events with historical empathy
• Evaluates the validity and credibility of different historical interpretations

Strategy for the Lesson:

Using a world map, the teacher might begin the lesson by demonstrating the relative distance between Britain and the 13 colonies, as well as the distance between the United States and Vietnam. Have students use the map scale to determine the number of miles between the nations.

Next the teacher might ask students to compare the reasons why Britain fought the colonists in the American Revolution (to stop a rebellion within the British Empire) compared to why the United States became involved in Vietnam. (Most students will say to either protect one nation from invasion from another, or to stop the spread of Communism in a particular area of the world.)

The teacher may also ask students to consider the 2003 Iraqi invasion in a discussion regarding whether or not that conflict is a similar “quagmire” as what the US experienced in Vietnam or the British did in the Revolutionary War.

Next, the teacher may either direct the students to the Atlantic Online resource as well as the “Factors That Handicapped the Crown” resource, which was included in lesson four.

Distribute the question sheets for the lesson.

Allot sufficient time for students to answer the questions. Once students have completed the questions, the teacher should evaluate them according to the depth of answer desired, the amount of time allowed for the assignment, as well as any other criteria established by the teacher, for example, spelling and grammar.

Extension Activities:

Ask the class to research specific tactics from the Revolution and Vietnam wars. Have students write “position papers” to the British Crown and US Government respectively, discussing current strategy, and what should be changed, or maintained, and for what reasons.

Question Sheet (with answers)

1. Review the “Factors That Handicapped the Crown” list. The first factor regards a lack of military and political aim in fighting the war, including a lack of a basis for negotiation for a settlement or for favorable postwar conditions. What similar statements does Thompson make about Vietnam in his story? List at least four.

Thompson lists several instances where American policy would be similar to that of the British. These include:

• in 1961 the U.S. government's East Asian establishment was undoubtedly the most rigid and doctrinaire of Washington's regional divisions in foreign affairs
• The State Department was overly concerned about the threat of Communist China
• The Kennedy and Johnson Administration’s incorrect belief in the “Domino Theory”
• The government was lacking in experience on Indochina or Vietnam
• Agents in the field, still concerned about the loss of China to the Communists and worried about the continued threat of Communism overestimated the strength of the North Vietnamese.
• Many within the Kennedy and Johnson Administrations were fearful of speaking out against the war.
• Many government officials were more concerned with “ Vietnam public relations” rather than Vietnam policy
• Many decision makers in the Pentagon and State Department suffered from a large amount of emotional and mental stress in the long course of making decisions about the war.

1. Look at the military strategy issues regarding British involvement in the Revolution. Which one, in your view, is the most damaging to the British cause? Explain your answer.

Answers will vary. Many students, however, might note the British insistence in fighting in the traditional style in a war that the colonists fought as guerillas.

1. In your view, based on what you know about the Vietnam War, are any of the strategy issues mentioned in “Factors That Handicapped the Crown” similar to issues that faced American troops in Vietnam? If not, explain why there aren’t any similarities. If there are similarities, list them.

Answers will vary. Some students may note that the American experience in Vietnam was similar in as much as US forces tended to fight in a similar manner to what they did in World War II, and did not adapt to fighting in a similar style as the enemy. Also, some students may note that Ho Chi Minh was a highly popular and effective leader in North Vietnam . Still other students may note that public opinion, as well as opinion within the government, was divided over Vietnam as it was in Britain regarding the Revolution.

1. In his story, Thompson notes, “Throughout the conflict, there has been persistent and repeated miscalculation by virtually all the actors, in high echelons and low, whether dove, hawk, or something else.” What similar mistakes are mentioned that affected the King and British government in the Revolutionary War?

Mistakes might include the lack of a clear strategy, underestimating the resolve of the enemy, extreme overconfidence by political and military leaders, lack of preparation for a prolonged conflict, and few advocates of a “soft peace”.

1. Frequently, in the “Factors That Handicapped the Crown”, mention is made about the fear of the British being forced to not only fight the colonists, but the French and/or the Spanish as well. Based on what you have read in Thompson’s story, do you feel that the United States had a similar fear in fighting in Vietnam? Why or why not?

Thompson makes several statements about the domino effect and “who lost China ”, which were both familiar foreign policy views in the late 1950s and early 1960s. In addition, some students may note that a major US escalation in Vietnam might have brought in the Soviet Union or People’s Republic of China into the war on the side of North Vietnam , or might have escalated the war into a nuclear one.

1. What similarities are there in the “Factors” list and Thompson’s story about the lack of ability to negotiate a settlement or satisfactory situation at the end of a war?

In the “Factors”, it’s noted that there were few advocates of a “soft” peace. Most British citizens wanted to punish the colonists and get harsh terms and payments as a result of the end of the war. In Thompson’s story, he notes “Throughout the conflict, there have been missed opportunities, large and small, to disengage ourselves from Vietnam on increasingly unpleasant but still acceptable terms .” Thompson specifically notes the large election victory by Lyndon Johnson in 1964 as one way American policy in Vietnam could have been changed and American military presence reduced.

Some students may note that the overconfidence of the British government and military might have been mirrored by the US government (such as inflated body counts and hyped claims of victories), and that may have worked to discourage any sort of settlement other than total victory.

1. In what way do you think the statement in the “Factors” list about what would happen after thousands of British troops landed on American shores is similar to what Thompson mentions about planning for saturation bombing in the Vietnam War?

Students will probably note that the feeling was that the number of troops as well as the saturation bombing would cause resistance to crumble in the face of overwhelming odds.

In addition, some students may also note that in both instances, those making military and foreign policy became somewhat overconfident and callous toward the nations they fought against to the point that it affected their ability to consider a “soft peace”.

1. What impact did a “long, prolonged conflict” have on the British in the Revolution? Speculate what impact a long conflict might have on the US in the Vietnam War.

Answers will vary. Students will probably note that in the case of the Revolutionary War, a long conflict caused a substantial economic crisis in Britain , and also probably caused some dissent against the war effort in the British population.

In the United States , the long war caused more and more mainstream Americans to oppose the war, including the press, and that caused opposition to grow and further organize. Before long, anti-war sentiment was widespread and cut across social and economic lines.

1. In your view, could the British have overcome the obstacles listed in the “Factors” list and still won the war? Give an example how they might have done this. If you feel the obstacles were too complex to overcome, give a short explanation why you think this to be so.

Answers will vary. Some students may note that since the British were the great superpower of the period, they should have concentrated more of their effort here in an attempt to subdue the colonists. Others may note that the British government could have possibly adapted their policy to be more accepting of a soft peace. Still others may note that the British could have equipped their army from Canada or from the West Indies and effectively defeated the colonists.

1. Do you feel the United States should have studied the British experience in the Revolutionary War as a preliminary view prior to US involvement in Vietnam? What lessons could be learned by a study of the British experience in the 18 th Century. Explain your answer.

Answers vary.

Question Sheet

1. Review the “Factors That Handicapped the Crown” list. The first factor regards a lack of military and political aim in fighting the war, including a lack of a basis for negotiation for a settlement or for favorable postwar conditions. What similar statements does Thompson make about Vietnam in his story? List at least four.

1. Look at the military strategy issues regarding British involvement in the Revolution. Which one, in your view, is the most damaging to the British cause? Explain your answer.

1. In your view, based on what you know about the Vietnam War, are any of the strategy issues mentioned in “Factors That Handicapped the Crown” similar to issues that faced American troops in Vietnam? If not, explain why there aren’t any similarities. If there are similarities, list them.

1. In his story, Thompson notes, “Throughout the conflict, there has been persistent and repeated miscalculation by virtually all the actors, in high echelons and low, whether dove, hawk, or something else.” What similar mistakes are mentioned that affected the King and British government in the Revolutionary War?

1. Frequently, in the “Factors That Handicapped the Crown”, mention is made about the fear of the British being forced to not only fight the colonists, but the French and/or the Spanish as well. Based on what you have read in Thompson’s story, do you feel that the United States had a similar fear in fighting in Vietnam? Why or why not?

1. What similarities are there in the “Factors” list and Thompson’s story about the lack of ability to negotiate a settlement or satisfactory situation at the end of a war?

1. In what way do you think the statement in the “Factors” list about what would happen after thousands of British troops landed on American shores is similar to what Thompson mentions about planning for saturation bombing in the Vietnam War?

1. What impact did a “long, prolonged conflict” have on the British in the Revolution? Speculate what impact a long conflict might have on the US in the Vietnam War.

1. In your view, could the British have overcome the obstacles listed in the “Factors” list and still won the war? Give an example how they might have done this. If you feel the obstacles were too complex to overcome, give a short explanation why you think this to be so.

1. Do you feel the United States should have studied the British experience in the Revolutionary War as a preliminary view prior to US involvement in Vietnam? What lessons could be learned by a study of the British experience in the 18 th Century. Explain your answer.