Error message

Deprecated function: str_replace(): Passing null to parameter #3 ($subject) of type array|string is deprecated in Drupal\Component\Utility\Html::cleanCssIdentifier() (line 113 of core/lib/Drupal/Component/Utility/Html.php).

National Student Antiwar Conference

Rationale By
Molly Love
Link/Citation

Student Mobilization Committee To End The War In Vietnam, Sponsor/Advertiser. National student antiwar conference called by the Student Mobilization Committee to End the War in Vietnam ... bring all the troops home now!. United States Ohio Cleveland, 1970. [Washington, D.C.: SMC] Photograph. https://www.loc.gov/item/2015648392/.

Source Type:
Photograph/Print
Suggested Grade Level and Audience: Grade 9, Grade 10, Grade 11, Grade 12
Instructional value of primary source for the curriculum and/or classroom

This primary source is valuable for the curriculum because it offers students a direct glimpse into the heart of the Vietnam War-era anti-war movement, particularly the role of student activism. By analyzing this flyer, students can engage with the historical moment in a way that is both personal and immediate, allowing them to understand how young people at the time responded to the war and mobilized for change. It highlights the methods of grassroots organizing, using simple but powerful messaging to engage and rally individuals to political action, which is an essential skill in understanding the dynamics of social movements. Furthermore, the flyer serves as a starting point to explore the larger political, social, and economic context of the 1960s and early 1970s, helping students understand the interconnectedness of historical events like the Civil Rights Movement, Cold War tensions, and the growing distrust in political leaders.

In the classroom, this primary source can be used to foster critical thinking and discussions about political dissent, civic engagement, and the role of young people in shaping history. It provides a platform to compare past and present student activism, connecting historical movements to contemporary social issues. By examining the language, design, and purpose of the flyer, students can gain insights into how media and communication were utilized to galvanize movements, a lesson that is relevant for understanding modern political campaigns and protests. This primary source is not only a window into the past, but also a tool to encourage students to reflect on their own potential for social and political engagement.

Summary/Description

The National Student Antiwar Conference flyer, created by the Student Mobilization Committee to End the War in Vietnam in 1968, serves as a call to action for students to join the anti-war movement and demand an end to US involvement in the Vietnam War. It captures the urgency and determination of student activists at the height of the conflict, urging young people to organize and protest against what they viewed as an unjust war. The flyer’s message—"Bring all the troops home now!"— reflects the growing frustration with government policies and the devastating human cost of the war. This document is an example of the grassroots efforts led by students to influence public opinion and policy during a time of political and social upheaval.

Context for the Primary Source
  • The National Student Antiwar Conference flyer, created by the Student Mobilization Committee to End the War in Vietnam, reflects the peak of student activism during the Vietnam War era in the late 1960s. By 1968, opposition to the war was growing across the United States, with significant protests erupting on college campuses. Young people, many of whom were directly impacted by the draft, became increasingly vocal in their demand to end US military involvement in Vietnam. The Student Mobilization Committee (SMC), a national coalition of students and activists, was at the forefront of organizing demonstrations, such as the 1968 March on the Pentagon, and used resources like this flyer to rally students to action. The message, "Bring all the troops home now!", encapsulates the urgency and determination of the anti-war movement, calling on students to take a stand against what they saw as an unjust and unnecessary conflict.
  • In the broader historical context, the late 1960s were marked by significant political and social upheaval. The Vietnam War, a focal point of Cold War tensions, had led to widespread disillusionment, especially after events like the 1968 Tet Offensive, which revealed the ongoing brutality and unfulfilled promises of a quick victory. Economic struggles, civil rights movements, and growing distrust of political leaders like Presidents Lyndon B. Johnson and Richard Nixon all fueled the climate of protest. For many students, this flyer was not just a call to action, but a symbol of their resistance to the war and to a political system they felt was out of touch with the realities on the ground. This source serves as a snapshot of the era's political activism and the role of youth in challenging US foreign policy and societal norms.
Focus Question(s)
  • What is the central message of the flyer, and how does it reflect the priorities and demands of the anti-war movement?
  • How is the use of the phrase, "Bring all the troops home now!" convey urgency and emotional appeal? What impact might this have had on the intended audience?
  • How does this flyer reflect the political and social climate of the 1960s, particularly in relation to the Vietnam War?
  • How did student-led anti-war protests, like those organized by the Student Mobilization Committee, challenge political leaders and government policies?
Standards Connections

Ohio Learning Standards for Social Studies

Standard 5: United States History since 1945, The Vietnam War and the Domestic Response - Explain the causes and consequences of the Vietnam War and its impact on U.S. society, politics, and foreign policy

  • Students will analyze the political, social, and cultural effects of the Vietnam War, including the role of the anti-war movement in shaping public opinion and influencing government policies.
  • The flyer provides direct insight into the anti-war movement, allowing students to explore how student-led protests and organizations like the Student Mobilization Committee impacted US foreign policy and public opinion about the war. By examining the flyer, students can understand how political activism during the 1960s and 1970s contributed to shifts in national attitudes toward the Vietnam War.

Standard - People in Society, Indicator 6: "Describe the role of youth and social movements in influencing social, political, and cultural change in the United States."

Standard - People in Society, Indicator 7: "Evaluate the role of social and political movements in the United States, with a focus on how these movements influenced American culture, politics, and policy."

Standard - People in Society: The Role of Youth and Social Movements - Evaluate the role of social and political movements in the United States, with a focus on how these movements influenced American culture, politics, and policy.

  • Students will assess the influence of key social movements on American society, with an emphasis on youth activism during the Vietnam War era.
    • This primary source serves as an example of how young people became politically active in the 1960s, particularly in response to the Vietnam War. Students can analyze the motivations and methods of youth activism, and assess its effectiveness in shaping US policies, particularly through grassroots efforts like those organized by the Student Mobilization Committee.

Standard: Civics, Indicator 4: "Describe the various ways citizens can participate in government and influence public policy, including protest and activism."

  • Students will learn about the rights and responsibilities of citizens in a democratic society, including the use of protest as a form of political participation.
    • The flyer exemplifies one way in which citizens, particularly young people, engage in protest as a means of influencing government policy. Students can explore how grassroots movements like the anti-war protests represented a form of civic engagement and how these actions contributed to broader political change.
Suggested Teaching Approaches
  • Students will begin by closely examining the National Student Antiwar Conference flyer as a primary source, analyzing its language, tone, and design. The flyer’s call to action—“Bring all the troops home now!”—will be discussed to understand how it captures the urgency of the anti-war movement and appeals to student audiences. To deepen this analysis, students will read Letters from a Vietnam War Protester: The Correspondence of Ron Kovic, a collection of personal letters from Ron Kovic, a Vietnam War veteran turned anti-war activist. Kovic’s writings offer a personal perspective on the transformation from soldier to protester, helping students connect the broader student-led activism represented by the flyer to individual stories of protest. By comparing the experiences of Kovic with the collective message of the flyer, students will better understand how personal experiences and social movements intersect.
  • Students will analyze the visual and rhetorical elements of the National Student Antiwar Conference flyer, focusing on how its design and bold messaging are intended to inspire action. Students will compare the flyer to the work of the Guerrilla Girls, particularly their The Guerrilla Girls’ Bedside Companion to the History of Western Art, a book that highlights how visual art and protest imagery are used to communicate social messages. The Guerrilla Girls' posters, like the flyer, rely on strong visuals and straightforward messaging to challenge societal norms and bring attention to injustice. By analyzing both the anti-war flyer and the Guerrilla Girls’ activism, students will discuss how powerful imagery and rhetoric in protest movements have influenced public opinion and social change. This lesson emphasizes the role of visual media in mobilizing political action, encouraging students to create their own protest materials inspired by these historical examples.
  • Students will compare the anti-war activism of the 1960s and 1970s with modern-day protest movements. Using the National Student Antiwar Conference flyer as a starting point, students will read the article, "The Youth Protest Movement and Its Lessons for Today's Generation," by Mark D. L. Thompson, which examines how youth activism today mirrors the protest movements of the Vietnam War era. The article draws parallels between the methods of student activism in the 1960s and modern-day movements like those for climate action and gun control. Students will discuss how the flyer’s messages and tactics can be seen in contemporary movements, analyzing the continuity of youth-led protests in shaping public discourse and social policy. This lesson will help students understand how past movements continue to inform and inspire today’s political activism, encouraging them to consider the lasting impact of the anti-war movement on current social issues.
Potential for Challenge
  • The National Student Antiwar Conference flyer clearly represents a strong anti-war stance, calling for the immediate withdrawal of US troops from Vietnam. This may be politically sensitive, particularly in classrooms with students or families who hold differing views on the Vietnam War or on protest movements in general. Some students might resist engaging with a perspective they disagree with or might find the language too confrontational. Teachers can approach this material as part of a larger discussion on the diversity of political perspectives during the Vietnam War era. By framing the flyer within the broader context of civil rights movements, youth activism, and democratic expression, students can better understand why certain groups, especially students, were so vocal in their opposition. Teachers can emphasize that learning about opposing viewpoints is crucial to developing a well-rounded understanding of history. It is important to create an open, respectful environment for discussing differing opinions. The flyer is a call to action, and for some students, the subject matter of the Vietnam War and anti-war protests might elicit strong emotional responses, especially if they or their families have personal connections to the military. Some students may find the themes of war, protest, and dissent distressing or challenging to process. Teachers should provide context and preparation before introducing the flyer. This could include a brief overview of the Vietnam War and its significance, both politically and socially. Acknowledging that these topics can be emotionally charged allows students to reflect on their own feelings before diving into the historical content.

Links to resources for approaching those topics

  • The History Channel: The Vietnam War. Overview of the war, key events, and social impact. This resource can help students understand the broader context in which the anti-war movement emerged. History Channel. The Vietnam War. Directed by Ken Burns and Lynn Novick. 10 episodes. New York: PBS, 2017.
  • Facing History: The Vietnam War and Student Protests. Facing History provides resources that help educators guide students through the complex history of the Vietnam War, including student protests and dissent. Facing History and Ourselves. The Vietnam War and Student Protests. Facing History and Ourselves, 2017. https://www.facinghistory.org/resource-library/vietnam-war-and-student-protests.
Alternative or Complementary Primary Sources
  1. Protestors at the Capitol 1971 - This photograph serves as a strong visual representation of anti-war protesting in Washington, D.C. at the height of the Vietnam War.
  2. Protestors at the Capitol 1971 Photo 2 - This photograph depicts anti-war protestors sitting peacefully while capitol police officers hold their line.
Additional References
  1. Zinn, Howard. A People’s History of the United States. 2nd ed. New York: HarperCollins, 2005.
    • This book provides a perspective on US history from the viewpoint of marginalized and dissenting voices, including a detailed examination of the Vietnam War and anti-war protests.
  2. Hall, Simon. The Emergence of the Vietnam War: 1945–1965. London: Longman, 2007.
    • Provides a detailed analysis of the geopolitical context of the Vietnam War and how US involvement escalated.
  3. “Kent State Shooting” Photograph by John Filo.
    • Filo’s iconic photograph of a young woman, Mary Ann Vecchio, kneeling over the body of Jeffrey Miller, a student killed during the Kent State shooting, is one of the most powerful images from the anti-war movement. The image captures the emotional intensity of the moment and has become symbolic of the violence faced by student protesters. This photograph can be used to help students explore the emotional impact of the anti-war protests and discuss the sacrifices young people made in their pursuit of social change. It complements the National Student Antiwar Conference flyer by showing the personal cost of activism and the power of visual media in shaping public opinion.
  4. “The Burning Monk” Photograph by Malcolm Browne.
    • This Pulitzer Prize-winning photograph from 1963 shows Thích Quảng Đức, a Vietnamese Buddhist monk, self-immolating in protest of the South Vietnamese government's persecution of Buddhists. This image provides a stark look at the global dimensions of resistance during the Vietnam War era. Although not directly tied to the American anti-war movement, it demonstrates how protest and resistance were expressed in various forms worldwide. Families can discuss the role of protest in both Vietnam and the US and explore the broader context of the war, linking it to the anti-war flyer and the global nature of the conflict. Browne, Malcolm. The Burning Monk. 1963. Pulitzer Prize-winning photograph. Saigon, Vietnam.
  5. “The Day the War Came” Poem by Brian Willson. 
    • ​​​​​​​Brian Willson, a Vietnam War veteran, wrote a poem reflecting on his experiences and the trauma of war. His poem captures the emotional and moral conflict faced by soldiers, contrasting their lived reality with the idealized version of military service.This poem can be used to explore the internal conflicts of those who served in Vietnam and the disillusionment they faced, offering an alternative perspective to the student-led activism represented by the flyer. It invites families to reflect on the complexity of the Vietnam War experience, acknowledging both the voices of veterans and protesters. It also provides a way to discuss the personal transformation of individuals, like Ron Kovic, who transitioned from soldiers to anti-war activists. Willson, Brian. “The Day the War Came.” Unpublished poem.
Subject:
Journalism/News , Photography , Social Studies/Social Sciences/History/Geography
Topics:
History , Informational Text , Photographs, Prints, and Posters
Year/Date of Creation or Publication
1970