1969 Virginia Class Argues About The Vietnam War

This is a portion of a TV show presented in 1969 where a well-known journalist visited Charlottesville Virginia. It was a time when America was divided, just about 50-50, on whether the Vietnam War was a just war or an unjust war. I was one of the cameramen recording this documentary and collected it as part of the archive I built to produce my 6 part 1991 PBS television series, Making Sense Of The Sixties. The divide was extreme and it seemed as though few could cross the partisan divide and agree on just about anything.

The primary justification for U.S. involvement in the Vietnam War was the containment of communism, rooted in the Cold War ideology that dominated U.S. foreign policy from the end of World War II until the collapse of the Soviet Union. This perspective was underpinned by several key concepts and events:

The Domino Theory: This theory, popularized in the 1950s and 1960s, posited that if one country in a region came under communist influence or control, its neighboring countries would also fall to communism, much like a row of falling dominoes. In the context of Southeast Asia, it was feared that if Vietnam became communist, it would lead to the spread of communism throughout the region.

Commitment to Allies: The U.S. had committed to helping anti-communist governments around the world. In Vietnam, this meant supporting the South Vietnamese government, which was facing an insurgency from the communist National Liberation Front (often referred to as the Viet Cong) and later direct military support from North Vietnam.

Previous Involvement: By the mid-1960s, the U.S. had already been involved in Vietnam for over a decade, providing military advisors and financial assistance to the South Vietnamese government. This prior commitment was used as a justification for further involvement, with policymakers arguing that the U.S. had an obligation to see the conflict through.

Diverse Perspectives: American colleges are diverse institutions, and there was no single narrative or perspective on the Vietnam War. Professors had academic freedom, so viewpoints varied widely depending on the faculty and the specific course.

Anti-War Activism: Many campuses became hotbeds of anti-war activism. As the war escalated, so did protests on college campuses. This environment of activism and questioning could influence classroom discussions and the materials presented.

Standard Curriculum: In general history or political science classes, the war might be presented in the context of broader Cold War geopolitics. The official U.S. government stance on the necessity of containing communism would likely be a part of the curriculum, even if critiqued or debated.

Influence of Current Events: As the war progressed and became more controversial, it's likely that classroom discussions and readings would reflect the evolving nature of the conflict and the debates it sparked. Events like the publication of the Pentagon Papers in 1971 would have had significant impacts on academic discussions.

Critical Analysis: Universities, especially in humanities and social science departments, often encourage critical analysis. So, even if official narratives were taught, they would often be examined critically, with students being exposed to multiple perspectives.

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Thank you,
David Hoffman filmmaker