rubric for extended essay...

IB MS 11 EE

Name:

Scoring Full History Exemplar EE #2

TOK Class:

**First Thing - Save this file as an Adobe Acrobat file somewhere on your drive. Then open the file in Acrobat (not a browser) in order to save information entered into the form fields.**

Score the following history exemplar EE on all the components, referencing both the general and subject specific criteria.

A full rubric is included below with fillable form fields.

Give the rubric score, and also a paragraph commenting on each component and justifying the score

you awarded.

Due electronically.

**SEE NOTE ABOVE ON SAVING FIRST!**

Date:

Rubric for Extended Essay Final

Candidate: The Role of Vietnamese Women During the Vietnam War

Score __________ / 28

Grade criteria based on those located in the guide

Total marks available: 28

http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/19/part/3/chapter/7.html



Dan

Highlight

Assessment criteria for the extended essayCriterion A: focus and method

Criterion B: knowledge and understanding

Criterion C: critical thinking

• Topic

• Research question

• Methodology

• Context

• Subject-specific terminology and concepts

• Research

• Analysis

• Discussion and evaluation

• Structure

• Layout

Possible Marks: 6

Score:

Comments:

Possible Marks: 6

Score:

Comments:

Possible Marks: 12

Score:

Comments:

Criterion D: presentation

Possible Marks:

Score:

Comments:

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The assessment criteriaCriterion A: Focus and methodThis criterion focuses on the topic, the research question and the methodology. It assesses the

explanation of the focus of the research (this includes the topic and the research question), how the

research will be undertaken, and how the focus is maintained throughout the essay.

Level Descriptor of strands and indicators

0 The work does not reach a standard outlined by the descriptors below.

1–2 The topic is communicated unclearly and incompletely.• Identification and explanation of the topic is limited; the purpose and focus of

the research is unclear, or does not lend itself to a systematic investigation in the

subject for which it is registered.

The research question is stated but not clearly expressed or too broad.• The research question is too broad in scope to be treated effectively within the

word limit and requirements of the task, or does not lend itself to a systematic

investigation in the subject for which it is registered.

• The intent of the research question is understood but has not been clearly

expressed and/or the discussion of the essay is not focused on the research

question.

Methodology of the research is limited.• The source(s) and/or method(s) to be used are limited in range given the topic

and research question.

• There is limited evidence that their selection was informed.

3–4 The topic is communicated.• Identification and explanation of the research topic is communicated; the

purpose and focus of the research is adequately clear, but only partially

appropriate.

The research question is clearly stated but only partially focused.• The research question is clear but the discussion in the essay is only partially

focused and connected to the research question.

Methodology of the research is mostly complete.• Source(s) and/or method(s) to be used are generally relevant and appropriate

given the topic and research question.

• There is some evidence that their selection(s) was informed.

If the topic or research question is deemed inappropriate for the subject inwhich the essay is registered no more than four marks can be awarded forthis criterion.

5–6 The topic is communicated accurately and effectively.

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• Identification and explanation of the research topic is effectively communicated;

the purpose and focus of the research is clear and appropriate.

The research question is clearly stated and focused.• The research question is clear and addresses an issue of research that is

appropriately connected to the discussion in the essay.

Methodology of the research is complete.• An appropriate range of relevant source(s) and/or method(s) have been applied

in relation to the topic and research question.

• There is evidence of effective and informed selection of sources and/or

methods.

Criterion B: Knowledge and understandingThis criterion assesses the extent to which the research relates to the subject area/discipline used to

explore the research question, or in the case of the world studies extended essay, the issue addressed

and the two disciplinary perspectives applied, and additionally the way in which this knowledge and

understanding is demonstrated through the use of appropriate terminology and concepts.



1–2 Knowledge and understanding is limited.• The selection of source material has limited relevance and is only partially

appropriate to the research question.

• Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly

descriptive with sources not effectively being used.

Use of terminology and concepts is unclear and limited.• Subject-specific terminology and/or concepts are either missing or inaccurate,

demonstrating limited knowledge and understanding.

3–4 Knowledge and understanding is good.• The selection of source material is mostly relevant and appropriate to the

research question.

• Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of

the sources used but their application is only partially effective.

Use of terminology and concepts is adequate.• The use of subject-specific terminology and concepts is mostly accurate,

demonstrating an appropriate level of knowledge and understanding.

If the topic or research question is deemed inappropriate for the subject inwhich the essay is registered no more than four marks can be awarded forthis criterion.

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5–6 Knowledge and understanding is excellent.• The selection of source materials is clearly relevant and appropriate to the

research question.

• Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are

used effectively and with understanding.

Use of terminology and concepts is good.• The use of subject-specific terminology and concepts is accurate and consistent,

demonstrating effective knowledge and understanding.

Criterion C: Critical thinkingThis criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate

the research undertaken.



1–3 The research is limited.• The research presented is limited and its application is not clearly relevant to the

RQ.

Analysis is limited.• There is limited analysis.

• Where there are conclusions to individual points of analysis these are limited

and not consistent with the evidence.

Discussion/evaluation is limited.• An argument is outlined but this is limited, incomplete, descriptive or narrative

in nature.

• The construction of an argument is unclear and/or incoherent in structure

hindering understanding.

• Where there is a final conclusion, it is limited and not consistent with the

arguments/evidence presented.

• There is an attempt to evaluate the research, but this is superficial.

If the topic or research question is deemed inappropriate for the subject inwhich the essay is registered no more than three marks can be awarded forthis criterion.

4–6 The research is adequate.• Some research presented is appropriate and its application is partially relevant

to the Research question.

Analysis is adequate.

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• There is analysis but this is only partially relevant to the research question; the

inclusion of irrelevant research detracts from the quality of the argument.

• Any conclusions to individual points of analysis are only partially supported by

the evidence.

Discussion/evaluation is adequate.• An argument explains the research but the reasoning contains inconsistencies.

• The argument may lack clarity and coherence but this does not significantly

hinder understanding.

• Where there is a final or summative conclusion, this is only partially consistent

with the arguments/evidence presented.

• The research has been evaluated but not critically.

7–9 The research is good.• The majority of the research is appropriate and its application is clearly relevant

to the research question.

Analysis is good.• The research is analysed in a way that is clearly relevant to the research

question; the inclusion of less relevant research rarely detracts from the quality

of the overall analysis.

• Conclusions to individual points of analysis are supported by the evidence but

there are some minor inconsistencies.

Discussion/evaluation is good.• An effective reasoned argument is developed from the research, with a

conclusion supported by the evidence presented.

• This reasoned argument is clearly structured and coherent and supported by a

final or summative conclusion; minor inconsistencies may hinder the strength of

the overall argument.

• The research has been evaluated, and this is partially critical.

10–12 The research is excellent.• The research is appropriate to the research question and its application is

consistently relevant.

Analysis is excellent.• The research is analysed effectively and clearly focused on the research

question; the inclusion of less relevant research does not significantly detract

from the quality of the overall analysis.

• Conclusions to individual points of analysis are effectively supported by the

evidence.

Discussion/evaluation is excellent.

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• An effective and focused reasoned argument is developed from the research

with a conclusion reflective of the evidence presented.

• This reasoned argument is well structured and coherent; any minor

inconsistencies do not hinder the strength of the overall argument or the final

or summative conclusion.

• The research has been critically evaluated.

Criterion D: PresentationThis criterion assesses the extent to which the presentation follows the standard format expected for

academic writing and the extent to which this aids effective communication.



1–2 Presentation is acceptable.• The structure of the essay is generally appropriate in terms of the expected

conventions for the topic, argument and subject in which the essay is registered.

• Some layout considerations may be missing or applied incorrectly.

• Weaknesses in the structure and/or layout do not significantly impact the

reading, understanding or evaluation of the extended essay.

3–4 Presentation is good.• The structure of the essay clearly is appropriate in terms of the expected

conventions for the topic, the argument and subject in which the essay is

registered.

• Layout considerations are present and applied correctly.

• The structure and layout support the reading, understanding and evaluation of

the extended essay.

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Assessment grade descriptors for the extended essayEffective May 2018

Grade descriptorsThe extended essay is externally assessed, and as such, supervisors are not expected to mark the essays

or arrive at a number to translate into a grade. Predicted grades for all subjects should be based on the

qualitative grade descriptors for the subject in question. These descriptors are what will be used by

senior examiners to set the boundaries for the extended essay in May 2018, and so schools are advised to

use them in the same way.

Grade A

Demonstrates effective research skills resulting in a well-focused andappropriate research question that can be explored within the scope ofthe chosen topic; effective engagement with relevant research areas,methods and sources; excellent knowledge and understanding of the topicin the wider context of the relevant discipline; the effective applicationof source material and correct use of subject-specific terminology and/orconcepts further supporting this; consistent and relevant conclusions thatare proficiently analysed; sustained reasoned argumentation supportedeffectively by evidence; critically evaluated research; excellent presentationof the essay, whereby coherence and consistency further supports thereading of the essay; and present and correctly applied structural and layoutelements.Engagement with the process is conceptual and personal, key decision-making during the research process is documented, and personalreflections are evidenced, including those that are forward-thinking.

Grade B

Demonstrates appropriate research skills resulting in a research questionthat can be explored within the scope of the chosen topic; reasonablyeffective engagement with relevant research areas, methods and sources;good knowledge and understanding of the topic in the wider context of therelevant discipline; a reasonably effective application of source material anduse of subject-specific terminology and/or concepts; consistent conclusionsthat are accurately analysed; reasoned argumentation often supported byevidence; research that at times evidences critical evaluation; and a clearpresentation of all structural and layout elements, which further supports thereading of the essay.Engagement with the process is generally evidenced by the reflectionsand key decision-making during the research process is documented.

Grade C

Demonstrates evidence of research undertaken, which has led to a researchquestion that is not necessarily expressed in a way that can be exploredwithin the scope of the chosen topic; partially effective engagement withmostly appropriate research areas, methods and sources—however, thereare some discrepancies in those processes, although these do not interferewith the planning and approach; some knowledge and understanding ofthe topic in the wider context of the discipline, which is mostly relevant;the attempted application of source material and appropriate terminologyand/or concepts; an attempted synthesis of research results with partiallyrelevant analysis; conclusions partly supported by the evidence; discussionthat is descriptive rather than analytical; attempted evaluation; satisfactorypresentation of the essay, with weaknesses that do not hinder the reading

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of the essay; and some structural and layout elements that are missing or areincorrectly applied.Engagement with the process is evidenced but shows mostly factualinformation, with personal reflection mostly limited to proceduralissues.

Grade D

Demonstrates a lack of research, resulting in unsatisfactory focus and aresearch question that is not answerable within the scope of the chosentopic; at times engagement with appropriate research, methods and sources,but discrepancies in those processes that occasionally interfere with theplanning and approach; some relevant knowledge and understanding ofthe topic in the wider context of the discipline, which are at times irrelevant;the attempted application of source material, but with inaccuracies in theuse of, or underuse of, terminology and/or concepts; irrelevant analysisand inconsistent conclusions as a result of a descriptive discussion; a lack ofevaluation; presentation of the essay that at times is illogical and hinders thereading; and structural and layout elements that are missing.Engagement with the process is evidenced but is superficial, withpersonal reflections that are solely narrative and concerned withprocedural elements.

Grade E (failing condition)

Demonstrates an unclear nature of the essay; a generally unsystematicapproach and resulting unfocused research question; limited engagementwith limited research and sources; generally limited and only partiallyaccurate knowledge and understanding of the topic in the wider contextof the relevant discipline; ineffective connections in the application ofsource material and inaccuracies in the terminology and/or concepts used; asummarizing of results of research with inconsistent analysis; an attemptedoutline of an argument, but one that is generally descriptive in nature; and alayout that generally lacks or incorrectly applies several layout and structuralelements.Engagement with the process is limited, with limited factual or decision-making information and no personal reflection on the process.

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Unpacking the criteriaThe following is intended to help you understand each criterion in terms of what should be included in

the extended essay to achieve the highest level.

Each criterion is organized at three levels of information. Firstly, the markband, which relates to the

mark range available; secondly, the strand, which relates to what is being assessed; and, thirdly, the

indicators, which are the demonstration of the strands within a markband. For example:

Markband1–2

(Strand) The topic is communicated unclearly and incompletely.(Indicators of the strand)

• Identification and explanation of the topic is limited; the purpose and

focus of the research is unclear, or does not lend itself to a systematic

investigation in the subject for which it is registered.

(Strand) The research question is stated but not clearly expressed ortoo broad.(Indicators of the strand)

• The research question is too broad in scope to be treated effectively

within the word limit and requirements of the task, or does not

lend itself to a systematic investigation in the subject for which it is

registered.

• The intent of the research question is understood but has not been

clearly expressed and/or the discussion of the essay is not focused on

the research question.

(Strand) Methodology of the research is limited.(Indicators of the strand)

• The source(s) and/or method(s) to be used are limited in range given

the topic and research question.

• There is limited evidence that their selection was informed.

Criterion Unpacking the criterion

A: Focus and method This criterion focuses on the topic, the research question and themethodology. It assesses the explanation of the focus of the research(this includes the topic and the research question), how the researchwill be undertaken, and how the focus is maintained throughout theessay.

1. The topic chosen is identified and explained to readers in terms of

contextualizing and justifying its worthiness.

• How well does the research paper identify and communicate

the chosen topic?

2. The purpose and focus of the research to be addressed is within

the scope of a 4,000-word extended essay, is outlined in the

introduction and specified as a research question.

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• Is the research question appropriate given the scope of the

task? For example, is the topic sufficiently focused to be

adequately addressed within the requirements of the task?

• Is the research question clearly stated, focused and based on/

situated against background knowledge and understanding of

the chosen subject/topic area?

• Is the focus of the research question maintained throughout the

essay?

3. The research is planned and appropriate methods of data

collection (methodology) are chosen and identified in order to

address the research question.

• Is there evidence of effective and informed source/method

selection with regard to the choice of appropriate sources and/

or method(s) used to gather information, including narrowing

of scope the range of sources/methods, in order to address the

research question within the constraints of the word limit?

4. Sources/methods are considered relevant/appropriate or

sufficient in so far as the academic standards for the discipline are

concerned. For example, for an economics essay, it would not be

sufficient to only use textbooks but rather include reports and data.

There is no consideration of the research question as such.

B: Knowledge andunderstanding

This criterion assesses the extent to which the research relates to thesubject area/discipline used to explore the research question, or in thecase of the world studies extended essay, the issue addressed and thetwo disciplinary perspectives applied, and additionally the way in whichthis knowledge and understanding is demonstrated through the use ofappropriate terminology and concepts.

1. The research question being investigated is put into the context of

the subject/discipline/issue.

• Demonstration of the appropriate and relevant selection and

application of the sources is identified.

2. Knowledge and understanding of the topic chosen and the

research question posed is demonstrated with appropriate subject-

specific terminology.

• The use of subject-specific terminology and/or concepts is an

indicator of knowledge and understanding of the discipline(s)/

issue discussed.

3. Sources/methods are assessed here in terms of their

appropriateness to the research question.

C: Critical thinking This criterion assesses the extent to which critical thinking skills havebeen used to analyse and evaluate the research undertaken.

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1. The selection and application of the research presented is relevant

and appropriate to the research question.

2. The appropriateness of sources/methods in terms of how they

have been used in the development of the argument presented.

3. The analysis of the research is effective and focused on the

research question.

4. The discussion of the research develops a clear and coherent

reasoned argument in relation to the research question.

5. There is a critical evaluation of the arguments presented in the

essay.

6. Unlikely or unexpected outcomes can also demonstrate critical

thinking.

D: Presentation This criterion assesses the extent to which the presentation follows thestandard format expected for academic writing and the extent to whichthis aids effective communication.

1. Structure: the structure of the essay is compatible with the

expected conventions of a research paper in the subject for

which the essay has been submitted. (Examiners, supervisors and

students are advised to check the guidance given in the Extended

essay guide for the relevant subject.)

2. Layout: title page, table of contents, page numbers, section

headings (where appropriate), effective inclusion of illustrative

materials (tables, graphs, illustrations, appropriately labelled) and

quotations, bibliography and referencing.

• The referencing system should be correctly and consistently

applied and should contain the minimum information as

detailed in the Extended essay guide.*

• The extended essay has not exceeded the maximum word

limit.**

* If referencing does not meet this minimum standard work should beconsidered as a case of possible academic misconduct.** If the essay exceeds 4,000 words, examiners should not read or assessbeyond the maximum 4,000-word limit. Students who exceed the wordlimit will compromise the assessment of their extended essay across allcriteria. For example, in criterion B, any knowledge and understandingdemonstrated beyond the 4,000-word limit will be treated as if it werenot present; in criterion C, any analysis, discussion or evaluation madebeyond the 4,000-word limit will be treated as if the point had not beenmade. Given the holistic nature of the assessment criteria, students whowrite in excess of the word limit will self-penalize across all criteria.

E: Engagement This criterion assesses the student’s engagement with their researchfocus and the research process. It will be applied by the examiner atthe end of the assessment of the essay, after considering the student’sReflections on planning and progress form.

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1. Engagement with the process: the student has engaged in

discussions with their supervisor in the planning and progress

of their research; the student is able to reflect on and refine

the research process, and react to insights gained through the

exploration of their research question; the student is able to

evaluate decisions made throughout the research process and

suggest improvements for their own working practices.

2. Engagement with their research focus: an insight into the

student’s thinking, intellectual initiative and creative approach

through reflections on the thought and research process; the

extent to which the student voice is present rather than that of the

supervisor and academics; is the student’s engagement reflected?

Extended essay

Subject-specific guidance

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OverviewThis section covers individual subjects’ requirements for the extended essay (EE) in terms of:

• Choice of topic

• Treatment of topic

• Assessment:

• Criterion A: focus and method

• Criterion B: knowledge and understanding

• Criterion C: critical thinking

• Criterion D: presentation

• Criterion E: engagement.

It assumes that teachers are already familiar with the EE generic guide and the EE Teacher support

materials, in particular the process whereby students choose a subject area and topic, write their research

question and select the research method(s) they will use to explore and answer it.

For a full summary, see the process diagram and the generic assessment criteria.

Or for a quick refresher, read Extended essay: general requirements .

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General requirementsThe EE is an in-depth study of a focused topic. It gives students the opportunity to:

• engage in independent research with intellectual initiative, creativity and rigour

• develop research, thinking, self-management and communication skills

• reflect on what they have learned throughout the research and writing process.

All students must:

• provide a logical and coherent rationale for their choice of topic

• review what has already been written about the topic

• formulate a clear research question

• offer a concrete description of the methods they use to investigate the question

• generate reasoned interpretations and conclusions based on their reading and independent research in

order to answer the question.

Choice of topicSee also Initial guidance on research and writing

Students first need to identify the broad area of inquiry they are interested in.

Sources of ideas may include:

• work already undertaken as part of the course

• preliminary reading of academic journals and reputable scholarly e-resources, eg conference papers,

essays, book chapters or journal articles. A school librarian can advise on this

• conversations with teachers, fellow students and librarians.

Literature reviewStudents should try to read as much as they can of what has already been written about their topic. Time

spent on a literature review early on in the research process will guide and improve their work. It will help

them to:

• contextualize their research question and subsequent findings

• meet criterion B: demonstrating knowledge and understanding .

While conducting their literature review, students may find it useful to compile an annotated bibliography

and to record their responses to what they read in their researcher’s reflection space (RRS).

If using the internet, students are encouraged to use specialized academic search engines that will find

resources appropriate for citation in the EE.

Students must be aware of their responsibilities to cite properly the resources they use and to check

their work for plagiarism. Their citations should adhere to the requirements of the IB and be consistently

applied.

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Research questionStudents should identify a working research question early on but be prepared to change, eg if too little

information is available to permit the intended investigation.

Students should be guided by the idea that what they are writing is important because:

• it seeks to fill a gap in understanding their chosen topic, or

• it offers a resolution to some controversial argument.

The research question should therefore be non-trivial and follow from the existing body of literature on

the topic. It must be:

• specific, sharply focused and capable of being answered within a 4,000-word essay

• stated clearly in the introduction of the essay and on the title page

• related to the chosen topic.

Students need to avoid researching questions that are too narrow or too obvious as this will limit their

ability to formulate reasoned arguments.

Their answer to the question must be analytical rather than descriptive.

Treatment of the topicOnce students have identified their topic and written their research question, they can decide how to

research their answer. They may find it helpful to write a statement outlining their broad approach.

The definition of “research” and terms such as “primary data” and “secondary data” varies from subject to

subject.

In some subjects, students must use both primary and secondary data. In others, students may, or even

must, rely exclusively on secondary data.

However, all students must carry out secondary research in terms of a literature review for their topic.

Two important reminders1. Undertaking an extended essay is a challenge. Planning is crucial. Students need to start writing their

papers early and discuss any emerging difficulties with their supervisor. As well as their supervisors,

librarians are a great source of information, advice and support for students.

2. Students risk their diploma if found guilty of academic misconduct:

3. Academic honesty: students’ work will be checked in terms of the IB’s academic honesty policy and

so all students must ensure that they are familiar with this.

4. “Double-dipping”: students must ensure that they are not using material submitted for any other

assessment component as part of their EE submission. While resources can be shared between

components, sometimes it is best to avoid this. Resources used for IA, for example, could be used as

part of the EE, but no content can be duplicated at all, so to prevent any cross-over the candidate

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would need to have a substantially different angle that they will investigate and there must be a

complete shift in focus. See the subject-specific guidance for more details

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History: Subject-specific guidanceSee also: EE generic guide and EE Teacher support material

OverviewThe EE gives students an opportunity to undertake in-depth research in an area of interest to them, of

local, regional or global significance.

The outcome of the research should be a coherent and structured essay that effectively addresses a

particular issue expressed as a research question.

The question should encourage an investigation that lends itself to analysis and critical commentary.

Students should avoid straightforward “What” and “How” questions as they tend to lead to narrative

treatment. Terms such as “How significant…?” or “How successful…?” are more likely to engage students

in analysis.

“To what extent…?” requires an analytical answer, but if students choose this or a similar term, they need

to ensure that their task does also require them to consider other factors to answer the question.

Choice of topicThe topic must:

• focus on the human past (at least 10 years ago)

• be worthy of study

• lend itself to systematic investigation in line with the published assessment criteria.

Ten-year ruleEssays that focus on events of the past 10 years are not acceptable, as these are regarded as current affairs,

not history. Any essay that does so will be compromised across several criteria.

It is not a requirement for the topic to be chosen from the Diploma Programme history course, but it must

be acceptable to the supervisor.

It should provide an opportunity for critical analysis of source material, and not depend on summarizing

general secondary sources (such as textbooks and encyclopedias). Such an approach is likely to produce

an essay that is essentially narrative or descriptive.

The topic chosen must be suitable for effective treatment within the 4,000-word limit. Essays that cover

many aspects of history, or a long time period, are unlikely to prove successful.

Narrowing the scope of the essay:

• is a crucial step in helping to ensure that the essay has a clear focus

• allows students to demonstrate detailed and specific historical knowledge, understanding and critical

analysis.

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Examples of topicsThese examples are for guidance only. Students must ensure their choice of topic is focused (left-hand

column) rather than broad (right-hand column).

Focused topics Broad topics

An examination of the economic reasons that ledto the overthrow of the Tokugawa Shogunate inJapan

The overthrow of the Tokugawa Shogunate inJapan

An evaluation of the success of denazificationcarried out in the US zone of Germany 1945–48

Denazification in Germany after the Second WorldWar

An examination of the extent to which theHolodomor in the Ukraine 1932–33 was a failure ofStalin’s policy of collectivization

The introduction of collectivization in the SovietUnion

An examination of the extent to which theoverthrow of Allende in 1973 was the result ofexternal factors

The coup against Allende 1973

One way to help students narrow down their topic is to encourage them to think about the key concepts

in the Diploma Programme history course:

• causation

• consequence

• change

• continuity

• significance

• perspectives.

Causation and consequence are the most common focus of history EEs. Thinking about all the key

concepts can give students ideas beyond these.

Treatment of the topicDisciplinary focusSome topics can also be approached from the perspective of other subjects, such as economics or

geography. Social history includes areas such as music and sport.

Students must ensure their treatment of the topic meets the subject requirements of history.

• While social history does include areas such as music and sport, these are only acceptable for a history

extended essay if they are tackled from a historical perspective.

Suitable research questions need to lead to:

• systematic investigation

• critical analysis

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• detailed understanding.

Adequate available sources are essential. If it is clear at an early stage in the research that they are not,

then students should change focus. If necessary, the supervisor should advise them to do so.

SourcesStudents who use both primary and secondary sources for their research will find it easier to achieve the

highest marks.

If a student chooses to use secondary sources only they will need to take particular care to address the

assessment criteria.

Possible approaches to the research question include:

• using primary and secondary sources in order to establish and appraise varying interpretations

• analysing sources in order to explain changing views over time of particular happenings or

developments

• using source material for a case study or local history project, perhaps leading to a comparison of local

and national developments

• collecting and analysing oral and written data from family and other contacts to help explain past

happenings, perhaps leading to a comparison of local and national developments

• using all available sources to answer the question posed.

Examples of topics, research questions and approachesOnce students have identified their topic and written their research question, they can decide how to

research their answer. They may find it helpful to write a statement outlining their broad approach. These

examples have all been chosen by past students and are included here for guidance only.

Topic The origins of the Cold War in Europe 1945–48

Research question How far was the Christian Democrat victory in the Italian elections of 1948influenced by Cold War tensions?

Approach Reading is undertaken to fully understand the context and the importance of thiselection as the first in post-war republican Italy. More detailed research may becarried out to determine the methods used by the Italian Communist Party andthe Christian Democrats to rally their supporters and also any role played by theUSSR and the US in influencing the outcome. Both primary and secondary sourceswould be accessible and should be used. An examination, and evaluation, ofdifferent interpretations would be carried out as well as consideration of domesticfactors to be weighed against the influence of the Cold War, allowing a conclusionto be reached.

Topic The decline of the Ottoman Empire

Research question To what extent was poor leadership the reason for the defeat of the Ottomanarmies at the gates of Vienna in 1683?

Approach Reading is undertaken to become familiar with the context of the topic, inparticular to understand the nature of the Ottoman Empire and its weaknesses

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by the end of the 17th century in order to determine how these may havecontributed to its defeat. Also to read sources on the decline in leadership afterthe death of Suleiman the Magnificent, over a century earlier. The growing unityamong the Christian powers in Europe and its contribution to their victory in1683 will also be examined. Both primary and secondary sources as well as avariety of historical interpretations will be accessed to understand the HabsburgEmpires at this time and the reasons why the siege was brought to an end. Themerits of various interpretations regarding the factors that led to the defeat of theOttomans as well as the success of the Christian league can be examined and bothprimary and secondary sources will be used to allow a judgment to be made.

Topic The 1968 Democratic Convention in Chicago

Research question “I have done my best. I have lost, Mr. Nixon has won.” (Hubert Humphrey) To whatextent did Hubert Humphrey lose the 1968 presidential election because of theChicago Convention?

Approach General reading is undertaken to aid familiarization with the events of 1968, a yearmarked by riots, protests and political assassinations. Both primary and secondarysources are used as well as different interpretations accessed to discover thereasons for the defeat of Humphrey, the Democratic presidential candidate. Theseare identified and assessed to allow a judgment to be made on the importance ofthe Convention as a factor that influenced the outcome of the election.

Topic The Truth and Reconciliation Commission in post-apartheid South Africa

Research question How far did the Truth and Reconciliation Commission achieve its twin aims ofestablishing the truth and achieving reconciliation by 2002?

Approach Both primary and secondary resources that outline the Commission proceduresand findings are used for background and note-taking. The criticisms of theCommission are also investigated to see how far they can be justified. The endpoint of 2002 (the year that the Commission came to an end) is included toprovide a focus to the investigation and to narrow its scope sufficiently.

Critical analysis and evaluationStudents should not accept uncritically the value and reliability of sources, especially when the

authenticity of some of the sources may be questionable.

Students should show awareness of the value and limitations of their main sources through analysing

their origin, purpose and content:

• Who were the authors?

• What was the intended audience?

• What were the overt and covert reasons for the production of the source being evaluated?

They should integrate this evaluation into the main body of the essay and not adopt a “stand alone”

approach of two sources.

Students can show good critical analysis and historical judgment through a sound assessment of source

material and different explanations and interpretations.

Opportunities for reporting and assessing different interpretations will vary with the topic chosen.

Students will gain credit for explaining why a historian formed an interpretation, not merely stating it.

183

The essay’s argumentStudents should aim to produce an argument that:

• consistently shows good historical understanding

• sets the research question into context

• addresses the research question fully and effectively

• is well substantiated, based on relevant specific evidence with added analytical comments.

An EE in history is a formal essay that is marked according to the assessment criteria. An essay will not

score well if students are unaware of these criteria and make no attempt to address them in the work.

An important note on “double-dipping"Students must ensure that their EE does not overlap significantly with any other work they are submitting

for the Diploma Programme.

The history EE and IAIn particular, the EE is not an extension of the internal assessment (IA) for the subject. Students must

ensure that they understand the differences between the two.

EE IA

Reflection • more generic

• requires students to reflect

on the process of their own

research

• TOK-inspired

• requires students to reflect on

the particular problems and

challenges faced by historians

using the historical method

Purpose an academic research paper on ahistorical event

focuses on historical method

Topic: Students may choose to write their EE and the IA on the same time period or on a similar topic.

Sources: These must be sufficiently different to show clearly that the student has accessed a broad range

of both primary and secondary material. In other words, the IA and EE must not replicate sources. If some

of the same sources are used, other different sources must also be used for each of the tasks.

Supervisors play an important role here in guiding students on these distinctions. Students risk

their diploma if academic misconduct is found.

Interpreting the EE assessment criteriaCriterion A: Focus and method(Strands: Topic, Research question, Methodology)

184

Students must choose a topic from the human past that is of a meaningful nature. Topics may not discuss

events/individuals/movements which have taken place within 10 years of the writing of the essay. For

example, an essay submitted for assessment in 2018 must discuss events prior to 2008. Failure to follow

this instruction will limit the grade in this criterion to a maximum of 4.

The topic chosen must be expressed in the form of a research question. The research question must be

focused and capable of being discussed effectively within the word limit. Students must establish the

historical context and significance of the topic and explain why it is worthy of investigation.

Students must demonstrate that they have selected a suitable range of appropriate and relevant sources.

An attempt should be made to use both primary and secondary sources where possible. They should

demonstrate both factual material as well as the opinions of historians. These sources must provide

sufficient material to develop and support an argument and conclusion relevant to the research question.

Effective planning and a well-focused research question tend to go together. A key indicator of this is that

students have chosen a comprehensive range of sources that are relevant and appropriate to answering

the research question.

Ten-year ruleIf the ten-year rule has not been adhered to, a maximum of only 4 marks can be awarded in this criterion.

If the topic or research question is deemed inappropriate for the subject in which the essay is registered,

no more than four marks can be awarded for this criterion. This applies to history essays that breach the

10-year rule.

Criterion B: Knowledge and understanding(Strands: Context, Subject-specific terminology and concepts)

The essay must show that the student understands the place of the research question in a broader

historical context; for example, the Marshall Plan with respect to the origins of the Cold War. In other

words, if the focus of the essay is the Marshall Plan, students must demonstrate how this focus is relevant

to an understanding of the origins of the Cold War.

The student must demonstrate that they understand and can use accurately historical terms and concepts

relevant to the research topic.

Where it is deemed useful to clarify meaning or context, students may provide further explanation or

definition of selected terms or concepts.

• Additionally, students must demonstrate that the knowledge gained from their selected sources can

then be analysed and, on the basis of this analysis, form an argument and reach a conclusion(s) to the

research question.

Ten-year ruleIf the ten-year rule has not been adhered to, a maximum of only 4 marks can be awarded in this criterion.

185


no more than four marks can be awarded for this criterion. This applies to history essays that breach the

10-year rule.

Criterion C: Critical thinking(Strands: Research, Analysis and Discussion and evaluation)

In a history essay, “research” refers to a critical engagement with the past through relevant sources.

Students must be able to construct, present and support effectively a specific argument or position that

provides their response to the research question.

This argument must be supported and developed by an analysis or consideration of the value and

limitations of the research material.

Throughout the essay students must present ideas or concepts that relate consistently to the analysis of

the research question. The inclusion of ideas or concepts that are not relevant will detract from the value

of the analysis and limit the student’s ability to score well on this criterion.

The points contained in the argument and analysis must, at all times, be supported by specific, relevant

material chosen from the student’s research.

Students should not present essays that are wholly or largely narrative or descriptive in nature. These do

not provide any evidence of analytical skills and will not score well.

In history, the development of a reasoned argument based on the analysis of historical sources may

start with a student stating their position in relation to the question posed. This position must then be

supported by evidence and developed into a reasoned argument, which culminates in conclusion(s)

being given.

A conclusion summarizes the student’s response to the research question. This conclusion must be

consistent with the position and evidence presented in the essay. The conclusion may not include

material that has not been discussed in the body of the essay.

However, questions that have arisen as a result of the research and may be suitable for further study may

be included in the conclusion.

An evaluation of the relative value and limitations of the sources is an integral part of the analysis of

the evidence and the development of a reasoned argument. This evaluation should be integrated into

the text rather than contained in a separate section of the essay. It will then provide useful information

or insight relative to the source or historian’s opinion that the student is referring to in support of their

argument.

Ten-year ruleIf the 10-year rule has not been adhered to, a maximum of only 3 marks can be awarded in this criterion.

186


no more than three marks can be awarded for this criterion. This applies to history essays that breach the

10-year rule.

Criterion D: Presentation(Strands: Structure, Layout)

This criterion relates to the extent to which the essay conforms to accepted academic standards in relation

to how research papers should be presented. It also relates to how well these elements support the

reading, understanding and evaluation of the essay.

Students may provide a section and subsection structure to their essays, with informative headings.

Subheadings should not distract from the overall structure of the essay or argument presented.

Use of charts, images and tables

Charts, tables and images may appear in the body of the essay only if they illustrate or clarify the

argument at that particular point. The inclusion of non-relevant or superfluous material will not be

rewarded and may actually detract from the argument.

Any tables should enhance a written explanation and should not themselves include significant bodies

of text. If they do, then these words must be included in the word count. Students must take care in their

use of appendices as examiners are not required to read them. All information with direct relevance to

the analysis, discussion and evaluation of the essay must be contained in the main body of the essay. All

charts, images and tables must be properly referenced with respect to their origin or source.

Any material that is not original must be carefully acknowledged, with specific attention paid to the

acknowledgment and referencing of quotes and ideas. This acknowledgment and referencing is

applicable to audiovisual material, text, graphs and data published in print and electronic sources. If the

referencing does not meet the minimum standard as indicated in the guide (name of author, date of

publication, title of source and page numbers as applicable), and is not consistently applied, work will be

considered as a case of possible academic misconduct.

A bibliography is essential and has to be presented in a standard format. Title page, table of contents,

page numbers, etc must contribute to the quality of presentation.

The essay must not exceed 4,000 words. Charts, tables and images are not included in the word count.

Students should be aware that examiners will not read beyond the 4,000-word limit, or assess any material

presented thereafter.

International Baccalaureate

Extended Essay

History

The role of Vietnamese Women during the Vietnam War

Research Question:

How Significant was Vietnamese Women's ��rticipation during the Vietnam War to the Victory of V. ?1etnam .,

"When the enemy comes, even women must fight. "

IB History Extended Essay

Table of Contents

Abstract ............................................................................................................................... '" 2

Introduction ........................................................................................................................... 3

Historical background of Vietnamese women ........................................................................ 5

Women fighters, "long-haired warriors" ................................................................................ 9

Support personnel for the anny ............................................................................................ 14

Evaluation of the source ...................................................................................................... 16

Conclusion .......................................................................................................................... l 8

Bibliography ........................................................................................................................ 20


Abstract

The Vietnam War resulted in the victory of North Vietnam, which could then finally achieve

independence and reunification. Although very unknowni the large and active involvement of

Vietnamese women is an important fact that needs to be judged how crucial their contribution

was to the winning of the war. How significant was Vietnamese women's participation during

the Vietnam War to the victory of Vietnam? This is the question that this investigation

attempts to answer by exploring their background history and analyzing the various roles that

they played as fighters and supporters with diverse examples of female individuals.

Due to the nature of the subject, which has not attracted great attention of historians, there

are limited amount of resources available. Thus, as much information related to 'Vietnamese

women during the Vietnam War' as possible for the author will be gathered instead of just

one particular type of source. One important point to be considered is that, since this study is

focused on evaluating Vietnamese women's contribution to the victory of the army who

fought against the Army of the Republic of Viet Nam (ARYN), the South Vietnamese Army

organized by Ngo Dinh Di�m and supported by the United States, women in ARYN are not

considered.

The investigation undertaken finally leads to the conclusion that Vietnamese women's

active participation enormously contributed to the victory of North Vietnam. They initiated

uprisings, fought "face-to-face" and as guerrillas, causing damages to the American army. It

is said that some of them also led troops and performed revolutionary activities that even

male soldiers could not. In addition, they helped the male soldiers and supported the army as

supporting personnel. Hence, it seems reasonable to conclude that the women's participation

contributed to the victory of Vietnam to a great extent.

Word Count: 294

2

TB History Extended Essay

Introduction

Throughout its long history since 1 O,OOOB.C., Vietnam has been dominated many times by

various foreign controls ranging from China almost for a thousand years ( 111B.C.-938A.D.),

to France, Japan and the United States in the 201h century. When the United States left the

country after being defeated in the Vietnam War, Vietnam was finally able to celebrate its

independence and unification of the country in 1975 that lasts until today. Vietnam's victory

was historically momentous, not only as it was generally unexpected b)'.'\public for Vietnam to

win, but also because it has such major historical significance for the country itself.

There exist many factors that made Vietnam be capable of achieving the victory, such as,

but not limited to American troop's own difficulty in adjusting to the fighting in Vietnam with

such different environment, the public opinion in America and Vietcong's famous 'Guerilla

tactics'. Highly importantly, Vietnam's one ofthe strengths was that, in an effort to win,

North Vietnam militarized the entire population by imposing universal military conscription

that included a large number ofwomen. 1 The number of women who were actively involved

and fought a war is rarely big. Therefore, defining the extent and significance of women's

participation and contribution during the war in Vietnam in winning therefore arises and will

have historical merit in understanding the war more deeply.

There is additional value in studying the role of Vietnamese women during the Vietnam

War. Women were needed during the First World War to perform important war work and fill

the jobs of men who had joined armies. Even though this gradually gave a rise to a change in

the role of females in wars, general histories of wars often ignore women, and the role of

women is hardly emphasized. Likewise, very little is well known of the role of Vietnamese

women

1 Tucker, Spencer. Encyclopedia Of The Vietnam War. Santa Barbara, Calif.: ABC-CLIO, 1998. Print.

3


during the Vietnam War despite their large involvement.

This paper thus will investigate how significant was Vietnamese women's contribution

during the Vietnam War to the victory of Vietnam. It will provide background history related

to Vietnamese women that may help to do so and discuss the various roles that they took

during the Vietnam War.

4


Historical background of Vietnamese women

In assessing the significance of women's participation during the Vietnam War, it will be

useful to consider their history. Of particular importance that vividly distinguishes

Vietnamese women from women in other countries during wars is on the fact that the

outbreak of the war was not the only catalyst that encouraged their participation. There is

much evidence that shows women in Vietnam historically wanted their opportunity in society

""

be/tantamount to that of male and hoped to play important roles in the country as well even "'

by fighting a war.

Such points related to Vietnamese women can firstly be observed in the story of Trnng

sisters. In 111 B.C., Vietnam was under the control of the Chinese Han Dynasty and adopted

Confucianism as its official ideology. Trnng sisters, Trnng Tric and Trnng Nhi, who were

daughters of a powerful Vietnamese lord, opposed the Chinese rule for the first time after

years of obedience. To Dinh, a Chinese governor was shocked, partly because Confucianism

emphasized subordination of females, and kidnapped and killed Trnng Tric's husband, Thi

Sach. Rather than discouraged and giving up, Trnng Tric gathered an army of 80,000 with a

large number of women and forced the Chinese commander to leave.2 She maintained that

"Foremost, I will avenge my country. Second, I will restore the Hung lineage. Third, I will

avenge the death of my husband. Lastly, I vow that these goals will be accomplished.", and

this encouraged 80,000 Vietnamese rushed into battle.3

Even though they had to face defeat after all, Trnng sisters are evaluated as heroes of

Vietnam and inspired ordinary Vietnamese, not to mention female soldiers, who participated ·;

2 Toler, Pamela. 'First Century Revolutionaries: The Trung Sisters Of Vietnam'. Wonders & Marvels. N.p.,

2014. Web. 14 Nov. 2014.

3 Www2.edc.org,. 'Women's Equity Resource Center'. Web. 14 Nov. 2014.

5


in the Vietnam War. One fifteenth-century Vietnamese poem states that "All the male heroes

bowed their heads in submission. Proudly stood up to avenge the country.',4, showing that

even males showed reverence toward Trung sisters about their courage and achievement.

Indeed, the idea of the old adage saying "When the enemy comes, even women must fight"5

is exemplified by them. Even today, a dramatic demonstration of the Trung sisters in

Vietnamese Women's Museum in Hanoi, a pagoda Hai Ba Trung (two Trung sisters), Hai Ba

Trung Street in Ha Noi and a national holiday of Vietnam in February are dedicated to the

Trung Sisters and honour them.

Furthermore, ideological motivation from the promises made by Ho Chi Minh influenced

women's involvement in the war. Ho Chi Minh, who deeply believed in Communism, was ;t·

highly revered by Vietnamese, even though not many of them actually saw and met him.

They used to call him 'Bae Ho', which means 'Uncle Ho', and this suggests his geniality that

Vietnamese people felt. He urged all people work together without any discrimination as to

age, sex, or religion.6 Ho Chi Minh especially emphasized and infused the idea of equality

between men and women, the slogan of the Indochinese Communist Party since its

foundation in 1930, and said "Women are half the people. If women are not free, then the

people are not free."7 Moreover, at the meeting of the Central Committee of the Eighth

Plenum of the Indochinese Communist Party (ICP) on August 16, 1945, the party proclaimed

its advocacy of "universal suffrage, democratic liberties, equality among all ethnic groups

4 Www2.edc.org,. 'Women's Equity Resource Center'. Web. 14 Nov. 2014.

5 Nguyen Van Ky.,. Rethinking The Status Of Vietnamese Women In Folklore And Oral History. Ann Arbor, MI:

University of Michigan press, 2002. Print.

6 Taylor, Sandra C. Vietnamese Women At War. Lawrence: University Press of Kansas, 1999. Print.

7 Anderson, David L. The Columbia History OJThe Vietnam War. New York: Columbia University Press, 2011.

Print.

6


and between men and women."8 Ho also encouraged women to follow the 'Three

responsibilities' (Ba dam dang) that include following: to take care of their household and

children, to raise food to help feed the soldiers and to jight.9 Those were then promoted by <: '( �

the Women's Union for women to fulfill during the war.

While a large number of Vietnamese women were very encouraged and motivated to fight in

the war, some women were in fear to do so. This was due to the fact that they were reluctant

to leave or prevented from leaving their domestic zones, or worried to fight in a war because

of their inexperience.1 ° For that reason, the Communist party of Vietnam wished to instill the

spirit of women. The following is one of the exhortations that encourage more active

participation of women in the war.

"Should we sit idly with our hands in our laps and look at the stars in the dark night and weep? No! That won't get us anywhere. We must rise up, and turn these sparkling dots into a sea of

flames to light up the sky and burn out all the misery of our life of slavery."11

Proceeding from what has been said above, it should be suggested that fighting for

independence of the country against foreign control has been the ideal of women. Numerous

Vietnamese women, who fought for the revolution during Japanese occupation and French

war (also known as First Indochina War), served as model to be emulated for Vietnamese

women. Americans that Vietnamese fought against during the Vietnam War were another

foreign control and successors to the French for Vietnamese, and the war against them would

have been the opportunity to show women's capacity and ability for the country. The

8 Kh�c, Vien, Nguyen. A Century Of National Struggle: The August Revolution. 194 7. Print.

9 Anderson, David L. The Columbia History Of The Vietnam War. New York: Columbia University Press, 2011.

Print.


11 Mai Thi Tu.,. Women Of Viet Nam. Montreal, Canada: Association of Vietnamese Patriots in Canada, 1972.Print.

7


conclusion that can be drawn is that the women joined the war for reasons that derived not

only from patriotism arisen from the outbreak of the war, but also from Vietnamese history,

its Communist ideology and the ideal image of revolutionary women. It is also worth

reiterating that, in that way, they would have been able to achieve a more desirable social

status and a better way of life by fighting for the war, not just the victory. This Vietnamese

women's highly motivated spirit must have been reflected during the war.

8


Women fighters, "long-haired warriors"

The Vietnamese women during the Vietnam War took an active role in resisting against the

Ngo Dlnh Di�m's forces, even before forming a formal army. They firstly showed their

revolutionary aspect by a series of uprisings in 1960 that began in the Mekong Delta province

of B€n Tre. B€n Tre uprisings triggered the major uprising in the South and were one of the

peaks in the history of the revolution in Vietnam. The uprisings showed that peasants, most of

whom were women, could damage and defeat well-equipped American troops. According to

the interpretation of Sandra C. Taylor, the author of 'Vietnamese Women at War', the plans for

the uprising were clever, although the enemy captured several key comrades. 12 ·The

Vietnamese women stood up and protested the war around them using their voices, sticks and

drums in an effort to overthrow occupation policies of the government in South Vietnam.13

Their movement turned out to be so successful that they caused a great deal of damage to the

U.S. army and the Ngo Dlnh Di�m's forces. 14 The term "long-haired warriors", the

appellation Ho Chi Minh awarded to Vietnamese women fighters to praise them is derived

from this event.

One of the key leaders of the uprisings was General Nguy€n Thi Dinh, who later became

President of the Women's Union for the Liberation in 1965, Assistant-Commander in Chief of

the Liberation Forces in the South and the first women to become Vice-President of the State

council.15 To use in Mai Van Elliott's words, Nguy€n Thi Djnh's editor and translator of her

12 Taylor, Sandra C. Vietnamese Women Al War. Lawrence: University Press of Kansas, 1999. Print.

13 Taylor, Sandra C. Vietnamese Women Al War. Lawrence: University Press of Kansas, 1999. Print.

14 English.bentre.gov.vn,. 'History I BEN TRE PROVINCE'. N.p., 2013. Web. 9 Oct. 2014

15 English.bentre.gov.vn,. 'Nguyen Thi Dinh (1920 - 1992) I BEN TRE PROVINCE'. N.p., 2013. Web. 18 Oct.

2014

9

1B History Extended Essay

memoir 'No Other Road To Take' told that Dinh had told her "she would sacrifice everything

for the revolution and for the interest of the masses." 16 Indeed, Nguyen Thi Dinh's

contribution was especially essential, as she not only successfully prepared and led the

uprisings in B€n Tre, but also became active in the creation of National Liberation Front of

Vietnam (Vietcong) and the Women's Liberation Association"I\

NLF was formally organized

on 20th of December in 1960, and women of all ages were involved and took a large part of

the front. According to a document captured in Ninh Thu�n Provine in 1966, there were 58

women among 367 village guerrillas (15.8% of the total), 285 women among 11,281 hamlet

guerrillas (2.53%), 1,238 women among 2,414 militia members (51.3%), 52 women among <' �,,

159 self-defense and secret guerrillas, showing that a vast number of women joined the

army.17 (Yet, the nature of all statistics is that they are suspect and highly possible to be

inaccurate. Moreover, it is hard to generalize women's participation with this statistic, since

this document was for particular place, Ninh Thu�n Provi�·ce and particular time period,

1966.)

At the beginning of the formation of National Liberation Front, however, some female

soldiers of the army were not highly effective and supportive for NLF. Some women left the

Party and the Front during the war, as they were feared being captured and killed.18 In

addition, the girls joining the army, leaving home to work with men, appalled some elderly

Vietnamese women, who thought that they were acting "without care or caution".19 Historian

William Duiker also argued in his book 'Sacred War' that the chapters of the Women's

16 Nguy�n, Thi Djnh. No Other Road To Take. Ithaca, N.Y.: Southeast Asia Program, Dept. of Asian Studies, Cornell University, 1976. Print.

17 Militia Activities During The First Six Months Of 1966. 1966. Pike Collection.


19 Hunt, David. Organi=ing For Revolution In Vietnam. Cambridge, Mass.: Radical America, 1974. Print.

10


Liberation Association were "poorly organized and lacked militancy and a sense of direction,

and their members lacked ideological commitment".20 Yet, this might be because not all of

the Vietnamese women joining the army were armed and carrying weapons all the time, as

only few fought full-time. Also, they needed time to be trained at the beginning and therefore

just used primary weapons.

The Vietnamese women began to be not only large, but also effective as the war continued,

acting as an integral part of the NLF.21 In historian Mary Ann Tetreault's argument, during

the Vietnam War, women are not portrayed as victims, but as supporters of the revolution

whose contribution is vital to its success.22 In 1960, 'long-haired warriors' marched en masse ,

-,

to the local Saigon government headquarters and carried out 'face-to-face' battles to demand

compensation for people the American army had killed, causing great damages to the

enemy.23 As well known, the NLF fought the American and ARVN forces more as guerillas

than head on. The contributions oLthe Vietnamese women in NLF as guerrilla troops were

also highly outstanding. Vietnamese Women's Museum in Hanoi states that 980,000

Vietnamese women participated as guerrilla forces. Working as guerrillas was the most

suitable for women; a document from 1966 noted that they "have much capacity for this (type

of) war."24 This is because they could be soldiers when the enemy comes and turn into

20 Duiker, William J. Sacred War. New York: McGraw-Hill, 1995. Print.

21 Taylor, Sandra C. Vietnamese Women At Wa,: Lawrence: University Press of Kansas, 1999. Print

22 Tetreault, Mary Ann. Women And Revolution ln Africa, Asia, Anc! The New World. Columbia, S.C.: University of South Carolina Press, 1994. Print.

23 Nguy�n, Thi Dinh. No Other Road To Take. Ithaca, N.Y.: Southeast Asia Program, Dept. of Asian Studies, Cornell University, 1976. Print.

24 From A 'Top Secret' Transcript Of Resolutions Passed By A Phu Yen Province Guerrilla W a,fare Convention

Held In March 1965; Doument Captured In August 1966 By 101St Airborne Brigade. 1965. Pike Collection.

11


civilians when the enemy leaves. Also, women performing as guerrillas were highly vital to

NLF, because they were even more difficult to be identified by Americans and ARYN army

than men" guerrillas could be. Being aware of this benefit, one Saion-Gia Dinh Regional

Committee of the People's Revolutionary Party appealed to members in the Cu Chi District in

1966.

"Every party member, every group member, every youth, both male and female . · become 'a guerrilla'. The motivation of women to accept combat duties should be given due attention.

The criterion, that one-third of the guerrillas should be women, must be reached and

exceeded."25

The Cu Chi district mentioned above was of a great importance for NLF with the immense

underground Cu Chi tunnels, which allowed NLF to perform guerrilla activity. Although

many female guerrillas fought along with male guerrillas, there were also units comprising

women only. A guerrilla company, C3 formed in 1965 was one of them. A noteworthy female

guerilla in C3 was Vo Thi Mo. Living underground in the tunnels was extremely difficult,

even more females for sanitary reasons. She told a BBC reporter that "Napalm, bullets and

tunnel rats she could cope with. But not being able to bathe was a real disaster."26 However,

Vo Thi Mo was motivated to endure all the hardships by a strong desire for revenge

Americans killing Vietnamese and destroying landscape. During her first big battle in the

village of Cay di�p, she led a squad of teenage girls carrying obsolete rifles and some hand

grenades and blew up two U.S. tanks. She later commanded a platoon of female guerrillas

and a group of Vietcong males and moved into ARYN military base heavily fortified with

wires. When Vo Thi Mo was wounded and staying in the hospital during the Tet Offensive,

she received a telegram announcing the award of Victory Medal Class Three to the entire


26 AP News,. 'THE GIRL GUERRILLA OF THE CU CHITUNNELS'. 1985. Web. 8 Oct. 2014.

12


female platoon.27

During Tet offensive on 30111 of January, 1968, many other Vietnamese women also

performed a brilliant exploit. The first exemplar woman, though very unknown, is Hoang Thi

Khanh, who gathered guerrillas and organized troops before the outbreak of the Tet offensive.

She further smuggled arms into the city and led troops, 80 percent of whom were women to j

kill South Vietnamese soldiers. Other exemplary women fighters were the sisters of Thieu Thi

Tam and Thieu Thi Tao, two teenagers, who started their revolutionary participation early.

They attempted to explode a bomb at the Saigon police headquarters and the CIA. Tam even

emulated what Thich Quang D(rc, the monk immolating himself did. After being captured

and imprisoned in the infamous 'tiger cages', their captors called them 'Trnng sisters'

because of their indomitable spirit.28 Making mention of the women during Tet, one radio

broadcast to Eastern Europe stated that they "drove back a whole battalion after nearly a

hundred fights inside and outside the city."29

As has been examined, the role of the large number of highly motivated Vietnamese fighters

contributing to the NLF army was crucial. They must have caused damages to the American

troops both physically and mentally. Such big participation of women caused unorthoaox

miscalculation in planning the strategy of the U.S. troops and gave a huge psychological

advantage. It was difficult for Westerners to realize that the women could be killers, so they

did not suspect them and were largely unaware of the number of women. Military strategists

therefore focused on regular forces mainly with men and overlooked the significant roles that

27 Anderson, David L. The Columbia History 0/The Vietnam War. New York: Columbia University Press,

2011. Print.


29 Women's Contribution To War. 1969. Liberation Press Agency broadcast to Eastern Europe and the Far East.

Pike Collection.

13

)


women played. It is known that in 1967, General William Westmoreland refused to accept the

argument by intelligence operative of the Central Intelligence Agency that the women, who

were often unarmed and fought part-time only, were an integral part of the enemy forces.30

For these reasons, according to Vietnamese Women's museum in Hanoi, Heroes of the

People's Liberation Armed Forces were awarded to a group of 200 women and 56 female

units in recognition of the women's contribution during the war. The expression for women,

"long-haired warriors" later became to be appeared in many documents to honor the

Vietnamese women's contribution, such as in emulation tales written by NLF and an article in

the journal Viet Nam Studies in 1966 for an international audience.31

30 Young, Marilyn Blatt. The Vietnam Wars, 1945-/990. New York: HarperCollins, 1991. Print

31 Danh, Le Han. 'The Long-Haired Army'. Viet Nam Studies 10 ( 1966): 61-62. Print.

14


Support personnel for the army

Behind the strong army of NLF, there were the women participants as support personneL

The female supporters, many of whom were civilians, still wished to perform their traditional

roles and did not become fighters. Instead, they worked as support personnel for the army, as

they still hoped to support National Liberation Front for the independence. They successfully

contributed to the victory of NLF not by being part of them, but by working in the rear and

supporting the warriors.

To begin with, the women supporters played a leading role in transporting weapons, food,

clothing and such. They helped greatly in its building and maintenance during the H6 Chi

Minh trail, which was established to support manpower and material. Thousands of women

widened, repaired the trail and even made detours if necessary.32 Without their contribution,

the trial would not be described as "one of the great achievements of military engineering of

the 20th century."33 In addition, women in Women's Liberation Associations provided needed

supplies for the men at the battle sites. Their tasks were necessary to continue the conflict and

have favorable conditions for soldiers.34

Another key role that women undertook was caring of �ounded soldiers. Vietnamese

Women's Museum in Hanoi states that female medics in the liberated zones not only

administered first aid and moved wounded soldiers, but also undertook operated complex

surgery. Life in the tunnels under occupied zones by American troops was extremely harsh

32 Stevens, Richard L. The Trail: A History Of The Ho Chi Minh Trail And The Role Of Nature In The War In

Viet Nam. New York: Garland Publishing, 1993. Print.

33 Hanyok, Robert J. Spartans In Darkness. [Fort George G. Meade, Md.]: Center for Cryptologic History,

National Security Agency, 2002. Print.

34 Taylor, Sandra C. Vietnamese Women At War. Lawrence: University Press of Kansas, 1999. Print

15


with poor sanitary conditions. Many soldiers had to stay underground, yet sickness,

especially/Malaria, >

was prevalent among people staying in the tunnels. Women also worked \'.a.-'/

underground in tunnels and were in charge of medication and medical instrument supply.

Many civilians and intellectuals, including Duang Quynh Hoa, a wealthy Chinese-

Vietnamese woman, who studied as a physician in Paris, and D�ng Thuy Tram, who

graduated from the Hanoi Medical University and killed at the age of 27 by American forces,

were involved to care of the wounded. Had women not participated as medics during the war,

the guerrilla tactics of NLF would have not been that successful for guerrillas' health

reasons.

Lastly, according to Vietnamese Women's museum in Hanoii,Anti-American Young

Volunteers' Force was founded in 1965 to maintain road communications. More than 60,000

women were gathered and worked to repair the roads after bombing by American forces at

crucial points such as the D6ng L9c T-junction in Ha Tinh that was a strategic area during the

H6 Chi Minh trail, the Ham R6ng Bridge in Thanh H6a and the B�n Thuy Ferry in NgM An.

16


Evaluation of the source

As discussed earlier, research on the subject of this investigation, 'the role of Vietnamese

women', is still in its early stage relative to other topics of the Vietnam War. Therefore, there

were limited sources available and also are a few inevitable limitations in terms of the

primary and secondary sources that were used and cited.

Since the author is currently living in Hanoi, Vietnam, primary sources produced in Vietnam

and by Vietnamese were more accessible. Firstly, many arguments of this investigation are

supported by the data from Vietnamese Women's Museum in Hanoi. They may be valuable,

in that they show how Vietnamese women during the Vietnam War are portrayed publicly

today, but also limited, because only selected information is displayed. Also, it is very likely

that some of resources, especially statistics with numeric data are manipulated to convince

people of a large involvement of women for example, although some with raw factual details

may have values. Moreover:;,,memoir written by Nguy€n Thi Dinh was valuable, giving an

glimpse into the effects of the war on the lives of her, bu;i\memoir from the view of American

soldiers regarding Vietnamese women would have been relatively objective and even more

valuable. Lastly, this topic about the Vietnam War that is regarded as a sensitive area

politically made it even difficult to gain the access to U.S. material. Such material exists, but

is subject to government censo;;hih by the Vietnamese authorities. The author had no

opportunity to visit the United States or other western countries to get such access to these

materials.

There are also limitations with the secondary sources used for this investigation. For

example, because the role of Vietnamese women is little discussed among historians, it was

hard to look for historiography about the role of Vietnamese women in English. Some,of'

resources were addressing American women during the Vietnam War instead of Vietnamese

17


women. Furthermore, interestingly, most of the authors of secondary sources gathered are

women. This shows that the role of women during a war is indeed not really a common

interest to both genders and tells that the female authors mi9ht had been already advocates of

the idea that Vietnamese women hugely contributed to the victory of Vietnam and thus dealt /

with and researched only positive aspects ofthem.

These limitations help to explain why it

was difficult to provide a deep argument that Vietnamese women's participation did not really

have a big impact on the strength ofNLF and the outcome of the war. Lastly, some of the

secondary sources including the book frequently cited throughout the investigation,

'Vietnamese Women At War' in particular, are dependent on oral interviews, which provide

opinions held by Vietnamese people, who experienced the war. There is a lack of resources f

for them as well. Many female veterans were illiterate peasants ancdid not record any ,./

document. Many people, thus dependent on their memories, might have aged sig11ificantly

and experience physical and mental deterioration. Therefore, some accounts may not always

be reliable.

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Conclusion

This investigation has sought to answer the question 'How significant was Vietnamese

women's contribution during the Vietnam War to the victory of Vietnam'. As has been

revealed via evidence and arguments considered thoroughly, the contribution of Vietnamese

women was highly significant to the victory of Vietnam. It is worth reiterating that they

vividly showed their revolutionary traits during B€n Tre uprisings and later joined NLF to

fight againstAmerican troops and South Vietnamese government. Women's involvement,

especially as guerrillas was beneficial to their army, as women were more difficult to identify

as actual fighters than male guerrillas. Women's help and support for the army as transporters,

medics and repairmen were also striking and indispensable for the army. W hen following

evidence showing women's revolutionary activities during the war is considered, it is hard to

deny that Vietnamese women greatly contributed to the victory of Vietnam.

Nevertheless, my studies demonstrate that there are clearly problems with reaching a final

answer to this question. Further research should be directed at determining whether women's

participation sometimes impacted rather negatively. At the moment, there are not sufficient

resources to judge this. However, it is to be hoped that this investigation contributed to the

understanding about the crucial roles that Vietnamese women played.

19


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