Representations of the impact of protest on US society. Bii

1. Representations of the impact of protest on US society. Bii LO: To investigate how the USA was changed by protest movements Introduction to Bii – 3 representations – mark scheme - AfL Comparing the 3 representations and evaluation types (a3) sheet Preparation Note Taking Write Up

2. How much effect did these groups have on US society? How much did they change US society? • Students • Black civil rights groups NVDA/VDA • Hippies • Women • Anti-War groups

3. Study Representations 1 and 2 again and Representation 3 which your teacher will give you Part B (ii): Analyse and evaluate Representations of history Choose the one which you think is the best representation about the effect of protest in changing US society. Explain your choice. You should use all three Representations and your own knowledge to explain your answer. (Total for part B(ii) = 20 marks)

4. Representation 1 From The Other Side of Campus – Indiana University’s Student Right and the Rise of National Conservatism written by Jason S. Lantzer, published in 2005. The cartoon was included by the author. On a spring day in March 1965, an estimated 300 Indiana University (IU) students assembled in Dunn Meadow, where students often relaxed between classes or met to play games. This day was different, however, as these students gathered not to enjoy the atmosphere, but to speak their minds about the war in Vietnam. They carried signs and chanted slogans using the same methods as the 650 additional students and locals who had also assembled in the meadow to hear speeches about the civil rights movement after the march on Selma, Alabama. This combination of civil rights and Vietnam demonstrations may sound like typical 1960s campus protests, but it was not. A good half of the students attending this Vietnam rally marched in support of the war to stop the spread of communism in Southeast Asia. This show of support for the war was not unusual, either at IU or at other college campuses. However, studies of 1960s campus protest have been influenced by the government view that protest was started only by left-wing agitators. Contrary to traditional depictions of the 1960s, IU students on the Right and Left actively challenged each other during this time.

5. Representation 2 From The USA 1929–1980 written by Steve Waugh and John Wright, published in 2005. One of the first protest groups to emerge in the USA was the Students for a Democratic Society (SDS). It was originally set up by students, to give them a greater say in how courses and universities were run. It eventually formed groups in 150 colleges and universities and had 100,000 members by the end of the 1960s. The SDS first achieved national prominence when, in 1964, it organised a sit-in against a ban on political activities at the University of California, Berkeley. This was followed by a series of similar sit-ins across the USA. Student societies also organised rallies and marches to support the civil rights campaign. Many were appalled at the racism in American society and were determined to expose racists in their own colleges and demand ‘free speech’. The student movement also opposed the Vietnam War. In fact it united the student movement. The anti-war protests reached their peak during 1968–70. In the first half of 1968, there were over 100 demonstrations against the war, involving 400,000 students. In 1969, 700,000 students marched in Washington DC against the war. Students at these demonstrations often burnt draft cards or, more seriously, the US flag, which was a criminal offence. This, in turn, led to clashes with the police. The worst incident occurred at Kent State University, Ohio in 1970. Students protesting against the war refused to move after National Guardsmen used tear gas. Shots were then fired and four students were killed and eleven injured. In the later 1960s, the student movement became more radical in its views. Some of its members began to support violence to achieve their aims. Other young people protested in a totally different way. They decided to ‘drop out’ of society and become ‘hippies’. This meant they grew their hair long, wore distinctive clothes and developed an ‘alternative lifestyle’. Often they travelled around in buses and vans and wore flowers in their hair. They were influenced by musicians and groups like Bob Dylan, The Grateful Dead and The Doors. This group of young people particularly concerned older people because the ‘hippies’ were not interested in work, experimented with drugs and tended to be from middle-class backgrounds. They appeared to be rejecting their own parents’ values

6. Representation 3:FromAnd the Crooked Places Made Straight, the struggle for Social Change in 1960s, by David Chalmers 1991 The young dissenters had tried non-violence, and it had not worked. They had tried violence and that had not worked either…Black radical leaders had been killed by their rivals or the police, or were in exile abroad. The radical student Left had failed in the streets…Malcolm X, (and) Martin Luther King Jr…had been murdered…Whatever the outrage and anguish produced by the war, the 1968 Chicago riots…and the shootings at Kent State and Jackson State, at least a substantial portion of the American people thought the students had gotten what was coming to them.

7. O.P.V.L. • Origin (where did it come from?) • Purpose (why was it produced?) • Value (how reliable/good is it for a representation?) • Limitation (what is missing? is it biased?)

8. Extract from student response …Representations 1 and 2 are about the anti-Vietnam War protests and are very useful because they show you the effects they had on the streets of America in the 1960s. Representation 1 mentions a lot of important people who were setting up protests and it also mentions the soldiers’ experiences and the effect that attitudes against the war were spreading to them and changing their thoughts about fighting in Vietnam. Representation 2 shows the effects clearly by using a graph. President Johnson’s unpopularity shows really clearly on this. It is good to include a photograph taken during one of the demonstrations to show all the trouble and the need for the police to wade in. But I think Representation 3 is even better because the photograph of the lady holding up her bra became a symbol of the whole women’s liberation movement and it says that their protest movement suddenly got lots more support. This is also because it says that the women did other outrageous things at the Miss America pageant, including crowning a sheep as the winner. This must have had a lot of effect on the protest movement and gave it more publicity. On the other hand I think the second Representation is good too, because it says that all of the movements were affected by the anti-Vietnam protests. The 1960s were just as famous for Martin Luther King and the civil rights protests which helped Black people to be able to vote and go to the same restaurants and buses, as I said in the first task we did. Representation 1 only talks about the size of the protests without saying what they really did

9. Moderator’s comments This extract suggests a response in level two. A key feature of Representation 2 is selected – the notion that anti-war demonstrations impacted upon the other movements. The judgment is supported from the content of Representation 3 which is matched to the student’s generalized, sometimes hazy own knowledge of protest in the 1960s. However there is little developed exploration of how far the women’s or the anti-war movement impacted upon US society. Instead the student describes the two movements’ methods. The student refers to effects, using Representations 2 and 3, but there is no linkage of that to own knowledge as part of reaching a judgment about the accuracy of the portrayal. The comments on the limitations of Representations 1 and 2 introduce a second criterion, but these comments are insufficiently developed. Rather, the candidate makes comments on Representations and separately claims, in effect, “I also know that…”. To reach level 3 it is necessary to weigh the strengths and weaknesses of each Representation, using criteria such as the objectivity comprehensiveness or accuracy of the representations.

10. Representations of the impact of protest on US society. How do they differ? Words to help you explain the differences between these sources. message perspective Selected omitted chosen to deliberate choice included incomplete highlighted analysis evaluates treated characterises Negates to mention context

12. B (ii) will ask you to evaluate three representations. You will be asked to say which you think is the best. This question is worth 20 marks. In this part of the assessment you will be successful if you: • • explain how you are going to decide which representation is best – we call these ideas the criteria you are using to evaluate the representations (OPVL!) • • evaluate all three representations using at least three criteria, you can use more if you choose • • always back up your points using the representations and your own knowledge of the issue. • At the end of your answer, sum up the reasons why you came to your conclusion about which representation was best.

13. Study Representations 1 and 2 again and Representation 3 which your teacher will give you Part B (ii): Analyse and evaluate Representations of history Choose the one which you think is the best representation about the effect of protest in changing US society. Explain your choice. You should use all three Representations and your own knowledge to explain your answer. (Total for part B(ii) = 20 marks) Introduction: Briefly say which one is the best representation. In my opinion… Main Body: Go through each representation and explain what they tell you about protest in the USA. Make sure you talk about origin, purpose, value and the limitations of the source. Use your own knowledge from what you have seen or heard, researched about the representation to back up your ideas further. Conclusion: Explain overall which representation is the best from your analysis in the main body (hopefully you have come to a clear conclusion)

14. Representations of the impact of protest on US society. Bii In the 1950s and early 1960s, most people expected women to be homemakers. The general feeling was that single young women could work while waiting to 'catch' a husband and leave work to start a family. But that was all. Many people did not want to employ women in 'career' jobs (with more responsibility and better pay). They argued that women, no matter how capable, didn't need careers - work was a temporary thing. Women's organisations, such as the Federation of Business and Professional Women (set up in the 1920s), were largely ignored. Even people fighting other forms of prejudice (such as racial prejudice) often had a prejudiced view of women. Female civil rights campaigners, and women in other radical groups, were expected to do the secretarial work, not lead or make speeches. Some people fought the idea that women were just homemakers. Eleanor Roosevelt, the wife of Franklin D. Roosevelt (president from 1933 to 1945), campaigned for equality for women before the war. During the war, she pressed for childcare for women working on the home front. At first, people listened to Eleanor because she was Roosevelt's wife. But she was so popular by the time he died that she was urged to run as vice president. She refused, but continued to campaign for women's rights until her death in 1962. Just one year later, The Feminine Mystique, by Betty Friedan was published. Friedan asked the women she had graduated with in 1942 about their lives, what they were doing and if they were happy with their circumstances. Most of the women were either housewives or in low-paid jobs and felt unhappy about their lives. So she interviewed younger women too, and found the same thing. The book was a bestseller and changed the way a lot of people thought about the role of women.

15. The average SNCC worker finds it difficult to discuss the woman problem because of the assumptions of male superiority. Assumptions of male superiority are as widespread and deep-rooted and every much as crippling to the woman as the assumptions of white supremacy are to the Negro. Consider why, in SNCC, women who are competent, qualified, and experienced, are automatically given the 'female' jobs such as typing, telephone work, filing, library work, cooking, and the assistant kind of administrative work but rarely the 'executive' kind. This is an advertisement for a fridge from the 1960s. Think about how it shows a woman's role.