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ᮤ Some audience members make their own music. Step-by-Step WITNESS HISTORY AUDIO Remembering SECTION Instruction 1 In the summer of 1969, hundreds of thousands of people gathered for a rock concert in Bethel, New

SECTION York. Most of the media criticized the three-day 1 event because of the concertgoers’ widespread use Objectives of drugs and open displays of “.” The people As you teach this section, keep students who went to Woodstock felt differently. For them, focused on the following objectives to help Woodstock showed that close to half a million them answer the Section Focus Question and people could come together peacefully. Twenty-five years later, many who attended Woodstock still master core content. remember their experiences vividly. • Describe the rise of the counterculture. “Woodstock was a time of social changes in human • List the major characteristics of the freedom and expression.... We learned not to be counterculture. ashamed of our bodies.... We spent time with our • Evaluate the impact of the counterculture kids.... That festival set the standards for peace, on American values and society. music, people and expression and showed to the world that all was not just violence and hatred... it was LIFE! ᮤ ” A 1969 poster promises “3 days of peace —Juan C. Morales & music” at the Woodstock concert. The Counterculture

Prepare to Read Objectives Why It Matters Woodstock was a dynamic expression of a • Describe the rise of the counterculture. counterculture that arose in the . Members of the countercul- ture adopted values that ran counter to . They Background Knowledge L3 • List the major characteristics of the counter- rebelled against long-standing customs in dress, music, and personal culture. Ask students to think about how the behavior. The counterculture both challenged the values of main- and Vietnam • Evaluate the impact of the counterculture on stream American society and unleashed a movement to reassert antiwar challenged American American values and society. traditional values. Section Focus Question: What was the counterculture, society. Ask students to predict other and what impact did it have on American society? ways that people might challenge soci- Terms and People ety’s assumptions. counterculture gap The Counterculture Rises Beatles The counterculture was rooted in the social and political events of Set a Purpose L3 the 1950s. The Beat movement had emphasized freedom from ½ WITNESS HISTORY Read the selec- materialism and the importance of personal experience. The civil tion aloud, or play the audio. rights movement introduced the idea of social and political ,

which stimulated the Vietnam antiwar movement. Both move- Witness History Audio CD, Reading Skill: Identify Main Ideas As you Remembering Woodstock ments prompted many people to question traditional boundaries, read, use a concept web like the one below to whether restrictions on rights or cultural norms in dress or hair- Ask Judging from this quote, record main ideas about the counterculture. styles. It also heightened distrust of authority, leading some in the counterculture to declare, “Don’t trust anyone over 30.” what do you think was the over- Youth all focus of the counterculture? generation Members of the counterculture valued youth, spontaneity, and (to enjoy freedom of expression, reex- freedom of expression. Also called , these young people pro- The amine social values, and promote the Counterculture moted peace, love, and freedom. They experimented with new styles ideals of peace and love) of dress and music, freer attitudes toward sexual relationships, and ½ Focus Point out the Section Focus Question, and write it on the board. Tell students to refer to this ques- tion as they read. (Answer appears with Section 1 Assessment answers.) Use the information below and the following resource to teach students the high-use word ½ from this section. Teaching Resources, Vocabulary Builder, p. 11 Preview Have students preview the Section Objectives and the list of High-Use Word Definition and Sample Sentence Terms and People. contradict v. to go against expressed views ½ Using the Structured The peace activists held a press conference to contradict the statements of Reading Aloud strategy (TE, p.T20), those who supported the . have students read this section. As they read, have students identify the main ideas of the counterculture. Reading and Note Taking Study Guide

682 An Era of Protest and Change hsus_te_ch17_s01_s.fm Page 683 Friday, December 5, 2008 8:36 PM

the recreational use of drugs. Their values were so different from traditional ones that many social analysts described the resulting situation as a generation gap, in which there was a lack of understanding and communication between the older Teach

and younger . Jerry Rubin, a political activist, described how divided parents from their children: The Counterculture “Young kids identify short hair with authority, Rises L3

discipline. . . . Wherever we go, our hair tells people where we stand on Vietnam, Wallace, campus disruption, dope.... Yesterday I was walking down the street. A car Instruct passed by, parents in the front seat and a young kid, about eight, in the back seat. The ½ kid flashed me the clenched fist sign. [Meaning: He identified with Rubin’s long hair.]” Introduce: Key Term Ask stu- —Jerry Rubin, America in the Sixties dents to find the key term generation gap (in bold) in the text. Ask Which The baby boom that followed World War II resulted in a huge student popula- generations were involved in tion in the 1960s. By sheer numbers, the baby boomers became a force for social the generation gap? (The gap change. The music industry rushed to produce the music they liked; clothing designers copied the styles they introduced; universities were forced to change was between the baby boom genera- college courses and rules to accommodate them. tion and their parents’ generation.) Using the Idea Wave strategy (TE, What factors influenced the rise of the counterculture? p. T22), encourage students to specu-

late about factors that could have led to Rock Art the generation gap. Defining the Counterculture The that decorated concert ½ Teach Using the Think-Write-Pair- Many people have used the so-called trinity of the counterculture—sex, posters, such as this one from Share strategy (TE, p.T23), have the late 1960s, often challenged drugs, and rock-and-roll—to define the youth generation. But the counter- students discuss the values held by tradition. culture was also marked by an interest in . members of the counterculture. Ask How were these values reflected Music and Art Shape Youth Culture By the 1960s, rock-and-roll in their behavior and attitudes had become a defining characteristic of the baby-boom generation. When toward mainstream society? made a triumphant visit to the United States in 1964, more (They experimented with dress, than 70 million Americans watched the English rock band perform on music, sexual relations, and drugs Ed Sullivan’s show. The Beatles also had an impact on folk and rejected or ignored the social musicians like , whose protest songs highlighted the civil rights and peace movements. As radical musician John Sinclair put it, rules of the mainstream.) Display rock became “a weapon of cultural ,” urging listeners to reject Color Transparency: Changing Fash- conventions and, in many cases, the political policies of the government. ions. Ask Given the social rebel- Even after the counterculture had declined in significance, lion of the counterculture, what remained popular among baby-boomers as well as their children. can you infer about their par- The art and literature of the 1960s and also displayed a rebellious ents’ values? (Their parents held side. Andy Warhol’s realistic paintings of common items of American cul- more conventional values that were ture, such as Campbell soup cans, questioned satirically what was “real.” based on continuity, stability, and In literature, the of Tom Wolfe and Hunter S. Thompson blurred the tradition.) Color Transparencies lines between reporting and political activism. A-129. ½ The Members of the counterculture rejected many Analyzing the Visuals Have traditional restrictions on sexual behavior in what became known as the students examine the image of the “sexual revolution.” They called for the separation of sex from traditional musicians and the concert poster family life and often advocated new living patterns. For example, many on the previous page. Ask them to hippies lived together in , or small communities in which the explain which images and text in people have common interests and share resources. The sexual revolution the poster reflect the values of the was one of the strongest indicators of the generation gap. One poll showed counterculture. that nearly two thirds of all Americans over the age of 30 opposed premar- ital sex, whereas a majority of those under age 29 did not. Eventually, Independent Practice however, the sexual revolution led to a more open discussion of sex in the . Have students make a concept web to identify main ideas about the counter- culture. Direct them to use the concept web at left as a model.

Monitor Progress L2 English Language Learners L2 Less Proficient Readers As students fill in their concept webs, Remind students that the prefix “counter” means Have them list cultural elements that the young peo- circulate to make sure that they under- “against” or “the opposite.” Give them the example ple of the 1960s might have wanted to oppose. Then, stand the main ideas of the countercul- ture. For a completed version of the of “counterclockwise,” meaning “turning in the ask students to write brief statements explaining concept web, see Note Taking opposite direction of a clock.” Have students write, how the counterculture’s approach to each element Transparencies, B-138. in their own words, why they think the young people on the list was different from the approach of their of the 1960s were referred to as the counterculture. parents’ generation. Answer

The Beat movement, the civil rights movement, and the Vietnam antiwar movement were influences. Chapter 21 Section 1 683 hsus_te_ch17_s01_s.fm Page 685 Thursday, January 15, 2009 8:07 PM

in,” “turn on” to drugs, and “drop out” of mainstream society. The hippies of San Francisco attracted a great deal of media attention, much of it critical of the life- styles they advocated. Life in Haight-Ashbury did prove to have unwanted Assess and Reteach

effects. As in other enclaves of culture, it experienced high rates of drug abuse which led to increased crime. Assess Progress L3 ½ Exploring Different Routes to Spirituality Some members of the counter- Have students complete the Section culture sought spiritual enlightenment outside of the Judeo-Christian traditions Assessment. in which they had been raised. Many explored and other Eastern reli- ½ Administer the Section Quiz. gions, while others sought spirituality by living in harmony with nature. Particu- Teaching Resources, p. 24 larly in the late 1960s and early 1970s, some hippies established rural communes, ½ seeking to live off the land as Native Americans had in the past. These beliefs had To further assess student under- a lasting impact on the budding environmental movement. standing, use Progress Monitoring Transparencies, 134. What characteristics define the counterculture?

Reteach The Counterculture Ends If students need more instruction, have them read the section summary. By the end of the 1960s, many people, even those within the counterculture, had become disillusioned with some of its excesses. The utopian urge to discover a Reading and Note Taking L3 more authentic way of living had an unfortunate underside. Drug addictions and Study Guide deaths from overdoses rose. A number of rock musicians, most famously Jimi L1 L2 Hendrix and , died of drug overdoses while only in their twenties. The Adapted Reading and downward spiral continued in 1969 with a tragedy at a music festival sponsored Note Taking Study Guide in Altamont, California. While played, members of the Hells Spanish Reading and L2 Angels, a motorcycle gang that had been hired to provide security, stabbed to Vocabulary Builder Note Taking Study Guide death a black man who had approached the stage. The ugly violence contradicted contradict–(kahn truh DIHKT) v. the values of “peace and love” that many hippies embraced. to go against expressed views L4 At the same time, the movement’s values were becoming increasingly shallow Extend and self-centered. When the counterculture fell apart, most hippies abandoned Have students read and complete the their social experiments and melted right back into the mainstream. Still, the Enrichment worksheet, Time Capsule: seeds of protest they had sown would influence the growing “rights revolution.” 1969. Teaching Resources, pp. 13–14 Why did the counterculture fall apart?

Answers

SECTION experimentation in music, art, sexuality, 1 Progress Monitoring Online drugs, and spirituality; challenging ideas Assessment For: Self-test with vocabulary practice Web Code: nea-1711 of older generations The self-destructive excesses of the Comprehension 2. Reading Skill: Critical Thinking 1. Terms and People For each item Identify Main Ideas Use your con- 4. Identify Assumptions What counterculture and its lack of focus on a below, write a sentence explaining cept web to answer the Section Focus assumptions about mainstream culture common vision led to its disintegration. how it influenced the counterculture. Question: What was the countercul- were made by the counterculture? • generation gap ture, and what impact did it have on 5. Analyze Information Explain • Beatles American society? whether you agree with the following • commune Writing About History statement: “The counterculture was a • Timothy Leary form of protest.” 3. Quick Write: Identify Issues You are a teenager in the 1960s, and you’ve 6. Recognize Cause and Effect How been invited to your father’s club to did trends within the counterculture give a speech about the values of the movement contribute to its downfall? youth generation. Identify the issues that you will address, keeping your audience in mind.

Section 1 Assessment written in a tone appropriate for the 6. Drug use and self-indulgent lifestyles intended audience. undermined the high ideals of the 1. Sentences should reflect an understand- 4. The participants in the counterculture movement. ing of the way each person or term listed believed that mainstream culture was had influenced the counterculture. too rigid, too closed-minded, and too 2. The counterculture was a dynamic move- trusting of government and the military. ment that rejected mainstream ideas and 5. Sample response: The counterculture values of older generations. It changed was a form of protest because young peo- American and values. ple rejected mainstream society as a way 3. Students’ speeches should identify some of opposing things that they thought of the main ideas of the counterculture, were wrong with the world. such as experimentation, the search for For additional assessment, have students self-fulfillment, and the need to question access Progress Monitoring Online at mainstream ideas. Speeches should be Web Code nea-1711.

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