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Chapter 18: the Politics of Protest, 1960-1980

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Chapter 18: the Politics of Protest, 1960-1980 1960–1980 The Politics of Protest . The Big Ideas , SECTION 1: The Student Movement and the Counterculture Societies change over time. During the 1960s, many of the country’s young people raised their voices in protest against numerous aspects of American society. SECTION 2: The Feminist Movement Social and economic crises lead to new roles for government. During the 1960s and 1970s, a large number of American women organized to push for greater rights and opportunities in society. SECTION 3: New Approaches to Civil Rights The quest for equality is eternal. Throughout the 1960s and 1970s, minority groups developed new ways to improve their status in the United States. SECTION 4: Saving the Earth Societies change over time. During the 1960s and 1970s, environmental issues became a significant concern for many Americans. The American Vision: Modern Times Video The Chapter 18 video, “Behind the Scenes with César,” profiles the role that César Chávez played in the United Farm Workers organization. 1966 • National Organization for 1962 Women (NOW) organized 1969 • Rachel Carson’s Silent • Woodstock Spring published 1963 music festival 1970 • Betty Friedan’s The held in New • First Earth Day Feminine Mystique York observed published ▲ ▲ ▲ Eisenhower Kennedy L. Johnson Nixon 1953–1961 1961–1963 1963–1969 ▲ 1969–1974 ▲ 1960 1965 1970 ▼ ▼▼▼ 1962 1964 1966 1968 • China and Soviet Union • China becomes • Indira Gandhi • Soviet Union halts have diplomatic world’s fifth becomes prime democratic uprising disagreements nuclear power minister of India in Czechoslovakia 802 CHAPTER 12 Becoming a World Power (l to r)White House Historical Association, Art Resource, White House Historical Association, Collection of Bettye Lane/Picture Research Consultants, White House Historical Association, Ken Regan, Camera 5 Arthur Schatz/TimePix/Getty Images Labor leader César Chávez meeting with farmworkers 1972 • Use of pesticide DDT banned 1973 • Supreme Court issues Roe v. Wade ruling • AIM and government clash at 1979 Wounded Knee, South Dakota • Nuclear accident at Three Mile Island HISTORY Ford Carter ▲ ▲ 1974–1977 1977–1981 ▲ Chapter Overview 1975 1980 Visit the American Vision: Modern Times Web site at ▼ ▼▼tav.mt.glencoe.com and 1972 1975 1979 click on Chapter Overviews— • Britain imposes • End of the Portuguese • Ayatollah Khomeini leads Chapter 18 to preview chapter direct rule on empires in Africa Islamic overthrow of Iran information. Northern Ireland 803 (t)AP/Wide World Photos, (b)White House Historical Association Evaluating ffective readers evaluate information as they read. They draw Econclusions and form opinions about events, ideas, and people in history. For example, at times readers may disagree with the decision made by a historical figure or approve of the actions of a group of people. It is important for you to form opinions about what you read. It is also important that you are able to support your opinions. This will help you understand the text better. As you read, imagine what might make a person or group of people behave in a particular way. Ask yourself questions about their motives, as well as whether you need more information. Notice when you react strongly to something you read, whether it is positive or negative. Why do you feel that way? Read the following passage about a girl joining her school’s swim team in 1971 and write a sentence or two about your reaction to the reading. In 1971, [Kathy] Striebel, a high school junior in St. Paul, Minnesota, wanted to compete for her EVALUATING school’s swim team, but the school did not allow Consider your own background girls to join. Kathy’s mother, Charlotte, . filed a knowledge and experiences grievance with the city’s human rights department, when evaluating—what do you and officials required the school to allow Kathy already know about this topic? to swim. Shortly after joining the team, Kathy beat out one of the boys and earned a spot at a meet. As she stood on the block waiting to swim, the opposing coach declared that she was ineligible to compete because the meet was outside St. Paul. “They pulled that little girl right off the block,” Charlotte Striebel recalled angrily. (page 817) How did you react to this story? What do you believe is the author’s opinion, and why do you think so? Do you think your evaluation of the pas- sage influenced the way you feel about what the passage says? While you read the text under “Fighting for Greater Opportunity” on pages 825–827 of your textbook, write down your opinions on the issues you learn about. Make sure you include reasons for your opinions. 804 CHAPTER 18 The Politics of Protest Analysis Skill Standard HI1 Historical Connections Historical Interpretation You should recognize that there can be causal and other connections between particular historical events and larger social, economic, and political trends and developments. hen two events are related and connected in time, we often think that one Wevent caused the other. Of course there can be other relationships between events. Have you ever flipped a light switch and had all of the power in your house shut off? If you tripped a breaker and caused the power to shut off, your action caused the power outage. You would call the relationship between these two events causal. Perhaps, though, a power line worker stopped the flow of power in your neighborhood to repair a transformer just as you turned the switch. In this case, it was a coincidence that the events occurred at the same time. Such a relationship is considered a correlation, and the events are called correlational. Read the following passages about protest movements. College life empowered young people with a newfound sense of freedom and inde- pendence. It also allowed them to meet and bond with others who shared their feelings about society and fears about the future. It was on college campuses across the nation where the protest movements would rage the loudest. (page 808) Women had also gained a better understanding of their inequalities in society from their experiences in the civil rights and antiwar movements. Often they were restricted to menial tasks and rarely had a say in any policy decisions. From the broader perspective, the women’s movement was part of the 1960s quest for rights. (page 815) Based on these passages, do you think the protests during the Vietnam War caused the women’s movement? Did they only share a correlation because they occurred at the same time? Did these protests show a historical trend towards greater civic involvement by ordinary people? As you read through the chapter, identify the protest movements that developed and the shape they took. Then try to determine whether the movements were correlational or causal. If causal, state which movements caused other movements to develop. CHAPTER 18 The Politics of Protest 805 The Student Movement and the Counterculture Guide to Reading Connection • Mainstream culture gradually accepted • Define the goals of serious members In the previous chapter, you learned some of the ideas and styles of the of the counterculture. youth movement. (p. 811) about the Vietnam War. In this section, Reading Strategy you will learn how the student move- Content Vocabulary Taking Notes As you read about the ment and the counterculture developed counterculture, commune student movement and culture of the and influenced American society. 1960s, use the major headings of the Academic Vocabulary section to create an outline similar to validate, rational, derive • The youth protest movement of the the one below. 1960s included Students for a People and Terms to Identify Democratic Society (SDS) and the Free Port Huron Statement, Tom Hayden, The Student Movement and the Counterculture I. The Growth of the Youth Movement Speech Movement. (p. 807) Haight-Ashbury district, Jimi Hendrix A. • During the 1960s some young people B. Reading Objectives C. rebelled against the values of the older II. generation. (p. 809) • Explain the origins of the nation’s A. youth movement. B. Preview of Events ✦1961 ✦1964 ✦1967 ✦1970 1962 1964 August, 1969 Students for a Democratic Society Free Speech Movement begins; 400,000 young people gather deliver Port Huron Statement the Beatles embark on their first U.S. tour at Woodstock music festival The following are the main History–Social Science Standards . The Big Idea , covered in this section. 11.3 Students analyze the role Societies change over time. During the 1960s, many young people grew con- religion played in the founding of America, its lasting moral, social and cerned about the nation’s future and became active in social causes. More young political impacts, and issues regarding religious liberty. people enrolled in colleges, and on college campuses several groups formed that 11.3.4 Discuss the expanding religious aimed at bringing attention to what they saw as political and social injustices. The pluralism in the United States and California that resulted from large-scale counterculture movement attempted to break away from traditional society. Some immigration in the twentieth century. people embraced new spiritual movements and religions. While the counterculture 11.9.4 List the effects of foreign policy on domestic policies and vice versa (e.g., movement did not last long, it did have a lasting impact on society. Mainstream soci- protests during the war in Vietnam, the “nuclear freeze” movement). ety gradually accepted some aspects of the counterculture, such as its fashion, art, music, and dance. 806 CHAPTER 18 The Politics of Protest The Growth of the peace and prosperity. Prosperity did not extend to all, however, and some, especially the artists and writers Youth Movement of the “beat” movement, had openly criticized American society. They believed it valued conformity The youth protest movement of the 1960s over independence and financial gain over spiritual included Students for a Democratic Society (SDS) and and social advancement.
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