Exploring Student Protest

Overview

The 1960-1970s saw a time of increased “free thinking” across American society, and particularly on college campuses. Inspired by leaders of nationwide movements responding to injustices in American society, many college students questioned and challenged those in power on important issues such as free speech, civil rights, and international conflict. The act of protest became widespread across the nation, including on college campuses. Male college students were also directly affected by the draft for the Vietnam War, which motivated students to act. Protests on college campuses allowed students to express discontent with campus or national politics, power dynamics, and domestic and international conflicts. Some demonstrations resulted in violent clashes between protesters and police.

Students throughout Pennsylvania were among those who organized and participated in such protests. These demonstrations addressed issues such as the Vietnam War, use of chemical weapons, violent actions taken against other college students, decisions made by college administrations, tuition increases, the misuse of school money, among other concerns. Protests took place all across Pennsylvania in both urban and rural settings, from large universities to smaller colleges.

Students throughout Pennsylvania were among those who organized and participated in such protests. These demonstrations addressed issues such as the Vietnam War, use of chemical weapons, violent actions taken against other college students, decisions made by college administrations, tuition increases, the misuse of school money, among other concerns. Protests took place all across Pennsylvania in both urban and rural settings, from large universities to smaller colleges.

Educational Purpose

This set will allow students to analyze the importance of protest as a tool for political and social change through the context of protests at college campuses addressing a variety of issues. The items in this set challenge students to think critically about the goals, motivations, and methods used by demonstrators, and how protests build on and borrow from each other. Students will also learn about the variety of reasons college students in Pennsylvania chose to protest in the 1960s and 1970s.

Grade Levels

This set can be tailored to fit grades 6-12.

State Standards

Elementary Standards Grades 3-8, Civics and Government, 5.3 How Government Works

5.3.4.G. Identify individual interests and explain ways to influence others.

5.3.5.G. Describe how groups try to influence others.

Secondary Standards Grades 9, 12, Civics and Government, 5.3 How Government Works

5.3.9.G. Analyze the influence of interest groups in the political process.

5.3.U.D. Evaluate the roles of political parties, interest groups, and mass media in politics and public policy.

Elementary Standards Grades 3-8, History, 8.2 Pennsylvania History

8.2.3.B. Identify historical documents, artifacts, and places critical to Pennsylvania history.

8.2.5.D. Examine patterns of conflict and cooperation among groups and organizations

that impacted the history and development of Pennsylvania for responding to individual and community needs. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability

8.2.7.D. Identify local connections and examples of conflict and cooperation among groups and organizations and how this impacted the history and development of Pennsylvania. • Ethnicity and race • Working conditions • Immigration • Military conflict • Economic stability

Secondary Standards Grades 9,12, History, 8.2 Pennsylvania History

8.2.9.B. Compare the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history.

Source Set

1. University of Scranton students blocking a street in protest of the Vietnam War, 1970.
2. Students sitting in the street to protest the Vietnam War, University of Scranton, 1970.
3. Television reporters covering student protests at the University of Scranton, 1970.
4. University of Pennsylvania student protesting the use of chemical weapons, 1966.
5. Demands written from a student protest, 1972, University of Pennsylvania.
6. Student protest at the Community College of Philadelphia, 1970.
7. An article from the Susquehanna University student newspaper detailing a student led counter protest to “Loyalty Day”, 1969.
8. An article from the Susquehanna student newspaper detailing a student-held rally on campus against administrative power, 1966.
9. A flyer posted at Susquehanna University stating student grievances with the administration, 1966.
10. A poster created by college students at the University of Pennsylvania announcing national days of conscience, 1968.

Discussion Questions

  1. Based on the images of the student protests, discuss what methods were used by the students to protest. What was the nature of these protests? What types of protest methods were employed by students at UPenn, Susquehanna University, and the Community College of Philadelphia? (Look at items 4-9.)
  2. Look at item 3. Why do you think television reporters were interested in covering the student protests? What was the role of media in these protests? Do you think the media coverage helped or hindered the students’ cause?
  3. Based on the article describing the “Loyalty Day” counter-protests (item 7), what were the students protesting? Consider what a citizen should do if they disagree with decisions made by their government. Is it acceptable for citizens to protest the actions of their government? Why or why not?
  4. After reading the student grievances flyers, articles, and picket signs (items 7-9), what were the issues students were unhappy with that motivated them to protest? Do you believe protesting was the best way to address the issues the students had? Why or why not?
  5. Based on the poster announcing a national day of conscience (item 10), what method did those students use to protest the war in Vietnam? Why do you think they chose this method?
  6. Many protests during this time, and within this set, take place on college campuses. Why do you think this is so? Do you believe a college campus is an appropriate place to hold a protest? Why or why not?
  7. What role do protests play in our society? What is the motivation behind protesting? What is the value of protest?
  8. Discuss the risks of protest. Would you be willing to protest for or against a cause you believed strongly in? What would you potentially be risking if you did join a cause?
  9. What are some other methods of raising awareness of an issue or of enacting change?

Classroom Activities

For younger grades

  1. Drawing upon what students have learned regarding methods of protesting, have them research a current issue about which they feel strongly. Based on their research, create a plan for how they could make a change regarding your chosen issue. Consider the following questions: What methods and tactics would they employ? What are their goals for creating change? Who, if anyone, would they need to contact to aid in your cause? Have them write a page describing the history of their chosen issue and why it is important to them and create an outline of their plan of action.
  2. Have students create a poster that they would use in their protest. It can be for an existing movement, or a cause of their creation. What kind of message do they want to get across? How do you get your message across through a poster? Who do you want to see the poster?

For older grades:

  1. Using social media and other online resources, have students research contemporary student-led protests and create a presentation comparing and contrasting that protest to the student protests of the late 1960s and early 1970s. Have them explain and describe the issue being protested, what the students want as a result of the protests, and the protest methods they employ. Highlight any similarities and/or differences between the two. Some examples of current protests could include environmental issues, administrative power, or gun rights.
  2. Recommended Essay Question: Using what you learned from the primary sources and reflecting upon the present day, write about your thoughts on the legacy of student protests in the 1960s-1970s. Some questions to consider include: Did you agree with the protest aims? Did they did some good, or damage? What did they accomplish? What were their limitations?

Additional Resources for Research

  1. The Encyclopedia of Greater Philadelphia on the Vietnam War.
  2. The Temple News, “A History of Protest.”
  3. Years of Crises: The 1960s. Pennsylvania State University Libraries.

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Set created by Devin Johnson, Temple University College of Education.