GCU The Civil Rights Movement Categorization of Social Change Discussion Questions
The text highlights how during the 1960s and 1970s, youths battled adult state officials, their parents, and even their surrogates (teachers). They fought about foreign policy, mandatory military service, the acceptability of sex before marriage, the length of hair, style of clothes, drug use, and popular music. These public and intimate battles were bitter and protracted, leading to a yawning “generation gap,” in which the previous generation had little control over the next generation.
So how did the White youths’ fight for more rights during the 1960s compare to that of the Blacks? How were they similar? How are they different? Examine how music helped to play a part with both groups. Discussion Question 1 (150 words)
On page 161 of the text, the author states that in order for individuals, social networks, bureaucratic organizations, and political parties to gain power, they have engaged in litigation, hunger strikes, migrating, joining clubs, forming bands, patronizing clubs and bars, throwing stones, joining mobs and riots, organizing rebellions and armed insurrections, campaigning for office, and passing legislation to claim or shape human rights (liberty, equality, and the solidarity found in community).
Using these words as your model: Which form of protest is the most successful? Which one is the least successful? Give an example of each type.
