Students will research and develop 3 questions over the the 1970s which can be answered by the citation of at least 3 pieces of evidence.

Chapter 19 Social Revolution is a chapter out of a text book being used at a community college for a 100 level college history course.

This inquiry takes students through an analysis and evaluation of the Compelling Question “Is protest important in a democracy?” using the Vietnam War as a lens to approach the topic. To accomplish this, students will become more media literate through evaluating sources, biases, perspectives, and the goals of creating media. Throughout the inquiry, students will engage in activities designed to promote and develop media literacy while analzying the Compelling Question and learning about the historical protests of the Vietnam Era.This inquiry is expected to take two weeks (10 periods) to complete: one 45-minute class period to stage the question, introduce the inquiry, and to review media literacy; two 45-minute class periods for each of the three supporting questions; and then three 45-minute class periods for students to write and research their argumentative thesis. If students are as of yet less familiar with media literacy, the instructor should add at least another class period, or more, introducing them more fully to this.The full unit, along with all materials and resources, is available as a PDF attachment.

To many, the sense of limitless possibility The Beatles arrived at while working inside Abbey Road Studios was part of a broader pattern of change connected to the 1960s countercultural movement. Political and social events, including student protests against the Vietnam War, a popular interest in the study of Eastern religions, and the publication of books such as 1964's The Psychedelic Experience, helped to inform The Beatles' musical decisions as much as the music the group invented fueled the rise of a new youth culture. The Beatles provided the soundtrack to a new experience. As popular icons that challenged social norms and encouraged creative thinking, recording artists like The Beatles began using multitracking technology to make music in the studio that could not be reproduced on the concert stage and that expanded our understanding of what popular music could be and what it could do. The studio was no longer a predictable space for recording live performances; it became a laboratory for constructing sophisticated musical imaginings. As such, it was a perfect reflection of the new youth culture's spirit.

 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender.Senior Contributing AuthorsP. Scott Corbett, Ventura CollegeVolker Janssen, California State University, FullertonJohn M. Lund, Keene State CollegeTodd Pfannestiel, Clarion UniversityPaul Vickery, Oral Roberts UniversitySylvie Waskiewicz

By the end of this section, you will be able to:Describe the counterculture of the 1960sExplain the origins of the American Indian Movement and its major activitiesAssess the significance of the gay rights and women’s liberation movements