CONTINUITY AND CHANGE TEACHER KEY Historical Context: School officials at UC Berkeley limited the ability of students to organize and share information about political events. When police arrested outspoken leaders, the students on campus formed a coalition to support free speech on campus. Focus Question: How did the student demands reflect their expectations about a college education? Date Key Demands How would you characterize student demands? How did they change? Stay the same? Demands reflect ideas about what Right to hear any person speak on campus so students’ political rights they should have on campus, long as a traffic issue or doesn’t cause which include hosting speakers, political interfere with classes Sept. 28, organizing beyond voter registration, and Right to participate in political organizing on 1964 setting up tables about political causes. campus, not just voting Students appear to not want to cause disruption Students and non-students have the right to through their political activities (first bullet set up tables for political causes point), and only want to be treated fairly (last Eliminate arbitrary rules (72 hour notice, bullet point). police protection, faculty moderator) See the university as more repressive than off Only the courts can decide on free speech. campus. University should be free as off “at least as” Oct. 12, campus 1964 Lack of democratic processes. There should be an not “impartial body” totally dominated by the administration, or its faculty to decide “hand-picked” Use the language of to discuss to 1) advocate off campus “freedom” “Freedom” specific issues on campus. Very focused on actions, 2) recruit for off campus Oct. 28, being able to organize and advocate for off organizations, 3) from harassment of 1964 campus issues. Not just about issues on particular rules (72 hours, faculty campus. moderators) Thesis Statement: From September through late October 1964, participants in the Free Speech Movement continued to demand specific rights to organize on campus for off campus causes, but over time their language spoke more broadly about the role of the university to respect rights and establish democratic structures to make decisions and, by using as part of their demands, connected the FSM to other movements. “freedom” “freedom”
CONTINUITY AND CHANGE TEACHER KEY Historical Context: School officials at UC Berkeley limited the ability of students to organize and share information about political events. When police arrested outspoken leaders, the students on campus formed a coalition to support free speech on campus. Focus Question: How did the student demands reflect their expectations about a college education? Date Key Demands How would you characterize student demands? How did they change? Stay the same? Sept. 28, 1964 Right to hear any person speak on campus so long as doesn’t cause a traffic issue or interfere with classes Right to participate in political organizing on campus, not just voting Students and non-students have the right to set up tables for political causes Eliminate arbitrary rules (72 hour notice, police protection, faculty moderator) Demands reflect students’ ideas about what political rights they should have on campus, which include hosting speakers, political organizing beyond voter registration, and setting up tables about political causes. Students appear to not want to cause disruption through their political activities (first bullet point), and only want to be treated fairly (last bullet point). Oct. 12, 1964 Only the courts can decide on free speech. University should be “at least as” free as off campus There should be an “impartial body” not totally dominated by the administration, or its “hand-picked” faculty to decide See the university as more repressive than off campus. Lack of democratic processes. Oct. 28, 1964 “Freedom” to 1) advocate off campus actions, 2) recruit for off campus organizations, 3) from harassment of particular rules (72 hours, faculty moderators) Use the language of “freedom” to discuss specific issues on campus. Very focused on being able to organize and advocate for off campus issues. Not just about issues on campus. Thesis Statement: From September through late October 1964, participants in the Free Speech Movement continued to demand specific rights to organize on campus for off campus causes, but over time their language spoke more broadly about the role of the university to respect rights and establish democratic structures to make decisions and, by using “freedom” as part of their demands, connected the FSM to other “freedom” movements.
Student%20Activism%20in%20the%201960s%20Unit%20REV%20NOV.15.docx