1. Popular songs, such as “Rock Around the Clock” (Bill Haley & His Comets, 1954) and “My Generation” (The Who, 1965) celebrated youthful cultural autonomy. Similarly, grassroots social movements, such as the Student Nonviolent Coordinating Committee, were sites of autonomous youthful political activism. Using Moody, Ginsberg, Crow Dog, and an essay of your choice in Sutton, please analyze selected examples of youthful autonomy in conjunction with generational conflict. In other words, how did youthful independence trigger the so-called “generation gap” between parents and their children? How (if at all) did race, gender, and/or class shape these expressions of autonomy and conflict?
2. From “the going steady complex” to the grassroots movement against sex education, virtually all aspects of American life related to sexuality—such as courtship, reproduction, sexual orientation, sex roles, birth control, censorship, sexual contact, and representations of sexuality in popular culture—have been major minefields for social and cultural change. How have issues of sexuality and/or sexual control been expressed in grassroots activism, “personal” politics,” and/or traditional legislative politics from the postwar period through the 1970s? What historical generalizations about the broader “sexual revolution” can you draw from your analysis?
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