CDL: 1968: Year of Protest

1968 the year University students around the world made their mark. The students of this time wanted change in the treatment of people around the world. The Vietnam War had claimed 20,000 young Americans, and left half a million still in Vietnam during 1968. But Vietnam’s casualties far out numbered America’s, soldiers and civilians by 5 to 10 times. One would think these were carefully orchestrated protests spanning the globe, but sporadic protests occurred in Europe and America. Some feel that the sparks for protesting started in 1967. Some counties that experience these protests were America, West Germany, France, Czechoslovakia, Mexico, Japan, Britain, Poland, Italy, Spain, Yugoslavia, Pakistan, Brazil, North Ireland, China, Chile, Nicaragua, and the Netherlands.
Demonstrators expressed transnational solidarity by carrying the flag of the National Liberation Front or placards barring Ernesto “Che” Guevara on it. In Europe students rallied “we shall fight, we shall win- Paris London Rome Berlin. A brief timeline shows the international events of the year, for some it would be their last protest.  

1968
February- One of the first large protests happened in West Berlin’s Free University. 
The students sponsored the Vietnam Congress, calling for “an international manifestation of           Solidarity.” with the people of Vietnam.

  

Feb. and March- Demonstrators in Madrid, Warsaw, Rome, Sao Paulo, and London were met with clubs. Charges of police brutality made waves on the television and Newspapers fed the cycle of protests.

April and May- Violence and riots break out when Martin Luther King Jr. is assassinated on April 4^th. 

 - Columbia University in New York seizes a building as part of their protest, leading to a           violent showdown between the police and protesters. 

  May  - France is paralyzed by a rebellion. At the University of Paris, students complained              about services for students. The disturbance spread to Sorbonne the capital city, and police were called in and teargassed the small rally. Which then grew to 10 thousand over the next few days. The students protested “exceptional domestic and International conditions.” Independent radio stations broadcasted live interviews from protesters, and soon a million people were in the streets supporting the protesters, causing factories to shut down.
 -By late May Banks, Railroads and shipyards had shut down; even the promise of wage                       hikes did not end the strike nationwide. French President DeGaulle attempted to gain                           control by criminalizing demonstrations, and evicting striking workers from factories.
                         
- Prague the capital of communist Czechoslovakia, President DubČek pushed for reform against heavy Soviet control, giving rise to hopes for greater freedom. But in August 1968 DubČek was arrested by Soviets. As a result 5,000 students staged a sit-down strike in Prague to protest.
                       
 - U.S. televised riots between youth protesters and Chicago Police outside the                                        Democratic National Convention into American living rooms. 

July  - Mexico, marchers carried posters of Fidel Castro and Che Guevara were attacked by police with clubs. When thousands rallied police fired into the crowds killing several students. They protested the cost to host the Olympic games, but protesters wanted that money to alleviate the nations poverty.
Aug. and Sept. - “We don’t want Olympic games; we want Revolution,” students protested.

October - 2^nd 1968 10,000 students assembled for a rally in the Plaza De Las Tres Cultures, after dark Jeeps with machine guns arrived, and slaughtered 100 to 200 protesters, leaving hundreds more wounded. In wake of this tragedy protesters staged demonstrations and attacks on Mexican embassies in Chile, Nicaragua, Netherlands, Italy, France, and Britain.

December  - More violence against protesters in Spain, Pakistan, and North Ireland.
                         
- In the U.S. violence remained in the ghetto’s where the Black Panther Party gained strength.
                       
 - Excitement of World Wide revolutionary solidarity was short lived, by the reality of                              fatalities as a repercussion of the protests.

1968 was absolutely the year of protest, many paid for protest with their lives. 

What would you have done during this time of oppression? Why would you protest or why wouldn’t you protest?
How did the 1968 protests better the lives of people around the world?
Why was it so important for students to start a worldwide revolution?

TA: Ich Bin Ein Berliner, JFK 1963

 

1. What is the author arguing?

“Ich Bin Ein Berliner,” meaning “I am a Berliner.” In this speech JFK is arguing, the Germans have “earned the right to be free.” JFK argues to all those who “say they understand” come to Berlin, to those who say “communism is the wave of the future,” come to Berlin, and to those who say “we can work with the communists,” “Lass’ sie nach Berlin en kommen,” “let them come to Berlin.” JFK is arguing that Berlin has over come many obstacles. Families and friends that were once divided should be united. JFK points out the failure of communism, and that "democracy is not perfect. But we have never had to put a wall up to keep our people in, to prevent them from leaving us!"

2. How does the author appeal to logos (logic), pathos (emotional quality), and ethos (the writer’s perceived character) with their argument?

JFK finds it logical that “Real lasting peace in Europe can never be assured as long as one German out of four is denied that elementary right of free men, and that is to make a free choice.” He is encouraging people to think logically about what freedom really means. He encourages them to “lift your eyes beyond the dangers of today to the hopes of tomorrow.” Implying the future can be bright for all, filled with better possibilities for all. Throughout JFK’s speech you can see his emotional encouragement of Berliner’s. He talks about how communism has been “separating families, dividing husbands and wives and brothers and sisters and dividing a people who wished to joined together!” This shows his sorrow for the people who lost their way of life because of the Berlin Wall. JFK’s character shows he is aware of the atrocities caused by the Berlin Wall, and that he gives “peace and good faith” to “this generation of Germans.” His character encourages people to want what should be there’s, freedom, and live as they had with family and friends united.

3. What is the historical significance/relevance of this document?

The historical significance of this speech is both serious and comical. The serious significance is this was one of JFK’s most famous speeches. JFK told the Germany and the World what a free nation stood for. That freedom meant every individual had the right to make their own choices in regards to their own lives. For JFK “equality and self-determination was the very essence of freedom.” For the comical side of the speech, it was almost known, as “I’m a jelly-donut,” in parts of Germany “berliner,” meant doughnut.

4. Do you find the author’s argument convincing? Why or why not?

            JFK’s speech was convincing because every person should be free and able to make his or her own choices. I for one cannot imagine a government that makes all decisions for you. The people of Berlin watched to the wall divide their lives, separating parents, children, spouses, siblings, and friends. For almost two decades, people watched those who dared cross the wall be shot, for unjust reasons. JFK says, “Freedom is indivisible,” “when all are free, then we look forward to that day when this city will be joined as one.”

TA: Black Nationalism (exerpts of speeches) Malcolm X

Malcolm X explains Black Nationalism (March 29, 1964)

1. What is the author arguing?

            Malcolm X is the speaker, and was giving his speech about Black Nationalism. Malcolm is arguing that they (Blacks) were “kidnapped and brought to America,” against their wills. That it was not his “forefathers that landed on Plymouth Rock, the rock was landed on us.” That slavery was forced upon Blacks. That they (Blacks) were not brought here to be made citizens, nor “enjoy these constitutional gifts,” but now that Blacks have “awakened to some degree” and ask for those constitutional gifts they are looked upon with “hostility and unfriendliness.” Malcolm further argues, if you want freedom you need to know some “Judo,” “Karate,” and “all the things that will help you fight for freedom.” Malcolm gives examples of African countries that fought for freedom, rather then doing sit-ins, waiting-in, or “singing we shall overcome.” That it was “nationalism that is bringing freedom to oppressed people all over the world.” Malcolm helps his people realize they too have a stake in America, and the philosophy of nationalism should spread through the Negro community. He reminds people that slave labor has been around for 310 years. Slaves received no benefits, and worked around the clock. He argues that this was their “contribution into this particular economy and political system.” He encourages Blacks to join him in creating action, rather then debate.

2. How does the author appeal to logos (logic), pathos (emotional quality), and ethos (the writer’s perceived character) with their argument?

“Your and my mother and father worked for nothing, not 8 hours a day, there was no union in that day. They worked from sun up until sun down, from can’t see in the morning to can’t see at night. They never had a day off and on Sunday they were allowed to sit down and sing about when they die, they wouldn’t be slaves no more.” Malcolm’s tone here shows his view of how unjust life for previous generations of slaves was, and his emotional plea to Blacks to wake up and fight. Malcolm speaks to his audience (Blacks) giving them logical reasons that they do have a stake in America; that we (Blacks) have paid our debt for the past 310 years so they could be part of “this particular economy.” He names counties like Algeria, Nigeria, Somalia, Uganda, and Tanganyika, Africa, as inspirational countries that fought oppression by nationalism. Malcolm’s character is very much a fight for your rights person. He sees himself as being forced into a life he did not ask for, but will make things better for himself and others. He is a black man tired of watching his people be treated with bias for no better excuse then color. His personality gives knowledge and might to those willing to fight for Black Nationalism.

3. What is the historical significance/relevance of this document?

            Historically this is one of the most powerful awakening speeches for Blacks in America. The empowerment Malcolm gives in his speech makes you want to embrace his culture and fight for what belongs to the people. Malcolm X was unlike M.L.K. who preached non-violence. Malcolm preached for pro violence, when necessary. This made his philosophy of Black Nationalism dangerous to those who still believed in segregation. Malcolm brought to light that realization that all Blacks were just as good as all Whites. That it is indisputable America was built on the backs of slave labor. That Blacks had every right to be part of this economy and political system.  

4. Do you find the author’s argument convincing? Why or why not?

            Malcolm’s argument is very convincing to me. He has watched people do sit-ins, and wait-ins, to find it did not work. He sees that standing up for your self is what gets the point across. His speech is emotional, empowering, and gives you the feeling that you should have the same constitutional rights as any other American regardless of color. I agree that the time for debating was over and the time for action was necessary. Malcolm says “if you’re interested in freedom you need some judo, you need some karate, you need all the things that will help you fight for freedom,” in this statement alone he is saying at any cost freedom is precious and should be for all.