expressed a very different opinion: We are fighting in Vietnam not to save our little brown brother, but to save ourselves...we live in a world today of civilizational struggle (Hochman 1).The third professor, Susman, suddenly became extremely angry and bolted towards the two, banging on the podium when he approached. The crowd witnessing the event went wild and stood to applaud Susman, and the remainder of the teach-in proved to be just as out of control. Eleven speeches were given in all discussing U.S. involvement in Vietnam and other pertinent issues. This teach-in at Rutgers was similar to many others nationwide that took place on college campuses in opposition to the war (Hochman 2).Another teach-in took place at the University of California Berkely. It was the largest teach-in yet and it lasted for thirty-six hours and over thirty thousand people participated in it. There were also marches on Washington Avenue in which twenty-five thousand people attended. These marches became popular when the college students went home for the summer (Wells 25).Also, in the early 1960s drastic social change was being pushed from another direction at universities. An organization known as Students for a Democratic Society sprung forth in order to instigate this type of reform (Vietnam 2). Leaders of the SDS realized that many college students were becoming restless with the way many aspects of society were operating, especially the United States action in the Vietnam War. They were sick of sitting back indifferently while the aspects of society they valued were falling apart (Port 8). The SDS believed that colleges and universities were the ideal places to initiate such social transitions in America. There were four main reasons these students felt convicted in this way. One was because these schools were places of education that had great influences on the opinions of students attending. A second reason was because colleges were the most pri...
