Americanization of the war"(Jeffreys-Jones, 43). In phase one, people either supported the war or thought they had a The Vietnam 4 clear path on how to stop it. At this point, the issue at hand appeared pretty black and white. As the years progressed, into the second phase, the protest became a little more frantic. The realization that the war was real became more apparent, people were being killed and that was that. This revealed several more shades of grey, but also solidifyed matters that something had to be done one way or another. The third phase, was what made everything take on alot more meaning. It was not just a war in Vietnam or in America, but the war became a symbol (Gioglio, 20). One of the most prevelant type of protests were based on the imparting of knowledge. These were known as teach- ins. The teach-ins were really the first step in raising conciousness to the impact the war could have(Fever, 11). They were the first things to get people informed and involved. Starting with teach-ins during the spring of 1965, the massive antiwar efforts centered on the colleges, with the students playing leading roles. These teach-ins were mass public demonstrations, usually held in the spring and fall seasons. The teach-in movement was at first, a gentle approach to the antiwar activity (Gettleman, 54). "Teach-ins were one important way to bring more people into the antiwar movement. During a teach-in, students, faculty The Vietnam 5 members, and guest speakers discussed issues concerning the Vietnam war"(McCormick, 37). The teach-ins began at the University of Michigan in March of 1965, and spread to other campuses, including Wisconsin in April. These protests at some of America's most well known universities attracted the public eye. "The demonstrations were one form of attempting to go beyond mere words and research and reason, and to put direct pressure on those who were conducting policy in apparent disdain for the will expresse...
