DIY History | Transcribe | Campus Culture | University of Iowa anti-war protests, 1970 | ""Iowa '70: Riot, Rhetoric, Responsibility?"" Page 29

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University of Iowa anti-war protests, 1970

""Iowa '70: Riot, Rhetoric, Responsibility?"" Page 29

HIGH SCHOOL REACTIONS
Campus protest, especially nonviolent protest, seems likely to continue in years to come if the reactions of Iowa City high school and junior high students are representataive of other students of this age group.
Although no rallies or disruptions have taken place in Iowa City schools, students are aware not only of the demonstrations adn outbreaks of violence on University campuses, but also of the issues involved. Many criticise President Nixon's move into Cambodia and sympathize with some of the strik demands.
Judy Carlson, a City High student, said her American History class had discussed the protest at the University. "We all agreed with the protest and with getting out of Cambodia," Judy said. "But we didn't think ROTC should have been written on the columns of the Old Capital. "I'm neutral toward ROTC on campus and I think most of my friends are, too!"
"There has been petitioning here for amendment 609," she said. "We're concerned even if we aren't very actively involved."
Jerry Full, a senior at City High and prospective Iowa student said many of his friends would have liked to have gone to the rallies and meetings at the University but their parents had heard about campus violence and wouldn't let them go.
Children of University faculty member are most aware of Iowa's strike. At University High, where a large proportion of the students are related to professors, the atmosphere was quiet but somewhat tense.
U High students seemed to share many of the views expressed by college srudents. For example, in a recent class discussion attention focused on Cambodia and ROTC. However, they thought that the best method of change is working through legal channels to end the war, such as amendment 609.
There was, however, little awareness of two of the strike demands--an end to racism and an end to sexism. When these topics were brought up, some reacted with disbelief that these were necessary or valid demands. The emphasis in this discussion and in most classrooms seemed to be on nonviolent protests of the war.
According to Audra Williams, a history teacher at Central Junior High, ma ny of his 12 and 13 year old students bring their views on the Indochina war and campus violence to the classroom. "And they believe in their opinions very firmly," he said.
Williams, who has been teaching eighth graders for 16 years, said, "These kids are much more aware, concerned, and sophisticated now than when I started teaching." He attributed the increased awareness to television, better school curriculum, and more permissive parents.
"When I started teaching, social studies dealt almost intirely wiht the structure of government. Now ma ny of our courses, discussions, and projects deal with problems in human relations. I think my students understand that Universities are protesting."
Williams said ma ny of his students get their information about Iowa protests from their parents and many read the D.I. diligently.
A straw poll was taken in one class at Central Junior High. The teacher asked the question: "Can you justify any violent action on college campuses?" All but one could not.
Kent Smith, a City High student said his World History class had discussed violent protest. "We tried to figure out who was involved here at Iowa, but we didn't come up with any answers. I went to some of the rallies, but wh en the trouble started I got out. I don't think you can solve anything with violence."

[photo]
Students discuss events with Engle, Boyd.s assistant.

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HIGH SCHOOL REACTIONS Campus protest, especially nonviolent protest, seems likely to continue in years to come if the reactions of Iowa City high school and junior high students are representataive of other students of this age group. Although no rallies or disruptions have taken place in Iowa City schools, students are aware not only of the demonstrations adn outbreaks of violence on University campuses, but also of the issues involved. Many criticise President Nixon's move into Cambodia and sympathize with some of the strik demands. Judy Carlson, a City High student, said her American History class had discussed the protest at the University. "We all agreed with the protest and with getting out of Cambodia," Judy said. "But we didn't think ROTC should have been written on the columns of the Old Capital. "I'm neutral toward ROTC on campus and I think most of my friends are, too!" "There has been petitioning here for amendment 609," she said. "We're concerned even if we aren't very actively involved." Jerry Full, a senior at City High and prospective Iowa student said many of his friends would have liked to have gone to the rallies and meetings at the University but their parents had heard about campus violence and wouldn't let them go. Children of University faculty member are most aware of Iowa's strike. At University High, where a large proportion of the students are related to professors, the atmosphere was quiet but somewhat tense. U High students seemed to share many of the views expressed by college srudents. For example, in a recent class discussion attention focused on Cambodia and ROTC. However, they thought that the best method of change is working through legal channels to end the war, such as amendment 609. There was, however, little awareness of two of the strike demands--an end to racism and an end to sexism. When these topics were brought up, some reacted with disbelief that these were necessary or valid demands. The emphasis in this discussion and in most classrooms seemed to be on nonviolent protests of the war. According to Audra Williams, a history teacher at Central Junior High, ma ny of his 12 and 13 year old students bring their views on the Indochina war and campus violence to the classroom. "And they believe in their opinions very firmly," he said. Williams, who has been teaching eighth graders for 16 years, said, "These kids are much more aware, concerned, and sophisticated now than when I started teaching." He attributed the increased awareness to television, better school curriculum, and more permissive parents. "When I started teaching, social studies dealt almost intirely wiht the structure of government. Now ma ny of our courses, discussions, and projects deal with problems in human relations. I think my students understand that Universities are protesting." Williams said ma ny of his students get their information about Iowa protests from their parents and many read the D.I. diligently. A straw poll was taken in one class at Central Junior High. The teacher asked the question: "Can you justify any violent action on college campuses?" All but one could not. Kent Smith, a City High student said his World History class had discussed violent protest. "We tried to figure out who was involved here at Iowa, but we didn't come up with any answers. I went to some of the rallies, but wh en the trouble started I got out. I don't think you can solve anything with violence." [photo] Students discuss events with Engle, Boyd.s assistant. 25