Step 1: The Culture Wars of the 1980s and 90s saw some cultural shifts and polarization surrounding hot-button issues such as sexuality, gun rights, abortion, drug use, music, censorship, and more. First, familiarize yourself with some of the arguments made during the “Culture Wars.” From the primary sources corresponding to this module, you might make use of:
- Jerry Falwell on the Homosexual Revolution (1981)
- Statements from the Parents Music Resource Center (1985)
- Pat Buchanan on the Culture War (1992)
Each of these is a conservative response to what is seen as liberal encroachment in American culture. For some balance, you might consider some sources directly from the feminist, LGBT+, and civil libertarian groups themselves:
- A National Organization of Women pamphlet supporting the Equal Rights Amendment
- Musician Frank Zappa’s testimony to Congress on Rock Lyrics and Record Labeling
- This collection of photographs showing the early years of the LGBT pride movement
Some other relevant primary sources from a variety of viewpoints can be found at the Digital Public Library of America.
Step 2: Pick two specific issues that are at stake in the culture wars. For each of them, please…
- Identify in 1-2 sentences how this disagreement may be rooted in some of the social changes of the 1960s and 1970s.
- Articulate how one of the “sides” in this culture war would understand the controversy and what is at stake in a concise one-sentence statement. Pick your statement to come from either the more conservative side or from the more liberal side.
Step 3: Respond to another student’s post. Read their thoughts on how their issue was rooted in the 1960s and 1970s, and their short argument from one side’s perspective. In a similar one-sentence statement, write out how the opposing side might articulate or view the core value in dispute. For example, if the other students addressed their topic from the conservative perspective, you would respond with the liberal perspective.
Then, add a one-sentence conclusion about how this issue showed division among Americans during the “Culture Wars.”
Example
Student 1: One issue of concern during the cultural wars was the inclusion of sexually explicit material in popular music.
- Roots of issue: This issue has roots in the 1960s due to the evolution of rock and roll music. While the genre evoked themes of rebellion from the start, in the Sixties, it provided a voice for a counterculture that dissented from the polite and consumerist trappings of middle-class society.
- One side: As the problems young people face multiply, music that encourages or glorifies destructive choices is accessible to children who might be influenced by its content. (Conservative point of view.)
Student 2 comment:
- Opposing view: Artistic freedom and self-expression is being censored by organizations such as the Parents Music Resource Center in violation of First Amendment Rights that both adults and children should enjoy. (Liberal point of view.)
- Conclusion: The debate over censorship and ratings systems in music demonstrates a tension between the right of artists to create objectionable work and the rights of parents to have greater jurisdiction over what kinds of media their children consume.
Rubric
| Criteria | Developing | Satisfactory | Excellent | Points |
| Identification of the issue and Connection to the 1960s/70s | Does not correctly state the issue at hand. Connection to the 1960s or 1970s is unsubstantiated (0-1). | Provides a valid response to the prompt, but its connection to earlier chapters’ social unrest is unclear (2). | A distinct issue involved in the culture wars is chosen. It is connected persuasively to the 1960s or 1970s in a way that demonstrates an awareness of cause and effect (3). | __/3 |
| Statement on one side’s point of view | Statement does not address this issue’s urgency to those who held this point of view (0-1). | Statement has merit, but runs a risk of rendering this point of view into a caricature of itself (2). | Understands the issue as its proponents would see it. Demonstrates a degree of historical empathy (3). | __/3 |
| Counterpoint to classmate’s answer | The counterpoint shows disinterest in the response, or articulates it in a way that shows prejudice toward one side or other (0-1). | Responds respectfully, but the counterpoint may lack nuance or depth of understanding of the issue (1-2). | Provides a respectful understanding of the other side of the issue as its own proponents would see it (2). | __/2 |
| Statement of conclusion | The statement is missing, or is a thin rewording of either the book or one’s own earlier writing for this discussion (0-1). | The statement affirms disagreement without a persuasive understanding of the issues behind it (1-2). | The conclusion analyzes why this issue was divisive in a way that demonstrates an understanding of its 1980-2000 context (2). | __/2 |
| Total | __/10 |