MR3

WWI trench poetry brought insight about life in the trenches during wars and battles. In the early 1900's when trench warfare was first introduced, the world thought it would be an easier, safer, and more effective way to fight. Unfortunately, no one realized the hardships of the deadly style of fighting. In order to express the trench battles, soldiers often wrote stories and poetry to express their emotions and experience; the effects of being in the trenches had horrible outcomes, physically and emotionally. Trench poets, such as [|Siegfried Sassoon], showed the realities of trench warfare, and after effects of these battles. Although soldiers all had their differences, their poetry shared common ground. Some WWI soldiers were emotionally scarred, had post-traumatic stress disorder, and would be physically harmed. Siegfried Sassoon, one of the most famous WWI trench poets who described the brutalities of war. Sassoon was in the trenches for about three years, and had endless experience; he’s gone through shell shock, observed death, and killed men. While fighting in the trenches, Sassoon observed a fellow soldier fighting, and while he popped up for a split second during the enemy's rapid fire, the man had been shot and killed, "he choked And fought the flapping veils of smothering gloom, Lost in a blurred confusion of yells and groans... Down, and down, and down, he sank and drowned, Bleeding to death. The counter-attack had failed," (Sassoon, [|Counter-Attack]). Sassoon's Counter-Attack, not only showed death during WWI, but it displays the meaning of death; so many men were killed, that one death was meaningless to the world. This made men during the war feel extremely alone and meaningless. Many soldiers would read each others experiences, much like Sassoon's Counter-Attack, and feel a common bond. Soldiers bonded through each other's poetry. They used poetry as a means to emotionally escape as they were taught to hide their emotions and keep everything inside while in the military, "No, I would not say that I was nervous. I was like all the others. I would not say that we were afraid to be killed but we were trying to make a good service, what we had there to do," (Francoeur). Francoeur was a sergeant in WWI, and he explained how men had to learn to put their fear and emotions behind them. One of Sassoon's poems backs up this mentality, he thought, "Do they matter? those dreams from the pit? You can drink and forget and be glad, And people won't say that you're mad, For they'll know you've fought for your country And no one will worry a bit," (Sassoon, [|Does It Matter?]). As war had its down times, soldiers would sit, think, and read each other's poetry as a form of relaxation and bonding; but for some soldiers, this wasn't always enough. Sassoon was diagnosed with shell-shock -- a major anxiety from a terrible image or experience remembered from war -- on the July of 1917, and was sent to the Craiglockhart Military Hospital, where he met one of his closest friends, Wilfred Owen. Wilfred Owen was also a poet during WWI, fighting in the trenches. Sassoon lifted Owen's spirit in the hospital, and changed his negative views on war, “It is sweet and proper to die for one's country," (Owen, [|Dulce et Decorum Est]). Owen was very depressed during the war; he was in the hospital, hiding his emotions, and also, some believe Owen was homosexual. Being homosexual especially back in the early 1900's was not accepted at all; therefore, thanks to Sassoon, Owen was able to move on, and regain some confidence. Sassoon was only one of the famous WWI poets that describes his life during war in the trenches. WWI trench poetry captured realities of [|trench warfare], and insight into the life it brought. Either people don't know much about WWI trench poetry, or they didn't know it existed, but WWI wasn't the only time when war poetry took place. Even today in the Iraq War, soldiers write poems describing the intensity of war. Brian Turner, an infantry team leader for seven years for the U.S. military in Iraq, is one of the most famous poetry writers who captures war life. Brian Turner's most famous poem, [|Here, Bullet], describes how easy it is to die in war, and how it impossible to dodge a deadly bullet, "Here is the adrenaline rush you crave, that inexorable flight, that insane puncture into heat and blood...Because here, Bullet, here is where I complete the word you bring hissing through the air, here is where I moan the barrel’s cold esophagus, triggering my tongue’s explosives for the rifling I have inside of me, each twist of the round spun deeper, because here, Bullet, here is where the world ends, every time,". Brian Turner's poem and feelings aren't much different from the WWI soldiers, although they had different types of fighting, death is still a reality of war, and soldiers live a violent bloody life while fighting for their countries armies. Both Sassoon and Turner are vital in teaching about life in war through poetry. media type="youtube" key="li4HGKn7dIo" height="335" width="406"
 * This is a video showing Owen's Dulce et Decorum Est, in the poem they are running from bombs and explosions ||

Works Cited Dept. Of Documents. Siegfried Sassoon. By Dr. W.H.R Rivers at Craiglockhart War Hospital. 1917. www.iwm.org. Imperial War Museum. 24 Nov. 2008 .

Francoeur, G.N. WWI mentality. 24 Nov. 2008 .

Owen, Wilfred. "Dulce et Decorum Est." classweb. 24 Nov. 2008 .

Sassoon, Siegfried. "Counter-Attack." Siegfried Sassoon. Poem Hunter. 24 Nov. 2008 .

- - -. "The Trench Poets of WWI." 4classnotes. 24 Nov. 2008 .

Stuhlreyer, Thomas J. "Siegfried Sassoon." America: History and Life on the Web. ABC-CLIO. 24 Nov. 2008 .

Turner, Brian. "Here, Bullet." Alice James books. 24 Nov. 2008 .

Memories act as both a help and a hinderance to the success of someone. Many people advise you to learn from the past and apply those memories so that you can effectively succeed by avoiding repeating your past mistakes. On the other hand, people who get too caught up with the past are unable to move on to the future. Elie Wiesel's memoir Night perfectly exemplifies the double nature of memories. Wiesel, a Jewish man, suffered heavily throughout the Holocaust and Night is rife with horrific descriptions of his experience. These memories help to spread the view of what life was like. Through recounting these memories, Wiesel is able to educate world readers about the atrocities committed in hopes that the same blatant violations of human rights are never repeated again. Through reliving the Holocaust through his writing, Wiesel was inspired to become proactive in the battle for civil rights. Some would point to his peaceful actions and the sales of his book and label him a success. Despite the importance of recounting such memories, Wiesel acknowledges the damage that memories can also cause. Following his liberation from the Auschwitz concentration camp, Wiesel was a bitter, jaded man. He could not even write Night until several years later. The end of the novel describes Wiesel's gradual but absolute loss of faith throughout the experience. His past experiences haunted him for several years, rendering him passive. It was not until he set aside his past that he could even focus on the future. Had he remained so consumed with the pain and damage caused in the past, he may never have achieved the success that he has attained. Overall, Wiesel's experiences exemplify the importance of the past as a guide. Wiesel's past experiences helped to guide him in later life, but it was not until he pushed them aside that he could move on. To me this means that you should rely on your past without letting it control you. Allow your past to act as a guide, while making sure that you are also living in the present and looking to the future. I would give this writer a four for a few reasons. Although his vocabulary is very nice, it was a little short, and he also got a little off topic. His example doesn't directly say if memories help or hurt efforts to learn from the past. I did like his example, but it wasn't as too the point as I would have liked. Also, in the first paragraph there wasn't enough example for his analysis. What ultimately made me give him a four was that, he had strong vocabulary and good analysis.
 * Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.**

=**Louis Armstrong**=
 * Born || August 4, 1901 ||
 * Death || July 6, 1971 ||
 * Known for: || Trumpet, cornet, singer/scat singer ||
 * Achievement: || Grammy Award/Rock n' Roll hall of fame ||
 * [[image:http://www.riverwalkjazz.org/images/content/pagebuilder/12311.jpg width="192" height="264" align="left" caption="Louis Armstrong in Chicago"]]Louis Armstrong**, the most famous trumpet [|virtuoso] of his time, made jazz of the 1920's what it is known to be today. Despite his amazing abilities, Armstrong didn't have the easiest adult life. Everyone only saw what was to be on the stage, which is what he is best known for; he performed at night clubs, huge concert halls, and soloed in front of thousands of people wowing them out of their seats. With his well-known voice, abstract [|scat singing], virtuoso talent, and unforgettable stage presence, no one will ever be able to compete with what Louis Armstrong had to offer to the musical world.

In 1918 he divorced his wife, Daisy Parker, and adopted a young boy named Clearence Armstrong, who later had a head injury and became mentally handicapped. Not long after the divorse, Ms. Parker unfortunately passed away. Armstrong learned to deal with these issues and soon after his music quickly expanded. In 1921 he learned to read music, and started to make a foundation for his own unique style. His style was his joyful and warming stage presense, and of course his loveable voice. Armstrong's voice isn't necessarily traditionally set to perfect pitch, but something that no one can explain made his voice sound comforting and rememberable. To get his name out to the public, he went to play with his former teacher, Joe King Oliver, and from there Armstrong went to play in his Creole Jazz Band. The Creole Band helped Armstrong financially, he then had enough income to support himself strictly off of music.

Eventually after the Creole Jazz Band took place, Armstrong took his own route and moved from Chicago to New York. His main reason for moving to NYC was because he had been invited to play with the top jazz band of the time, the Fletcher Henderson Orchestra. Also at this time, Armstrong had swtiched from playing the cornet to the trumpet; after the switch to trumpet and the show with Henderson, Armstrong got invited to play in an unusual amount of gigs and started his own groups. It seemed that wherever Louis went music went, Chicago was the hot spot for jazz, but once Louis Armstrong came to NYC the love of jazz grew there. Also, when Louis Armstrong left the Creole Jazz Band, it fell apart, and was no longer popular.

Louis Armstrong's famous groups were the Hot Five and Hot Seven, in these groups they made "West End Blues," which through these songs musicians remembered and used elements from it in future jazz music. Everything Armstrong dealt with seemed to be a big hit from him playing the trumpet. Although Armstrong is the best trumpet player, he had a phenominal voice, and his voice is best remembered from his extremely famous, "[|What A Wonderful] [|World]."

media type="youtube" key="vnRqYMTpXHc" height="291" width="358"

Armstrong is one of the most talented musicians, singer, and scat singers! Not only is Armstrong a prodigy in singing and performing the trumpet, but he is well known for being a foundation base for getting scat singing known to the world. Scat singing is not lyrical, and it has no true meaning, but it's when a singer can have their voice literally be an instrument; they made rhythm's and melodies with their voices, and is almost always an improvisation. When Louis Armstrong got involved in scat singing he formed his group called, Heebie Jeebies which made scat singing so popular that Heebie Jeebies became the most popular and well-known jazz band in the country. While doing this, Armstrong played for the gangster [|Al Capone], and the [|Cotton Club]. Armstrong began rewriting Carmichael's "Lazy River," and began using phrasing that is even used in some of today's rap song's such as Uh huh, and quick phrasing that is used to make the lyrics sound more funky. Louis Armstrong will never be forgotten; he will be looked at with great respect and as man that made the 1920's a time of fun, culture, and jazz. He brought people together, and had amazing talents that everyone admires. media type="youtube" key="PbL9vr4Q2LU" height="255" width="314" Ella Fitzgerald: One Not Samba 1969 - example of scat singing

Take this poll: media type="surveygizmo" key="035C10XB8AWR4TK2XL758W534DS6FU-90926" width="716" height="564"

Works Cited Crouch, Stanley. "Louis Armstrong." The Time 100. 16 Dec. 2008 .

"Louis Armstrong." Wikipedia. 16 Dec. 2008 .

"Scat Singing." www.music.vt.edu. 16 Dec. 2008 .

**JAPANESE MILITARISM**
The Great Depression in America hurt not only itself, but other countries as well. Japan was one of the most affected countries because it relied heavily on foreign trade; they didn’t seem to fix their depression very quickly either (The Rise of Totalitarianism par. 5). The people of Japan were panicking, not only because of their [|recession], but because they didn’t have a leader to go to for help. Instead, they had a group of people leading the country, but the people of Japan went to their military for help. The military set up a dictatorship and led the country (The Rise of Totalitarianism par. 5). Now they had a totalitarian country, in which the military controlled every aspect of the country, including citizens private lives. The new dictatorship arrested people who weren’t in their favor, and they even had secret agents to track down suspected enemies of the country (The Rise of Totalitarianism par. 5). This is an example of militarism, which is supposed to be a confidence boost for the country, but instead did the opposite, and led to a disaster. Japan has always had this problem of absolute rule, especially through violence. In the older centuries, the samurai, a violent master in the arts of sword fighting, would rule the land (Rise of Militarism par. 2). As the greed for power grew stronger, Japan wanted their military and country to expand, so they invaded Manchuria, in northern China. They took over this area for the need of many materials, particularly coal and oil, but Japan was not successful in this invasion (The Rise of Totalitarianism par. 5). This now led to the abuse of both militarism and [|imperialism]. Japanese [|militarism] was a time during WWII, where Japan like Germany wanted to expand, and leave the economic recession their country was dealing with.

Work Cited

__A Brief Survey of World History__. Upper Saddle River, NJ: Prentice Hall, 1990. (p. c64-65)

Harris, Tom. "How Recessions Work." __howstuffworks__. howstuffworks. 4 Feb. 2009 .

"Militarism and WW2." __japan-guide__. japan-guide. 4 Feb. 2009 .

Osborn, Jim. "Why did Japan go to War?" __japanese-history__. Time-Life Books 1980. 4 Feb. 2009 .

"World War II Remembered." __World War II Remembered__. WWII Remembered. 4 Feb. 2009 .

"WWII Thompson M1A1." __modelguns__. 4 Feb. 2009 

You Will have 30 minutes to complete the writing task. Take a Few Minutes to think about the task and to plan what you want to say before you begin to write. You may use the prewriting/planning space to plan your text, but your prewriting will not be scored. **Only your writing on the lined pages of your answer sheet will be scored.** Do your best to make your writing clear and well organized. Keep your purpose in mind as your write and use your checklist. You must use a No. 2 pencil. You may either print or write your final copy. You may //not// use a dictonary or any other reference materials during the test. However, you may use the Writer's Checklist. If you finish before the time is called, review what you have written using the Writer's Checklist to read critically and improve what you have written. An ancient proverb says, "A picture is worth a thousand words." Regardless of the artist's original intent, what we see in the picture can be very different from what others see. What story does this picture tell you? Use your imagination and experience to speculate about what is happening. Then write your story.
 * PART I:**
 * Directions:** Today you are going to take part of the High School Proficiency Assessment for Language Arts Literacy. The assessment contains different types of text and different activities. In the first part of the test, you will look at a picture and then complete a writing task. In this activity, you have an opportunity to demonstrate how well you can organize and express your ideas in written text. Refer to the Writer's Checklist of important points to remember as you write. Educators who read your writing will consider these important points when they read and score your writing.


 * Part II:**
 * Directions:** In this part of the test, you will read a persuade passage and then respond to the multiple-choice and open-ended questions that follow it. You may look back at the passage and make notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.

There is little doubt that the planet is warming. Over the last century, the planets temperature has risen by around 1 degree fahrenheit (0.6 of a degree celsius). The warmest since the mid 1800’s was the 1990s. The hottest years recorded were 1997, 1998, 2001, 2002, 2003. The United Nations panel on climate change projects that the global temperatures will rise 3-10 degrees fahrenheit by the century’s end - enough to have the polar caps all but melted. If the ice caps melt, a vast majority of our countries borders will be under water. Monuments and great buildings, as well as homes and lives will be under water, including New York City. So now we know what some of the causes are for global warming, how can we as individuals do our part to help save the planet?
 * Global Warming**

The answer is simpler than you may think. You don’t have to go miles away from home to protest, or spend masses of money. If you try to follow the few simple steps that I shall now give you, you will have started to help us all. Firstly, plant a tree. This could be easier than it sounds. Join or help out a local wildlife group and ask to plant a tree. Trees, when fully grown, will help keep the planet cooler. On the same point, you could protest against the demolition of the rainforests. This is the same principle, we need the trees to cool our planet and yet they are chopping them down to create roads or homes. Something as simple as walking instead of taking the car will help reduce pollution. As well as stopping pollution, you are giving yourself exercise, something important for our bodies. So the next time you get into your car, or your motorbike, think - do I have to make this journey by vehicle or can I walk? When you are at home, and your getting a little cold. Put a jumper on and do not adjust the heating. The extra heat produced by our homes also affects the planet. So try wearing an extra layer in winter. If possible, buy your fruit and vegetables from local suppliers. And try to avoid imported goods. The more foreign food that we import the more pollution from aeroplanes and boats it will create. Keeping to the speed limit can also help the environment. The more you speed the more petrol you are going to use, making the pollution higher. Also, SUV’s make about six times their own weight in CO2 each year. A small efficient diesel car covering the same distance not only uses much less fuel; it makes two thirds less. If possible use solar energy, after all it is free; all you need to buy is the equipment. You can get much of your hot water and heating from the sun and even generate electricity. Reduce, reuse and recycle. Only buy what you need; don’t stock the cupboards with things you may or may not use. Reuse whatever you can, like containers and paper, and recycle what you cannot reuse. It really is as simple as that. Finally turning off unused sources of power such as televisions and heaters will help the environment, as well as save you money. If everybody stuck to these rules, we would be doing a great thing by protecting the earth. So please take into consideration what I have said, and try to do your part. After all, it will be our next generation that will feel the effects.

**Directions for open-ended questions 11 and 12: Write your response in the space provided on the answer sheet.** <span style="color: rgb(51, 51, 51); font-family: Verdana;"> <span style="color: rgb(51, 51, 51); font-family: Verdana;">
 * 11. Global Warming isn't a theory; it is real, and it is taking affect quickly.**
 * **Identify two examples of why the author believes that Global Warming is taking affect.**
 * **What does the author feel about what you might want versus what you need?**
 * The author of the article about global warming addresses how it is taking place around all of us. The statistic examples of how the temperature has been rising “over the last century, by around 1 degree Fahrenheit (0.6 of a degree Celsius),” shows that the issue of global warming is affecting us. Another way the rise in temperatures is shown when the hottest years are listed. Apparently “the hottest years recorded were 1997, 1998, 2001, 2002, 2003,” which shows that the warmest years ever have happened in the past decade. The author of the article shows that people think they may need to drive places, or turn the heat up when in reality you don’t need those; they are our desires not our necessities. It may be more efficient to drive the car the one-mile to eat lunch, but in reality if you walk there you could be saving the Earth.
 * 12. According to the author, there are many actions people can take to help decrease the intensity of Global Warming.**
 * **What actions might you take into your life after reading this article?**
 * **What other actions, that wasn't explained in the article would you do to stop polluting the air and help with Global Warming?**
 * After reading the article about global warming, and seeing all the possible ways to save the Earth, I may start walking places instead of driving, or using extra clothes instead of turning up the heat up. These are simple tasks that just use extra strength and they can drastically help out our planet. Some other actions are similar to those listed, for example opening a window during the summer instead of using the air conditioner (which is similar to putting on extra clothes instead of turning up the heat) can help the planet out. The discussion of global warming, and hearing these possible ways to help out the Earth may start taking place in my life now that I know about them.

<span style="color: rgb(51, 51, 51); font-family: Verdana;"> Part III: Directions: In this part of the test, you will read a narrative passage and then respond to the multiple-choice and open-ended questions that follow it. You may look back at the passage and make notes in the margin if you like, but you must record your answers on your answer sheet. You will have 50 minutes for this part of the test.

**"Hub Fans Bid Kid Adieu"**
by John Updike The afternoon grew so glowering that in the sixth inning the arc lights were turned on--always a wan sight in the daytime, like the burning headlights of a funeral procession. Aided by the gloom, Fisher was slicing through the Sox rookies, and Williams did not come to bat in the seventh. He was second up in the eighth. This was almost certainly his last time to come to the plate in Fenway Park, and instead of merely cheering, as we had at his three previous appearances, we stood, all of us, and applauded. I had never before heard pure applause in a ballpark. No calling, no whistling, just an ocean of handclaps, minute after minute, burst after burst, crowding and running together in continuous succession like the pushes of surf at the edge of the sand. It was a sombre and considered tumult. There was not a boo in it. It seemed to renew itself out of a shifting set of memories as the Kid, the Marine, the veteran of feuds and failures and injuries, the friend of children, and the enduring old pro evolved down the bright tunnel of twenty-two summers toward this moment. At last, the umpire signalled for Fisher to pitch; with the other players, he had been frozen in position. Only Williams had moved during the ovation, switching his bat impatiently, ignoring everything except his cherished task. Fisher wound up, and the applause sank into a hush. Understand that we were a crowd of rational people. We knew that a home run cannot be produced at will; the right pitch must be perfectly met and luck must ride with the ball. Three innings before, we had seen a brave effort fail. The air was soggy, the season was exhausted. Nevertheless, there will always lurk, around the corner in a pocket of our knowledge of the odds, an indefensible hope, and this was one of the times, which you now and then find in sports, when a density of expectation hangs in the air and plucks an event out of the future. Fisher, after his unsettling wait, was wide with the first pitch. He put the second one over, and Williams swung mightily and missed. The crowd grunted, seeing that classic swing, so long and smooth and quick, exposed. Fisher threw the third time, Williams swung again, and there it was. The ball climbed on a diagonal line into the vast volume of air over center field. From my angle, behind third base, the ball seemed less an object in flight than the tip of a towering, motionless construct, like the Eiffel Tower or the Tappan Zee Bridge. It was in the books while it was still in the sky. Brandt ran back to the deepest corner of the outfield grass, the ball descended beyond his reach and struck in the crotch where the bullpen met the wall, bounced chunkily, and vanished. Like a feather caught in a vortex, Williams ran around the square of bases at the center of our beseeching screaming. He ran as he always ran out home runs--hurriedly, unsmiling, head down, as if our praise were a storm of rain to get out of. He didn’t tip his cap. Though we thumped, wept, and chanted "We want Ted" for minutes after he hid in the dugout, he did not come back. Our noise for some seconds passed beyond excitement into a kind of immense open anguish, a wailing, a cry to be saved. But immortality is nontransferable. The papers said that the other players, and even the umpires on the field, begged him to come out and acknowledge us in some way, but he refused. Gods do not answer letters.

<span style="color: rgb(51, 51, 51); font-family: Verdana;"> <span style="color: rgb(51, 51, 51); font-family: Verdana;">
 * Directions for open-ended questions 11 and 12: Write your response in the space provided on the answer sheet.**
 * 11. In sports, not only the athletes themselves make historical moments, but the scene and the audience takes a roll as well:**
 * <span style="color: rgb(51, 51, 51); font-family: Verdana;">**Identify two examples that made the audience unique as Williams was at bat, to make his last swing even more intense and historical.**
 * **What did the audience do after he had hit a home run?**
 * When Williams stepped to the plate in the story the author depicts the audience very well and gives descriptions such as “the was just an ocean of handclaps,” and that shows that basically every single person was cheering for this man to do well in his last at bat. The author also shows that this will be a memorable at bat when he is discussing how “instead of merely cheering, as we had at his three previous appearances, we stood, all of us, and applauded.” He is relating to the past and how everyone was not going crazy for this man to hit a home run. After the legendary home run the crowds went wild. Everyone in the ballpark was screaming and cheering. The author also says “we thumped, wept, and chanted "We want Ted" for minutes after,” showing that each and every person, fan or not of the Boston Red Sox was impressed by this great baseball player.
 * 12. Unless you are at a historical moment you never know how you will react to a moment like with Williams:**
 * **If you were going to see a modern baseball player do his last swing, how would you be feeling?**
 * **If you only had two tickets, who would you take with you?**
 * If I was going to go and see the final swing of an amazing baseball player I would feel honored to be one of the 50,000 fans. It’s a privilege to be at that game and the feeling of going would be indescribable. If I was given 2 tickets and could only take one more person I think I would take my grandpa with me. He got me into baseball when I was about 8 years old and we always discuss our favorite team, The Yankees. He always references the great players he has seen in his life, like Mickey Mantle, and I think if he went to see the final at-bat of a legendary player he would feel the same privilege as me

The SCLC stands for the Southern Christian Leadership Conference, which began on December 5, 1955 after Rosa Parks was arrested. Rosa Parks was arrested for sitting in the front of the bus, when during her time in the 1950's, African Americans sat in the back of the bus without any hesitations. The SCLC was mainly a boycott to protest the racism. The boycott lasted 381 days, and ended on December 21, 1956. The goal of this was for African Americans to gain civil rights. Martin Luther King Jr., one of the strongest African American civil rights protestor played a huge role, and was at meeting in Louisiana, and in the south where they would strategize what to do. To try to achieve these goals, they did many public speeches in the streets.

Hippies and the Counterculture

After the 1950’s ended, the 1960’s was a time period for people to change society, and rebel against the 1950’s mindset. Many of these rebels were known as hippies, as part of what is known to be the [|counterculture]. This youth movement wanted to separate themselves from mainstream culture such as, politics, and government. They go against the more serious mindsets, and go with the more relaxed, carefree state of mind. [|Hippies] didn’t become individuals for the sake of being unique; there were reasons for their actions. Some reasons hippies came about was because they felt their image was a way for them to protest against the [|Vietnam War], nuclear weapons, right, and the experimentation of psychedelic drugs. While being against some serious world issues, their view of how a lifestyle should be was relaxed, carefree, and they promoted drugs to reach a different state of consciousness. Many of the hippies were part of the counterculture. Originally, in the United States it started in the 1960’s with the help of television, and the counterculture was against more governmental issues, such as President Kennedy, or wars. As time passed, the counterculture was more of a rebellious organization and more of a lifestyle, using drugs, and was for not only against governmental issues, but civil rights, free speech movements, and women’s rights. In today’s world there still are effects of the movement. The strong legacy exists today in music, and there is still a great amount of drug usage being used actively by the youth generation, and there are still hippies that exist today that want a counterculture to exist again. Hippies spread across America, and were quite popular in San Francisco, California. During 1967’s “[|summer of love] ,” communes began to form. Communes were much like the counterculture in the way that it is another source for people to have a spiritual lifestyle. The advantages were purely that this lifestyle satisfied certain people; some disadvantages were the raise in drug usage, and there were probably more rebellious, carefree teenagers. These teenagers used music to express their feelings. The mainstream music genre was certainly rock and roll, folk, and the blues. The most popular was rock and roll. [|The Beatles], The Who, The Doors, and many others were idols to teenagers. Thesemusicians were hippies that promoted drugs, expression, sexuality, rights, and a carefree lifestyle. Lastly. Besides music being a source of expression, there was new fashion, symbols, and slogans. The new fashion was certainly the tee shirt, it was very casual, and more specifically the tie die tee shit and head band. It represents drugs, and hippies. Many of their slogans were about love, rather than war, such as, “make love not war.” Hippies, and the counterculture were both huge movement that took place in the 1960’s.