ildren of the American middle and even upper classes were eager participants and often the leaders of these movements. In the 50's, children were taught to "repress ourselves, grit our teeth and hold back our feeling if we wanted to survive" (Faust in the 60's, 77). They found that the material satisfactions of their wealthy status did not produce satisfaction with their lives. At that point it seemed that "people became more permissive and expressive in their sexuality and emotion. They were more open in art and literature" (Faust in the 60's, 79). The movements then succeeded in countering the cooperation and suppression strategies of the dominant order through three categories. Physical confrontation, in both violent and non-violent ways, challenged the legitimacy of the established orders. Peaceful lunch !
             hour sit-ins challenged white power, threatened vigilante violence from resisting white citizens, and would lead to police violence. In the process, the laws kept people from the simple act of eating at a lunch counter were demonstrated.
             The Black Panthers created such fear in law enforcement that they would routinely invade an apartment in the middle of the night and kill panthers lying asleep in their beds. As we saw in the video, Making Sense of the 60's, such actions not only prevented cooperation of members of the movement who felt under siege, they also served a proof that the movement's charges of militarism and violence against the dominant order were
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