While the teach-ins began at the University of Michigan on March 24, 1965, they soon spread to other universities, capturing public attention and putting pressure on those in government to listen to what the people have to say.  Most importantly, the teach-ins were hoped to slow down further escalation in Vietnam.

The teach-in movement was indeed one of the earliest manifestations of antiwar protest, and one of the most non-violent. But other types of protest grew through 1971, soon replacing the peaceful teach-ins. These new types of protests included rallies and riots.  At many campuses, protests became violent when clashes between police and students would occur, such as at the University of California, Berkeley (seen at left and above).

The bold nature of these campus movements captured the attention of the White House and the nation. On April 7, 1965, President Johnson gave a major Vietnam address at Johns Hopkins University, in response to the growing campus protest activity. The Johns Hopkins speech was the first major example of the political impact of campus demonstrations.

The National Teach-In
The scattered teach-ins became a greater problem for President Johnson when their organizers united under the Inter-University Committee for a Public Hearing on Vietnam. This new committee organized a nationwide teach-in to be broadcasted on television and radio, part of which would be a debate between protesters and administrators of the government. The strong impact of the national teach-in contributed to the resignations of several government officials, including George Bundy in early 1966. Indeed, the level of exposure given to this well-publicized debate made the antiwar effort both more respectable and more widespread.