When teaching the 1960s counterculture, I like to do the "good" and the "not-so-good" (being from the SF Bay Area). These sources can be paired with lectures and supplemental information. Some explanation of vocabulary (ie: socio-cultural) and context (ie: Altamont) will be needed. I also like to chunk up the sources (A&B; C,D,&E; F&G, H&I) to allow pacing and to have students compare/contrast/agree/disagree or do a short activity. In the end, I've had students answer the question, "Based on the evidence, which do you agree with most: Dirty, Lazy Hippies or Socio-Cultural Pioneers? Explain."