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Gr. 12 HISTORY REVISION: THE BLACK POWER MOVEMENT

REVISION: THE BLACK POWER MOVEMENT

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Grade 12 History Essay: Black Power Movement USA

Subject: History

Age range: 16+

Resource type: Assessment and revision

Last updated

13 February 2024

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The Black Power Movement Essay explores the historical and social significance of the Black Power Movement that emerged in the 1960s. This essay examines the key ideologies, leaders, and activities that shaped the movement and analyzes its impact on the African American community and the broader civil rights movement.

The essay begins by providing a brief overview of the historical context in which the Black Power Movement emerged, including the Civil Rights Movement and the socio-political climate of the time. It then delves into the core principles of the movement, such as self-determination, racial pride, and the rejection of nonviolence as the sole strategy for achieving racial equality.

The essay explores the influential figures within the Black Power Movement, including Stokely Carmichael, Angela Davis, and Huey P. Newton. It discusses their roles as leaders and their contributions to the movement’s ideology and activism. Additionally, the essay highlights significant events and organizations associated with the movement, such as the Black Panther Party and the National Black Power Conferences.

Furthermore, the essay examines the impact of the Black Power Movement on the African American community and the broader civil rights movement. It analyzes how the movement challenged traditional civil rights strategies and redefined notions of Black identity and empowerment. The essay also discusses the movement’s influence on subsequent activist movements and its lasting legacy in contemporary social and political discourse.

Overall, the Black Power Movement Essay provides a comprehensive analysis of this significant chapter in American history, shedding light on its ideologies, leaders, impact, and lasting relevance in the fight for racial justice and equality.

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Course: US history   >   Unit 8

• Introduction to the Civil Rights Movement
• African American veterans and the Civil Rights Movement
• Brown v. Board of Education of Topeka
• Emmett Till
• The Montgomery Bus Boycott
• "Massive Resistance" and the Little Rock Nine
• The March on Washington for Jobs and Freedom
• The Civil Rights Act of 1964 and the Voting Rights Act of 1965
• SNCC and CORE

Black Power

• The Civil Rights Movement
• “Black Power” refers to a militant ideology that aimed not at integration and accommodation with white America, but rather preached black self-reliance, self-defense, and racial pride.
• Malcolm X was the most influential thinker of what became known as the Black Power movement, and inspired others like Stokely Carmichael of the Student Nonviolent Coordinating Committee and Huey P. Newton and Bobby Seale of the Black Panther Party.
• The Black Panther Party in Oakland, California, operated as both a black self-defense militia and a provider of services to the black community.

The origins of Black Power

Malcolm x and the nation of islam, the black panther party, the black panther party for self-defense ten-point platform and program.

• We want freedom. We want power to determine the destiny of our Black Community.
• We want full employment for our people.
• We want an end to the robbery by the white men of our Black Community.
• We want decent housing, fit for shelter of human beings.
• We want education for our people that exposes the true nature of this decadent American society. We want education that teaches us our true history and our role in the present day society.
• We want all Black men to be exempt from military service.
• We want an immediate end to POLICE BRUTALITY and MURDER of Black people.
• We want freedom for all Black men held in federal, state, county and city prisons and jails.
• We want all Black people when brought to trial to be tried in court by a jury of their peer group or people from their Black Communities, as defined by the Constitution of the United States.
• We want land, bread, housing, education, clothing, justice and peace.

What do you think?

• Quoted in John Hope Franklin and Evelyn Brooks Higginbotham, From Slavery to Freedom: A History of African Americans (New York: McGraw Hill, 2011), 551.
• Richard Wright, Black Power: An American Negro Views the African Gold Coast (New York: Harper & Brothers, 1954).
• For more, see Brenda Gayle Plummer, In Search of Power: African Americans in the Era of Decolonization, 1956-1974 (New York: Oxford University Press, 2013).
• For more on Malcolm X, see James L. Conyers, Jr. and Andrew P. Smallwood, eds. Malcolm X: A Historical Reader (Durham, NC: Carolina Academic Press, 2008).
• Malcolm X and Alex Haley, The Autobiography of Malcolm X, (New York: Grove Press, 1965).
• Franklin and Higginbotham, From Slavery to Freedom , 557-558.
• For more on the Black Panthers, see Donna Jean Murch, Living for the City: Migration, Education, and the Rise of the Black Panther Party in Oakland, California (Chapel Hill: University of North Carolina Press, 2010); and Joshua Bloom & Waldo E. Martin, Jr., Black Against Empire: The History and Politics of the Black Panther Party (Berkeley: University of California Press, 2013).
• Franklin and Higginbotham, From Slavery to Freedom , 561. See also Ward Churchill & Jim Vanderwall, The COINTELPRO Papers: Documents from the FBI’s Secret Wars Against Dissent in the United States (Boston, MA: South End Press, 1990).

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Civil Rights Movement 1950 to 1970 essay: Black Power Movement History Grade 12

Civil Rights Movement 1950 to 1970 essay: Black Power Movement History Grade 12 memo and answer guide.

CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT

Explain to what extent did Black Power Movement influence the actions of African Americans in the 1960s. Use relevant examples to support your line of argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate to what extent the Black Power Movement influenced the actions of African Americans in the 1960s. Candidates should use relevant examples to support their line of argument.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should indicate to what extent the Black Power Movement influenced the actions of African Americans in the 1960s.

ELABORATION

Origins of the Movement:

• The Black Power Movement came out of dissatisfaction with the Civil Rights Movements.
• The Civil Rights Movement had focused on black and white Americans working together but inequalities remained. African Americans still faced poverty and racial discrimination.
• Some African American were disappointed with the Civil Rights Movement and believed that King was too moderate
• They wanted change in the USA to happen faster and they were prepared to use violence to do this.
• Black Power Movement promoted black pride, unity and self- reliance
• Black nationalists believed that the use of force was justified in order to gain social, political and economic power for Black Americans

Role of Malcolm X:

• Malcolm X, leading figure in the Black Power Movement, powerful speaker and dedicated human rights activist
• In 1952 he became a leading member of the nation of Islam, a black Muslim group which believed that white society was holding African Americans back and they desired separation of races
• Eloquence and charisma attracted many new members to this organisation membership grew from 500 in 1952 to 30 000 in 1963
• Promoted the use of violence to achieve the aims of Black Power
• Challenged the peaceful approach of Martin Luther King Jnr
• After a pilgrimage to Mecca in 1963-1964, Malcolm X changed his ideas about integration as he had seen how Muslims of all nationalities and races could live together peacefully
• Founded the Organisation of Afro-American unity in 1964. He became less militant and adopted views that were not popular with black nationalists

The Black Panther

• Huey Newton and Bobby Searle formed the Black Panther Party (BPP) for Self Defence in 1966
• They aimed to protect African American neighbourhoods from police brutality and racism
• The Black Panthers promoted African Americans carrying guns to defend themselves
• The idea of Black Power scared many white Americans
• The BPP started programmes to help ease poverty in Black communities such as Free Breakfast for Children, feeding thousands of poor and hungry black children everyday
• Clinics where adults and children could get free medical care
• A tutoring scheme to help black children succeed at school
• The BPP drew up a ten-point programme that included the following demands:
• Full employment and an end to capitalism that preyed on the African American community
• Descent housing and education for African Americans
• An end to police brutality
• The Black panthers were very popular in the 1960s as they were involved in defending the rights of both workers and ethnic minorities like the African American communities in the ghettoes

The role of Stokely Carmichael

• Stokely Carmichael joined the Civil Rights Movement when he saw the bravery of those involved in a sit-in
• Became a member of SNCC and a Freedom Rider
• His commitment to Martin Luther King’s passive resistance ideals changed in 1966 after James Meredith, a civil rights activist engaged in a peaceful protest march, was shot
• Carmichael and other activists continued on the march to honour Meredith and during the march he was arrested
• When he was released from jail, Carmichael made a famous speech using the term ‘Black Power’ for the first time and he urged African Americans to take pride in being black
• He was in favour of African dress and Afro hairstyles
• He wanted African Americans to recognise their heritage and build a sense of community
• He also adopted the slogan ‘Black is beautiful’ which promoted pride in being black
• Carmichael started to criticise other leaders, like King, and how they wanted to work with whites
• He later left the SNCC and joined the BPP where he promoted the Black Power Movement as a leader, speaker and writer
• He later wrote a book linking Black Power to Pan-Africanism
• Any other relevant answer Conclusion: Candidates should tie up their argument with relevant conclusion

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Civil rights movement 1950 to 1970 essay: black power movement history grade 12.

Civil Rights Movement 1950 to 1970 essay: Black Power Movement History Grade 12 memo and answer guide.

• 1 CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT
• 2 Origins of the Movement:
• 3 Role of Malcolm X:
• 4 The Black Panther
• 5 The role of Stokely Carmichael

CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT

Explain to what extent did Black Power Movement influence the actions of African Americans in the 1960s. Use relevant examples to support your line of argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate to what extent the Black Power Movement influenced the actions of African Americans in the 1960s. Candidates should use relevant examples to support their line of argument.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should indicate to what extent the Black Power Movement influenced the actions of African Americans in the 1960s.

ELABORATION

Origins of the Movement:

• The Black Power Movement came out of dissatisfaction with the Civil Rights Movements.
• The Civil Rights Movement had focused on black and white Americans working together but inequalities remained. African Americans still faced poverty and racial discrimination.
• Some African American were disappointed with the Civil Rights Movement and believed that King was too moderate
• They wanted change in the USA to happen faster and they were prepared to use violence to do this.
• Black Power Movement promoted black pride, unity and self- reliance
• Black nationalists believed that the use of force was justified in order to gain social, political and economic power for Black Americans

Role of Malcolm X:

• Malcolm X, leading figure in the Black Power Movement, powerful speaker and dedicated human rights activist
• In 1952 he became a leading member of the nation of Islam, a black Muslim group which believed that white society was holding African Americans back and they desired separation of races
• Eloquence and charisma attracted many new members to this organisation membership grew from 500 in 1952 to 30 000 in 1963
• Promoted the use of violence to achieve the aims of Black Power
• Challenged the peaceful approach of Martin Luther King Jnr
• After a pilgrimage to Mecca in 1963-1964, Malcolm X changed his ideas about integration as he had seen how Muslims of all nationalities and races could live together peacefully
• Founded the Organisation of Afro-American unity in 1964. He became less militant and adopted views that were not popular with black nationalists

The Black Panther

• Huey Newton and Bobby Searle formed the Black Panther Party (BPP) for Self Defence in 1966
• They aimed to protect African American neighbourhoods from police brutality and racism
• The Black Panthers promoted African Americans carrying guns to defend themselves
• The idea of Black Power scared many white Americans
• The BPP started programmes to help ease poverty in Black communities such as Free Breakfast for Children, feeding thousands of poor and hungry black children everyday
• Clinics where adults and children could get free medical care
• A tutoring scheme to help black children succeed at school
• The BPP drew up a ten-point programme that included the following demands:
• Full employment and an end to capitalism that preyed on the African American community
• Descent housing and education for African Americans
• An end to police brutality
• The Black panthers were very popular in the 1960s as they were involved in defending the rights of both workers and ethnic minorities like the African American communities in the ghettoes

The role of Stokely Carmichael

• Stokely Carmichael joined the Civil Rights Movement when he saw the bravery of those involved in a sit-in
• Became a member of SNCC and a Freedom Rider
• His commitment to Martin Luther King’s passive resistance ideals changed in 1966 after James Meredith, a civil rights activist engaged in a peaceful protest march, was shot
• Carmichael and other activists continued on the march to honour Meredith and during the march he was arrested
• When he was released from jail, Carmichael made a famous speech using the term ‘Black Power’ for the first time and he urged African Americans to take pride in being black
• He was in favour of African dress and Afro hairstyles
• He wanted African Americans to recognise their heritage and build a sense of community
• He also adopted the slogan ‘Black is beautiful’ which promoted pride in being black
• Carmichael started to criticise other leaders, like King, and how they wanted to work with whites
• He later left the SNCC and joined the BPP where he promoted the Black Power Movement as a leader, speaker and writer
• He later wrote a book linking Black Power to Pan-Africanism
• Any other relevant answer Conclusion: Candidates should tie up their argument with relevant conclusion

Questions and Answers based on Bantu Education Act for Revision

Independent Africa comparative case study: the Congo and Tanzania Essay

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Why do you think Bantu Education Act or Law is interesting or important to know

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What are the main disadvantages of Bantu Education Act

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How the Black Power Movement Influenced the Civil Rights Movement

By: Sarah Pruitt

Updated: July 27, 2023 | Original: February 20, 2020

By 1966, the civil rights movement had been gaining momentum for more than a decade, as thousands of African Americans embraced a strategy of nonviolent protest against racial segregation and demanded equal rights under the law.

But for an increasing number of African Americans, particularly young Black men and women, that strategy did not go far enough. Protesting segregation, they believed, failed to adequately address the poverty and powerlessness that generations of systemic discrimination and racism had imposed on so many Black Americans.

Inspired by the principles of racial pride, autonomy and self-determination expressed by Malcolm X (whose assassination in 1965 had brought even more attention to his ideas), as well as liberation movements in Africa, Asia and Latin America, the Black Power movement that flourished in the late 1960s and ‘70s argued that Black Americans should focus on creating economic, social and political power of their own, rather than seek integration into white-dominated society.

Crucially, Black Power advocates, particularly more militant groups like the Black Panther Party, did not discount the use of violence, but embraced Malcolm X’s challenge to pursue freedom, equality and justice “by any means necessary.”

The March Against Fear - June 1966

The emergence of Black Power as a parallel force alongside the mainstream civil rights movement occurred during the March Against Fear, a voting rights march in Mississippi in June 1966. The march originally began as a solo effort by James Meredith, who had become the first African American to attend the University of Mississippi, a.k.a. Ole Miss, in 1962. He had set out in early June to walk from Memphis, Tennessee, to Jackson, Mississippi, a distance of more than 200 miles, to promote Black voter registration and protest ongoing discrimination in his home state.

But after a white gunman shot and wounded Meredith on a rural road in Mississippi, three major civil rights leaders— Martin Luther King, Jr. of the Southern Christian Leadership Conference (SCLC), Stokely Carmichael of the Student Nonviolent Coordinating Committee (SNCC) and Floyd McKissick of the Congress of Racial Equality (CORE) decided to continue the March Against Fear in his name.

In the days to come, Carmichael, McKissick and fellow marchers were harassed by onlookers and arrested by local law enforcement while walking through Mississippi. Speaking at a rally of supporters in Greenwood, Mississippi, on June 16, Carmichael (who had been released from jail that day) began leading the crowd in a chant of “We want Black Power!” The refrain stood in sharp contrast to many civil rights protests, where demonstrators commonly chanted “We want freedom!”

Stokely Carmichael’s Role in Black Power

Though the author Richard Wright had written a book titled Black Power in 1954, and the phrase had been used among other Black activists before, Stokely Carmichael was the first to use it as a political slogan in such a public way. As biographer Peniel E. Joseph writes in Stokely: A Life , the events in Mississippi “catapulted Stokely into the political space last occupied by Malcolm X,” as he went on TV news shows, was profiled in Ebony and written up in the New York Times under the headline “Black Power Prophet.”

Carmichael’s growing prominence put him at odds with King, who acknowledged the frustration among many African Americans with the slow pace of change but didn’t see violence and separatism as a viable path forward. With the country mired in the Vietnam War , (a war both Carmichael and King spoke out against) and the civil rights movement King had championed losing momentum, the message of the Black Power movement caught on with an increasing number of Black Americans.

Black Power Movement Growth—and Backlash

King and Carmichael renewed their alliance in early 1968, as King was planning his Poor People’s Campaign, which aimed to bring thousands of protesters to Washington, D.C., to call for an end to poverty. But in April 1968, King was assassinated in Memphis while in town to support a strike by the city’s sanitation workers as part of that campaign.

In the aftermath of King’s murder, a mass outpouring of grief and anger led to riots in more than 100 U.S. cities . Later that year, one of the most visible Black Power demonstrations took place at the Summer Olympics in Mexico City, where Black athletes John Carlos and Tommie Smith raised black-gloved fists in the air on the medal podium.

By 1970, Carmichael (who later changed his name to Kwame Ture) had moved to Africa, and SNCC had been supplanted at the forefront of the Black Power movement by more militant groups, such as the Black Panther Party , the US Organization, the Republic of New Africa and others, who saw themselves as the heirs to Malcolm X’s revolutionary philosophy. Black Panther chapters began operating in a number of cities nationwide, where they advocated a 10-point program of socialist revolution (backed by armed self-defense). The group’s more practical efforts focused on building up the Black community through social programs (including free breakfasts for school children ).

Many in mainstream white society viewed the Black Panthers and other Black Power groups negatively, dismissing them as violent, anti-white and anti-law enforcement. Like King and other civil rights activists before them, the Black Panthers became targets of the FBI’s counterintelligence program, or COINTELPRO, which weakened the group considerably by the mid-1970s through such tactics as spying, wiretapping, flimsy criminal charges and even assassination .

Legacy of Black Power

Even after the Black Power movement’s decline in the late 1970s, its impact would continue to be felt for generations to come. With its emphasis on Black racial identity, pride and self-determination, Black Power influenced everything from popular culture to education to politics, while the movement’s challenge to structural inequalities inspired other groups (such as Chicanos, Native Americans, Asian Americans and LGBTQ people) to pursue their own goals of overcoming discrimination to achieve equal rights.

The legacies of both the Black Power and civil rights movements live on in the Black Lives Matter movement . Though Black Lives Matter focuses more specifically on criminal justice reform, it channels the spirit of earlier movements in its efforts to combat systemic racism and the social, economic and political injustices that continue to affect Black Americans.

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History Grade 12 Revision Notes booklet and Essay Topics Guide for 2021-2023

On this page, you will find History Grade 12 Revision Notes booklet and Guide for 2021-2023, Paper 1 and paper 2.

Table of Contents

Paper 1 History Grade 12 Essay Topics for Exams

Topic 1: The Cold War

• Origins of the Cold War (Source-Based)
• Extension of the Cold War : Case Study: Vietnam (Essay)

Topic 2: Civil Society Protests from the 1950s to the 1970s

• The US Civil Rights Movement (Source-Based) o The Black Power Movement (Essay)

Topic 2: Independent Africa

• Case study: The Congo

What is included in the guide:

• Cognitive Levels of questions
• How to prepare for source-based questions
• Skills in answering source-based questions
• Essay writing skills
• Examination Guidelines (2021 – 2023)
• A mind map to give you the summary of the topic
• A timeline and a list of concepts you must know
• Sources with different levels of questions and answers
• Essays questions and how you should approach it

Paper 2 History Grade 12 Essay Topics for Exams

Topic 1: Civil Resistance in South Africa 1970s to 1980s:

• Internal Resistance (Source-Based Question)
• Challenges to apartheid – BCM (Essay) Topic 2: The end of the Cold War and a new world order
• Globalisation (Source-Based Question)
• the impact of Gorbachev’s reforms on the disintegration of the Soviet Union and the impact on South Africa (Essay) Topic 3: Broad overview of the Coming of Democracy in South Africa and Coming to terms with the past

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2.2: "Empowering the Black Power Movement"

• Last updated
• Save as PDF
• Page ID 229871

• Rebecca Al Haider
• Reedly College

Chapter 5 Objectives

Students will be able to

• Practice vocabulary with an increased understanding of the chapter words
• Learn about the Cornell note-taking strategy and practice it while reading
• Study and discuss the way movements spread through society with the correct use of the order words "before" and "after"
• Read “ Empowering the Black Power Movement ” by USHistory.org and answer comprehension questions based on this reading
• Make connections between this chapter and previously assigned texts
• Practice strategies for writing introduction and conclusion paragraphs
• Create a 5-paragraph draft of an essay about social change
• Develop complete sentences while editing for run-on or fragment errors

Vocabulary Introduction

Exercise 1 prior knowledge.

Look at the words in bold in Exercise 2 without reading the example sentences. Rate your current knowledge of the word before doing the unit exercises. Use the numbered scale and write the number in front of the sentences in Exercise 2. With each exercise and by the end of the unit, your knowledge should work toward a "4", which means you will know the word, can explain it and give an example. It is expected that you will mark many words with a "1" or "2" now since they might be completely new words.

1. I do not know this word, and I have never heard of it before.

2. I have heard of this word before. It sounds familiar.

3. I can give an example of this word, but I cannot explain it.

4. I know this word. I can explain it and give an example.

Exercise 2 Definitions

Read the sentences below. Guess the meaning of the words in bold based on the example sentence(s).

____ 1. Alicia was determined to pass the class, so she studied often.

Your definition:

____ 2. The financial aid will help me have more time to study instead of working.

____ 3. Parents should be involved in their children’s lives by doing activities on the weekend, talking at dinnertime, and taking trips together.

____ 4. Ahmed will never disobey his parents. He follows all the rules.

____ 5. The abandoned house attracted homeless people and drug activity.

____ 6. His body rejected the medicine. He had to change his treatment strategy.

Take Cornell Notes on a separate piece of paper. To help you, read the passage first and write margin notes and highlight. Next, transfer your notes into a Cornell Notes template.

Empowering the Black Power Movement by USHistory.org

This informational text discusses how the Black Power movement of the 1960s and 1970s emerged as a major political force following the Civil Rights Movement. While the Civil Rights Movement helped end legal segregation in America, the Black Power movement sought to end the economic and social inequality that African Americans continued to face. As you read, take notes on how the Black Power Movement was formed.

2 Civil rights leaders such as Martin Luther King Jr., Floyd McKissick of CORE, and Stokely Carmichael of SNCC rushed to Meredith's hospital bed. They determined that his march must be completed. As Carmichael and McKissick walked through Mississippi, they observed that when it came to race relations, little had changed despite federal legislation. Local townspeople harassed the marchers while the police turned a blind eye or arrested the activists as troublemakers.

3 At a mass rally, Carmichael uttered the simple statement: “What we need is black power.” Crowds chanted the phrase as a slogan, and a movement began to flower.

4 Carmichael and McKissick were heavily influenced by the words of Malcolm X, and rejected integration as a short-term goal. Carmichael felt that blacks needed to feel a sense of racial pride and self-respect before any meaningful gains could be achieved. He encouraged the strengthening of African American communities without the help of whites.

5 Chapters of SNCC and CORE — both integrated organizations — began to reject white membership as Carmichael abandoned peaceful resistance. Martin Luther King Jr. and the NAACP denounced black power as the proper forward path. But black power was a powerful message in the streets of urban America, where resentment boiled and tempers flared.

6 Soon, African American students began to celebrate African American culture boldly and publicly. Colleges teemed with young blacks wearing traditional African colors and clothes. Soul singer James Brown had his audience chanting “Say it loud, I'm black and I'm proud.” Hairstyles unique to African Americans became popular and youths proclaimed, “Black is Beautiful!”

7 That same year, Huey Newton and Bobby Seale took Carmichael's advice one step further. They formed the Black Panther Party in Oakland, California. Openly brandishing weapons, the Panthers decided to take control of their own neighborhoods to aid their communities and to resist police brutality. Soon the Panthers spread across the nation. The Black Panther Party borrowed many tenets from socialist movements, including Mao Zedong's famous creed “Political power comes through the barrel of a gun.” The Panthers and the police exchanged gunshots on American streets as white Americans viewed the growing militancy with increasing alarm. Newton himself was arrested in October of 1968 after he was involved in a shootout with police that left an officer dead. Despite the escalation in violence around the country, the Black Panther Party kept growing.

8 The peaceful Civil Rights Movement was dealt a severe blow in the spring of 1968. On the morning of April 4, King was gunned down by a white assassin named James Earl Ray. Riots spread through American cities as African Americans mourned the death of their most revered leader. Black power advocates saw the murder as another sign that white power must be met with similar force. As the decade came to a close, there were few remaining examples of legal discrimination. But across the land, de facto segregation loomed large. Many schools were hardly integrated and African Americans struggled to claim their fair share of the economic pie.

9 Throughout the 1950s and 1960s, the Civil Rights Movement led by CORE, SNCC, and NAACP achieved much with their nonviolent civil disobedience methods in regards to ending Jim Crow laws and supporting integration laws. But the 1970s would belong to the Black Power movement.

“ Empowering the Black Power Movement ” by USHistory.org is licensed under CC BY 4.0

Text-Dependent Questions

Directions: For the following questions, choose the best answer or respond in complete sentences.

1. PART A: Which of the following best identifies a central idea of this text?

A. The Black Power movement’s main purpose was to incite violence against white power.

B. The Black Power movement’s goals included integration and ending police brutality.

C. The Black Power movement’s purpose was to establish black pride and protect black communities.

D. The Black Power movement’s goals included empowering black urban youth and arming them for their own protection.

2. PART B: Which TWO phrases from the text best support the answer to Part A?

A. “Carmichael and McKissick were heavily influenced by the words of Malcolm X, and rejected integration as a short-term goal.” (Paragraph 4)

B. “Carmichael felt that blacks needed to feel a sense of racial pride and self-respect before any meaningful gains could be achieved.” (Paragraph 4)

C. “they observed that when it came to race relations, little had changed despite federal legislation” (Paragraph 2)

D. “Openly brandishing weapons, the Panthers decided to take control of their own neighborhoods to aid their communities and to resist police brutality.” (Paragraph 7)

E. “Riots spread through American cities as African Americans mourned the death of their most revered leader.” (Paragraph 8)

F. “Many schools were hardly integrated and African Americans struggled to claim their fair share of the economic pie.” (Paragraph 8)

3. How does the inclusion of paragraph 6 contribute to the author’s description of the Black Power movement?

A. It explains how black musicians were more influential than black activists.

B. It depicts the enlightenment and spiritual awakening of the Black Power movement.

C. It shows how the movement celebrated and uplifted African Americans.

D. It reveals the wide gap between white America and black America during integration.

4. What statement best describes the relationship between Stokely Carmichael and Huey Newton?

A. Carmichael’s call for black power inspired Newton to physically empower black communities.

B. Carmichael’s exclusion of white members inspired Newton to form a black-only movement.

C. Newton worked with Carmichael to learn how to start the Black Panther Party in Oakland, California.

D. Newton’s self-defense methods scared Carmichael because of Newton’s conflicts with the police.

Reading/Writing Strategy: Understand Order of Events

Exercise 5 discuss how movements spread.

1: Watch the video

Take notes of the main ideas. Click "CC" for English subtitles. Re-watch, if needed.

2: Practice vocabulary from the video

Take notes on new vocabulary terms. Click "CC" for English subtitles. Pause as needed.

3: Share Your Ideas

Hint: This type of movement is defined as a group of people working together to advance their shared political, social, or artistic ideas.

How do social-political movements become popular? How do the ideas spread?

Give an example of one movement: What was it? How did it start? How did others join in?

Write at least 5 sentences for your initial post.

The Black Lives Matter (BLM) movement began due to videos of police brutality against Black people spreading online. Protesters called for justice and equality through peaceful demonstrations, marches, and civil disobedience, raising awareness about police violence. Social media, especially hashtags like #BlackLivesMatter, helped the movement go global, gaining support through videos and personal stories. While the movement led to some policy changes in certain police forces, there's still work to be done. The movement continues to spread through online stories and news sources.

4: Reply to two of your peers

After you have created your own post, respond to at least two of your classmates' posts. See if others know about similar movements or have information that you find interesting. You may ask a follow-up question or make a connection to the other student's post. Each reply post should be at least 3 sentences.

Exercise 6 Using before and after to show sequence:

Before connects to the clause of the later event to show that something came before this. Example: Before I came to Delta College, I took some English classes at adult school.

(this happened later) (this happened first)

After connects to the clause of the earlier event to show that something came after this. Example: After I came to Delta College, I made a lot friends from many different countries.

(this happened first) (this happened later)

Punctuation: When you use before and after, your sentence will always have two clauses to show the two different events. You can write these clauses in any order. Before and after are called dependent clause words, meaning the clause with this word is not a complete sentence; it needs to be connected to the other clause. Use a comma to separate the two clauses when you start a sentence with any dependent clause word.

Example: Before a movement really takes off, someone has to start it and a few others have to join in.

(comma needed to separate the two clauses)

Use ideas from the chart to complete the before/after sentences. Add/change words when needed.

Writing Skill-Introduction to Essays

Paragraph to essay.

Recall that a paragraph has three major components: a topic sentence (main idea), supporting details (the body), and a concluding sentence. An essay also has three major parts: an introductory paragraph, a body (supporting paragraphs), and a conclusion paragraph. In this unit, you will learn about the parts of an essay in more detail. In Chapter 4, you wrote an outline with ideas for three body paragraphs about social change. Now, we will discuss strategies for adding an intro paragraph and a conclusion paragraph to create your first full essay assignment.

Introductory Paragraphs

The first paragraph of an essay is called the introduction. Typically, instructors want a hook, connecting information, and a thesis statement. The hook is a sentence that attracts the reader’s attention; however, it is important to note that once you have the reader’s attention, you need to try to keep it. The thesis statement is similar to a topic sentence in that it states the main idea of the essay. In this section, we will focus on the first two parts of an introductory paragraph. Then, you will add your thesis statement.

There are several strategies for the introductory paragraph. More than one strategy can be used.

Definition : Define key concepts that are the focus of the essay.

Surprising facts or statistics : Provide statistics and facts

Funnel : A funnel is like an upside-down triangle. The paragraph begins with a general statement and then the sentences become more and more specific.

Historical Background : Explain the history of the topic. What is the relationship between groups involved? Has there been conflict? This strategy usually involves dates.

Quotation (Expert or Expression): Use a quote or expression related to the topic. The quote should be from an authority or expert on the topic. The expression can be cultural like a proverb.

Anecdote : Tell a story of someone or something that is related to the topic of your essay. For example, if your essay is about immigration (which it is!), then tell the story of an immigrant.

Exercise 5: Identifying the strategies

Look at the three example introductory paragraphs. Identify which strategies are used in each paragraph. More than one strategy per paragraph is possible. Underline the thesis statement.

Example Introduction 1

There is a famous expression in English: "Stop the world, I want to get off!" This expression refers to a feeling of panic, or stress, that makes a person want to stop whatever they are doing, try to relax, and become calm again. 'Stress' means pressure or tension. It is one of the most common causes of health problems in modern life. Too much stress results in physical, emotional, and mental health problems.

Example Introduction 2

First generation immigrants are people that decided to immigrate to another country

looking for a better way of life. Through the years, most of these immigrants get established and

overcome economical hardships. At the same time that these foreign people begin to form their

families in the country where they immigrate, they start to provide to their children who are the

second generation immigrants, better opportunities to live. As immigrants there are some

contrasts between both of these groups, such as economic and educational success, social beliefs,

and social relationships.

Example Introduction 3

United States immigrant history can be found since first English colonists stepped on this land. By the 1960s, United States had become first choice for immigrants. About one-fifth of world immigrants now live in United States (Zong, Batalova, and Hallock). By 2016, United States immigrant population already pass 43.7 million, about one-eighth of total US population. In this large group, Asians and Hispanics are the top two immigrant sources. A recent study shows there are big differences between the first generation and second generation of Asian and Hispanic immigrant by comparing data of education, social views, and identity from each.

Example introduction 1 strategies:

Example introduction 2 strategies:

Example introduction 3 strategies:

Which introductory paragraph is your favorite? What features of this paragraph do you like?

“Example Paragraph 1” is derived from “ Writing for Success ” by Tara Horkoff and Scott McLean licensed CC BY-NC-SA .

Exercise 6: Write a draft for your Essay Introduction (social change)

Write an introductory paragraph for the outline you wrote about social change in Chapter 4. Be sure to use one or more of the strategies you learned in this chapter. Then end the intro paragraph with a clear main idea (your thesis statement!)

Writing Skill-Conclusion Paragraphs

A good conclusion paragraph will restate the main idea from the thesis but not in the exact words and end with a final thought. Strategies for the final thought might be a suggestion, solution, prediction, or opinion. The conclusion should not be a summary. Writing a summary for the conclusion can be redundant or repetitive.

Final Thought Strategies

Suggestion : What do you suggest people do or not do? Should policies or rules be changed? Should people stop a habit?

Example: The second-generation immigrants could give back to their parents who worked so hard to help them become successful. They could help their parents learn English.

Solution : How can the problem be fixed? What are the steps to fixing the problem?

Example: To prevent students from dropping out of college, a peer mentorship program could be created so that students can get advice from students who may have faced the same obstacles in their educational career.

Prediction : What might happen in the future related to this topic?

Example: If immigration policies in America are reformed to create legal status for dreamers, lives will be tremendously changed for the better.

Opinion : How do you feel about this topic without saying “in my opinion”? Is this good, bad, important and why?

Example: Creating laws that deter texting while driving is an important step in preventing accidents, major injuries, and even death.

Exercise 7: Write a draft for your Essay Conclusion (social change)

Write a conclusion paragraph for your essay on social change. Be sure to write a restatement of the thesis and several sentences that provide a final thought using one or more of the strategies above.

Social Change Essay Draft 1

Use the outline from Chapter 8 to write the first draft of your essay (a 5-paragraph essay on the most effective strategies for social change). When you write your draft, be sure to use strategies for the introductory and conclusion paragraphs. Remember that you are trying to convince the reader that these are effective strategies, so be sure to provide strong reasons why these strategies will bring change. You are encouraged to use examples from the readings in this unit.

Vocabulary Practice

Exercise 9 sentence completion.

Complete the sentences using the vocabulary in the box below.

Table 20 Chapter 9 Sentence Completion

1. Esmeralda had to ________________ the car and walk to the gas station.

2. Jorge is ________________ sports and clubs on campus.

3. Christina ________________ offers of help. She wanted to do it alone.

4. Soloman ________________ his mother and went to the party although she said not to.

5. After the earthquake, ________________ arrived from different regions of the country.

6. Natasha is ________________ lose weight, so she only eats salads.

Exercise 10 Discussion Questions

Take notes answering the questions below. Then discuss your answers with a partner or group.

1. Tell about a time you were determined to do something. Why were you so determined?

2. Tell about a time you disobeyed your parents, teacher, or an authority.

3. Are you or your children involved in any clubs or organizations (e.g., sports or religious)? Explain. Why or why not?

• Society and Politics
• Art and Culture
• Biographies
• Publications

Grade 12 - Topic 3 - Civil Society protests 1950s to 1990s

Topic 3: Civil society protests 1950s to 1970s

Online Resource:

http://learn.mindset.co.za/resources/history/grade-12/civil-society-protests-1950s-1970s [Accessed 25 February 2015]

The above video resource provides useful hints / study tips before embarking on grade 12 History.

Before we begin, and to clear any confusion, we must understand what the term ‘civil society’ means.

“ community  of  citizens  linked by  common   interests  and  collective activity .”

http://www.oxforddictionaries.com/definition/english/civil-society  [ Accessed 25 February 2015]

What forms of civil society protest emerged from the 1960s to 1990?

Background and focus

The Second World War had been fought to attain democracy but it did not deliver lasting peace or a better society.

After the war:

women in growing economies were beginning to do paid work outside the home,

youth were more critical of their parents ‘generation and increasingly became aware of injustices, racism and human rights violations;

a counter culture started to emerge.

The section on women’s identity in South Africa is closely linked with the study of Apartheid in Grade 11 (Topic 5). In this section, learners should analyse the civic action taken in the context of the overall theme of this topic.

The following is to be covered in this topic:

Introduction: Overview of civil society protests

”Women’s liberation and feminist movements in the 1960s and 1970s: a middle class movement in industrialised countries;

http://womenshistory.about.com/od/feminism-second-wave/a/Womens-Liberation.htm [ Accessed 25 February 2015]

”Women’s identity in South Africa from the 1950s to 1970s – black women see themselves first as black, and white women see themselves first as white; trade unionism, women workers, their economic role in the rural areas and in the informal sector; as political anti-pass campaigners, initiatives taken within the liberation struggle, including the middle class Black Sash;

http://www.sahistory.org.za/topic/turbulent-1950s-women-defiant-activists  [ Accessed 25 February 2015]

Women and the anti-pass campaign

The Defiance Campaign is launched and women step forward

The Federation of South African Women ( FSAW or FEDSAW)

Women’s role in the Congress of the Party and the Freedom Charter

The women’s 1955 anti-pass campaign

Preparations for the 1956 Women’s March

Source: http://www.sahistory.org.za/topic/black-sash  [ Accessed 25 February 2015]

“The Black Sash was formed in 1955 and it began as a tea party of six women, Jean Sinclair, Ruth Foley, Elizabeth McLaren, Tertia Pybus, Jean Bosazza and Helen Newton-Thompson. The women were opposed to the Senate Bill which asked for a two thirds majority of both houses of parliament to remove people described as 'coloured' from the common voters’ role. The organisation grew into an avenue for liberal women to oppose government policies by means of marches, convoys, demonstrations and vigils. This was the founding of the Women’s Defence of the Constitution, the symbol of the organisation, a constitution draped in a black sash, showed their mourning of the constitution. The media soon nicknamed the organisation the “Black Sash” referring to the black sashes that members draped over their right shoulder during protest demonstrations.”

Source: http://www.sahistory.org.za/topic/black-sash  [Accessed 25 February 2015]

”the peace movements: disarmament; students and anti-war movements; and

Online Resources:

https://www.marxists.org/glossary/events/p/e.htm  [Accessed 25 February 2015]

http://learn.mindset.co.za/resources/history/grade-12/civil-society-protests-1950s-1970s/learn-xtra-exam-revision-2013/civil-society-protests  [ Accessed 25 February 2015]

Civil rights movements.

Case Study : the US Civil Rights Movement

Source: http://rapaulsen.iweb.bsu.edu/images/large/civilrights.jpg [ Accessed 25 February 2015]

This section includes:

Reasons and origins of the Civil Rights Movement in the USA (background information only);

http://www.answers.com/Q/What_are_the_causes_of_the_civil_right_movements[Accessed [25 February 2015]

http://www.english-online.at/history/civil-rights-movement/civil-rights-movement-history-and-causes.htm [25 February 2015]

http://www.isreview.org/issues/45/civilrights.shtml  [25 February 2015]

The role, impact and influence of Martin Luther King Junior; and the influence of passive resistance (Gandhi) on MartinLuther King;

Gandhi ...influencing Martin Luther King Junior

http://www.michaellewin.org/articles/gandhi/martin-luther-king-jnr/ [25 February 2015]

http://peacemagazine.org/archive/v17n2p21.htm [ Accessed 25 February 2015]

Forms of protest through civil disobedience: Montgomery bus boycott, sit-ins, marches including to Lincoln Memorial,

Source : http://www.socialwelfarehistory.com/wp/wp-content/uploads/2010/12/cincinnati_flyer_march_on_washington.jpg [Accessed 25 February 2015]

http://www.theguardian.com/commentisfree/2012/aug/20/civil-disobedience-sanchez-gordillo [Accessed 25 February 2015]

Montgomery Boycott

http://www.montgomeryboycott.com/overview/ [Accessed 25 February 2015]

http://www.socialwelfarehistory.com/eras/march-on-washington-august-28-1963/ [Accessed 25 February 2015]

www.criticalpast.com/.../65675022808_Historical-o . [Accessed 25 February 2015]

Birmingham campaign and Selma-Montgomery marches;

www.youtube.com/watch?v=ejKhuRZlRQE [ Accessed 25 February 2015]

www.history.com/topics/.../selma-ontgomery-mar ... [ Accessed 25 February 2015]

School desegregation: case study (Little Rock, Arkansas); and

https://www.youtube.com/watch?v=Qk1tTCk2Kks [ Accessed 25 February 2015]

Short-term and long-term gains.

Case Study: the Black Power Movement

Source : http://s3.amazonaws.com/rapgenius/312a_43.jpg [ Accessed 25 February 2015]

Reasons for the movement;

www.teachertube.com/.../roots-of-the-black-power-o .. [ Accessed 25 February 2015]

Black Panther

http://www.historylearningsite.co.uk/black_panthers.htm [ Accessed 25 February 2015]

Roles of Stokely Carmichael and Malcolm X; and

1. http://www.history.com/topics/black-history/stokely-carmichael [ Accessed 25 February 2015]

2. http://www.biography.com/people/malcolm-x-9396195 [ Accessed 25 February 2015]

3. http://www.malcolmx.com/ [ Accessed 25 February 2015]

Source: http://ionenewsone.files.wordpress.com/2014/02/malcolm-x-1.jpg [ Accessed 25 February 2015]

Overview of the progress, if any, that was made towards equality and civil rights by the civil rights and Black Power movements.

While African-American members of the US population have made great strides, recent events in the USA have suggested that unhealthy tension (violent) still exists in the USA today.

It would be useful for educators to divide students into groups to debate this topic. Instead of using such a general approach, perhaps categorise the advancement of people of colour in the USA in different spheres of private and public life.

Constructive debate should be encouraged, as well as a safe environment for learners to ventilate their views, in a respectful manner. This topic is particularly relevant for South Africa. If History is meant to teach us about the further, then we need to pay attention to it.

Exam preparation

http://learn.mindset.co.za/sites/default/files/resourcelib/emshare-show-note-asset/899_fdoc.pdf [ Accessed 25 February 2015]

Collections in the Archives

Know something about this topic.

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