black power essay questions

• History Classics
• Your Profile
• Find History on Facebook (Opens in a new window)
• Find History on Twitter (Opens in a new window)
• Find History on YouTube (Opens in a new window)
• Find History on Instagram (Opens in a new window)
• Find History on TikTok (Opens in a new window)
• This Day In History
• History Podcasts
• History Vault

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.

HISTORY Vault: Black History

Watch acclaimed Black History documentaries on HISTORY Vault.

Sign up for Inside History

Get HISTORY’s most fascinating stories delivered to your inbox three times a week.

By submitting your information, you agree to receive emails from HISTORY and A+E Networks. You can opt out at any time. You must be 16 years or older and a resident of the United States.

More details : Privacy Notice | Terms of Use | Contact Us

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

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).

Want to join the conversation?

• Upvote Button navigates to signup page
• Downvote Button navigates to signup page
• Flag Button navigates to signup page

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons

Margin Size

• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

2.2: "Empowering the Black Power Movement"

• Last updated
• Save as PDF
• Page ID 229871

• Rebecca Al Haider
• Reedly College

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)

\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)

( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)

\( \newcommand{\Span}{\mathrm{span}}\)

\( \newcommand{\id}{\mathrm{id}}\)

\( \newcommand{\kernel}{\mathrm{null}\,}\)

\( \newcommand{\range}{\mathrm{range}\,}\)

\( \newcommand{\RealPart}{\mathrm{Re}}\)

\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)

\( \newcommand{\Argument}{\mathrm{Arg}}\)

\( \newcommand{\norm}[1]{\| #1 \|}\)

\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)

\( \newcommand{\vectorA}[1]{\vec{#1}}      % arrow\)

\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}}      % arrow\)

\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)

\( \newcommand{\vectorC}[1]{\textbf{#1}} \)

\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)

\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)

\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)

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?

Black Power Movement in America Essay (Critical Writing)

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

In America, the beginning of the 1960s was characterized by a number of political and civil movements that were aimed at providing the Black people with rights, freedoms, and opportunities. Regarding the thoughts developed by Malcolm X and Mr. King and the outcomes of their murders, many people did not want to accept the fact that a Black man should not have the rights to power.

The fact that a Black man was deprived of power made people believe that they deserved that right and that they had all possibilities to achieve power and use it as they wished. Black Americans were constantly oppressed, and protests and revolutions turned out to be the only chance to change the situation. Though many Whites admitted that the Blacks promoted hate as the only weapon to demonstrate their intentions ( Eyes on the Prize ), the participants refused that idea underlining that the only strong desire they have is “to live with hope and human dignity that existence without them is impossible” (Newton 5).

The Black Power movement helped to provide people with a sense of racial pride. People had not to be afraid of the color of their skin. All they had to do was to comprehend that the white color is not better than the black color, and there was no person, who could give a clear explanation of why racial diversity should be developed in favor of the Whites. There were a number of attempts to prove the worth of the black nation, and the creation of the Black Panther Party was one of the brightest achievements in the middle of the 1960s.

Huey Newton and Bobby Seale were the founders of the party when they came to the conclusion that there was no other way to deal with white shotguns that spread fear among ordinary black citizens and the instability that deprived people of hope. The idea to create a new political party that could be legally approved was based on casual discussions and conversations (Newton 111). People were in need of something more than the white rooster that represented the Democratic Party, and the elephant that represented the Republican Party.

Now, it was a black cat that spoke for all Black communities ( Eyes on the Prize ). The ideas offered by the Black Panther Party were impressive. It was not enough for them to ask for freedoms, education, employment, etc. It was necessary to prove that the Black community was not worse for the communities organized by the white people, and certain systematic changes were necessary for America.

A ten-point program was developed by the representatives of the Black Panther Party within the frames of which the main ideas and intentions of the Black community were identified. One of the most interesting ideas was the necessity to deal with police brutality and murders of Black people (Newton 120). The organization of self-defense groups was the decision that proved the importance of patrolling.

According to the Second Amendment to the US Constitution, people had the right to bear arms, and Newton used that opportunity to help the Black people protect themselves against the police as “it was ridiculous to report the police to the police, but… by raising encounters to a higher level, by patrolling the police with arms, we would see a change in their behavior” (120). These were the first steps that helped to realize that the Black people could do a lot of things to improve their lives in case they did everything on their own.

Works Cited

Eyes on the Prize . Ex. Prod. Henry Hampton. Boston: Blackside, 1987-1990. Web.

Newton, Huey, P. Revolutionary Suicide , New York: Writers and Readers Publishing, 1995. Print.

• Michelle Obama’s Tuskegee University Commencement Speech
• Black Panthers and Black Lives Matter Movements
• The First World War's Long- and Short-Term Causes
• ACT UP Activism in "How to Survive a Plague" Movie
• AIDS in New York in "How to Survive a Plague" Film
• Harrison Bergeron and Malcolm X as Revolutionaries
• Military Control of Students’ Demonstrations
• Public Service and Volunteers in American Society
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2020, September 26). Black Power Movement in America. https://ivypanda.com/essays/black-power-movement-in-america/

"Black Power Movement in America." IvyPanda , 26 Sept. 2020, ivypanda.com/essays/black-power-movement-in-america/.

IvyPanda . (2020) 'Black Power Movement in America'. 26 September.

IvyPanda . 2020. "Black Power Movement in America." September 26, 2020. https://ivypanda.com/essays/black-power-movement-in-america/.

1. IvyPanda . "Black Power Movement in America." September 26, 2020. https://ivypanda.com/essays/black-power-movement-in-america/.

Bibliography

IvyPanda . "Black Power Movement in America." September 26, 2020. https://ivypanda.com/essays/black-power-movement-in-america/.

• UConn Library
• Africana Studies Subject Guide

Black Power Movement

Africana studies subject guide — black power movement.

• Getting Started
• Disciplinary Foundations
• Africana Religion
• Afrofuturism
• Black Art, Film + Music
• Black Diasporas
• Black Indigeneity
• Black Literature
• Black Lives Matter
• Black New England
• Environmental Racism
• Fashion + Beauty
• Gender + Sexuality
• Health + Medicine
• Prison Studies
• Race + Disability
• Sports + Athletics
• Travel + Transportation
• WOC & Wellness
• Databases & Journals
• Finding Books
• Primary Sources (Archival Collections)
• Critical Race Theory (CRT)
• Slavery & Abolition Resources Online
• Afro-Latino Studies
• Data & Statistics
• Citation Styles Resources (MLA, APA, Chicago)

This page features a small selection of UConn library and external resources to support learning and research pertaining to the Black Power Movement. This list is meant to be exploratory and is not a comprehensive representation or list of the library's holdings.

For additional assistance, please contact Samuel Boss, at [email protected] .

Black Power

-- National Museum of African American History & Culture, on the  The Foundations of Black Power  (2019).

Collection Highlights

Black Power Mixtape, 19657-1975 (2011) is a 9-part documentary series by Swedish journalists drawn to the US by stories of urban unrest and revolution. Featuring prominent figures like Stokely Carmichael, Bobby Seale, Angela Davis, and Eldridge Cleaver, the filmmakers captured movement leaders in intimate moments and remarkably unguarded interviews.  Available in DVD format at the UConn library . Watch a clip:

Black Arts Movement

Black Panther Party

Student Non-Violent Coordinating Committee

Online Resources

• Black Panthers Collection  | Television news collection from the San Francisco Bay Area Television Archive at San Francisco State University
• Black Panther Party Newspaper  | Free full-text access to a digital collection of the Party's official newspaper, with issues ranging from 1967-76
• FBI Vault  | Surveillance record from the Federal Bureau of Investigation on Black religious, social, and political organizations and their leaders
• Huey P. Newton Foundation  | Organization providing information on the history of the Black Panther Party with video, sound files, and other primary sources
• SNCC Digital Gateway  | A documentary website by the SNCC Legacy Project and Duke University that uses documents, photographs, and audiovisual material to chronicle SNCC’s historic struggle for voting rights. 
• Vanderbilt Television News Archives  | Contains digitized video of network television news reporting on the Black Panthers back to 1967. Non-digitized news segments can be requested from the archive. Search for "Black Panthers"
• << Previous: Black New England
• Next: Environmental Racism >>
• Last Updated: Jun 4, 2024 2:31 PM
• URL: https://guides.lib.uconn.edu/afamstudies

National Museum of African American History & Culture

• Plan Your Visit
• Group Visits
• Frequently Asked Questions
• Accessibility Options
• Sweet Home Café
• Museum Store
• Museum Maps
• Our Mobile App
• Search the Collection
• Initiatives
• Museum Centers
• Publications
• Digital Resource Guide
• The Searchable Museum
• Exhibitions
• Freedmen's Bureau Search Portal
• Early Childhood
• Talking About Race
• Digital Learning
• Strategic Partnerships
• Ways to Give
• Internships & Fellowships
• Today at the Museum
• Upcoming Events
• Ongoing Tours & Activities
• Past Events
• Host an Event at NMAAHC
• About the Museum
• The Building
• Meet Our Curators
• Founding Donors
• Corporate Leadership Councils
• NMAAHC Annual Reports

The Foundations of Black Power

Black power emphasized black self-reliance and self-determination more than integration. Proponents believed African Americans should secure their human rights by creating political and cultural organizations that served their interests.

They insisted that African Americans should have power over their own schools, businesses, community services and local government. They focused on combating centuries of humiliation by demonstrating self-respect and racial pride as well as celebrating the cultural accomplishments of black people around the world. The black power movement frightened most of white America and unsettled scores of black Americans.

Malcolm X The inspiration behind much of the black power movement, Malcolm X’s intellect, historical analysis, and powerful speeches impressed friend and foe alike. The primary spokesman for the Nation of Islam until 1964, he traveled to Mecca that year and returned more optimistic about social change. He saw the African American freedom movement as part of an international struggle for human rights and anti-colonialism. After his assassination in 1965, his memory continued to inspire the rising tide of black power.

Malcolm X speaking in front of the 369th Regiment Armory, 1964. 

More than any other person, Malcolm X was responsible for the growing consciousness and new militancy of black people. Julius Lester 1968

Malcolm X’s expression of black pride and self-determination continued to resonate with and engage many African Americans long after his death in February 1965. For example, listening to recordings of his speeches inspired African American soldiers to organize GIs United Against the War in Vietnam in 1969.

This 16mm film is a short documentary made by Madeline Anderson for National Education Television's Black Journal television program to commemorate the four year anniversary of the assassination of Malcolm X.

Stokely Carmichael Stokely Carmichael set a new tone for the black freedom movement when he demanded “black power” in 1966. Drawing on long traditions of racial pride and black nationalism, black power advocates enlarged and enhanced the accomplishments and tactics of the civil rights movement. Rather than settle for legal rights and integration into white society, they demanded the cultural, political, and economic power to strengthen black communities so they could determine their own futures.

Martin Luther King Jr.'s former associate Stokely Carmichael speaks at civil rights rally in Washington, April 4, 1970.

Black Power Intertwines with Civil Rights Organizers made no distinctions between black power and nonviolent civil rights boycotts in Madison County, Mississippi, 1966.

Flyer for the Madison County Movement, founded 1963. 

SNCC Supports Black Power SNCC, the Student Nonviolent Coordinating Committee, created in 1960, destroyed “the psychological shackles which had kept black southerners in physical and mental peonage,” according to its chairman, Julian Bond.

Julian Bond standing and writing as a young African American boy watches closely, 1976. 

Protest, Teaneck, New Jersey ​Building on the successes of the civil rights movement in dismantling segregation, the black power movement sought a further transformation of American society and culture.

A woman sits on a bench outside the Black Panther office in Harlem circa 1970 in New York City. Pictured in the window are Panther founders Huey P. Newton and Bobby Seale. 

Black Power Around the World ​Revolutions in other nations inspired advocates of black power. The African revolutions against European colonialism in the 1950s and 1960s were exciting examples of success. Wars of national liberation in Southeast Asia and Northern Africa offered still more encouragement. Stokely Carmichael’s five-month world speaking tour in 1967 made black power a key to revolutionary language in places like Algeria, Cuba and Vietnam.

Sharpeville massacre: Dead and wounded rioters lie in the streets of Sharpeville, South Africa, following an anti-apartheid demonstration organized by the Pan-Africanist Congress which called upon Africans to leave their passes at home, March 21, 1960. The South African police opened fire on the crowd, killing 69 people and injuring 180 others. 

Protesting Apartheid, Cape Town, South Africa In 1972 African Americans began annual celebrations of African Liberation Day to commemorate and support liberation movements in Africa. 

This flyer announces a protest against apartheid in South Africa, 1977.  Pan African Students Organization in the Americas  (1960 - 1977) and  Youth Against War & Fascism , founded 1961. 

“Free All Political Prisoners!” Critics vilified black power organizations as separatist groups or street gangs. These critics ignored the movement’s political activism, cultural innovations and social programs. Of nearly 300 authorized FBI operations against black nationalist groups, more than 230 targeted the Black Panthers. This forced organizations to spend time, money, and effort toward legal defense rather than social programs. 

A round, yellow pinback button with a photographic portrait of Angela Davis in the center, 1970-72. 

The War on Black Power Between 1956 and 1971, the FBI and other government agencies waged a war against dissidents, especially African Americans and anti-war advocates. The FBI’s Counterintelligence Program (COINTELPRO) targeted Martin Luther King Jr., the Black Panthers, Us and other black groups. Activities included spying, wiretapping phones, making criminal charges on flimsy evidence, spreading rumors and even assassinating prominent individuals, like Black Panther Fred Hampton. By the mid-1970s, these actions helped to weaken or destroy many of the groups associated with the black power movement.

The Black Panther Party, without question, represents the greatest threat to the internal security of the country. FBI Director J. Edgar Hoover 1969

Olympic Medalists Giving Black Power Sign, 1968 Tommie Smith (center) and John Carlos (right) gold and bronze medalists in the 200-meter run at the 1968 Olympic Games. During the national anthem, they stand with heads lowered and black-gloved fists raised in the black power salute to protest against unfair treatment of blacks in the United States. Australian Peter Norman is the silver medalist (left).

Subtitle here for the credits modal.

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Grade 12 History Essay: Black Power Movement USA

Subject: History

Age range: 16+

Resource type: Assessment and revision

Last updated

13 February 2024

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

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.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Home — Essay Samples — Social Issues — Social Movements — Black Power Movement

Essays on Black Power Movement

The origins of the black power movement.

The Black Power Movement emerged in the mid-1960s as a response to the ongoing struggle for civil rights and racial equality. An essay on this topic could delve into the historical context that gave rise to the movement, including the impact of the Civil Rights Movement, urbanization, and the influence of prominent leaders such as Malcolm X and Stokely Carmichael.

Another essay topic could focus on the ideology and goals of the Black Power Movement, exploring its emphasis on self-determination, community empowerment, and the rejection of assimilationist strategies. This essay could also examine the diversity of perspectives within the movement, including the role of women and LGBTQ individuals.

The Impact of the Black Power Movement on Society and Culture

The Black Power Movement had a profound impact on American society and culture, influencing everything from music and art to politics and education. An essay on this topic could explore how the movement reshaped public perceptions of race, inspired a new generation of activists, and contributed to the emergence of Black Studies programs in universities.

Finally, an essay could examine the lasting legacy of the Black Power Movement and its continued relevance in contemporary discussions of race, power, and activism. This essay could explore how the movement paved the way for future social justice movements, and how its key principles continue to inform debates about racial inequality and systemic oppression.

In addition to these specific essay topics, students may also consider exploring related issues such as the role of the Black Panther Party, the impact of the Black Power Movement on international liberation struggles, and the intersection of race, gender, and class within the movement. By choosing a topic that aligns with their interests and expertise, students can produce a compelling and well-researched essay that contributes to our understanding of this crucial period in American history.

The Black Power Movement offers a wealth of essay topics for students to explore, from its origins and ideology to its impact on society and culture. Students can ensure that their essays reach a wide audience and contribute to ongoing discussions about race, power, and activism. Whether focusing on the historical context of the movement or its contemporary relevance, students have the opportunity to produce insightful and impactful essays that shed light on this pivotal moment in American history.

The Best Black Power Movement Essay Topics for 2024

• The Influence of the Black Power Movement on Contemporary Social Justice Initiatives
• Comparative Analysis of the Civil Rights Movement and the Black Power Movement
• Black Power Movement: Gender, Class, and Power
• The Role of Women in the Black Power Movement
• Black Power and its Impact on African American Art and Culture
• The International Influence of the Black Power Movement on Anti-Colonial Struggles
• Black Power's Impact on African American Community & Empowerment
• Media Representation of the Black Power Movement: Between Demonization and Idealization
• The Evolution of Black Power Ideology: From Civil Rights to Black Lives Matter
• Examining the Legacy of the Black Panther Party within the Black Power Movement

The Black Panther Party as The Leaders of Black Power Movement

Black arts era as the origin of the black power movement, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

The Presence of Black Theology in Black Power Movement

Relevant topics.

• Civil Disobedience
• Emmett Till
• Montgomery Bus Boycott
• Me Too Movement
• Arab Spring
• The Labor Movement
• Occupy Wall Street
• Gun Violence
• Gender Equality

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

African American Heritage

Black Power

Black Power began as revolutionary movement in the 1960s and 1970s. It emphasized racial pride, economic empowerment, and the creation of political and cultural institutions. During this era, there was a rise in the demand for Black history courses, a greater embrace of African culture, and a spread of raw artistic expression displaying the realities of African Americans.

The term "Black Power" has various origins. Its roots can be traced to author Richard Wright’s non-fiction work Black Power , published in 1954. In 1965, the Lowndes County [Alabama] Freedom Organization (LCFO) used the slogan “Black Power for Black People” for its political candidates. The next year saw Black Power enter the mainstream. During the Meredith March against Fear in Mississippi, Student Nonviolent Coordinating Committee (SNCC) Chairman Stokely Carmichael rallied marchers by chanting “we want Black Power.”

This portal highlights records of Federal agencies and collections that related to the Black Power Movement of the 1960s and 1970s. The selected records contain information on various organizations, including the Nation of Islam (NOI), Deacons for Defense and Justice , and the Black Panther Party for Self-Defense (BPP). It also includes records on several individuals, including Malcolm X, Stokely Carmichael, Elaine Brown, Angela Davis, Fred Hampton, Amiri Baraka, and Shirley Chisholm. This portal is not meant to be exhaustive, but to provide guidance to researchers interested in the Black Power Movement and its relation to the Federal government.

The records in this guide were created by Federal agencies, therefore, the topics included had some sort of interaction with the United States Government. This subject guide includes textual and electronic records, photographs, moving images, audio recordings, and artifacts. Records can be found at the National Archives at College Park, as well as various presidential libraries and regional archives throughout the country.

A Note on Restrictions and the Freedom of Information Act (FOIA)

Due to the type of possible content found in series related to Black Power, there may be restrictions associated with access and the use of these records. Several series in RG 60 - Department of Justice (DOJ) and RG 65 - Records of the Federal Bureau of Investigation (FBI) may need to be screened for FOIA (b)(1) National Security, FOIA (b)(6) Personal Information, and/or FOIA (b)(7) Law Enforcement prior to public release . Researchers interested in records that contain FOIA restrictions, should consult our Freedom of Information Act (FOIA) page.

Black Arts Movement

Black Panther Party

Congressional Black Caucus

Nation of Islam

Student Nonviolent Coordinating Committee

Women in Black Power

Rediscovering Black History: Blogs on Black Power

National Museum of African American History and Culture: The Foundations of Black Power

Library of Congress, American Folklife Center: Black Power Collections and Repositories

Digital Public Library of America: The Black Power Movement

Columbia University: Malcolm X Project Records, 1968-2008

Revolutionary Movements Then and Now: Black Power and Black Lives Matter, Oct 19, 2016

The people and the police, sep 8, 2016.

History Paper 1 Questions - Grade 12 June 2021 Exemplars

INSTRUCTIONS AND INFORMATION

• This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: EXTENSION OF THE COLD WAR: THE ORIGINS OF COLD WAR QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT SECTION B: ESSAY QUESTIONS QUESTION 4: THE COLD WAR: CASE STUDY – VIETNAM QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDIES – THE CONGO AND TANZANIA QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT
• SECTION A consists of THREE source-based questions. Source material that is required to answer these questions can be found in the ADDENDUM.
• SECTION B consists of THREE essay questions.
• Candidates are required to answer TWO questions as follows: At least ONE must be a source-based question and at least ONE must be an essay question.
• You are advised to spend at least ONE hour per question.
• When candidates answer questions, they are required to demonstrate application of knowledge, skills and insight.
• You will be disadvantaged by merely rewriting the sources as answers.
• Number the answers correctly according to the numbering system used in this question paper.
• Start each question on a NEW page and rule off at the end of each question.
• Write neatly and legibly.

SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question in this section. Source material that is required to answer these questions is contained in the ADDENDUM. QUESTION 1: HOW DID BERLIN BECOME A FOCAL POINT OF THE COLD WAR AFTER 1945? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Study Source 1A. 1.1.1 What, according to the source, was the Yalta Conference’s decision regarding Germany? (1 x 2) (2) 1.1.2 Define the concept Cold War in your own words. (1 x 2) (2) 1.1.3 Use the information in the source and your own knowledge to explain why Germany and Berlin was to be divided into four zones. (2 x 2) (4) 1.1.4 Explain what is implied with the statement, ‘… in which the former members of the Grand Coalition confronted each other eyeball to eyeball.’ (2 x 2) (4) 1.1.5 Mention THREE capital cities of the Western allies as indicated in the source. (3 x 1) (3) 1.2 Read Source 1B. 1.2.1 When, according to the source, was the first heightening of Cold War tensions? (1 x 1) (1) 1.2.2 What, according to the source, did the Soviets impose? (2 x 1) (2) 1.2.3 List TWO key events that led to the Soviet Blockade of Berlin in 1948. (2 x 1) (2) 1.2.4 Explain how the Western Allies responded to the Soviet Blockade of Berlin. (1 x 2) (2) 1.2.5 Comment on why Stalin decided to lift the Blockade. (2 x 2) (4) 1.2.6 How useful is this source to a history student researching about the reasons for the Berlin Blockade. (2 x 2) (4) 1.3 Refer to Source 1C. 1.3.1 What term is used in the source that may be used to describe a system of government based on the principle of majority decision- making? (1 x 2) (2) 1.3.2 Using the information in the source and your own knowledge, explain the impact that the Berlin Blockade had on East-West relations. (1 x 2) (2) 1.4 Consider Source 1D. Explain the messages that are conveyed in the cartoon. Use the visual clues in the source to support your answer. (2 x 2) (4) 1.5 Compare Sources 1B and 1D. Explain how the information in Source 1A supports the evidence in Source 1D regarding the Berlin Blockade. (2 x 2) (4) 1.6 Using the information from the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how Berlin became the focal point of the Cold War after 1945. (8) [50]

QUESTION 2: WHY DID FOREIGN POWERS BECOME INVOLVED IN THE ANGOLAN WAR OF INDEPENDENCE? Study Sources 2A, 2B, 2C and 2D and answer the following questions. 2.1 Use Source 2A. 2.1.1 Define the concept ‘communism’ in your own words. (1 x 2) (2) 2.1.2 Why, according to the source, was South Africa against an arrangement with the MPLA? (1 x 2) (2) 2.1.3 List TWO organisations that the South African government supported during the conflict in Angola. (2 x 1) (2) 2.1.4 Use the information in the source and your own knowledge to explain why the South African government was against the MPLA ruling Angola. (2 x 2) (4) 2.1.5 Comment on the significance of the statement: ‘Both committed to denying SWAPO bases from which to operate in southern Angola.’ (2 x 2) (4) 2.2 Refer to Source 2B. 2.2.1 Name the countries that supported the following liberation movements during the Angolan War of Independence:

• The FNLA (2 x 1) (2)

2.2.2 Why, according to the source, did the Soviet Union and Cuba intervene in Angola? (1 x 2) (2) 2.2.3 What conclusions can be drawn from the statement: ‘The United States saw the USSR’s bid to play a role in Angola as a threat to its economic interests in the region.’? (2 x 2) (4) 2.2.4 Explain the usefulness of this source for historians researching the involvement of foreign powers in the Angolan War of Independence. (2 x 2) (4) 2.3 Consult Source 2C. 2.3.1 How, according to the source, did the South African Defence Force support UNITA during the Angolan War of Independence? (2 x 1) (2) 2.3.2 What did Castro imply by the statement: ‘No Cuban military unit was sent to Angola to participate directly in the fight, nor was that projected.’? (1 x 2) (2) 2.3.3 Why, according to the source, did Cuba decide to send their troops to Angola? (2 x 1) (2) 2.3.4 Explain the reliability of the source for historians researching the reasons for Cuba’s involvement in the Angolan War of Independence. (2 x 2) (4) 2.4 Use Source 2D. 2.4.1 What do you think was the intention of the photographer in publishing this photo? Use the visual clues in the source to support your answer. (2 x 2) (4) 2.4.2 Use the source and your own knowledge to explain how the South African Defence Force might have reacted towards this picture. (1 x 2) (2) 2.5 Using the information from the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining why the foreign powers became involved in the Angolan War of Independence. (8) [50]

QUESTION 3: HOW DID THE PROCESS OF SCHOOL INTEGRATION UNFOLD AT CENTRAL HIGH SCHOOL IN LITTLE ROCK, ARKANSAS? Study Sources 3A, 3B, 3C and 3D and answer the following questions. 3.1 Study Source 3A. 3.1.1 Why, according to the source, did Governor Faubus call on the National Guard troops at Central High School? (1 x 2) (2) 3.1.2 Quote evidence from the source that suggest that Governor Faubus did not want African Americans at Central High School. (1 x 2) (2) 3.1.3 Why, according to the source, did the citizens of Little Rock decide to gather? (1 x 2) (2) 3.1.4 What is implied by the statement, “Blood will run in the streets”? (1 x 2) (2) 3.1.5 Explain the usefulness of this source for historians researching the role played by Daisy Bates with regards to the integration at Central High School. (2 x 2) (4) 3.2 Consider Source 3B. 3.2.1 What, according to the source, was Elizabeth Eckford’s thinking of Governor Faubus to call the troops? (1 x 2) (2) 3.2.2 Mention TWO reasons why Elizabeth Eckford arrived alone at Central High School. (2 x 1) (2) 3.2.3 What conclusions can be drawn from the source about the attitude of the white American mob towards Elizabeth Eckford? (2 x 2) (4) 3.2.4 Explain how Elizabeth Eckford’s human rights were violated by the time she tried to enter at Central High School. (2 x 2) (4) 3.3 Consult Source 3C. 3.3.1 What do you think was the intention of the photographer in publishing this photograph? Use the visual clues in the source to support your answer. (2 x 2) (4) 3.3.2 Explain how Elizabeth Eckford has been portrayed in this photograph. (1 x 2) (2) 3.3.3 Refer to Sources 3B and 3C. Explain how the information in Source 3B supports the evidence in Source 3C regarding the treatment of Elizabeth Eckford at Central High School. (2 x 2) (4) 3.4 Refer to Source 3D. 3.4.1 Mention TWO reasons why the three white girls behaved as they did on this occasion. (2 x 1) (2) 3.4.2 Quote evidence from the source that suggest that these three white girls did not support integration. (1 x 2) (2) 3.4.3 Why do you think Hazel Bryan responded to Elizabeth Eckford in this manner? (2 x 2) (4) 3.5 Using the information from the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the process of school integration unfolded at Central High School in Little Rock, Arkansas. (8) [50]

SECTION B: ESSAY QUESTIONS Answer at least ONE question in this section. Your essay should be about THREE pages long.

QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM All the military might of the United States of America’s army could not defeat a small nation of Vietnamese peasants. Critically discuss this statement in the context of the military strategies that both the United States of America and the Vietcong used in Vietnam between 1963 and 1973. [50]

QUESTION 5: INDEPENDENT AFRICA – COMPARATIVE CASE STUDY After attaining an independence Congo and Tanzania were faced with economic, social and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks. Do you agree with this statement? Use appropriate evidence to support your argument. [50]

QUESTION 6: 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. [50]

Related items

• Mathematics Grade 12 Investigation 2023 Term 1
• HISTORY PAPER 2 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS JUNE 2022

• Afrikaans Grade 8
• Creative Arts Grade 8
• Dance studies Grade 8
• Dramatic Arts Grade 8
• EMS Grade 8
• English Grade 8
• Geography Grade 8
• Grade 8 Natural Science
• IsiZulu Grade 8
• IsiNdebele Grade 8
• Free Teaching Resources
• Universities
• Public Colleges
• Private Colleges
• N6 Question Papers and Memorandums with Study Guides
• N5 Question Papers and Memorandums with Study Guides
• N4 Question Papers and Memorandums with Study Guides
• N3 Question Papers and Memorandums with Study Guides
• N2 Question Papers and Memorandums with Study Guides
• N1 Question Papers and Memorandums with Study Guides
• Latest Updates
• Quick Links
• Search for: Search Button

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

Looking for something specific?

Related posts.

History Grade 12 2023 November Structured Past Question Papers To Simulate Real Exam Conditions

Steve Biko and the Black Consciousness Movement Grade 12 Essay Guide (Question and Answers)

Important History Grade 12 Essays Questions and Answers to Prepare for Exams

Anglo-Boer War Questions and Answers History Grade 12

History Grade 12 November 2022 Strategically Chosen Past Question Papers To Maximize Learning

History Grade 12 May – June 2018 Past Question Papers With Integrated Memos For Detailed Study

Previous Story

Allan Gray Scholarship for Grade 8 2023 - 2024

Protein synthesis grade 12 life sciences notes with activities questions and answers.

Disney invites prominent Black influencers to exclusive two-day content creator summit

BURBANK, Calif. -- Disney hosted a group of 77 prominent Black influencers to a two-day event held on the Disney Studio Lot in Burbank and the Disneyland Resort in Anaheim. The Power of Joy: Creator Summit Presented by Disney featured exclusive sneak peeks at forthcoming content and experiences, insightful discussions with Disney leaders, and the opportunity to forge meaningful connections with the company and fellow content creators.

"We decided to create a custom, curated event for Black creators specifically because we know that Black creators are driving culture," said Anastasia Ali, Vice President of Enterprise Commercial Inclusion Strategy at the Walt Disney Company. "They are the purveyors of pop culture, influencing consumers from around the globe."

The exclusive event also included a tour of Walt Disney Animation Studios, and other special surprises.

"It's just fun all around. All the Disney magic, it never stops," said Brandi Marie King, a participant who creates entertainment, travel and lifestyle content. "At 10am, I found out I'm going to D23 (The Ultimate Disney Fan Event), and we still have the rest of the day. And then two of my friends won cruises."

"This is the first time we've done this type of an event," said Jill Estorino, President and Managing Director of Disney Parks International and Commercial Inclusion Strategy Executive Sponsor, "But it's not really an event. It's the beginning of a relationship with some of the most important Black creators and influencers from around the country."

Related Topics

• LOS ANGELES COUNTY
• ORANGE COUNTY
• BLACK & POWERFUL
• AFRICAN AMERICANS
• COMMUNITY INFLUENCERS
• RACE & CULTURE

Pixar Fest returns to Disneyland Resort

Disney's luxury Cotino community is a mid-century oasis

Majordōmo's bing bread service is a can't-miss on the menu

Nonprofit empowers girls of color in STEM through art of dance

Top stories.

Suspect hits and kills woman at end of chase near S. Loop, HPD says

Residents annoyed by neighbor's 'junk' yard get meeting with city

Stabbing victim's dying moments in driveway captured on camera

2 suspects sought after kitten set on fire, 9 animals rescued: Pct. 1

UIL hits Fort Bend Austin HS athletics programs with 3-year probation

3-year-old student sent home from HISD with unexplained head injury

Officials look to grow HPD after more than 260,000 cases suspended

Bridge that collapsed during May flood could remain closed until 2025

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

Gr. 12 HISTORY Revision: The Black Power Movement (PPT)

Revision: The Black Power Movement

Do you have an educational app, video, ebook, course or eResource?

Contribute to the Western Cape Education Department's ePortal to make a difference.

Home Contact us Terms of Use Privacy Policy Western Cape Government © 2024. All rights reserved.