black power movement essay memo 2021

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Gr. 12 HISTORY REVISION: THE BLACK POWER MOVEMENT

REVISION: THE BLACK POWER MOVEMENT

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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.

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]

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