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Grade 12 History Essay: Black Power Movement USA

Subject: History

Age range: 16+

Resource type: Assessment and revision

Last updated

13 February 2024

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

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

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

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

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

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

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

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

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

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

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

MAIN ASPECTS

Candidates should include the following aspects in their response:

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

ELABORATION

Origins of the Movement:

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

Role of Malcolm X:

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

The Black Panther

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

The role of Stokely Carmichael

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

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

Black Consciousness Movement Grade 12 Essay Guide (Question and Answers) and Summary: The Black Consciousness Movement (BCM) was a grassroots anti-Apartheid activist movement that emerged in South Africa in the mid-1960s out of the political vacuum created by the jailing and banning of the African National Congress and Pan Africanist Congress leadership after the Sharpeville Massacre in 1960.

Table of Contents

Steve Biko and the Black Consciousness Movement Summary: A Legacy of Empowerment and Resistance

Stephen Bantu Biko , born in 1946 in South Africa, was a prominent anti-apartheid activist and leader of the Black Consciousness Movement (BCM) . The movement played a crucial role in the fight against apartheid by empowering black South Africans to embrace their identity, instilling pride and self-worth, and promoting resistance against the oppressive regime. This article will discuss Biko’s life, the origins and objectives of the Black Consciousness Movement, and the lasting impact of Biko’s ideas on South Africa and beyond.

Early Life and Influences

Steve Biko grew up in a society deeply divided along racial lines. From an early age, he was exposed to the harsh realities of apartheid, which inspired his lifelong commitment to fighting against racial oppression. As a student at Lovedale High School , Biko encountered the writings of Frantz Fanon , a psychiatrist and philosopher from Martinique who advocated for the liberation of colonized peoples through mental emancipation. Fanon’s ideas influenced Biko’s development of the Black Consciousness philosophy.

Formation of the Black Consciousness Movement

In 1968, Biko co-founded the South African Students’ Organisation (SASO) with other like-minded black students. SASO aimed to provide a platform for black students to challenge apartheid and create a sense of unity among them. The organization became the backbone of the Black Consciousness Movement, which sought to empower black South Africans by encouraging them to embrace their identity and value their cultural heritage. By fostering a strong sense of self-worth, the BCM aimed to break down the psychological barriers imposed by apartheid.

Philosophy and Goals

Central to the Black Consciousness Movement was the idea that black South Africans needed to liberate themselves from the mental chains of apartheid. The movement emphasized the importance of self-reliance and self-determination, rejecting the notion that white people were necessary for the liberation of black South Africans. Instead, Biko and the BCM insisted that black people could achieve freedom by developing their own solutions to the problems caused by apartheid.

Biko often spoke about the need to redefine “blackness” as a positive identity, fostering pride and unity among black South Africans. He also believed that social, political, and economic empowerment were essential for the liberation of black people, and that these goals could be achieved through community-based projects and initiatives.

Arrest, Death, and Legacy

The South African government saw Steve Biko and the Black Consciousness Movement as a significant threat to the apartheid regime. In 1973, Biko was banned from participating in political activities and confined to the Eastern Cape. Despite these restrictions, he continued to work clandestinely to advance the goals of the movement.

In August 1977, Biko was arrested, and on September 12, he died from a brain injury sustained while in police custody. His death sparked international outrage and galvanized the anti-apartheid movement, drawing global attention to the brutalities of the apartheid regime.

Today, Steve Biko is remembered as a martyr and a symbol of resistance against racial oppression. The Black Consciousness Movement played a crucial role in the fight against apartheid by empowering black South Africans to take control of their destiny. Biko’s ideas continue to inspire generations of activists worldwide, who strive for social justice and the eradication of racial inequality.

How Essays are Assessed in Grade 12

The essay will be assessed holistically (globally). This approach requires the teacher to score the overall product as a whole, without scoring the component parts separately. This approach encourages the learner to offer an individual opinion by using selected factual evidence to support an argument. The learner will not be required to simply regurgitate ‘facts’ in order to achieve a high mark. This approach discourages learners from preparing ‘model’ answers and reproducing them without taking into account the specific requirements of the question. Holistic marking of the essay credits learners’ opinions supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following:

• The construction of an argument
• The appropriate selection of factual evidence to support such an argument
• The learner’s interpretation of the question.

Steve Biko: Black Consciousness Movement Grade 12 Essay s Topics

Topic: the challenge of black consciousness to the apartheid state.

Introduction

K ey Definitions

• Civil protest : Opposition (usually against the current government’s policy) by ordinary citizens of a country
• Uprising : Mass action against government policy
• Bantu Homelands : Regions identified under the apartheid system as so-called homelands for different cultural and linguistic groups.
• Prohibition : order by which something may not be done; prohibit; declared illegal
• Resistance : When an individual or group of people work together against specific domination
• Exile : When someone is banished from their country

(Background)

• “South Africa as an apartheid state in 1970 to 1980
• 1978 PW Botha and launched his “Total Strategy”
• There were limited powers granted to the Colored, Indians and black township councils to ensure economic and political white supremacy
• Despite these reforms, Africans still did not gain any political rights outside their homelands
• Government’s response to violence against government reform policies – the declaration of a state of emergency in 1985:
• Banishment of the ANC and PAC to Sharpeville in 1960 – Underground Organizations
• Leaders of the Liberation Movements were in prisons or in exile
• New legislation – Terrorism Act – increases apartheid government’s power to suppress political opposition •Detention without trial – leads to the deaths of many activists
• Torture of activists in custody
• Increasing militarization within the country
• Bantu education ensures a low-paid labour force •Apartheid regime had total control
• In the late 1960s there was a new kind of resistance – The Black Consciousness Movement

( Nature and Objectives of Black Consciousness )

• In the late 1970s, a new generation of black students began to organize resistance
• Many were students at “forest college” established under the Bantu education system for black students such as the University of Zululand and the University of the North
• They accepted the Black Consciousness philosophy
• The term “black” was a direct dispute with the apartheid term “non-white”.
• “Black people” were all who were oppressed by apartheid – including Indians and coloured people

Black Consciousness Movement Grade 12 Questions

Question 1: how did the ideas of the black consciousness movement challenge the apartheid regime in the 1970.

How to answer and get good marks?

• Learners must use relevant evidence e.g. Uses relevant evidence that shows a thorough understanding of how the ideas of Black Consciousness challenged the apartheid regime in the 1970s .
• Learners must also use evidence very effectively in an organised paragraph that shows an understanding of the topic

When you answer, you should not ignore the following key facts where applicable:

• Black Consciousness wanted black South Africans to do things for themselves
• Black Consciousness wanted black South Africans to act independently of other races x Self-reliance promoted self-pride among black South Africans

SASO references can also be applicable (if sources are presented)

• SASO was formed to propagate the ideas of Black Consciousness
• To safeguard and promote the interests of black South Africans students
• SASO was based on the philosophy of Black Consciousness
• SASO was associated with Steve Biko
• SASO encouraged black South Africans students to be self-assertive

Question 2: How did the truth and reconciliation commision assist South Africa to come in terms with the past?

• To ensure healing and reconciliation among victims and perpetrators of political violence through confession
• The TRC encouraged the truth to be told
• Hoped to bring about forgiveness through healing
• To bring about ‘Reconciliation and National Unity’ among all South Africans
• Any other relevant response.

Download Black Consciousness Movement Grade 12 Essay Guide (Question and Answers) on pdf format

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https://artsandculture.google.com/exhibit/steve-biko-the-black-consciousness-movement-steve-biko-foundation/AQp2i2l5?hl=en

https://www.britannica.com/topic/Black-Consciousness-movement