black panther party essay grade 12

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

• International
• Schools directory
• Resources 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:

• Skip to main content
• Keyboard shortcuts for audio player

• LISTEN & FOLLOW
• Apple Podcasts
• Google Podcasts
• Amazon Music

Your support helps make our show possible and unlocks access to our sponsor-free feed.

How Stokely Carmichael and the Black Panthers changed the civil rights movement

Terry Gross

Stokely Carmichael, shown here in 1967, helped popularize the term "Black Power!" in 1966. AFP via Getty Images hide caption

Stokely Carmichael, shown here in 1967, helped popularize the term "Black Power!" in 1966.

Journalist Mark Whitaker says that much of what's happening in American race relations today traces back to 1966, the year when the Black Panthers were founded and the Black Power movement took full form. It's also the year when when Stokely Carmichael replaced John Lewis as chair of the Student Nonviolent Coordinating Committee (SNCC), and challenged the tactic of non-violence.

Whitaker examines the pivotal year in his new book, Saying It Loud: 1966 — The Year Black Power Challenged the Civil Rights Movement. Whitaker notes that for years the rallying cry of the civil rights movement had been "Freedom now!" But, he says, on June 16, 1966, Carmichael ushered in a new call to arms — "Black Power!" — during a rally in Greenwood, Miss.

"The next day [the chant] gets reported by the Associated Press," Whitaker says. "The story gets picked up in 200 newspapers around the country, and all of a sudden, everybody's talking about Black Power."

Whitaker writes that it wasn't just the language of the civil rights movement that changed in 1966. There was also an "awakening of Black consciousness on a cultural level," he says. "It was really the year when Afros took off, when people started wearing dashikis, where a lot of young Blacks said, 'We don't want to be called Negroes anymore.'"

There was also a notable shift away from integration, Whitaker says. Carmichael advocated for Black people to create their own political party and to elect their own officials. As the leader of the SNCC, he expelled the group's white members, leading to a drop in the group's fundraising and political clout. All of this, Whitaker says, laid the foundation for the modern conservative movement — including the election of Ronald Reagan as governor of California in 1966 and George Wallace 's presidential run in 1968.

"A big lesson of 1966 is, beware of the potential backlash," Whitaker says. "I was writing this book in 2020 in the midst of all the marches that summer . ... I see what happened in 1966 and what happened in 1966 tells me that there is going to be hell to pay. There's going to be a big backlash to what looks like all this progress in 2020. And sure enough, that's what we're living with right now."

Whitaker is the first African American to lead a national news magazine as editor of Newsweek . His previous books include Smoketown , My Long Trip Home and the 2014 biography Cosby , which was later widely criticized for not addressing multiple allegations that superstar comic Bill Cosby had drugged and sexually assaulted women. Whitaker has since acknowledged that it was a mistake to omit the allegations from his book, tweeting , "I was wrong to not deal with the sexual assault charges against Cosby and pursue them more aggressively."

Interview highlights

On Stokely Carmichael's approach to the civil rights movement

What Stokely realized, particularly after the passage of the Voting Rights Act in 1965 , was that just registering Blacks in the South to vote really wasn't going to get them that far, as difficult as that was. Why? Because those states were completely controlled by segregationist Democrats, the most famous of which we all know was George Wallace, who was the governor of Alabama. So, Stokely's position was, why should we register all of these Black folks to vote just to have to turn around and vote for white supremacists? So what he wanted to do was to organize, and what he started in Lowndes County, Alabama, in '65 and '66, was organizing Blacks to form their own political party. They could elect their own officials. ...

In terms of integration, what Stokely was saying about the South (vis à vis poor Blacks) and then later the Panthers were saying, even in the North (vis à vis urban Blacks in places like Oakland) ... was that actually white people were not interested in integrating with poor Blacks in the South or in the North. That integration was sort of a project by middle-class Blacks for middle-class white people who might be willing to live side by side with their kind, with the Black middle class, but not necessarily with the Black poor and the Black underclass in the North.

On the tension within the civil rights movement caused by the different approaches its leaders took

The press portrayed Carmichael as [Martin Luther] King's nemesis. But in fact, on a personal level, they got along quite well. Stokely had a lot of respect for Dr. King. Dr. King didn't agree necessarily with all of Stokely's rhetoric, but he admired the fact that he was an activist who had put his life on the line and going out to organize in the South. But there were both sort of differences that had to do with tactics and strategy, but also with background. So one of the things that was different about the Black Power leaders was some of them had come out of the South, but a lot of them came out of the North. So they were the children of the Great Migration. Their parents and grandparents had come north from the South. They had had educational opportunities that Blacks in the South didn't necessarily have. Carmichael himself had gone to Howard University and before that to the Bronx High School of Science in New York, an elite high school. And they just didn't have the sort of tradition of deference, frankly, that the older generation in the South had. They were less rooted in the church than the previous civil rights generation. So they just sort of had a different attitude. They were impatient. They had seen their parents' dreams dashed when they came north in the Great Migration.

A newly registered voter fills out a sample ballot for sheriff in Lowndes County. The ballot has the logo of the Black Panther Party formed by Stokely Carmichael of SNCC. Flip Schulke Archives/Corbis via Getty Images/Simon & Schuster hide caption

A newly registered voter fills out a sample ballot for sheriff in Lowndes County. The ballot has the logo of the Black Panther Party formed by Stokely Carmichael of SNCC.

On John Lewis' ouster from from SNCC in 1966

After Selma, he was famous and he used that fame to go around the country and also overseas to raise money for SNCC. So that was good for SNCC's coffers, but it actually distanced him from a lot of the SNCC membership. And so he got out of touch with this increasingly militant mood that was taking shape in 1966. And that spring there was one of these periodic retreats that SNCC would have the entire membership ... discuss strategy, but they would also elect officers for the next year. And Lewis had been in Europe, giving speeches, raising money. He arrives badly jetlagged to this retreat at a religious camp outside of Nashville, expecting that he's going to be reelected. But a lot of the rank and file SNCC members at that point were upset with him for being too distant, too preoccupied with all of this travel, but also with still being too close to King, but actually, I think the issue was much more with LBJ. .. And this time Stokely wins. It crushed John Lewis. ... This had been his identity. He grew up as a poor sharecropper for his young life. ... We remember him now as the sainted congressman and beloved national figure. But that experience just completely crushed him. And it took a long time for him to recover.

On what Carmichael's leadership meant for SNCC

I think it had two effects: One was on the way that SNCC was perceived by the outside world, particularly the white world. John Lewis was someone who was deeply respected by white journalists by people who gave money to SNCC. And once they learned that he had been removed, very precipitously, unexpectedly, it immediately sort of cast a shadow over the people who had ousted him. In other words, Stokely Carmichael and the new leadership group. They were immediately suspect in the eyes of a lot of people who supported John Lewis.

But the other effect was internal. John Lewis had always stood for the principle of SNCC being open to white membership. He had a lot of very close friends among some of the original white members of SNCC. And so that to the degree that, as 1966 progressed and the whole issue of white participation loomed larger and larger, and it eventually led by the end of the year to the expulsion of the last remaining white members of SNCC, I think if John Lewis had been there, he would have fought that very aggressively. And once he was gone, the door was more and more open to that happening.

On the origins of the Black Panthers' militarism

In Watts, after the the Watts riots of 1965 in Los Angeles, there had been a group of local Black activists who had decided that they were going to ride around just looking out for situations where police, white police were interacting with the local Black population and just stand at a remove where the police could see them, but where they weren't trying to interfere, but just to make their presence known. Like, "We're watching this. So if anything gets out of hand, if the police in any way abuse their authority, we will be witnesses."

Movie Interviews

'policing the police': how the black panthers got their start.

And up in the Bay Area, in Oakland, Huey Newton and Bobby Seale, who were in a community college there at that point, they're following all of this and Huey Newton ... becomes aware that in California at the time, there were open carry gun laws. In other words, it was perfectly legal to carry arms in public as long as you could see them. And so his idea was that he was going to take what was going on in Watts a step further and form a community patrol, but with guns, so that he and Bobby Seale and others would ride around as keeping their eye on the local Oakland police. But as they were standing across the street or wherever they were, they would also be holding guns. It was not, in their mind, initially the idea that they were going to confront the police or enter into gunfights with them, but just let them know, "Hey, we're here and we have an eye on you."

On the legacy of the Black Panthers

I think that when people think of the Panthers today, they have an immediate visual image of Newton and Seale and others, they've grown out their hair and afros. They're wearing these cool berets and leather jackets and so forth. ... A big part of their appeal is they just looked very cool, at least to a lot of young Blacks in those days, and still today. And so they stood for a political project, but also an expression of Black identity, vis à vis the way they dressed and the way they looked and the way they spoke. And I think because in some ways that has been the more enduring legacy of Black Power, the cultural part of it, I think people just think like, "God, the Panthers were so cool." And they were cool in some ways. But I think because they're romanticized in that way. I think people have not really focused and studied enough about the lessons of what they tried to achieve politically. I think this is an object lesson for the Black Lives Matter movement: [The Black Panthers] were correct in a lot of their original analysis, certainly about issues with the police. We are still living with that very much almost on a monthly basis here in this country, tragically, also about the limits of integration. They just took the way in which they dealt with it to an extreme that ultimately just became self-defeating.

Audio interview produced and edited by: Sam Briger and Susan Nyakundi

Audio interview adapted to NPR.org by: Bridget Bentz, Molly Seavy-Nesper and Meghan Sullivan

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

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.

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.

Table of Contents

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

Black Power Movement in America Essay (Critical Writing)

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.

• 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/.

• Red Rooster’s Brand Value Chain
• Rhetoric of Social Movements. The Black Panthers
• The "True Grit" Novel by Charles Portis
• Huey Long Biography: Main Issues
• Racial Identity and the Historical Experiences of the Black Panthers in the USA
• Male Gender Expression in Middle School
• Black Panther Party Movement
• 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

Vernon E. Jordan Law Library

A brief history of civil rights in the united states: the black panther party.

• Get Involved
• Jim Crow Era
• Martin Luther King, Jr. and Non-Violent Demonstrations

The Black Panther Party

• Desegregation
• Civil Rights Acts (1964, 1968)
• 1965 Voting Rights Act
• The War on Drugs and Mass Incarceration
• The Obama Administration
• The Black Lives Matter Movement
• Women and the Vote
• Women's Reproductive Rights
• The Equal Rights Amendment
• Feminism and Intersectionality
• The Womanist Movement
• The Stonewall Riots
• Harvey Milk
• National March on Washington for Lesbian and Gay Rights
• The HIV/AIDS Epidemic
• The 1990s, "Don't Ask, Don't Tell," and DOMA
• Lawrence v. Texas
• Proposition 8
• Obergefell v. Hodges
• Transgender Rights in the United States
• Disability Rights in the 1960s and 70s
• The Equal Education Movement
• Americans with Disabilities Act of 1990
• ADA Amendments Act of 2008
• Genetic Information Nondiscrimination Act
• Historical Overview - Immigration
• Historical Actions Against Immigrants
• Citizenship and Deportation
• Rights of Immigrants
• DACA and the DREAM Act
• Refugees in the United States
• Indigenous Peoples Prior to 1492
• The Treaty Era (1778 - 1820)
• The Removal Era (1820 - 1850)
• The Reservation Era (1850 - 1887)
• The Allotment and Assimilation Era (1887 - 1934)
• The Self-Government Era (1934 - 1953)
• The Termination Era (1953 - 1968)
• The Self-Determination Era (1968 - Present)

Huey P. Newton and Bobby Seale established The Black Panther Party (BPP) in Oakland, California in 1966. The organization––originally named the Black Panther Party for Self-Defense––first established neighborhood patrols and protected residents from police brutality. However, the black revolutionary party ultimately evolved into a Marxist revolutionary group that fought for African American weapon rights, exemption from “white American” sanctions, and financial compensation for years of racial exploitation. In addition to fighting for political and economic equality, the BPP became well known for providing access to medical clinics and free breakfasts for children.

At the organization’s peak in the late 1960’s, it had chapters in several major American cities. Out of the party’s 2,000+ members, some of the most renowned include the sole female chairman, Elaine Brown, as well as the notable leaders, Fred Hampton, Angela Davis, and Eldridge Cleaver.

From the beginning, the FBI considered the Black Panthers an enemy of the U.S. government. In their efforts to dismantle the party, the counterintelligence program, COINTELPRO, used a combination of sabotage and misinformation. The campaign against the BPP reached its climax in December 1969, when a Chicago police raid resulted in Hampton’s death. The FBI actions taken during this raid and a subsequent five-hour shoot-out at the BPP Southern California headquarters resulted in the agency‘s public apology for wrongful use of power. Hampton’s death, in particular, increased the resistance to the FBI efforts to demolish the party.

The influence of the Black Panther Party's campaign for civil rights continues to resonate with current social movements including Black Lives Matter.

Notable Supreme Court Cases:

• Brazburg v. Hayes (1972)    This case invalidated the use of the First Amendment as a defense for reporters summoned to testify before a grand jury after a reporter  claimed he had the privilege to protect confidential informants and their information when we photographed the Black Panther Party Headquarters in anticipation of a police raid. 
• Hanrahan et. al. v.  Hampton et. al. (1980)  -   This case arose when surviving members of the Black Panther party filed actions against 28 state and federal law enforcement officials who were involved in   a  1969  Chicago police raid that killed two people. Because the respondents  were not considered "prevailing parties," congress ultimately held they were ineligible for  fees  pendente  lite .

Circuit and District Court Cases:

• Black Panther Party v.  Keho e  (1974)  -  this decision ruled complaints filed with collection are exempt from mandatory public viewing requests.
• Black Panther Party v. Smith (1981) - i n this case, Huey P. Newton and other BPP members sued the US and various government officials for unlawful conspiracy to destroy the BPP. The case was ultimately dismissed on the grounds the BPP had unjustifiably claimed a First Amendment privilege in their refusal to provide confidential information in response to interrogatories. 

Selected Library Resources:

• Curtis Austin,  Up Against the Wall: Violence in the Making and Unmaking of the Black Panther Party,  available as an  eBook (2006)  through Howard Libraries.
• Carson Clayborne, The Black Panthers Speak,  E185.615 .F58 2002
• Samuel Joseph,  Whose Revolution is This?: Gender's Divisive Role in The Black Panther Party, HeinOnline  (for HUSL commun ity members only, require s HUSL credentials to access) 
• Gun-barrel politics: The Black Panther Party, 1966-1971. Ninety-Second Congressional Report,  M332.4 Un3
• Husain Lateef and David Androff,  "Children Can't Learn on an Empty Stomach:" The Black Panthers' Free Breakfast Program , HeinOnline  (for HUSL commun ity members only, require s HUSL credentials to access) 
• Jama Lazerow and Yohuru R. Williams, In Search of the Black Panther Party: new perspectives on a revolutionary movement,  E185.615 I453 2006 
• Robyn Spencer, The Revolution has Come: Black power, gender, and the Black Panther Party in Oakland, available as an  eBook (2016)  through Howard Libraries 
• Dr. Huey P. Newton and David Hilliard,  Black Panther Party: Service to the People Programs, HV3185 .O35 B55 2008 or  Online Database Access  (for HU community members only, requires HU credentials to access) 
• Charles E. Jones,  The Black Panther party (reconsidered),  E185.615 199
• << Previous: Martin Luther King, Jr. and Non-Violent Demonstrations
• Next: Desegregation >>
• Last Updated: Jan 6, 2023 12:25 PM
• URL: https://library.law.howard.edu/civilrightshistory

• South Africa
• Grade 12 Free Learning Resources
• History Grade 12 Notes and Past Exam Papers for Revision

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

Independent Africa comparative case study: the Congo and Tanzania Essay

History grade 12 2021 june past papers and memos for download, related posts, find history grade 12 september 2023 trial exam question papers and memos: pdf download.

History Grade 12 November 2021 Final NSC Exams question papers and memorandums

History Grade 12 May – June Mid Year Exams 2021 previous Papers for downloads

List of History Grade 12 September 2020 Past Papers and Memos

Questions and answers based on bantu education act for revision, leave your thought here cancel reply.

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Latest Posts

Hospitality Studies Grade 12 June Question Papers and Memos pdf Download

Visual arts grade 12 june 2023 question papers and memos pdf download, dramatic arts grade 12 june 2023 question papers and memos pdf download, setswana home language grade 12 june 2023 question papers and memos pdf download, tourism studies grade 12 june 2023 question papers and memos pdf download, electrical technology grade 12 june 2023 question papers and memos pdf download, engineering graphics and designs grade 12 june 2023 question papers and memos pdf download, english home language grade 12 june 2023 question papers and memos pdf download, civil technology grade 12 june 2023 question papers and memos pdf download, siswati home language grade 12 june 2023 question papers and memos pdf download.

More Learning Resources @ My Courses

• Availability
• Add to cart
• Description
• Additional information
• Custom attributes
• Custom fields

• Grade 12 Learning Resources Study Notes and Previous Papers
• Grade 11 Learning Resources
• Grade 10 Learning Resources
• IGCSE Syllabus
• Latest Updates

Insert/edit link

Enter the destination URL

Or link to existing content

HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS MAY/JUNE 2019

HISTORY PAPER 1 GRADE 2 NATIONAL SENIOR CERTIFICATE EXAMINATIONS MEMORANDUM MAY/JUNE2019

1. SOURCE BASED QUESTIONS 1.1 The following cognitive levels were used to develop source-based questions:

1.2 The following information below indicates how to source-based questions are assessed:

1.3 Assessment procedures for source-based questions

• Use a tick (✓) for each correct answer.
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons and is given two marks each (✓✓✓✓); (1 x 2) which translates to one reason and is given two marks (✓✓).
• If a question carries 4 marks then indicate by placing 4 ticks (✓✓✓✓).

Paragraph question Paragraphs are to be assessed globally (holistically). Both the content and structure of the paragraph must be taken into account when awarding a mark. The following steps must be used when assessing a response to a paragraph question:

• Read the paragraph and place a bullet (.) at each point within the text where the candidate has used relevant evidence to address the question.
• Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph.

At the end of the paragraph indicate the ticks (√) that the candidate has been awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the holistic rubric and a brief comment e.g. ___________ . __________________________ . _________________________ _____________________________________________ . _________________ √√√√√ Level 2 Used mostly relevant evidence to write a basic paragraph

• Count all the ticks for the source-based question and then write the mark on the bottom margin to the right, e.g. 32                                                                                                                                                                                   50
• Ensure that the total mark is transferred accurately to the front/back cover of the answer script.

2. ESSAY QUESTIONS 2.1 The essay questions require candidates to:

• Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion.

2.2 Marking of essays questions

2.3 Global assessment of the essay 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 learners 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’ opinion supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following:

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

2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing essays. 2.4.2 During the first reading of the extended writing, ticks need to be awarded for a relevant introduction (indicated by a bullet in memorandum) each of the main points/aspects that is properly contextualised (also indicated by bullets in the memorandum) and a relevant conclusion (indicated by a bullet in the memorandum) e.g. in an answer where there are 5 main points there will be 7 ticks. 2.4.3 The following additional symbols can also be used:

• Introduction, main aspects and conclusion not properly contextualised ^
• Wrong statement                                           
• Repetition R
• Analysis A√
• Interpretation I√

2.5 The Matrix 2.5.1 Use of analytical matrix in the marking of essay In the marking of essays, with reference to page 5, the given criteria shown in the matrix should be used. In assessing the extended writing note should be taken of both the content and presentation. At the point of intersection of the content and presentation based on the seven competency levels, a mark should be awarded.

MARKING MATRIX FOR ESSAY: TOTAL MARKS: 50

SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE UNITED STATES OF AMERICA AND THE SOVIET UNION USE BRINKMANSHIP TO RESOLVE THE CUBAN MISSILE CRISIS? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1]

• 'General Taylor' or 'Dean Acheson' (any 1 x 1) (1)
• 'Adlai Stevenson' (1 x 1) (1)

1.1.2 [Interpretation of information from Source 1A – L2]

• The conservatives/hawks (Taylor and Acheson) preferred to go to war to resolve the dispute regarding the deployment of Soviet missiles to Cuba
• The liberals/doves (Stevenson) wanted to resolve the dispute regarding the deployment of Soviet missiles through dialogue
• Any other relevant response (2 x 2) (4)

1.1.3 [Extraction of evidence from Source 1A – L1]

• 'that it would have brought death to thousands of Cuban civilians and to thousands of US military personnel'
• 'such attacks ran the risk of triggering the launch of nuclear weapons'
• 'surprise attack would erode if not destroy the moral positions of the US throughout the world' (any 2 x 1) (2)

1.1.4 [Interpretation of information from Source 1A – L2] The hawks:

• Saw the blockade as a weaker option
• Wanted a military airstrike on Cuba
• Wanted the sovereignty of Cuba to be respected
• Respected the principles of democracy and freedom of association
• Wanted to prevent a nuclear war/a ‘hot war’
• Any other relevant response (any 2 x 2) (4)

1.2 1.2.1 [Interpretation of information from Source 1B – L2]

• Highlights that Soviet ships carrying military armaments would not be allowed to enter Cuba/ by imposing a blockade
• Any other relevant response (1 x 2) (2)
• The Soviet ships that intended entering Cuba would be searched and if they refused would be sunk by the US military ships
• The USA was determined to stop communist expansion in Latin America
• Any other relevant response (1 x 2 ) (2)

1.2.2 [Interpretation of evidence from Source 1B – L2]

• To inform the American public about the action that President Kennedy's government intended taking against the Soviet Union
• To win the support of the American public in its ideological war against communism
• To demonstrate the fearlessness of the US government against the Soviet Union's aggression

1.3 1.3.1 [Definition of a historical concept from Source 1C – L1]

• The imposition of a blockade on all Soviet ships that were carrying military equipment to Cuba
• To prevent/stop/ any Soviet ships carrying missiles from entering Cuba
• Any other relevant response (any 1 x 2) (2)

1.3.2 [Extraction of evidence from Source 1C – L1] 'Violation of freedom of navigation in international waters and air space' (1 x 2) (2) 1.3.3 [Extraction of evidence from Source 1C – L1]

• To observe strictly the generally accepted standards of navigation in international waters'
• 'Not to retreat one step from them' (2 x 1) (2)

1.3.4 [Ascertain the usefulness of evidence in Source 1C – L3] The source is USEFUL because:

It is a letter and contains first-hand information of what transpired

The letter was written on 24 October 1962, which was day 9 of the 13 days of the Cuban Missile Crisis

It gives insight/information into President Khrushchev's view about the US blockade

1.4 1.4.1 [Extraction of evidence from Source 1D – L1]

• 'Soviet ships would not turn back'
• 'He would have his submarines sink American ships' (2 x 1) (2)

1.4.2 [Extraction of evidence from Source 1D – L1]

• 'surveillance planes' (2 x 1) (2)

1.4.3 [Interpretation of evidence from Source 1D – L2] The Soviet ships changed course:

• To avoid open confrontation with the USA
• To avert a military crisis with the USA
• Because Khrushchev might have instructed Soviet officials not to force their way through the quarantine line

1.5 [Comparison of evidence in Source 1C and Source 1D –L3]

• Source 1C shows Khrushchev's determination not to take orders from the USA while Source 1D highlights how the Soviet government gave in to the demands of the USA
• In Source 1C Khrushchev indicated that he did not recognise the imposition of the US quarantine of the Soviet ships while Source 1D states that the Soviet Union recognised the quarantine line by turning its ships away
• Source 1C states that the Soviet government did not instruct the captains of the Soviet ships bound for Cuba to listen to American orders while Source 1D refers to Soviet ships changing their course (turning back) to avoid the quarantine line

1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response:

• ExComm recommended the imposition of a naval blockade of Soviet ships that intended entering Cuba (Source 1A)
• The USA preferred to use the blockade as a strategy to avoid direct confrontation with the Soviet Union (own knowledge)
• The American media used threatening language to scare the Soviet Union from entering Cuba (Source 1B)
• The imposition of a naval blockade and the strong language that was used by the US in the media were strategies of brinkmanship to force the Soviet Union to withdraw from Cuba (Sources 1A and 1B)
• President Kennedy addressed the media on the USA's strategies regarding the deployment of missiles to Cuba (own knowledge)
• The Soviet Union leader, Nikita Khrushchev, used strong language to reject and defy the imposition of a US blockade on Soviet ships (Source 1C)
• Khrushchev considered the blockade as an act of aggression that would lead to a nuclear-missile war (Source 1C)
• The Soviet government instructed the captains of Soviet vessels to observe the generally accepted standards of navigation in international waters (not to retreat) (Source 1C)
• Khrushchev threatened the USA if it imposed a blockade/quarantine (Source 1C)
• Khrushchev threatened that Soviet submarines will sink American ships if they interfered with Soviet vessels on their way to Cuba (Source 1D)
• Khrushchev's instruction to Soviet ships was to change their course to ease the tension (brinkmanship) (Source 1D)
• Secret negotiations for the removal of USA missiles from Turkey (own knowledge)
• Setting up a ‘hotline’ to avoid further conflict between the USA and the USSR (own knowledge)
• Any other relevant response

Use the following rubric to allocate a mark:

(8) [50] QUESTION 2: WHAT WERE THE DIFFERING VIEWS REGARDING THE OUTCOME OF THE BATTLE OF CUITO CUANAVALE? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1]

• 'General Konstantin'
• 'Fidel Castro' (2 x 1) (2)

2.1.2 [Interpretation of evidence from Source 2A – L2]

• Cuba had to be convinced to participate in the Angolan war to ensure that communism was entrenched/spread in Southern Africa
• The Soviet Union had to coerce (force) Cuba to assist Africa with the installation of communist led governments

2.1.3 [Interpretation of evidence from Source 2A – L2]

• He was afraid of the financial implication that the war would have on Cuba
• Cuba would suffer huge casualties/loss which would affect Castro's status
• Cuba's attempt at internationalism was to uplift the standard of living of people and not to engage in war and conflict

2.1.4 [Extraction of evidence from Source 2A – L1]

• 'Reinforcing Cuito'
• 'Pressuring South African bases' (2 x 1) (2)

2.2 2.2.1 [Extraction of evidence from Source 2B – L1]

• 'Angolan Minister of Defence'
• 'Other official Angolan sources'
• 'Cuban sources' (3 x 1) (3)

2.2.2 [Explanation of a historical concept from Source 2B - L1)

• The spreading of false/inaccurate information or ideas to deliberately influence people's opinion, i.e. Cuba, South Africa or Angola claimed they were victorious after the Battle of Cuito Cuanavale

2.2.3 [Extraction of evidence from Source 2B – L1]

• 'Cuba/Cubans'
• 'Angola/Angolans' (2 x 1) (2)

2.2.4 [Interpretation of evidence from Source 2B – L2] SAMVOUSA:

• Members considered the SADF as invincible and superior to the Cuban and MPLA forces
• Members fought in the Battle of Cuito Cuanavale and did not accept that the South African Defence Force (SADF) had lost the war
• Disliked communism and were not prepared to concede defeat

2.3 2.3.1 [Interpretation of evidence from Source 2C – L2]

• MPLA soldiers celebrated being victorious at the Battle of Cuito Cuanavale
• Combined forces from MPLA, Cuban and Soviet soldiers were able to capture a South African military tank
• Shows that the South African Defence Force was defeated at the Battle of Cuito Cuanavale
• Shows that the South African Defence Force had abandoned its military tanks in Angola because it was defeated

2.3.2 [Ascertain the usefulness of evidence in Source 2C – L3] Candidates can choose either USEFUL or NOT USEFUL and substantiate their response with relevant evidence The source is USEFUL because it:

• Depicts MPLA soldiers celebrating their victory at the Battle of Cuito Cuanavale
• Gives photographic evidence of a military tank that was captured by the MPLA
• Shows a captured South African military tank
• The source is NOT USEFUL because:
• The photographer is not known
• The date when the photograph was taken is not indicated
• It could be used for propaganda purposes
• There is no evidence to show that it was a South African tank

2.4 2.4.1 [Extraction of evidence from Source 2D – L1] '30th anniversary of the Battle of Cuito Cuanavale' (1 x 1) (1) 2.4.2 [Interpretation of evidence from Source 2D – L2]

• The victory of the MPLA/Cuban forces prevented the installation of a puppet/ UNITA government in Angola
• The victory of the MPLA/Cuban forces contributed to the liberation of Namibia and South Africa
• The victory of the MPLA/Cuban forces paved way for negotiations in South Africa
• The victory of the MPLA/Cuban forces destroyed the myth that the SADF was invincible and indestructible in Africa

2.4.3 [Extraction of evidence from Source 2D – L1]

• 'Cuito Cuanavale marks the turn in the struggle to liberate the continent and our country from apartheid'
• 'The defeat of the racist army in Cuito Cuanavale allowed the people of Namibia to finally reach their liberation'
• 'Defeat of apartheid served as an inspiration for the fighting people of South Africa' (any 2 x 1) (2)

2.5 [Comparison of evidence in Sources 2C and 2D – L3]

• Source 2C shows evidence that the SADF was defeated in Cuito Cuanavale and in Source 2D Nelson Mandela states that the apartheid army was defeated Cuito Cuanavale.
• Source 2C shows visual evidence of MPLA troops standing on a captured SADF military tank and in Source 2D Nelson Mandela states that the Angolan and Cuban troops were victorious at the Battle of Cuito Cuanavale.

2.6 [Interpretation, analysis and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response:

• SADF, ANC and Cuba presented different views on the outcome of the Battle of Cuito Cuanavale (own knowledge)
• The eventual outcome of the Battle of Cuito Cuanavale showed that the Commander in Chief of Cuban forces, Fidel Castro, was a capable military leader (Source 2A)
• SAMVOUSA's view was that the SADF won the Battle of Cuito Cuanavale (Source 2B)
• According to SAMVOUSA the Cubans used propaganda to claim that the battle was a 'heroic battle' but the reality of who won the war eventually emerged (Source 2B)
• According to SAMVOUSA the MPLA and Cubans lost the war because they wanted peace at all costs (Source 2B)
• SAMVOUSA claimed that the Cubans requested that they be allowed to withdraw from Angola to conceal their defeat (Source 2B)
• The SADF were the real victors, according to SAMVOUSA (Source 2B)
• MPLA soldiers seen celebrating the victory at the Battle of Cuito Cuanavale, on a captured South African military tank, shows that MPLA and Cubans had won (Source 2C)
• South Africans abandoned their military tanks and left Angola because they were defeated (own knowledge)
• The ANC viewed the Battle of Cuito Cuanavale as having been won by the MPLA and Cuban forces (own knowledge)
• Nelson Mandela praised Cuba for assisting Angola in defeating SADF (Source 2D)
• Victory by the MPLA and Cuban troops marked a turning point in the history of Angola (Source 2D)

(8) [50] QUESTION 3: HOW SUCCESSFUL WAS THE BLACK PANTHER PARTY IN MOBILISING AFRICAN AMERICANS IN THE 1960s? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1] 'Police brutality' (1 x 1) (1) 3.1.2 [Explanation of a historical concept from Source 3A – L1] A philosophy that:

• Promoted black-pride, self-determination and social equality through the creation of political and cultural institutions among African Americans
• Promoted culture, identity and self-reliance among African Americans
• Wanted African Americans to work together and establish community based programmes to improve the socio-economic conditions among African Americans
• Any relevant response (any 1 x 2) (2)

3.1.3 [Extraction of evidence from Source 3A – L1]

• 'Martin Luther King Jnr'
• 'Malcolm X' (2 x 1) (2)

3.1.4 [Interpretation of evidence in Source 3A – L2]

• It did not deal with the complaints that African Americans presented regarding the brutality they experienced at the hands of white policemen
• It did not care for the welfare of African Americans
• The City Council was more concerned about the needs of white Americans rather than African Americans
• Any relevant response (any 2 x 2) (4)

3.2 3.2.1 [Extraction of evidence from Source 3B – L1] 'A decent education for our people, that teaches us our true history and our role in the present-day society' (1 x 2) (2) 3.2.2 [Interpretation of evidence in Source 3B – L2]

• Many members of the Black Panther Party/African Americans lost their lives/murdered
• The actions of the police violated the constitutional rights of African Americans
• The actions of white American police discriminated against African Americans
• Police only harassed African Americans by using extreme violence

3.2.3 [Extraction of evidence from Source 3B – L1] We want:

• 'Education'
• 'Peace and people's community control of modern technology' (any 4 x 1) (4)

3.2.4 [Interpretation of evidence in Source 3B – L2]

• It needed a policy that could guide it
• The Ten-Point plan served as an action plan for the Black Panther Party (BPP)
• It's members could strive to ensure that the plan was implemented effectively
• To highlight the demands/grievances of the BPP

3.3 [Comparison of evidence from Sources 3A and 3B– L3]

• Source 3A states that African American youth should organise themselves into a political and electoral movement and Source 3B states that African Americans wanted power to run their own communities
• Source 3A states that Huey and Searle studied black history and Source 3B states that African Americans should be taught their history and heritage
• Source 3A and 3B makes reference to the anti-poverty centre
• Both Sources 3A and 3B refer to the Black Panther Party's Ten-Point Plan
• Both Sources 3A and 3B refer to police brutality
• Any other relevant response (any 2 x 2 ) (4)

3.4 3.4.1 [Interpretation of evidence from Source 3C – L2]

• To show that members of the Black Panther Party challenged state authorities (California legislature)
• To highlight that the Black Panther Party was determined (not afraid) to fight for their constitutional rights and should be allowed to carry guns
• To show that the Black Panther Party were implementing the principles as outlined in the Ten-Point Plan
• To highlight that members of the Black Panther Party openly carried guns for self-defence

3.4.2 [Ascertain the usefulness of evidence in Source 3C – L3] The source is USEFUL because:

• It is a photograph and contains first-hand evidence
• It was taken in May 1967 when the Black Panther Party was popular
• It depicts members of the Black Panther Party protesting against the Gun Control Bill
• It shows members of the Black Panther Party fighting for their rights as enshrined in the constitution

3.5 3.5.1 [Extraction of evidence from Source 3D – L1]

• 'The success of the Panther's political activities'
• 'The success of community programmes'
• 'Their huge growth and influence and membership' (3 x 1) (3)

3.5.2 [Interpretation of evidence from Source 3D – L2] The FBI:

• Destroyed provisions that were to be used during the breakfast programmes
• Arrested, harassed, tortured and killed members of the Black Panther Party
• Infiltrated the Black Panther Party and wanted to portray them in a bad light
• Created internal divisions and encouraged rivalries among members of the Black Panther Party

3.5.3 [Interpretation of evidence from Source 3D – L2] Candidates can state whether they AGREE or DISAGREE and substantiate their response with relevant evidence AGREE Members of the Black Panther Party:

• Challenged authorities who regarded them as too radical
• Carried guns which might have scared ordinary Americans
• Monitored the police and their approach may have alienated them from other
• African Americans
• Used army uniforms which implied that they were militarised

DISAGREE Members of the Black Panther Party:

• Reacted vigorously to police brutality
• Defended African American communities against police harassment
• Realised that the approach that the Civil Rights Movement used was ineffective
• Forced authorities to respect the constitutional rights of African Americans

3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response:

• The Black Panther Party (BPP) was very successful in mobilising African American youth because it attended to their needs (Source 3A)
• The Ten-Point Plan was designed to attract more African Americans by appealing to their needs (Source 3B)
• The Black Panther's manifesto was based on socialist ideals and therefore appealed to many oppressed African Americans (own knowledge)
• The Black Panther demanded freedom, equality and social justice which served to attract African American youths (Source 3B)
• Legislative bodies throughout the USA was challenged by the BPP (Source 3C)
• Monitoring the police made the Black Panther popular among African American youth (own knowledge)
• Several branches of the Black Panther Party were established throughout America to conscientise African Americans about their rights (own knowledge)
• The BPP was successful in mobilising African Americans therefore the FBI used a variety of methods to discredit and destroy this organisation (Source 3D)
• The BPP used community-based programmes to conscientise African Americans to become self-sufficient (own knowledge)

(8) [50] SECTION B: ESSAY QUESTIONS QUESTION 4: CASE STUDY – CHINA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should critically discuss how the failure of the Great Leap Forward led to Mao Zedong introducing the Cultural Revolution to accelerate agricultural and industrial transformation in the People's Republic of China. MAIN ASPECTS Candidates could include the following aspects in their response:

• Introduction: Candidates should take a line of argument and indicate how the failure of the Great Leap Forward led to the introduction of the Cultural Revolution to transform the agricultural and industrial production in the People's Republic of China.

ELABORATION In critically discussing the statement, candidates could include the following points in their answer:

• Mao Zedong's implementation of the First Five year Plan/Hundred Flowers Campaign (Brief background only)

The Great Leap Forward:

• Mao Zedong's Second Five Year Plan (Great Leap Forward) that started in 1958
• Its objective was to increase agricultural and industrial production in China
• To end all forms of private enterprise
• Promoted the collectivisation of co-operatives into 'People's Communes'
• Dealt with resistance to collectivisation by forceful amalgamation of farms
• Propaganda used to increase agriculture and industrial production

Failures of the Great Leap Forward:

• Industries collapsed due to bad planning, poor support to peasants and corrupt local officials
• High taxation on farm products led to disgruntled peasants and decreased production
• Depended on unskilled labour (peasants) for industrial production rather than scientists and engineers. This led to a decrease in productivity in the industrial sector
• Workers had to work long hours to increase production
• Mao's effort to increase iron and steel production in 'backyard furnaces' led to inferior quality of iron and steel
• The economy collapsed in the People's Republic of China
• The Great Leap Forward was a dismal failure after 3 years of its implementation, also referred to as 'Three Bitter Years'
• Mao Zedong was unable to stop starvation of millions of people due to famine
• Mao resigned as President of China in 1959 but remained as Chairperson of the Chinese Communist Party
• In 1962 he handed over the responsibility of the economy to President Liu Shaoqi and General Secretary Deng Xiaoping and withdrew from the political scene

The Cultural Revolution:

• Mao launched the Cultural Revolution in 1966 to restore authority that was lost as a result of the failure of the Great Leap Forward
• Used the Communist Party to stamp the authority of the government
• Introduced the re-nationalisation of heavy industries
• Focused on the principle of establishing a classless society
• Established the Red Guards to deal with opponents of the Communist Party
• Used the Red Guards to change old habits and attitudes (Four Olds)
• Introduced the Little Red Book to change the mind-set of critics and promote communism
• Huge demonstrations were held in Tiananmen Square, Beijing and posters and pictures of Mao were put up everywhere
• The Little Red Book (contained Mao's philosophies about communism; all citizens expected to memorise principles of communism; a source of communist propaganda in China)
• To enforce communism schools, universities & colleges were closed and critics were dealt with accordingly
• It left a generation without formal education
• Eliminated key officials (Xiaoping & Liu Shaoqi) and became the sole leader of China in 1966
• Industry suffered and production stopped by 1968
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 5:  INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS In writing this essay, candidates should explain to what extent both Mobuto Sese Seko in the Congo and Julius Nyerere in Tanzania dealt with political and economic challenges that confronted their respective countries after attaining independence in the early 1960s. MAIN ASPECTS Candidates could include the following aspects in their response:

• Introduction: Candidates should highlight to what extent Mobuto Sese Seko and Julius Nyerere were able to deal with the political and economic challenges that confronted their respective countries after attaining independence in the early 1960s. They also need to compare how each leader responded to the challenges that confronted them. Candidates should also indicate how they would support their line of argument.

ELABORATION In responding to the question, candidates could include the following points in their answer: Political challenges: The Congo:

• Attained independence through democratic elections (the Congo (1960): J Kasavubu became President and P Lumumba became Prime Minister
• The Congo was highly fragmented along ethnic lines (colonial legacy) with leaders competing against each other
• The period after independence was characterised by violence and political upheaval
• After holding multi-party elections at independence, the Congo became a one-party-state within the first five years after gaining independence
• Mobutu Sese Seko came into power by a military coup
• He remained as 'president for life' until his death in 2007
• A Kleptocracy was created were a group of appointed public officials abused their position for financial gain
• A strong military was established and was controlled by the central government
• Ensured political stability (though based on authoritarianism)
• Applied the policy of Africanisation
• Attained independence through democratic elections (J Nyerere elected as prime minister)
• Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity)
• After holding multi-party elections at independence Tanzania became a one-party-state
• Nyerere amended the constitution to become President (1962)
• He remained as 'president for life' between the 1960s and 1970s
• Introduced the 'Leadership Code' in the Arusha Declaration which demanded high levels of integrity from public officials
• Introduced the policy of African Socialism / Ujamaa
• Establishment of the United Republic of Tanzania (1964) which was a centralised and a unitary state

Economic challenges The Congo:

• Inherited single product economy from the colonisers
• Relied heavily on agriculture and mineral extraction (one product economy) and its impact on the economy
• Lacked a vibrant manufacturing sector
• Followed a capitalist economic system
• Zaireanisation (replacing foreigners with Zairian nationals) was a failure because of inexperience/ corruption/mismanagement/ neglect
• The economy was characterised by nepotism and elitism (large gulf emerged between rich and poor)
• Nationalised land and industries
• Decline in the state of infrastructure
• Increased the gap between the rich and the poor
• Application of Retrocession (reversal of Zaireanisation)
• Dependant on foreign aid and investment
• Inherited a single product economy from the colonisers
• Relied heavily on agriculture and mineral extraction (one product economy) and was able to develop a credible manufacturing sector
• Followed an African socialist economic system
• Arusha Declaration (abolished exploitation/reduction of income gap between the poor and the rich/ownership of the country's resources)
• Villagisation (collective villages) improved service delivery/created a stable society that was free from economic inequalities. However, farmers refused to leave their ancestral lands/agricultural production fell drastically
• Most companies that were nationalised became bankrupt
• Exports declined and had a negative impact on the economy
• Attempts to make Tanzania self- sufficient failed
• Tanzania managed to minimise the gap between the rich and the poor
• Tanzania reverted to dependence on foreign aid / loans in 1970s
• Conclusion: Candidates should tie up their argument with a relevant conclusion [50]

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should indicate whether they agree or disagree that the Selma – Montgomery marches of 1965 were regarded as the most significant form of protests against segregation and discrimination in the United States of America. In supporting their line of argument candidates must select examples of mass-based resistance, non-violent protests that the Civil Rights Movement embarked on, such as sit-ins, demonstrations and marches until the passing of the Civil Rights Act in 1964 and the Voters Act in 1965. MAIN ASPECTS Candidates could include the following aspects in their response:

• Introduction: Candidates should take a stance by agreeing/ disagreeing that the Selma – Montgomery marches of 1965 were the most significant form of civil rights protest against segregation and discrimination in the USA.

ELABORATION If candidates disagree with the statement posed, the following aspects should be included in their response:

• Montgomery bus boycott (1955) (Background only)
• Sit-ins (from 1960): four students in Greensboro sat at whites only counter; the number of students increased daily; Sit-ins spread across the south; the role of the SNCC (Student non-violent Coordinating Committee); Sit-ins spread to Read-ins, Wade-ins etc. (impact: restaurants counters opened to all races in the USA in the summer of 1961)
• Freedom Riders: African Americans and Whites from the North started the rides to challenge segregation in the bus system; they were attacked, bombed and jailed; they received no protection from the police. President Kennedy was forced to protect them; The Federal government released an order on 1 November 1961 officially desegregating all interstate public facilities
• The Birmingham Campaign (1963): Mass demonstrations challenged racial segregation and economic exclusion of African Americans; included a children's march; met with violent action from the police. Kennedy responded to the racial segregation in the USA; On 10 May 1963, Birmingham announced that all municipal facilities would be desegregated
• March on Washington (August 1963) was attended by 250 000 people to demand equality and jobs; it was famous because Martin Luther King Jnr delivered 'I Have a Dream speech.' It contributed significantly to the signing of the Civil Rights Act, 1964
• Freedom Summer (1964): More than 70 000 African Americans volunteers registered and taught literacy in freedom schools in Mississippi; they were met with serious violence from segregationists and police officers. It contributed to the signing of the Civil Rights Act, 1964
• Selma to Montgomery Marches (1965): (March 1965): (To demand that African American be allowed to register to vote (only 2,5% of black people were registered voters due to intimidation and racist attacks) – after three attempts, brutal police attacks on non-violent demonstrators (Bloody Sunday) and mass support from across the country they reached Montgomery. President Johnson was pressurised to pass the 1965 Voting Rights Act)

If candidates agree, they should substantiate their line of argument with relevant evidence TOTAL: 150

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

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

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

Topic 3: Civil society protests 1950s to 1970s

Online Resource:

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

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

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

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

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

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

Background and focus

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

After the war:

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

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

a counter culture started to emerge.

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

The following is to be covered in this topic:

Introduction: Overview of civil society protests

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

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

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

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

Women and the anti-pass campaign

The Defiance Campaign is launched and women step forward

The Federation of South African Women ( FSAW or FEDSAW)

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

The women’s 1955 anti-pass campaign

Preparations for the 1956 Women’s March

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

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

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

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

Online Resources:

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

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

Civil rights movements.

Case Study : the US Civil Rights Movement

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

This section includes:

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

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

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

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

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

Gandhi ...influencing Martin Luther King Junior

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

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

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

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

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

Montgomery Boycott

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

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

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

Birmingham campaign and Selma-Montgomery marches;

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

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

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

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

Short-term and long-term gains.

Case Study: the Black Power Movement

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

Reasons for the movement;

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

Black Panther

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

Roles of Stokely Carmichael and Malcolm X; and

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

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

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

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

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

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

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

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

Exam preparation

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

Collections in the Archives

Know something about this topic.

Towards a people's history

Home — Essay Samples — Entertainment — Movie Review — Black Panther: An Analysis of its Historical and Cultural Context

Black Panther: an Analysis of Its Historical and Cultural Context

• Categories: Movie Review

About this sample

Words: 642 |

Published: Jan 29, 2024

Words: 642 | Page: 1 | 4 min read

Table of contents

Introduction, the historical and cultural context of "black panther", analysis of themes and symbolism, character analysis, social and political commentary.

• Coates, T. (2018). "The Black Panther Chronicles: A True History of Wakanda". Black Panther (2018).
• Larsen, P. (2018). "Black Panther". Marvel Comics.
• Palmer, C. (2019). "The Inclusive Filmmaking Revolution Keeps Growing in Hollywood". Vanity Fair.
• Paterra, S. (2019). "The Historical Significance of Wakanda". Time.
• Phinney, M. (2019). "History and Representations of the Black Panther Party". Journal of Pan African Studies.

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

• Expert in: Entertainment

+ 120 experts online

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!

Related Essays

3 pages / 1283 words

5 pages / 2284 words

2 pages / 939 words

7.5 pages / 3441 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Movie Review

In this "The Notebook" movie review we delve into the poignant narrative of Duke, an elderly man who recounts a captivating story from his notebook to a fellow patient suffering from dementia in a nursing home. The story begins [...]

Dead Poets Society, a masterpiece directed by Peter Weir, is a must-watch movie for teenagers. This film features three main characters: Robin Williams as John Keating, Robert Sean Leonard as Neil Perry, and Ethan [...]

Watching a good movie is one of my favorite pastimes. After a long day of school or work there is on other sensations such as curling up on the couch and watching a great movie. Epic stories throughout our history our best [...]

The movie Little Miss Sunshine provides an amusing and honest portrayal of a typical American family. This Caucasian, middle-class family embarks on a disaster filled road trip, to take seven-year-old Olive from their home town [...]

Sylvester Stallone’s “Rocky” is universally regarded as a classic film. Winning multiple Oscars, launching the acting career of Stallone himself (perhaps not the best consequence in the long run…), and inspiring several people [...]

I recently watched the sequel to Shrek the other day for the first time called Shrek 2. This movie is about how Shrek saved Princess Fiona from the Dragon’s Castle and then they go off and end up marrying each other. Which bring [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

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