Fragmentation and Black Power 1965-1975 · Spring Term

The Winter of Discontent (1978-79)

Students will investigate the findings of the Kerner Commission, which examined the causes of the 1965-67 urban uprisings, and its warning of a divided America.

About This Topic

This topic evaluates the rise of the Black Power movement in the mid-1960s, focusing on the shift in ideology and rhetoric within organisations like SNCC and CORE. Students examine how leaders like Stokely Carmichael and H. Rap Brown moved away from the goal of 'integration' toward 'Black Power', emphasising racial pride, self-determination, and the creation of independent Black political and economic institutions. This shift reflected a growing disillusionment with non-violence and the slow pace of federal reform.

At Year 13, students analyse the impact of Black Power on American culture, from the 'Black is Beautiful' movement to the 1968 Olympics protest. They also consider the internal and external criticisms of the movement, including the charge that it was 'reverse racism' or that it alienated white allies. This topic is best taught through comparative analysis of speeches and by debating whether Black Power was a logical evolution or a damaging departure for the movement.

Active Learning Ideas

Formal Debate: Evolution or Departure?

Divide the class to argue whether Black Power was a natural and necessary evolution of the movement or a damaging departure that destroyed the interracial coalition. Students must use Carmichael's 1966 'Black Power' speech as their primary source.

⏱ 45 min·Whole Class

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Inquiry Circle: The Cultural Impact of Black Power

Groups research different aspects of the movement's cultural influence (e.g., the 'Black is Beautiful' slogan, the rise of Black Studies programmes, the 1968 Olympics salute). They present on how these events changed Black identity and self-perception.

⏱ 50 min·Small Groups

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Think-Pair-Share: Redefining Integration

Students read excerpts from Carmichael and Hamilton's book 'Black Power'. They discuss in pairs how the authors' definition of 'integration' differed from King's and why they believed Black people needed to organise as a separate group first.

⏱ 30 min·Pairs

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Watch Out for These Misconceptions

Common Misconception

Black Power was just a call for violence against white people.

What to Teach Instead

While it rejected the 'turn the other cheek' philosophy, Black Power was primarily about self-defence, economic self-sufficiency, and psychological support. Peer discussion of the movement's focus on 'community control' helps students see its constructive goals.

Common Misconception

Black Power was a completely new idea that appeared in 1966.

What to Teach Instead

It had deep roots in the work of Marcus Garvey and Malcolm X. Using a 'genealogy of ideas' activity helps students trace the continuity of Black Nationalist thought throughout the 20th century.

Frequently Asked Questions

What did Stokely Carmichael mean by 'Black Power'?

Carmichael defined Black Power as 'a call for black people in this country to unite, to recognise their heritage, to build a sense of community'. He argued that Black people should lead their own organisations and focus on gaining political and economic power rather than just seeking acceptance from white society.

How did the Black Power movement change SNCC?

Under the leadership of Carmichael and later H. Rap Brown, SNCC moved away from non-violence and interracial cooperation. They expelled white members and adopted a more militant stance, reflecting the frustration of young activists with the slow pace of change and the continued violence against them.

What was the 'Black is Beautiful' movement?

This was a cultural movement that encouraged African Americans to embrace their natural features, heritage, and culture. It challenged the Eurocentric standards of beauty that had dominated American society and was a key part of the psychological support promoted by Black Power.

How can active learning help students understand Black Power?

Active learning, such as debating the 'Evolution or Departure' question, helps students understand the complex motivations behind the shift in the movement. By investigating the cultural impact of Black Power, students see that the movement was about more than just politics, it was a fundamental shift in identity. This approach helps them appreciate the diversity of thought within the civil rights struggle.

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