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Gr. 12 HISTORY REVISION: THE BLACK POWER MOVEMENT

REVISION: THE BLACK POWER MOVEMENT

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Annual Review of Political Science

Volume 24, 2021, review article, open access, the politics of the black power movement.

James Lance Taylor 1
View Affiliations Hide Affiliations Affiliations: Department of Politics, University of San Francisco, San Francisco, California 94117, USA; email: [email protected]
Vol. 24:443-470 (Volume publication date May 2021) https://doi.org/10.1146/annurev-polisci-010620-041912
Copyright © 2021 by Annual Reviews. This work is licensed under a Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. See credit lines of images or other third-party material in this article for license information

In notable ways, analysis of the Black Power Movement (BPM) by political scientists has been woefully neglected in comparison to analyses proffered by historians, sociologists, and Black Studies scholars. This comparative neglect is partly owed to political science's reticence to meaningfully engage the ideological locus of the BPM, black nationalism, through rigorous theoretical or methodological analysis. In this review, I highlight some of the major contributions of political scientists to the analysis of the BPM while exploring some of the challenges and opportunities for further study and examination of this singular period in US and international politics.

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Article Type: Review Article

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

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

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

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

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

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

MAIN ASPECTS

Candidates should include the following aspects in their response:

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

ELABORATION

Origins of the Movement:

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

Role of Malcolm X:

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

The Black Panther

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

The role of Stokely Carmichael

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

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History Grade 12 Revision Notes booklet and Essay Topics Guide for 2021-2023

On this page, you will find History Grade 12 Revision Notes booklet and Guide for 2021-2023, Paper 1 and paper 2.

Paper 1 History Grade 12 Essay Topics for Exams

Topic 1: The Cold War

Origins of the Cold War (Source-Based)
Extension of the Cold War : Case Study: Vietnam (Essay)

Topic 2: Civil Society Protests from the 1950s to the 1970s

The US Civil Rights Movement (Source-Based) o The Black Power Movement (Essay)

Topic 2: Independent Africa

Case study: The Congo

What is included in the guide:

Cognitive Levels of questions
How to prepare for source-based questions
Skills in answering source-based questions
Essay writing skills
Examination Guidelines (2021 – 2023)
A mind map to give you the summary of the topic
A timeline and a list of concepts you must know
Sources with different levels of questions and answers
Essays questions and how you should approach it

Paper 2 History Grade 12 Essay Topics for Exams

Topic 1: Civil Resistance in South Africa 1970s to 1980s:

Internal Resistance (Source-Based Question)
Challenges to apartheid – BCM (Essay) Topic 2: The end of the Cold War and a new world order
Globalisation (Source-Based Question)
the impact of Gorbachev’s reforms on the disintegration of the Soviet Union and the impact on South Africa (Essay) Topic 3: Broad overview of the Coming of Democracy in South Africa and Coming to terms with the past

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HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

HISTORY PAPER ONE (P1) GRADE 12 NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

1. SOURCE-BASED QUESTIONS

1.1 The following cognitive levels were used to develop source-based questions:

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

In the marking of source-based questions credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.
In the allocation of marks emphasis should be placed on how the requirements of the question have been addressed.
In the marking guideline the requirements of the question (skills that need to be addressed) as well as the level of the question are indicated in italics.

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.

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 right hand bottom margin 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 extended writing

Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre.
Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.
When assessing open-ended source-based questions, learners should be credited for any other relevant answers.

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 learner will not be required to simply regurgitate 'facts' in order to achieve a high mark. This approach discourages learners from preparing ‘model’ answers and reproducing them without taking into account the specific requirements of the question. Holistic marking of the essay credits learners’ opinions supported by evidence. Holistic assessment, unlike content-based marking, does not penalise language inadequacies as the emphasis is on the following:

The construction of 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 the essay. 2.4.2 During the reading of the essay ticks need to be awarded for a relevant introduction (indicated by a bullet in the marking guideline/memorandum), each of the main points/aspects that is properly contextualised (also indicated by bullets in the marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in the marking guideline/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 _________________
Irrelevant statement | | |
Repetition R
Analysis A√
Interpretation 1√

2. The matrix

2.5.1 Use of the matrix in the marking of essays. In the marking of essays, the criteria as provided in the matrix should be used. When assessing the essay note 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.

(a) The first reading of essays will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix).

C	LEVEL 4

(b) The second reading of essays will relate to the level (on the matrix) of presentation .

C	LEVEL 4
P	LEVEL 3

C	LEVEL 4	}26–27
P	LEVEL 3	}26–27

MARKING MATRIX FOR ESSAY: TOTAL: 50




L

* Guidelines for allocating a mark for Level 1:

Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6 ∙ Question inadequately addressed and vague; little attempt to structure the essay = 7–13

QUESTION 1: THE COLD WAR – THE ORIGINS OF THE COLD WAR HOW DID THE BERLIN CRISIS INTENSIFY THE COLD WAR TENSIONS BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION IN THE 1960s? 1.1

1.1.1 [Definition of a historical concept from Source 1A – L1]

Economic system in which the means of production are controlled by private owners for private profit.
State plays a very limited role in the economy.
Any other relevant answer. (1 x 2) (2)

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

To drive the USA, Britain and France out of West Berlin. (1 x 2) (2)

1.1.3 [Using evidence from Source 1A – L1]

The West responded by implementing the Berlin Airlift.
West Berlin was supplied from the air.
Food, fuel and other supplies were delivered daily to West Berlin. (1 x 2) (2)

1.1.4 [Interpretation of evidence from Source 1A – L2]

The Berlin Airlift was proving to be a runaway success.
The Blockade was not achieving its stated objectives.
Instead of starving West Berlin, it had an abundance of supplies to the envy of East Berlin. ∙ Any other relevant response (2 x 2) (4)

1.1.5 [Interpretation, analysis and evaluation of evidence from Source 1A to formulate an opinion – L2]

Economic development of East Germany would be negatively affected.
Delivery of key services to the people will be adversely affected.
Industrialisation would become a pipe dream. ∙ Any other relevant answer. (2 x 2) (4)

1.2.1 [Extraction of evidence from Source 1B – L1]

Temporary barriers were put up.
Asphalt and cobblestones were ripped up.
concrete slabs and hollow blocks were used.
Traffic was turned away at sector boundaries. (3 x 1) (3)

1.2.2 [ Interpretation and analysis of information from Source 1B – L2]

The world was on the brink of a third world war.
Real and actual war between the two superpowers was imminent.
The destruction of the world was inevitable as the two countries had nuclear capabilities at that stage.
The escalation of conflict was a real threat for the world. Any other relevant answer. (2 x 2) (4)

1.2.3 [Extraction of evidence from Source 1B – L1]

Kennedy and Khrushchev re-affirmed the universal access to Berlin for the four superpowers. (1 x 2) (2)

1.3 [ Comparison and interpretation of evidence from Sources 1A and 1B – L3]

Source 1A refers to the need to solve the refugee problem and Source 1B refers to the actual building of the wall to prevent people from crossing to West Berlin.
When the blockade failed in Source 1A, the building of the wall commences in Source 1B.
Both sources deal with the tension that was between the USSR and the West emanating from the division of Berlin. Any other relevant response. (2 x 2) (4)

1.4.1 [Interpretation of evidence from Source 1C – L2]

The people of West Berlin demand unity for Berlin.
Emphasis on the right of the people to be free to make choices whether to remain in East Berlin or to move over to West Berlin.
The wall is seen as an affront to the human rights of the people of Berlin.
West Berliners express their opposition to the Berlin Wall. Any other relevant response. (3 x 1) (3)

1.4.2 [Interpretation and analysis of evidence from Source 1C – L2]

The authorities in West Berlin did not enforce strict compliance with regard to the wall as opposed to East Berlin.
There was no imminent danger on the youths playing on the wall on the West Berlin side.
There was no risk of people leaving West Berlin to East Berlin but those leaving East Berlin to West Berlin were in danger as can be seen from the barbed wire.
The wall divided ordinary people from families, friends and work. ∙ The human rights of people were violated. Any other relevant answer (2 x 2) (4)

1.5.1 [Extraction of information from Source 1D – L1]

∙To boost the morale of West Germany.
To improve security in West Berlin.
Unity of Europe.
To maintain the confidence of the world in democracy and capitalism. (3 x 1) (3)

1.5.2 [Interpretation, evaluation and analysis of usefulness of evidence from Source 1D – L3] The candidate must indicate whether the source is USEFUL or not and then use relevant historical evidence to support their answer. USEFUL

The Soviet Union was seen as a threat to world peace.
The security of West Germany had to be guaranteed.
The sources commit the Allied powers to deliver on their promises they had made to the people of the world that they will preserve democracy and freedom.
Reference is made to the defence the rights of the people of Berlin.
To confront the communists and defend basic freedoms of the people of Berlin and the world.
The USA was strengthened and mobilised its military. Any other relevant response.

NOT USEFUL

Contains a one-sided view (Kennedy).
The claims against the Soviet Union had not been independently corroborated.
The source promotes capitalism and portrays communism as a bad ideology and this is not countered by those in favour of communism. Any other relevant answer. (2 x 2) (4)

1.6 [Paragraph – interpretation, analysis and synthesis of evidence/information from relevant sources – L3]

The Berlin crisis did indeed worsen the relations between the USA and the USSR.
The Soviet Union was threatened by this US encroachment in Eastern Europe. (Source 1A)
Khrushchev once said West Berlin “stuck like a bone in the Soviet throat.” (Source 1A)
USSR wanted to demonstrate that they were in control in Berlin. ∙ USSR imposed the Berlin blockade (Source 1A)
This was the first serious crisis of the Cold War and the world was on the brink of war. (Source 1A)
The USA viewed the blockade as an act of gross violation of human rights.
The USSR thought that they had scored a strategic victory over the USA. (Source 1A)
The USA implemented an airlift of supplies.
The airlift brought the world to the brink of war (Source 1A)
The blockade was lifted and a wall was built to divide Berlin. (Source 1B)
On 25 October 1961 USA and USSR faced off each other and the world held a collective breath. War was imminent. (Source 1B)
Both countries had nuclear capabilities.
Kennedy and Khrushchev agreed to re-affirm the principle of four-power access to Berlin. (Source 1B)
The USA began to mobilise its forces and the Congress was requested for additional defence build-ups. (Source 1D)
The USA began to amass more weapons in anticipation of a Soviet offensive. (Source 1D)
Again the world was on the brink of a nuclear war.
The delicate balance of power was nevertheless maintained.
Any other relevant response. (8)

Use the following rubric to allocate a mark.


Level 1		0–2
Level 2		3–5
Level 3		6–8

QUESTION 2: INDEPENDENT AFRICA WHAT IMPACT DID THE INVOLVEMENT OF FOREIGN POWERS IN THE ANGOLAN CIVIL WAR HAVE ON POST-INDEPENDENCE ANGOLA? 2.1

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

South Africa
USA (2 x 1) (2)

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

UNITA received monetary assistance from South Africa.
Received aid from the USA.
Smuggled diamonds to support its war effort. (1 x 2) (2)

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

When a government takes control of key sectors of the economy.
Prohibition of private ownership of certain strategic means of production. Any other relevant response. (1 x 2) (2)

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

Wanted to re-build the Angolan economy faster.
Wanted to harness the available experience in the private sector for the benefit of Angola’s emerging mining sector.
To build a solid base for a strong socialist dispensation.
Any other relevant answer. (2 x 2) (4)

2.1.5 [Interpretation and analysis of evidence from Source 2A – L3] USEFUL

Foreign powers intervened in Angola.
South Africa and USA gave a lot of support to UNITA to enable it to sustain the war.
The involvement of several foreign powers made it necessary for the government to protect the sovereignty of Angola.
The illicit diamond trade was beneficial to UNITA.
The MPLA started a programme of nationalisation of the key sectors in the economy. Any other relevant response. (2 x 2) (4)

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

To prevent a communist government from coming to power in Angola.
Wanted to assert US authority in Africa.
Wanted to use Angola to recover from the humiliation of Vietnam.
To restore that balance of power between the super-powers. (3 x 1) (3)

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

The civil war was prolonged. (1 x 1) (1)

2.2.3 [Interpretation of information from Source 2B – L2]

Om Sowjet invloed in Angola te beperk.
The USA was acting in line with the policy of containment.
The US involvement in the war gave UNITA support to continue to fight thereby frustrating the efforts of the communist backed MPLA.
The USA was humiliated in Vietnam and was therefore looking for an opportunity to save face. Any other relevant response. (2 x 2) (4)

2.3.1 [Extraction of evidence from Source 2C – L1]

To rescue UNITA from defeat.
To capture the town of Cuito. (2 x 1) (2)

2.3.2 [ Extraction of evidence from Source 2C – L1]

“The UNITA soldiers did a lot of dying that day.” (1 x 1) (1)

2.3.3 [Evaluation and comparison of two viewpoints from Source 2C – L2]

Viewpoint 1 refers to the failure of SADF to take over Cuito Cuanavale, whilst Viewpoint 2 states that the intention was never to take over Cuito.
In Viewpoint 1 SADF is said to have used heavy military machinery to attack the town, whereas in Viewpoint 2 SADF makes the point that they did not want to jeopardise the delicate negotiations that have started.
In Viewpoint 1 Cubans claim SADF failed dismally whilst in Viewpoint 2 SADF refers to statistical data to prove the point that they had the upper hand. Any other relevant response. (2 x 2) (4)

2.3.4 [Interpretation and analysis of evidence from Source 2C – L2]

To support their argument that they did not lose.
To debunk the Cuban viewpoint about Cuito.
To influence the public into believing that the SADF withdrew on its own accord. Any other relevant answer. (2 x 2) (4)

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

Namibia (1 x 1) (1)

2.4.2 [Interpretation of evidence from Source 2D – L2]

Kasrils, like many in the ANC, believed that Cuito Cuanavale was a catalyst in the democratic breakthrough in South Africa.
The liberation of Namibia was also facilitated by the SADF withdrawal from Angola after the Battle of Cuito Cuanavale.
The liberation of Southern Africa was completed after Cuito. Any other relevant response. (2 x 2) (4)

2.4.3 [Interpretation of evidence from Source 2D – L2]

The SADF recruited many young men to fight in Angola.
There was a commitment on the part of the SADF to remain engaged in Angola.
The jovial mood of the recruits (visual clues) suggests they thought the war was going to end favourably for South Africa. Any other relevant response. (2 x 2) (4)

2.5 [Paragraph – interpretation, analysis and evaluation of evidence/information from relevant sources – L3]

Foreign involvement in the civil war had a negative impact on Angola.
The involvement of SA, Cuba, USA and the USSR internationalised the Angolan civil war. (Source 2A)
With US and SADF support UNITA became a strong fighting force. (Source 2A)
More than 1,1 million civilians were killed and millions were maimed. (Source 2A)
Angola has the highest number of amputees as a result of the war.
Revenue from oil was committed to the war effort (Source 2A) at the expense of benefitting the ordinary people.
The USA became involved in the war for selfish reasons. She wanted to exorcise the humiliation of Vietnam. (Source 2B)
As a result of US involvement the civil war was prolonged. (Source 2B)
Cuba tilted the scale in favour of Angolan government forces. (Source 2C)
Cuba deployed hi-tech weaponry during the Cuito Cuanavale battle (Source 2C)
SADF had been embarrassed and outclassed (Source 2C)
The military frailties of SADF were exposed by the Cuban regiments.
Cuito Cuanavale was the last straw for SADF. (Source 2C)
Cuito heralded the freedom of the whole of Southern Africa. (Source 2D)
South Africa’s influenced was diminished. Any other relevant response (8)


		0–2
		3–5
	.	6–8

QUESTION 3: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1970s HOW SUCCESSFUL WAS THE DESEGREGATION OF SCHOOLS IN LITTLE ROCK, ARKANSAS, DURING THE 1950s? 3.1

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

A law abiding citizen.
War veteran.
Fought in the Second World War.
He recognises the supremacy of the Federal law. (Any 3 x 1) (3)

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

To tell the Guard to continue to preserve order.
To tell the Guard to allow African American children to attend Central High School. (2 x 1) (2)

3.1.3 [ Interpretation of evidence from Source 3A – L2]

Faubus had resisted integration of education at Little Rock.
Faubus had mobilised the National Guard to prevent the African American students from entering Central High School.
Eisenhower wanted to achieve a resolution of the impasse through negotiations/dialogue.
Eisenhower wanted to impress upon Faubus the supremacy of the Federal law and the orders of the Supreme Court. Any other relevant response (2 x 2) (4)

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

The state of Arkansas was bound to lose in court.
Faubus, as Governor, would be humiliated.
A trial of strength between the president and governor was not advisable. (1 x 2) (2)

3.1.5 [Interpretation and analysis of evidence from Source 3A – L3] The candidate must indicate whether Eisenhower’s action was JUSTIFIED or not and then use relevant historical evidence to support their answer. JUSTIFIED

Law and order had to be restored in Little Rock.
He defended the rights of the black students.
The government made an unambiguous commitment that it will not tolerate racism.
He was enforcing federal legislation and the decision of the courts in respect of equal education.
Faubus had defied a legitimate and just instruction from the president. Any other relevant response. OR
Faubus claims to be a law abiding citizen.
This could be construed as interference by the federal government.
Faubus was waiting a directive from the courts. Any other relevant response. (2 x 2) (4)

3.2.1 [Interpretation of evidence from Source 3B – L1]

Bringing together people of different racial groups to unite and accept one another.
Opening of education facilities to accommodate all races. Any other relevant answer. (1 x 2) (2)

3.2.2 [Interpretation of evidence from Source 3B – L2]

Faubus did not act in line with the statement he made.

Faubus is trying to find a justification to disregard the court decision regarding integration of schools.
He argues that the decision of the court could only be implemented over time, not instantly.
He believed that integration would result into violence.
He was of the view that the Federal government wanted to force state governments to agree on integration even if this was against their constitutions. Any other relevant answer.

Faubus acted in line with his statement. This answer may be allowed even though this would be moving from a narrow base.

He believed that the interest of the individual states must be protected.
Faubus wanted to exploit the powers that a state has in a federal system.
He argued that he was enjoined to give effect to the constitution of the State of Arkansas. Any other relevant response. (2 x 2) (4)

3.2.3 [Interpretation of and information from Source 3B – L2]

That the state of Arkansas should not be hurried into integration of schools.
He has not opposed to integration per se.
He was performing his duties under the constitution of Arkansas.
He wanted to make clear the point that he had a public mandate and he owed it to the people of Arkansas to protect their interest.
Any other relevant answer. (2 x 2) (4)

3.3 [Comparing, interpreting and evaluating information from Sources 3A and 3B – L3]

In Source 3A Faubus states his commitment to uphold the Federal Constitution, but in Source 3B he argues for the respect of the constitution of Arkansas.
In Source 3A Faubus creates the impression that he would immediately instruct the National Guard to allow the African American students to enter Central High School, whereas in Source 3B he argues that the Federal government must understand that integration cannot be achieved instantly.
In Source 3A he professes loyalty to the Federal government whilst in Source 3B he clearly exhibits split loyalty. Any other relevant response. (2 x 2) (4)

3.4.1 [Interpretation of and information from Source 3C – L2]

Every day they were subjected to rejection by the white students.
They were tortured daily and found no happiness.
The school environment did not affirm their right to learn at Central High. Any other relevant response. (2 x 2) (4)

3.4.2 [ Extraction of evidence from Source 3C – L1]

Pushed (3 x 1) (3)

3.4.3 [Extraction of evidence from Source 3C – L1]

Families endured threatening phone calls.
Some parents lost their jobs.
Black community was harassed by bomb threats, gunshots and bricks thrown through the windows. (2 x 1) (2)

3.5.1 [Interpretation of evidence (visual clues) from Source 3D – L2]

There is evidence of a relaxed atmosphere.
There is a measure of acceptance for Brown as shown by the smiles all around her. Any other relevant response. (1 x 2) (2)

3.5.2 [Interpretation of evidence (visual clues) from Source 3D – L2]

The situation was still tense and volatile.
There was an uneasy peace that prevailed.
Integration was still fraught with challenges. Any other relevant response. (1 x 2) (2)

3.6 [Interpretation, analysis and synthesis of information from relevant sources to evaluate the extent of the success of desegregation of schools – L3]

The integration of schools succeeded to a greater extent albeit with numerous challenges.
This Little Rock Nine incident pitted the state of Arkansas against federal government authority (Sources 3A and 3B)
President Eisenhower met with Governor Faubus to discuss the reaction of Faubus to integration of Central High. (Source 3A)
Eisenhower chose to stand and enforce the rights of all Americans and this point was communicated to Faubus. (Source 3A)
Eisenhower impress upon Faubus the importance of ensuring that the National Guard protect the right of all in Little Rock. (Source 3A)
Faubus attempted to ignore the instructions of the president. (Source 3B)
Faubus wanted to see a gradual move towards integration not a speedy implementation of integration as required by the Federal government. (Source 3B)
Faubus wanted to protect the interests of the conservative and reactionary elements within the state of Arkansas. (Source 3B)
Even though the nine students were eventually enrolled at the school, they endured constant abuse and prejudice, even from school authorities. (Source 3C)
Even the entire black community was impacted negatively by the incident.(Source 3C)
Despite the various challenges, desegregation of the school was achieved. Melba Pattilo Beals eventually became a professor of journalism. (Source 3C)
Source 3D shows glimpses of a positive environment which can count as a success story of integration.
However there was still an element of uneasiness and tension as attested to by the presence of soldiers in the background. (Source 3D) Any other relevant response. (8)


		0–2
		3–5
		6–8

SECTION B: ESSAY QUESTIONS QUESTION 4: EXTENTION OF THE COLD WAR – VIETNAM SYNOPSIS The candidate should take a viewpoint as to whether USA was successful or not in preventing the spread of communism in Vietnam. The candidate must focus on the conflict between Vietnam and USA as an attempt to withstand the USA’s imposition of capitalism and rejection thereof by Vietnam between the 1960s and 1970s. The candidate should refer to the military strategies of both belligerents, the military strength, financial clout of USA against the resolve and determination of the people of Vietnam. MAIN ASPECTS INTRODUCTION

Introduction should focus on the involvement of USA in Vietnam and the rejection thereof by the Vietnamese people. The candidate must in the introduction refer to the strengths of the two countries. Candidates must briefly outline their line of argument, whether the USA was successful or not.

ELABORATION

After the French Vietnamese War, Vietnam was divided, along the 17th Parallel, into North and South Vietnam.
North Vietnam was under a communist regime, while South Vietnam was under a capitalist regime. The USA gave unconditional support to South Vietnam.
South Vietnam was ruled by the corrupt and unpopular Ngo Dinh Diem.
The National Liberation Front was formed and had a guerrilla army, the Vietcong
Ngo Dihn Diem was overthrown – instability in South Vietnam
Vietcong started a protracted campaign to unify Vietnam
China and North Vietnam supported the Vietcong
The USA got involved – to prevent the spreading of communism in South East Asia, the ‘Domino Effect’
Safe villages – Strategic Hamlet Programme
The Vietcong received supplies from communist North Vietnam through the Ho Chi Minh Trail
The USA’s Operation Rolling Thunder
Tet Offensive – “Khrushchev Offensive”
USA’s use of chemical warfare – napalm
WHAM – Winning Heart and Minds of the Vietnamese
My Lai Massacre – war crimes
US public opposition to the war
USA’s heavy losses
US withdrawal
Fall of Saigon
American perspective of the war
Vietnamese perspective of the war

CONCLUSION

Candidates should tie up the argument with a relevant conclusion. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – TANZANIA AND THE CONGO SYNOPSIS Candidates must focus on the successes achieved and challenges faced by both Tanzania and Congo with special reference to the economic development of both countries. A proper contextualisation of the candidate’s response is expected. The candidates must give detailed comparison of the two countries with supporting relevant examples.

MAIN ASPECTS

INTRODUCTION

Introduction should focus on the comparative nature of the essay where the different economic achievements and challenges of the two countries are discussed.

ELABORATION Tanzania: Villagisation/Ujamaa

Nyerere believed in African socialism
TANU adopted the Arusha Declaration in 1967
Adoption of ujamaa as content for Arusha Declaration
Implementation of ujamaa
Compulsory movement to ujamaa villages
Resistance to ujamaa by the peasants
Concept of family hood and communal farming.
Limited economic achievements
Constraints – failures of ujamaa and the economic impact
The impact of IMF and World Bank loans on Tanzania
Reliance on cash-crops and decrease in food security
Nyerere’s admission of the failures of ujamaa

Congo: Zairianisation of economy

Congo gained independence from Belgium in 1960
Replacement of foreigners with inexperienced Congo nationals
Lack of skills led to neglect and decay of key infrastructure
Congo has substantial natural resources – remained a poor country
Mismanagement of the economy under Mobutu
Corruption and theft of state resources
One-product economy not viable
Government unable to service its foreign debts
In the 1970s the inflation rate reached 100%
Poor infrastructure
Development of elite classes
Kleptocracy – government by thieves

QUESTION 6: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1960s – THE BLACK POWER MOVEMENT SYNOPSIS Candidates must discuss the essential philosophy of the Black Power Movement, its tactics as they differ to that of the Civil Rights Movement and the specific roles played by Malcolm X and Stokely Carmichael. MAIN ASPECTS INTRODUCTION

Introduction should focus the philosophy of the Black Power Movement, its tactics and the roles of Malcolm X and Stokely Carmichael. It may also be relevant and acceptable when the candidate juxtaposes Black Power Movement against the Civil Rights Movement.

E LABORATION

Segregation in USA – briefly
Inequalities between black and white Americans
Rejection of non-violence protest by Black Power Movement
African Americans who supported Black Power Movement – believed that use of violence was justified – to gain equality for all races
Rejection of the tactics of the Civil Rights Movement as they pertain to promotion of non-violence
The elevation of the struggle for civil rights to a struggle for human rights
Black Power Movement encouraged African Americans to be proud of their African Heritage
This movement had Malcolm X as its chief proponent.
Malcolm X was a member of the Nation of Islam – and was influenced by the teachings of Elijah Mohammad.
Malcolm X’s political philosophy appealed to the youth
He said the fight for civil rights must be escalated to that for human rights
USA should be reported to the UNO for its human rights violation
Influenced by his pilgrimage to Mecca, Malcolm X adopted a new approach to racial integration
He was suspended from the Nation of Islam
Formed the Organisation of Afro-American Unity in 1964
Less militant – not popular with black nationalists
Assassination of Malcolm X, 21 February 1965
Stokely Carmichael was a former chairman of the SNCC
He believed that blacks should not associate with white radical revolutionaries
Carmichael in the leadership of the Black Panther Party – Ten Point Plan
His views on peace and violence
“Prime Minister” of the Black Panther Party
Impact of the Black Panther Party

Grade 12 History Exam Preparation

This page has resources that will assist Grade 12 History students to prepare for their final exams. By this point, students should know the curriculum content. Students can use this section to revise and practice applying what they have studied.

History Classroom Technical Skills

These packs go through mark allocation, how to analyse sources, how to answer source-based questions and how to structure essays. The following packs should be consulted before attempting to answer past exam papers.

History Paper 1 and 2 will require students to answer source-based questions and essay questions. The papers are split according to topics.

Mark Allocation

Source analysis.

History - Focus on Paper 1 (Live)

In this Grade 12 History Exam Revision live show we take a close look at questions and concepts relating to History Paper 1.

Download the Show Notes: [ http://www.mindset.co.za/learn/sites/...

Impact of the Cold War

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to the Impact of the Cold War.

Download the Show Notes: http://www.mindset.co.za/learn/sites/...

Truth & Reconciliation Commission

In this Grade 12 History Exam Revision lesson we consider how the Truth and Reconciliation Commission (TRC) dealt with South Africa's past.

South Africa Emerging as a Democracy

In this Grade 12 History Exam Revision lesson we consider what were the various obstacles that South Africa faced on the road to democracy.

Impact of Collapse of USSR on SA

In this Grade 12 History Exam Revision lesson we consider how the collapse of the Soviet Union contributed to the ending of Apartheid in South Africa in 1989.

Civil Society Protests

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to Civil Society Protests in South Africa.

Civil Resistance in South Africa

In this Exam Revision lesson we take a close look at Gr 12 History questions and answers relating to Civil Resistance in South Africa.

Gr 12 History: Exam Questions (Paper 1)

In this live Gr 12 History show we take a look at various Exam Questions. In this lesson we work through questions from the Feb/Mar 2013 Paper 1 as preparation for the exams..

Gr 12 History: Exam Questions (Paper 2)

In this live Gr 12 History show we take a close look at Paper 2 Exam Questions. In this lesson we work through various questions from the Feb/Mar 2013 Paper 2 as preparation for the exams.

Past Papers

Past papers can be used to practice answering questions. It is highly advised to practice writing exam papers before your exam.

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Written Essays

How to write source-based history essays

The biggest assessment task you will be required to complete is a written research essay which develops an argument and uses a range of sources.

All types of assessment tasks will need you to use essay-writing skills in some form, but their fundamental structure and purpose remains the same.

Therefore, learning how to write essays well is central to achieving high marks in History.

What is an 'essay'?

A History essay is a structured argument that provides historical evidence to substantiate its points.

To achieve the correct structure for your argument, it is crucial to understand the separate parts that make up a written essay.

If you understand how each part works and fits into the overall essay, you are well on the way to creating a great assessment piece.

Most essays will require you to write:

1 Introduction Paragraph
3 Body Paragraphs
1 Concluding Paragraph

Explanations for how to structure and write each of these paragraphs can be found below, along with examples of each:

Essay paragraph writing advice

How to write an Introductory Paragraph

This page explains the purpose of an introduction, how to structure one and provides examples for you to read.

How to write Body Paragraphs

This page explains the purpose of body paragraphs, how to structure them and provides examples for you to read.

How to write a Conclusion

This page explains the purpose of conclusions, how to structure them and provides examples for you to read.

More essay resources

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Stokely Carmichael

By: History.com Editors

Updated: February 13, 2024 | Original: December 18, 2009

Stokely Carmichael was a U.S. civil-rights activist who in the 1960s originated the Black nationalism rallying slogan, “Black power.” Born in Trinidad, he immigrated to New York City in 1952. While attending Howard University, he joined the Student Nonviolent Coordinating Committee and was jailed for his work with Freedom Riders . He moved away from MLK Jr’s nonviolence approach to self-defense.

In 1954, at the age of 13, Stokely Carmichael became a naturalized American citizen and his family moved to a predominantly Italian and Jewish neighborhood in the Bronx called Morris Park. Soon Carmichael became the only Black member of a street gang called the Morris Park Dukes. In 1956, he passed the admissions test to get into the prestigious Bronx High School of Science, where he was introduced to an entirely different social set—the children of New York City’s rich white liberal elite. Carmichael was popular among his new classmates; he attended parties frequently and dated white girls.

Even at that age, he was highly conscious of the racial differences that divided him from his classmates. Carmichael later recalled his high school friendships in harsh terms: “Now that I realize how phony they all were, how I hate myself for it. Being liberal was an intellectual game with these cats. They were still white, and I was Black.”

Although he had been aware of the American civil rights movement for years, it was not until one night toward the end of high school, when he saw footage of a sit-in on television, that Carmichael felt compelled to join the struggle. “When I first heard about the Negroes sitting in at lunch counters down South,” he later recalled, “I thought they were just a bunch of publicity hounds. But one night when I saw those young kids on TV, getting back up on the lunch counter stools after being knocked off them, sugar in their eyes, ketchup in their hair—well, something happened to me. Suddenly I was burning.” He joined the Congress of Racial Equality ( CORE ), picketed a Woolworth’s store in New York and traveled to sit-ins in Virginia and South Carolina .

A stellar student, Carmichael received scholarship offers to a variety of prestigious predominantly white universities after graduating high school in 1960. He chose instead to attend the historically Black Howard University in Washington , D.C. There he majored in philosophy, studying the works of Camus, Sartre and Santayana and considering ways to apply their theoretical frameworks to the issues facing the civil rights movement. At the same time, Carmichael continued to increase his participation in the movement itself.

While still a freshman in 1961, Carmichael went on his first Freedom Ride—an integrated bus tour through the South to challenge the segregation of interstate travel. During that trip, he was arrested in Jackson, Mississippi for entering the “whites only” bus stop waiting room and jailed for 49 days. Undeterred, Carmichael remained actively involved in the civil rights movement throughout his college years, participating in another Freedom Ride in Maryland , a demonstration in Georgia and a hospital workers’ strike in New York. He graduated from Howard University with honors in 1964.

Did you know? Stokely Carmichael was only nineteen when he participated in the 1961 Freedom Rides; he became the youngest person imprisoned for his participation after he was arrested while attempting to integrate a "whites only" cafeteria in Jackson, MS.

Carmichael left school at a critical moment in the history of the civil rights movement. The Student Nonviolent Coordinating Committee ( SNCC ) dubbed the summer of 1964 “ Freedom Summer ,” rolling out an aggressive campaign to register Black voters in the Deep South. Carmichael joined SNCC as a newly minted college graduate, using his eloquence and natural leadership skills to quickly be appointed field organizer for Lowndes County, Alabama . When Carmichael arrived in Lowndes County in 1965, African Americans made up the majority of the population but remained entirely unrepresented in government. In one year, Carmichael managed to raise the number of registered Black voters from 70 to 2,600, 300 more than the number of registered white voters in the county.

Unsatisfied with the response of either of the major political parties to his registration efforts, Carmichael founded his own party, the Lowndes County Freedom Organization. To satisfy a requirement that all political parties have an official logo, he chose a Black panther, which later provided the inspiration for the Black Panthers (a different Black activist organization founded in Oakland, California ).

At this stage in his life, Carmichael adhered to the philosophy of nonviolent resistance espoused by Dr. Martin Luther King, Jr. In addition to moral opposition to violence, proponents of nonviolent resistance believed that the strategy would win public support for civil rights by drawing a sharp contrast—captured on nightly television—between the peacefulness of the protestors and the brutality of the police and hecklers opposing them. However, as time went on, Carmichael—like many young activists—became frustrated with the slow pace of progress and with having to endure repeated acts of violence and humiliation at the hands of white police officers without recourse.

By the time he was elected national chairman of SNCC in May 1966, Carmichael had largely lost faith in the theory of nonviolent resistance that he—and SNCC—had once held dear. As chairman, he turned SNCC in a sharply radical direction, making it clear that white members, once actively recruited, were no longer welcome. The defining moment of Carmichael’s tenure as chairman—and perhaps of his life—came only weeks after he took over leadership of the organization.

In June 1966, James Meredith, a civil rights activist who had been the first Black student to attend the University of Mississippi, embarked on a solitary “Walk Against Fear” from Memphis, Tennessee to Jackson, Mississippi. About 20 miles into Mississippi, Meredith was shot and wounded too severely to continue. Carmichael decided that SNCC volunteers should carry on the march in his place, and upon reaching Greenwood, Mississippi on June 16, an enraged Carmichael gave the address for which he would forever be best remembered. “We been saying ‘freedom’ for six years,” he said. “What we are going to start saying now is ‘Black Power.'”

The phrase “Black power” quickly caught on as the rallying cry of a younger, more radical generation of civil rights activists. The term also resonated internationally, becoming a slogan of resistance to European imperialism in Africa. In his 1968 book, Black Power: The Politics of Liberation, Carmichael explained the meaning of Black power: ”It is a call for Black people in this country to unite, to recognize their heritage, to build a sense of community. It is a call for Black people to define their own goals, to lead their own organizations.”

Black power also represented Carmichael’s break with King’s doctrine of nonviolence and its end goal of racial integration. Instead, he associated the term with the doctrine of Black separatism, articulated most prominently by Malcolm X . “When you talk of Black power, you talk of building a movement that will smash everything Western civilization has created,” Carmichael said in one speech. Unsurprisingly, the turn to Black power proved controversial, evoking fear in many white Americans, even those previously sympathetic to the civil rights movement, and exacerbating fissures within the movement itself between older proponents of nonviolence and younger advocates of separatism. Martin Luther King called Black power “an unfortunate choice of words.”

In 1967, Carmichael took a transformative journey, traveling outside the United States to visit with revolutionary leaders in Cuba, North Vietnam, China and Guinea. Upon his return to the United States, he left SNCC and became Prime Minister of the more radical Black Panthers. He spent the next two years speaking around the country and writing essays on Black nationalism, Black separatism and, increasingly, pan-Africanism, which ultimately became Carmichael’s life cause.

In 1969, Carmichael quit the Black Panthers and left the United States to take up permanent residence in Conakry, Guinea, where he dedicated his life to the cause of pan-African unity. “America does not belong to the Blacks,” he said, explaining his departure from the country. Carmichael changed his name to Kwame Toure to honor both the President of Ghana, Kwame Nkrumah, and the President of Guinea, Sekou Toure.

In 1968, Carmichael married Miriam Makeba, a South African singer. After they divorced, he later married a Guinean doctor named Marlyatou Barry. Although he made frequent trips back to the United States to advocate pan-Africanism as the only true path to liberation for Black people worldwide, Carmichael maintained permanent residence in Guinea for the rest of his life. Carmichael was diagnosed with prostate cancer in 1985, and although it is unclear precisely what he meant, he said publicly that his cancer “was given to me by forces of American imperialism and others who conspired with them.” He died on November 15, 1998, at the age of 57.

An inspired orator, persuasive essayist, effective organizer and expansive thinker, Carmichael stands out as one of the preeminent figures of the American civil rights movement. His tireless spirit and radical outlook are perhaps best captured by the greeting with which he answered his telephone until his dying day: “Ready for the revolution!”

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Essay winners: Juneteenth lets us remember nation's past while striving for better future

Correction: Erin Mauldin is an associate professor at the University of South Florida. Her name was misspelled in an earlier version of this story.

Three 2024 high school graduates were honored this week as winners of the Juneteenth Scholarship essay contest. Their essays are below.

Juneteenth is chance to acknowledge both legacy and unfinished work

It is June 19, 1865, and over 250,000 enslaved Africans are gathered in Galveston, Texas, watching the United States Union Troops approach the bay to announce that after 400 years, they are free. Just a few months prior, Abraham Lincoln had announced the Emancipation Proclamation, freeing those enslaved in Confederate territory, but not all of them were made free.

This day is known as “Freedom Eve” or “Emancipation Day” and took place on January 1, 1865. The Emancipation Proclamation might not have cemented the actual liberation of African American people in the U.S., but it was a critical turning point that led up to the country’s second Independence Day, known as Juneteenth. Understanding what Juneteenth is and recognizing its importance and the intentions of other celebrations like it is essential.

Juneteenth, deriving from the words “June” and “Nineteenth”, is the day that marks the annual celebration of a huge step towards racial reckoning in the United States. Texas was the first state to make it a holiday in 1980, motivating other states to do the same in the years following. Finally, in 2021, Juneteenth became a national holiday. However, we must see this celebration as an obstacle that was overcome, rather than a destination. There is still much work to be done. Victories like this one encourage us to continue the fight.

Associate professor Erin Mauldin at the University of South Florida, an expert on civil war and reconstruction, talks about how “Juneteenth is neither the beginning nor the end of something.” The same article states that “the end of the Civil War and the ending of slavery didn't happen overnight and was a lot more like a jagged edge than a clean cut.” It is imperative to realize that the road ahead could be just as long as the road behind us.

In today’s age, the celebration of Juneteenth holds a higher significance than ever before, as we take time to honor the struggles endured but also acknowledge that many of those struggles are ongoing, as it pertains to racial inequality and systemic issues that create numerous disparities for African Americans. The historical injustices we suffered had only just begun to be accounted for by the rest of the country’s population. Juneteenth holds the purpose of reminding us of progress made thus far and is a chance for our community to move forward as a whole and help each other rebuild. This holiday gives millions of African Americans an opportunity to rejoice and give thanks to God for releasing them from years of suffering and captivity. The day creates a country-wide social awareness of the journey to equality and the abolishment of slavery’s awful oppression. Additionally, observing this day as a united front inspires self-development and is a chance to reconnect to one’s roots that were all but erased during slavery and go on to encourage African Americans to keep striving for a brighter future.

In France, Bastille Day acknowledges the fight and patience undergone to eventually reach freedom. July 14, 1880, is the day the citizens of France finally overcame King Louis XVI and his monarchy’s rule over them. Each year, they cherish this as a day of reclamation for their lives.

Every July 18th since 2010, the historical moment when Nelson Mandela became South Africa’s first black president, is recognized. This day is known as Mandela Day. Mandela transformed their democracy into a more diverse selection of administration, breaking down the white power held over the country for centuries. After being elected, he shared to his citizens this powerful message; “I have cherished the idea of a democratic and free society in which all persons live together in harmony and with equal opportunities.” Just as those countries continue to commemorate those momentous turning points in history, we must continue to honor Juneteenth’s significance.

Like Juneteenth, these important moments in history represent coming out on the other side of trials and tribulations, as well as salvaging their heritage. Universally, it is important to continue the recognition and cultivation of knowledge about Juneteenth and other celebrations akin to it, so we can mend communities back together who were violently ripped apart by domination subjugation. Breakthroughs didn’t happen without countless setbacks, but celebrations like these serve as a notion to never give up hope regardless. Juneteenth has the purpose and effect of uplifting hearts and minds to keep fighting, until justice and humanity are restored.

Hailey Perkins is co-winner of the Taylor Academic Talent Scholarship. She is a graduate of Okemos High School and will attend Howard University.

Celebrations of freedom offer history lessons

I imagine the words, “Ain’t nobody told me nothing!” came out of many mouths, minds and hearts when freed slaves found out they stayed in bondage 2 ½ years after other slaves had been set free. Slavery in Texas continued 900 hundred days after the Emancipation Proclamation was signed.

In I863, the Civil War was in its third year. Many lives had been lost, and the end was nowhere in sight. On January 1, 1863, President Lincoln enforced the signed Emancipation Proclamation. The Emancipation Proclamation stated, “That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free.“

This proclamation freed slaves that were in states that had left the union. This proclamation could only be enforced if the North won the war. After continued fighting and the loss of many more lives, the Union won the war April 9, 1865. Then on June 19, 1865, in the state of Texas, more than 250,000 slaves were finally set free. Their freedom came 2 ½ years after everyone else’s. While gaining freedom was a dream come true, delayed freedom is symbolic of the continued struggle for Black Americans.

There are many opinions regarding the celebration of Juneteenth. Many people celebrate it as the end of slavery, others don’t celebrate it at all, while others fall somewhere in between. Although Juneteenth has been celebrated for many years, it was only in 2021 that it became a national holiday.

The importance of celebrating Juneteenth is because America needs to know. Celebrating Juneteenth provides the opportunity to educate and inform our communities. Celebrating this holiday is more than remembering the past but it gives an opportunity to discuss race relations today. It allows people to have difficult conversations about hard subjects. Ultimately, celebrating Juneteenth allows us to examine the mistakes of the past and do better in the future.

Celebrating this holiday makes us ask tough questions about the beginning of our country, our values, and our rights. Celebrating Juneteenth since the murder of George Floyd has made many people question, “Are Black people really free?”

Juneteenth celebrations are now opportunities to discuss systemic racism, policy change, politics and ways to make sure that our lives do matter. Most importantly, it forces us to take an honest look at race relations in America, ask how are we really doing?

There are many celebrations of freedom and independence across the world. India celebrates its freedom from British rule. Ghana celebrates its freedom from the United Kingdom. But the country whose freedom celebration identifies with me the most is the Philippines. My paternal grandfather’s wife is from the Philippines. She shared much about her birthplace and its culture with our family. The country celebrates its freedom from Spanish rule with a celebration called Araw ng Kalayaan.

The celebration is filled with parades, music, food and family bonding. But the Philippines has another celebration for freedom. After the Spanish rule ended, the Philippines came under the rule of America. But it was a nation that wanted to be free. The road to independence for the Philippines is similar to the Juneteenth celebration, and the delay in freedom. The Philippines nation was supposed to become independent in 1944. But World War II occurred and like Juneteenth that freedom was delayed for 2 full years.

On July 4, 1946, the Philippines became fully free from United States. Today, the citizens of the Philippines celebrate not one but 2 days of independence and freedom. A sign of their perseverance. These celebrations remind us to never give up.

It is vital to continue the celebration of Juneteenth and other cultural celebrations of freedom around the world because “knowledge is power.” These celebrations symbolize more than just freedom. They are evidence that major changes in society can happen despite the odds. They provide motivation for people to stand up for basic human rights and against injustice.

Most importantly these celebrations give us hope. They are evidence that we can be part of the change that we want to see in the world. When I think back to the first Juneteenth, that moment when the slaves realized they were enslaved 900 days longer than everyone else. That moment when they had to think, “Ain’t nobody told me nothing!”

Well today, I told you something. Never forget the lesson of Juneteenth or the other cultural celebrations of freedom.

Zachary Barker is co-winner of the Taylor Academic Talent Scholarship. He is a graduate of Okemos High School and will attend Michigan State University.

The importance of why we celebrate Juneteenth

Juneteenth, also known as Juneteenth Independence Day or Freedom Day, is an annual holiday recognized on June 19th in honor of the enslavement of oppressed African Americans in the United States. The festival started in Galveston, Texas, where on June 19, 1865, Union soldiers conveyed the news of the Emancipation Proclamation to the state's last surviving enslaved people, thereby ending slavery in the United States.

On January 1, 1863, President Abraham Lincoln issued the Emancipation Proclamation, which announced that all enslaved individuals in Confederate-held territory would be set free. However, it wasn't until the Civil War ended and Union forces landed in Texas that the word of freedom reached the remaining enslaved people. Understanding the history of Juneteenth is important, including its connection to other countries, the significance of learning about it as a child, and how it is celebrated today.

While Juneteenth is uniquely American, it bears shared characteristics with other cultural celebrations of liberty and independence across the world. Many countries have their own celebrations, which are cultural and historical events. For example, India celebrates its independence from British dominion on August 15th of each year, remembering the day in 1947 when the country gained freedom after years of struggle and sacrifice. Similarly, Mexico commemorates its independence from Spanish colonial rule on September 16th, often known as "El Grito de Dolores." These cultural celebrations of sovereignty and liberty contain common themes such as determination and the pursuit of justice. They remind us of the challenges that persecuted populations have experienced throughout history, as well as the significance of preserving and respecting their tales. By connecting Juneteenth to other cultural celebrations, we may get a more comprehensive understanding of their significance.

Juneteenth was recently given new attention and significance as a result of the ongoing battle for racial equality and social justice in the United States. The Black Lives Matter movement and rallies against police brutality have drawn attention to the systems of prejudice and inequality that persist in American society. As a result, recognizing and remembering Juneteenth has never been more crucial.

At the high school level, students ought to learn about and participate in cultural celebrations of freedom and independence, such as Juneteenth. By understanding the history and significance of these festivals, students may develop a better understanding of different individuals' perspectives as well as the continued effect of historical events on our modern society. Studying Juneteenth and other cultural festivals of independence allows students to critically assess problems of race, power, and privilege. By discussing the historical foundations of systematic racism and oppression, students may obtain a better understanding of social justice concerns and the need of speaking up against injustices in their own communities. Incorporating conversations and activities about cultural celebrations of freedom and independence into the curriculum for high school can help students extend their viewpoints and get a better grasp of the complexity of history and culture. These abilities are critical for creating a more inclusive and equitable society in which all people are respected, appreciated, and celebrated.

To summarize, Juneteenth's historical significance as a celebration of liberation and freedom for African Americans is firmly anchored in the history of slavery and the ongoing battle for equality and justice. By commemorating and celebrating Juneteenth, we recognize the significance of remembering history, comprehending the present, and working for a more fair and equitable future for everyone. Studying and recognizing these events in high school, students may get significant insights into the experiences of other groups, as well as the ongoing efforts for freedom and equality.

In today's world, when the fight for racial equality is ongoing, commemorating Juneteenth is more vital than ever, as it serves as an important awareness of the African American community's continued struggle for justice and perseverance.

Glorie Clay is the winner of the University of Olivet Academic Talent Scholarship. She is a graduate of Lansing Christian High School and will attend Olivet.

How to Write a History Essay?

04 August, 2020

10 minutes read

Author: Tomas White

There are so many types of essays. It can be hard to know where to start. History papers aren’t just limited to history classes. These tasks can be assigned to examine any important historical event or a person. While they’re more common in history classes, you can find this type of assignment in sociology or political science course syllabus, or just get a history essay task for your scholarship. This is Handmadewriting History Essay Guide - let's start!

Purpose of a History Essay

Wondering how to write a history essay? First of all, it helps to understand its purpose. Secondly, this essay aims to examine the influences that lead to a historical event. Thirdly, it can explore the importance of an individual’s impact on history.

However, the goal isn’t to stay in the past. Specifically, a well-written history essay should discuss the relevance of the event or person to the “now”. After finishing this essay, a reader should have a fuller understanding of the lasting impact of an event or individual.

Need basic essay guidance? Find out what is an essay with this 101 essay guide: What is an Essay?

Elements for Success

Indeed, understanding how to write a history essay is crucial in creating a successful paper. Notably, these essays should never only outline successful historic events or list an individual’s achievements. Instead, they should focus on examining questions beginning with what , how , and why . Here’s a pro tip in how to write a history essay: brainstorm questions. Once you’ve got questions, you have an excellent starting point.

Preparing to Write

Evidently, a typical history essay format requires the writer to provide background on the event or person, examine major influences, and discuss the importance of the forces both then and now. In addition, when preparing to write, it’s helpful to organize the information you need to research into questions. For example:

Who were the major contributors to this event?
Who opposed or fought against this event?
Who gained or lost from this event?
Who benefits from this event today?
What factors led up to this event?
What changes occurred because of this event?
What lasting impacts occurred locally, nationally, globally due to this event?
What lessons (if any) were learned?
Why did this event occur?
Why did certain populations support it?
Why did certain populations oppose it?

These questions exist as samples. Therefore, generate questions specific to your topic. Once you have a list of questions, it’s time to evaluate them.

Evaluating the Question

Seasoned writers approach writing history by examining the historic event or individual. Specifically, the goal is to assess the impact then and now. Accordingly, the writer needs to evaluate the importance of the main essay guiding the paper. For example, if the essay’s topic is the rise of American prohibition, a proper question may be “How did societal factors influence the rise of American prohibition during the 1920s? ”

This question is open-ended since it allows for insightful analysis, and limits the research to societal factors. Additionally, work to identify key terms in the question. In the example, key terms would be “societal factors” and “prohibition”.

Summarizing the Argument

The argument should answer the question. Use the thesis statement to clarify the argument and outline how you plan to make your case. In other words. the thesis should be sharp, clear, and multi-faceted. Consider the following tips when summarizing the case:

The thesis should be a single sentence
It should include a concise argument and a roadmap
It’s always okay to revise the thesis as the paper develops
Conduct a bit of research to ensure you have enough support for the ideas within the paper

Outlining a History Essay Plan

Once you’ve refined your argument, it’s time to outline. Notably, many skip this step to regret it then. Nonetheless, the outline is a map that shows where you need to arrive historically and when. Specifically, taking the time to plan, placing the strongest argument last, and identifying your sources of research is a good use of time. When you’re ready to outline, do the following:

Consider the necessary background the reader should know in the introduction paragraph
Define any important terms and vocabulary
Determine which ideas will need the cited support
Identify how each idea supports the main argument
Brainstorm key points to review in the conclusion

Gathering Sources

As a rule, history essays require both primary and secondary sources . Primary resources are those that were created during the historical period being analyzed. Secondary resources are those created by historians and scholars about the topic. It’s a good idea to know if the professor requires a specific number of sources, and what kind he or she prefers. Specifically, most tutors prefer primary over secondary sources.

Where to find sources? Great question! Check out bibliographies included in required class readings. In addition, ask a campus Librarian. Peruse online journal databases; In addition, most colleges provide students with free access. When in doubt, make an appointment and ask the professor for guidance.

Writing the Essay

Now that you have prepared your questions, ideas, and arguments; composed the outline ; and gathered sources – it’s time to write your first draft. In particular, each section of your history essay must serve its purpose. Here is what you should include in essay paragraphs.

Introduction Paragraph

Unsure of how to start a history essay? Well, like most essays, the introduction should include an attention-getter (or hook):

Relevant fact or statistic
Rhetorical Question
Interesting quotation
Application anecdote if appropriate

Once you’ve captured the reader’s interest, introduce the topic. Similarly, present critical historic context. Namely, it is necessary to introduce any key individuals or events that will be discussed later in the essay. At last, end with a strong thesis which acts as a transition to the first argument.

Body Paragraphs

Indeed, each body paragraph should offer a single idea to support the argument. Then, after writing a strong topic sentence, the topic should be supported with correctly cited research. Consequently, a typical body paragraph is arranged as follows:

Topic sentence linking to the thesis
Background of the topic
Research quotation or paraphrase #1
Explanation and analysis of research
Research quotation or paraphrase #2
Transition to the next paragraph

Equally, the point of body paragraphs is to build the argument. Hence, present the weakest support first and end with the strongest. Admittedly, doing so leaves the reader with the best possible evidence.

Conclusion Paragraph

You’re almost there! Eventually, conclusion paragraphs should review the most important points in the paper. In them, you should prove that you’ve supported the argument proposed in the thesis. When writing a conclusion paragraph keep these tips in mind:

Keep it simple
Avoid introducing new information
Review major points
Discuss the relevance to today

Problems with writing Your History essay ? Try our Essay Writer Service!

Proofreading Your Essay

Once the draft is ready and polished, it’s time to proceed to final editing. What does this process imply? Specifically, it’s about removing impurities and making the essay look just perfect. Here’s what you need to do to improve the quality of your paper:

Double check the content. In the first place, it’s recommended to get rid of long sentences, correct vague words. Also, make sure that all your paragrahps contain accurate sentences with transparent meaning.
Pay attention to style. To make the process of digesting your essay easier, focus on crafting a paper with readable style, the one that is known to readers. Above all, the main mission here is to facilitate the perception of your essay. So, don’t forget about style accuracy.
Practice reading the essay. Of course, the best practice before passing the paper is to read it out loud. Hence, this exercise will help you notice fragments that require rewriting or a complete removal.

History Essay Example

Did you want a history essay example? Take a look at one of our history essay papers.

Make it Shine

An A-level essay takes planning and revision, but it’s achievable. Firstly, avoid procrastination and start early. Secondly, leave yourself plenty of time to brainstorm, outline, research and write. Finally, follow these five tips to make your history essay shine:

Write a substantial introduction. Particularly, it’s the first impression the professor will have of the paper.
State a clear thesis. A strong thesis is easier to support.
Incorporate evidence critically. If while researching you find opposing arguments, include them and discuss their flaws.
Cite all the research. Whether direct quotations or paraphrases, citing evidence is crucial to avoiding plagiarism, which can have serious academic consequences.
Include primary and secondary resources. While primary resources may be harder to find, the professor will expect them—this is, after all, a history essay.

History Essay Sample

Ready to tackle the history essay format? Great! Check out this history essay sample from an upper-level history class. While the essay isn’t perfect, the professor points out its many strengths.

Remember: start early and revise, revise, revise . We can’t revise history, but you can revise your ideas until they’re perfect.

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Nell Irvin Painter’s understanding of America is beautiful and bracing. We should listen.

“I Just Keep Talking” brings together wide-ranging and pointed essays by the author of “The History of White People.”

From the opening sentences of her new collection, “I Just Keep Talking: A Life in Essays,” historian Nell Irvin Painter addresses readers in a voice brimming with knowledge, clarity and, most delightfully, confidence. As she writes, it would have been a terrible thing had she died young, “during the full-blown era of White-male-default segregation, discrimination, and disappearance that wound down only yesterday. I would have disappeared from memory, just another forgotten Black woman scholar, invisible to history and to histography.” And poor readers would have been deprived of her droll wit and self-assured wisdom.

It’s no small thing that in an era filled with grievances based on injuries that are sometimes profound and often perceived, Painter makes it clear that she has not come to this memoir to reclaim a lost or damaged part of herself. She recounts her response to an admirer who once inquired about what she did for healing. “‘Nothing,’ I said. ‘I’m not broken.’ Not broken, but on occasion frustrated, indignant — self-righteously — pissed off with cause, often exhausted, but mostly and permanently grateful for the people who have protected me, mentored me, supported me over so many decades.” This is an invigorating introduction, full of certainty and strength. Painter has moved through her professional life always knowing her worth, never doubting her intelligence and believing that those who might refuse to listen to her insight would be lesser for their decision.

Perhaps it requires a historian to fully grasp the importance — or at least the impact — of telling one’s own story with a certain brio. Painter, 81, is an esteemed historian retired from Princeton University who studied painting later in life, including at the Rhode Island School of Design. (She wrote about that experience in an earlier memoir, “ Old in Art School .”) The essays in “I Just Keep Talking,” which reflect upon the meaning of “Whiteness,” our understanding of enslavement and the power of nuance, among other subjects, are accompanied by her artwork, which sometimes amplifies her words and sometimes stands in their stead. It is a beautiful book. But its power ultimately rests in the sentences, not the pictures.

In some cases, Painter turns her attention to long-ago history, such as the legacy of Sojourner Truth. She informs readers that the 19th-century abolitionist and women’s rights activist did not utter the most famous phrase attributed to her: “Ain’t I a woman?” If Truth had, in fact, asked the question, Painter says, society’s answer would have been “no.” The answer not only would have reflected the circumstances of the times but would have undercut the way in which Truth understood her power and the skill with which she used it.

The Truth sketched by Painter, in an essay from 1994, is more complex than the one who has been reduced to a misattributed slogan. Truth eschewed the trappings of intellectualism and freedom as used by orator Frederick Douglass, and built her “public persona to establish that what had happened to her — her enslavement, rather than her reason — lent her a unique wisdom.”

Painter’s assessment of Truth is searing, sad and deeply revealing to a lay reader. Truth understood a reality of her time, which is that “in the eyes of most nineteenth-century Americans to be both memorable and woman at the same time simply was not possible. Black women’s individual experience had either to be reconstructed as something emblematically Negro — that is, as enslaved — or to be erased.”

As always, understanding our history means understanding ourselves. We carry our history with us: what we’ve learned in textbooks, what has been burnished in familial oral histories and what has been prettied up by politicians. Painter reminds us of history’s complications and subtleties. She encourages civilians — not just activists or academics — to ask all the pertinent questions, even the uncomfortable ones or those that are contrary to our individual politics and preferences.

What did slavery do to those who were in bondage? But also, what did it do to those who enforced it? Painter is insistent in her refusal to cave to the “national hunger for simplifying history.” She is a dogged corrector of the public record. She has even included in this book a letter to the editor she had published in the New Yorker in 2022, in which she carefully disentangles Truth from the famous slogan.

Painter does not limit her sharp critiques to distant ancestors and abolished institutions; she considers still-vibrant personalities and more recent upheavals. She takes us back to the Supreme Court confirmation hearings of Clarence Thomas in 1991, during which Anita Hill, in the pre-#MeToo era, testified to Thomas’s sexual harassment of her. Painter highlights the way in which Thomas forced Hill into the role of spoiler of circumstances that were not yet a fait accompli.

“In a struggle between himself and a woman of his same race, Thomas executed a deft strategy,” Painter writes. “He erected a tableau of White-Black racism that allowed him to occupy the position of the race . By reintroducing concepts of White power, Thomas made himself into the Black person in his story. Then, in the first move of a two-step strategy, he cast Anita Hill into the role of Black woman as traitor to the race .”

Painter continues: “The most common formula expressing minority status is ‘women and Blacks.’ As the emblematic woman is White and the emblematic Black is male, Black women generally are not as easy to comprehend symbolically.”

The racial and gender dynamics that were evident during that 20th-century Shakespearean drama continue to resonate in this century. Black music mogul Sean Combs faces accusations of harassment and violence by women over whom he wielded power. Justice Thomas remains a controversial figure, facing scrutiny over his ethics on the bench and questions about potential conflicts of interest . And Hill has become a revered standard-bearer of a new generation of women who have spoken their truth under daunting circumstances, including Christine Blasey Ford during the 2018 confirmation hearings of Justice Brett M. Kavanaugh.

History simply refuses to remain in the past.

Painter is also the author of “The History of White People” (2010), an exploration of how and why certain individuals were sorted into that racial category. Its sweeping audacity left some observers bemused, not by what it said about our construction of race but by the skin color of the woman who wrote it. Painter has swagger. And in this memoir, she takes advantage of all the privileges of a historian to take an arm’s-distance look at a people, not just those who look like her . She explains Whiteness and how the concept politically evolved during the presidency of Donald Trump .

Whiteness had always been the default, the standard against which all others were measured. Social and political acceptability were based on how closely one hewed to the White ideal. To claim Whiteness as an identity, however, was problematic, because those who did so were white nationalists and supremacists. They were members of the Ku Klux Klan. White pride was a political hand grenade.

“What the time of Trump does for us now is make White Americans visible as raced Americans, as raced counterparts to Black Americans. Long-standing assumptions — that only non-Whites have racial identities, that White Americans are individuals who only have race if they’re Nazis or White nationalists — those assumptions no longer hold,” Painter writes in an essay from 2018. “I’m turning the glass around to focus on what living in a slave society did to non-Black Americans and to the society as a whole.”

Painter puts muscle and heart into history so that her readers can easily, but thoughtfully, draw the lines between past and present. Her history is inclusive, not in a pandering or self-consciously correct way, but because her artful telling of it is full of complexity that’s both beautiful and bracing.

“Once we can write the words ‘trauma’ and ‘slavery’ in the same sentence, we will have enriched our understanding of slavery’s human costs, for enslaved, enslavers, and bystanders,” she writes.

In her memoir, Painter offers an intellectual history of herself, but also a history of us. We’re lucky that she continues to talk. What she has to say can help us more fully understand ourselves — but only if we’re willing to listen.

I Just Keep Talking

A Life in Essays

By Nell Irvin Painter

Doubleday. 418 pp. $35

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