Controlled Assessment

1. Controlled Assessment Representations of History: Government and Protest in the USA 1945-70 Controlled Assessment is weighted at 25% of the course.

2. Government and Protest in the USA 1945-70 You will have three tasks to complete – we will spend time preparing for them in class and then you will write it all up over three separate lessons (in exam conditions). Part A: Independent Enquiry into Turning points in the Civil Rights Movement (20) Part Bi: Comparing two representations of History (10) Part Bii: Compare three representations for which is the best for showing the impact of protest on US society. (20) What is an enquiry? • An enquiry means asking a question or wanting to know about something. • It is a search for information. • It involves the examination of facts and ideas for accuracy. • It involves research using different sources of information eg books, the internet, newspapers and personal accounts. • After information has been gathered it involves selecting which information is most helpful and using that information to make judgements and reach conclusions.

3. Government and Protest in the USA 1945-70 Your Controlled Assessment title: The reasons why ‘Black Power’ emerged • The significance of the role of Malcolm X • You must write this up as an essay. • You must use five DIFFERENT kinds of sources as a minimum. • E.g. Pictures from internet • Quotes from internet page count as the SAME kind of source • You could include: • Film • Song • Images • Biography / Historian’s view • Fiction • Internet Research • This combination would count as different kinds of source.

4. What are notes? • Notes are pieces of evidence relevant to student enquiry or representations. • Notes are not continuous sentences or paragraphs. • They can be bullet points, numbered points or short quotations. • They could be lists of key dates, names, events, causes or consequences. • Students can have plans and notes. The pages will be strictly limited (maximum two sides A4 of notes and one side for plans for 20 mark questions; one side A4 of notes and one side plans for 10 mark questions). • Notes may be handwritten or word processed (minimum font size 12)

6. A sustained analysis is supported by precisely selected and accurate material and with sharply focused development of points made. The answer as a whole will focus well on the question. • An explicit judgement is given, with a reasoned argument about the nature of change OR whether one factor was more important than the others OR the response explains the inter-relationship between two or more of the factors. • SO YOU NEED TO EXPLAIN THE REASONS WHY BLACK POWER EMERGED AND EXPLAIN WHETHER MALCOLM X WAS THE MOST IMPORTANT REASON. • • A range of sources appropriate to the enquiry has been identified and • material from them has been well deployed. • • Writing communicates ideas effectively, using a range of precisely selected historical terms and organising information clearly and coherently. • The student spells, punctuates and uses the rules of grammar with considerable accuracy, although some spelling errors may still be found.

7. EXAMPLE OF STUDENT’S WORK: The reasons why Black Americans were able to gain some improvement in their civil rights in the years 1954-63. Focus: improvements in education. …In 1954 Oliver Brown used the Supreme Court ruling to take the City of Topeka in Kansas to court for forcing his daughter to attend a school a long way away, instead of being allowed to go to a nearby whites-only school. The NAACP supported the case and Brown was represented by Thurgood Marshall, who later became the first black member of the Supreme Court. Eventually Oliver Brown won his case. In 1954 the Supreme Court declared that all segregated schools were illegal. Almost immediately there was another case. Elizabeth Eckford and eight other black students tried to enrol at Little Rock High School in Arkansas. She was stopped by the State Governor, Orval Faubus, who surrounded the school with the state National Guard. President Eisenhower sent federal troops to escort her and protect her and the other students. Nigel Smith says that “people in other countries criticised the USA for not living up to its commitment contained in the Declaration of Independence” and the Constitution. After a month troops were replaced by National Guardsmen under the orders of the President, they stayed at the school for a year. When Faubus closed all the schools in Arkansas in September 1958, he was forced to reopen them to black and white students by the Supreme Court. According to Neil Demarco by 1963“there were only 30,000 children at mixed schools in the South, out of a total of 2,900,000” and according to Nigel Smith none at all in five states, including Alabama, Mississippi or South Carolina. In 1962 Kennedy sent the National Guard and federal troops into Mississippi to make sure that a black student, James Meredith, could take his place at a university. But when rioting followed, 23,000 troops were needed to keep order…

8. EXAMPLE OF STUDENT’S WORK: The reasons why Black Americans were able to gain some improvement in their civil rights in the years 1954-63. Focus: improvements in education. This extract show the qualities described in level two of the mark scheme. The student has found out about and described some aspects of educational change. The response shows the selection of some accurate detail and has made use of relevant material from two sources (although as this is an extract we can assume that a further range of sources was used). However, the student’s treatmentof material is mainly descriptive, and the emphasis is either on events, or, when addressing causes of progress, as much on the failure to improve as improvement. The focus on the question, with causal links, is shown only in the one of two quotations from sources. To improve to level three explanations of these historians’ comments should be explicitly developed. The student could use the material to show the extent of determination shown by the NAACP to bring about change, for example. The student could also bring in additional material to support more explicit causes of improvements in educational opportunity for black Americans, such as Federal Government intervention in the Cold War context (in the face of ‘States’ Rights’ obstruction) by individuals such as the Kennedy brothers. The student could also note the tokenism in each of the key events, setting these against evidence indicating limits of change in educational opportunity.

9. The Reasons why Black Power emerged and the Significance of MX within that Using all we have learnt - you are going to create your assessment explaining how the Black Power emerged as a branch of the Civil Rights movement in the mid 1960s. You must use specific examples from the cards or the timeline. Here are some words you might think about using… methods creation contributed shifted emerged transformed aims mass movement increased came out of mutated inspired continued established emphasis

10. Black Power Emphasized racial pride and the creation of black political and cultural institutions to nurture and promote black interests and advance black values. "Black Power" expresses a range of political goals, from defence against racial oppression, to the establishment of separate social institutions and a self-sufficient economy (separatism). Not only did this "Black Power" movement encourage separatism, but it helped usher in black radical thoughts, and action against what was considered to be an elusive, yet visible higher power. The first popular use of the term "Black Power" as a social and political slogan was by Stokely Carmichael (later known as Kwame Ture) and Willie Ricks (later known as ), both organizers and spokespersons for the Student Nonviolent Coordinating Committee (SNCC). On June 16, 1966, after the shooting of James Meredith during the March Against Fear, Stokely Carmichael said: "This is the twenty-seventh time I have been arrested and I ain't going to jail no more! The only way we gonna stop them white men from whuppin' us is to take over. What we gonna start sayin' now is Black Power!" Stokely Carmichael saw the concept of "Black Power" as a means of solidarity between individuals within the movement. With his conception and articulation of the word, he felt this movement was not just a movement for racial desegregation, but rather a movement to help combat America's crippling racism. He was quoted in saying: "For the last time, 'Black Power' means black people coming together to form a political force and either electing representatives or forcing their representatives to speak their needs’.

11. 1917 • Marcus Garvey set up the Universal Negro Improvement Association. He believed that black people should not try to fit in with white society, but that they should be proud of being black and proud of black culture. He wanted blacks to live separately from whites. He encouraged fellow black people to “return” to Africa, and set up their own country in Liberia, Africa, where many slaves originated. He was arrested in 1923 for fraud, and left the US in 1927, discredited. 1930 One of the earliest pushes for black nationalism during the civil rights movement was the formation of the Nation of Islam in Detroit in 1930. Under the leadership of Elijah Muhammad, the organization was built upon the ideas of Marcus Garvey and the “New Negro,” working to uplift impoverished blacks in the Detroit ghetto by fostering a sense of black pride. The Nation of Islam also operated a number of shops and restaurants to promote economic independence. Like Garvey, Muhammad stressed the importance of appreciating black cultural roots and distinctiveness. On the other hand, Muhammad saw all whites as enemies and “blue-eyed devils” and therefore rejected calls for integration. The Nation continued to spread to other cities in the East through the 1950s. 1952 Malcolm X begins speaking for the Nation of Islam 1963 • Watches the March on Washington critically, unable to understand why black people are excited over a demonstration "run by whites in front of a statue of a president who has been dead for a hundred years and who didn't like us when he was alive." December 4 , 1963 God's Judgement of White America (The Chickens Come Home to Roost)Malcolm X, June 16 1966 James Meredith shot on a peaceful protest march 1966 • June Stokely Carmichael’s Black Power speech 1966 • October - Black Panthers founded by Huey P. Newton and Bobby Seale in Oakland, California.

12. The reasons why ‘Black Power’ emergedFOCUS: The significance of the role of Malcolm X You will need to make notes on what you will take in to your controlled assessment – these can be 2 sides of A4 paper. You can also take a plan into your controlled assessment. • Intro: What Black Power is / Context of Civil Rights Movement • Para 1:Failures of Civil Rights Movement until 1965 • Ineffectiveness of Acts passed / lack of change – • Violence experienced by Black People- • Para 2: Black Power grew out of CRM • Raising profile of Black people • Boycott to demonstrate Economic Power-, • Para 3: Malcolm X • The First African-American – • Backlash against NVDA – • Para 4: Black Identity through Culture • Songs political – inspired by leaders but inspired ordinary people- • Clothes / Names / Back to Africa / Style- • Black Panthers and Stokeley Carmichael – coined term • Conclusion: Compare reasons for Black Power against Malcolm X and explain choice.

13. The reasons why ‘Black Power’ emergedFOCUS:The significance of the role of Malcolm X You will need to make notes on what you will take in to your controlled assessment – these can be 2 sides of A4 paper. You can also take a plan into your controlled assessment. • Intro: What Black Power is / Context of Civil Rights Movement / Say if you think Civil Rights frustrations led to Black Power • Para 1: The reasons Black Power emerged • Ineffectiveness of Acts passed / lack of change – • Violence experienced by Black People- • How this led to new ‘Black Power’ ideas. People and organisations involved. • Para 2 :The significance (or not) of Malcolm X • What he did, how he gained publicity, the effect you think this would have • What he didn’t do…. • Other people and organisations and what they did • Recap of argument in Para 1 • Conclusion: Why did Black Power emerge? How important was Malcolm X?

14. Eulogy delivered by Ossie Davis at the funeral of Malcolm XFaith Temple Church Of GodFebruary 27,1965 It is not in the memory of man that this beleaguered, unfortunate, but nonetheless proud community has found a braver, more gallant young champion than this Afro-American who lies before us - unconquered still. I say the word again, as he would want me to : Afro-American - Afro-American Malcolm, who was a master, was most meticulous in his use of words. Nobody knew better than he the power words have over minds of men. Malcolm had stopped being a 'Negro' years ago. It had become too small, too puny, too weak a word for him. Malcolm was bigger than that. Malcolm had become an Afro-American and he wanted - so desperately - that we, that all his people, would become Afro-Americans too.

15. The reasons why ‘Black Power’ emergedFOCUS: The significance of the role of Malcolm X You will need to make notes on what you will take in to your controlled assessment – these can be 2 sides of A4 paper. You can also take a plan into your controlled assessment. • Intro: What Black Power is / Context of Civil Rights Movement • Para 1:Failures of Civil Rights Movement until 1965 • Ineffectiveness of Acts passed / lack of change – Bus Boycott 1955 only affected M, Voting Rights Act 1965(8), schools were ‘integrated’ 1954 Brown vs Board. • Violence experienced by Black People-Emmet Till Murder 1954, 1963 William Gadsden attacked by Police, Watts Riots 1965 several died under police brutality. • Para 2: Black Power grew out of CRM • Raising profile of BP-Marcus Garvey (UNIA) 1917 and NOI (Elijah Muhammad) 1930 began speaking of Nationalism / pride, changes through 1950s from legal cases to demonstrations and riots – Black Power was an extension of these developments. • Boycott to demonstrate Economic Power-1955 Boycott, • Para 3: Malcolm X • The First African-American –Speeches about ‘Uncle Tom’s’, Ballot or Bullet, changed his name – inspired others to do the same, Advocated ‘Black American’ culture after pilgrimage. Supported Back to Africa movement, spoke in militant terms - violence • Backlash against NVDA –Accused MLK of being a House Negro, thought NVDA was doing harm to black people – alternative to MLK for youths. • Para 4: Black Identity through Culture • Songs political – inspired by leaders but inspired ordinary people- Individuality of Black people, used music to further protests, black panthers wore uniform to intimidate others, • Clothes / Names / Back to Africa / Style- change of names, afros, abandoned ‘white’ culture / set up black clubs- dances. • Black Panthers and Stokeley Carmichael – coined term • Conclusion: Compare reasons for Black Power against Malcolm X and explain choice.

16. Other influences Music – Soul & Motown, Supremes, Drifters, Four Tops, Louis Armstrong, Ertha Kitt, Barry White, Marvin Gaye etc Fashions – Trainers! Baseball caps. Sport – Role models – Mohammed Ali, Black Power - Olympics 1968, Harlem Globetrotters, athletics – esp. sprinters