×
Log in to StudySoup
Get Full Access to UT - HIS 317 - Study Guide
Join StudySoup for FREE
Get Full Access to UT - HIS 317 - Study Guide

Already have an account? Login here
×
Reset your password

UT / History / HIS 317 / What law did California pass in 1960'?

What law did California pass in 1960'?

What law did California pass in 1960'?

Description

School: University of Texas at Austin
Department: History
Course: The Black Power Movement
Professor: Leonard moore
Term: Fall 2015
Tags: history
Cost: 50
Name: Study Guide Two
Description: For the second exam from Lecture 10/1 to 11/5
Uploaded: 11/08/2015
19 Pages 9 Views 12 Unlocks
Reviews

melissa (Rating: )


Max Solomon (Rating: )


Meredith Thomas (Rating: )



“Study Guide”


What law did California pass in 1960'?



The bolded are everything Professor Moore said we should know and understand in  the last lecture (11/5). Beside the idea or concept is the date of the lecture that this  particular bit of information can be found. After that are the entire lecture notes which  includes the half of the 10/1 lecture (Selma and the Watts Riots) that wasn’t in the last  guide/exam. At the end is the bit of Assata that Professor Moore talked about in class  and a little of Ready for Revolution that he also said we should focus on. I hope this  helps. Happy studying!

Start of the Black Panthers (10/13)

∙ Black Panther Party

o Started in 1966

o Foundations were laid before that

▪ In migration of blacks from Louisiana/Texas to California

▪ Huey P Long

▪ In response to social conditions

o In the 1960s California passed a law that any state resident can go to  college if they had a high school diploma


What is Cultural nationalism?



We also discuss several other topics like What are the five types of needs in Maslow’s theory?

▪ A greater push and pull for black people going to California  

from the south

▪ In California there are 3 systems of high education

∙ UC system

∙ Cal state system

∙ Junior college system

▪ Berkeley trying to get students from Africa

∙ Most of them are from Oakland

▪ San Francisco vs. Oakland

o Three events in 1961 at Berkeley  

▪ Malcolm X goes to Berkeley

∙ Speaks

o Very controversial

o Supposed to be like that in college

o Part of the learning process

▪ Patrice Lumumba murdered in the Congo

▪ Berkeley has strong outreach program in 1961

∙ Black students want students to understand obligations  

they have to communities at home

o Trying to do something to motivate them to do  

something

o In 1961 stop using “negro” and start using “black”


What is Black Arts Movement?



If you want to learn more check out umass mie

▪ Instead be proud to be black

o Black student organization where whites couldn’t join

▪ Asked them to form their own organization and work in their  own community

∙ “Go back to your community and do that”

▪ Focus on campus issues to community action with elitists

∙ Connect with lowest people in community

o Organization wants to

▪ Diminish class barriers

∙ Black community is class oriented

▪ Stressed racial solidary

▪ Stress African pride

∙ Wanted to get in touch with African side

▪ Talk about transformative power of education

▪ Stress collective over the individual

∙ Not about I more about we

∙ Community needs before individual interest We also discuss several other topics like eee 202

▪ Talked about issues and also talked about solutions

Cultural and Nationalism (10/27)

∙ Cultural nationalism

o Key to black power or politics was through black people reclaiming  African culture/old African ways

o Need to stop the turning away

∙ Integration/Assimilation

o Emphasizing beauty of distinct African culture  

o Wanted blacks to establish own values and away from white value  system

o Wanted to define black as culturally distinct from white people o Culture means

▪ Talk/walk/dress/food/hair/music/handshake/greeting/pray/ laugh/look/values/ideals etc.

∙ Blacks don’t have to appropriate

o Black culture renaissance was necessary We also discuss several other topics like jmu nuts and bolts quizlet

▪ 20s and 60s

▪ Authentic black value

▪ Assert distinctiveness

Kwanzaa (10/27)

o Kwanzaa

▪ December 25th to January 1st 

▪ Celebrate 7 unique value system, a different principle each day ∙ Umoja – unity

∙ Kujichagulia – self determination

∙ Ujimaa – collective work and responsibility

∙ Ujamaa – cooperative economics

o What deal are you going to give us because  

there’s so many

o Pooling resources together

∙ Nia – purpose

∙ Kuumba – creativity  

∙ Imani –faith

∙ In Swahili, East African

▪ Blacks had to have a spiritual ground

∙ Rare to have a black atheist

▪ If blacks follow these principles, they would usher in a “new  world and a new people”

▪ Kwanzaa was an alternative to the white hyper  

commercialization/materialistic of Christmas  

Black Arts Movement (10/29)

∙ Black art

o Louis Farrakhan gave a quote “you need to make art your  

grandchildren will be proud of”

o All art had to have political

o Nine characteristics of black art

▪ Black art needed to extoll the virtues of extreme black culture ▪ Black art should nurture group pride

∙ When black people see it they should feel prideful

▪ Felt art should counter traditional stereotypes of black people ▪ Wanted black people to produce art that wouldn’t cater to  

whites

▪ Felt black art needed to control perception of black people  

stereotype of men

∙ Men: thug

∙ Women: over sexualized

▪ Black art should express the voice of the black community and  not what white audiences want to hear We also discuss several other topics like adam and eve kutztown

▪ Should express writers deep love self and hatred of the  Don't forget about the age old question of unresolved electra complex symptoms

oppressor

▪ Should also steer other artists to think in terms of institution  building

Holidays (10/29)

∙ Kwanzaa language

o Movement of African American holiday

o Could black people do art for art sake or not

▪ It had to be political or mean something

∙ Black holiday movement

o Many American holidays are Euro centric

o Blacks need to have their own holiday

o Mary Jane Blige sings national anthem at the Kentucky Derby ▪ Sings it soulful and people are mad

o Black national anthem

▪ Irony of celebrating July 4th

▪ Because African people were still enslaved

o Euro holidays imposed on black people

o Wanted blacks to get their own holiday

∙ Five primary motivations for holidays

o Memorialize historical personality

▪ 60s need to reevaluate American heroes

o Memorialize certain events in American history

▪ The dates that are important to whites are not important to  blacks

▪ Independence 1776 not important

▪ 1808 is

∙ Atlantic slave trade closed

▪ Juneteenth 1865

∙ More important than emancipation

∙ Because Africans were released from plantations

o Want own holidays because they recognize they have been excluded  from American history

o Felt excluded from dominant holidays/celebrations

▪ MLK is the only federal holiday named after a person

o Wanted blacks to completely get away from white holidays

▪ Wanted to focus on black history and understand it

Protest on College Campus: Wants and Critiques (11/3)

∙ Black Power Movement at college and university

o One institution that most profoundly affected by the movement o During the 60s at predominately white universities  

▪ This class is a product of that

∙ Consciousness  

o Black students on white college campuses want to transform he  institution to accept the black student

▪ Georgetown basketball was big in the 80s

▪ Most though it was a black university because of it

o Black Power Movement critical because black personalities got  consciousness raised on college campus

o 68-69 over 80-90% of sit ins took place on college campuses o Prior to 68 the black student presence is small

▪ MLK assassination moved them to college

▪ Hardcore people were thinking to do something

▪ Universities began making out reach programs for them  

▪ Come to white institution need to be made for the black  

students because they realize their tax dollars are going there  

too

∙ Universities get attacked for these out reach programs

o “You are admitting the unqualified people over the qualified” ▪ UT case of Fischer

o White administrators need to do something

o Learning environment is enriched when diverse  

▪ Different backgrounds

∙ Black students began to make demands (now compared to 40 years ago) o Wanted a black cultural center to give a black presence

o 50 black RAs

o 15% of freshman class to be black

o Wanted 500 black faulty hired in a four year period

o Wanted a black studies major

▪ Wanted something to specifically study

o Increase scholarship money for black students

o Increase in pay for janitors and food service workers

o Wanted black dorms and black dinning halls

o Demand that the university give residence to people living in the city ▪ Wanted campus and community groups to access goods  

campus provided

o Established black newspaper

∙ White response:

o If you want all this black stuff, why don’t you just go to a black school? ∙ Reasons for going to a white college

o Felt they would have more opportunity at white college

▪ “White man’s ice being colder”

o Prestige of the degree would be worth more

▪ Coming from white college as opposed to an HBCU

o Its not about going to a white college but about opening the university  up to the diversity

o Wanted the reward that a white college would give them so they could  use their influence for other black students

▪ Getting this degree for the people behind them so they can  open up doors for them

o Some of them began to compare their experiences at their white  college than a black college  

▪ Began to say their experience is better

∙ Even with all of this there is still tension in the community o Some people argued that black students were elitists because they  only care about campus issues and not what was going on right  outside the campus

∙ Some people felt that university was wasting money on out reach programs o Big debate

▪ Why are you letting unquailed students into the university? o Typical standard:

▪ Test scores

▪ Grades

▪ Based on graduation or high school standard

o Hardest thing is getting in

o Bring them in and you’re going to lower the standards of the school ∙ Some white people supported the efforts

o But felt like colleges didn’t have a support structures

o Bring in black athletes and black women for them

o Some people felt that they were bringing in too many black students Athlete lectures is 11/5

University in Assata and Ready for Revolution

At the end of the guide.

10/1 Lecture

∙ Selma

o Movement by STLC and SNCC

o Launch campaign to investigate protest to get media attention ▪ 50s and 60s is when nightly news shows begin

o Trigger violent white response

o Get media attention

o Trigger general movement by nation due to embarrassment ∙ Selma Clip

o Johnson addressed the nation as a nation “There cause is our  cause…and we shall over come”

o Dr. King says they have a right to march

o Wallace said no and didn’t allow help

o Johnson did, provided protection

∙ Voting Rights Act is passed in 1965

o America is embarrassed on a World stage

o Outlaws literacy tests and other rules that prohibit blacks from voting o Selma is important because the majority of that county was black ▪ Blacks paying taxes but unable to vote

▪ “Taxation without representation”

∙ Watt’s Riot in south LA 1965

o Nation of Islam paid attention to the northern states

▪ South LA wasn’t on their list

o Watts had 4-5 days of riots

▪ Compared to Ferguson/campus carry rally

o Riots important to pioneer race riots forward

▪ Up to 1965 race riots were about whites going into black  

neighborhoods

▪ People are from Texas in California (majority in LA)

o Watts have been complaining for years

▪ 30 people died

▪ 900 injured

▪ But property value is more important  

▪ Never want to mistake racial progress with a business  

situation

o Seven issues that triggered the riots

▪ Inaccessible health care

∙ Affordable Care Act giving access to poor people instead  

of being inclusive

▪ Inadequate public transportation

∙ Bus stops were political

∙ Blacks were to use buses more

∙ But whites, noticing convenience began to use them too

▪ Overcrowding in housing projects

∙ Congested

∙ Too many people in a small area

▪ Employment inequality

∙ White with high school diploma makes as much as black  

with a Bachelor degree

▪ Inequality in education

∙ Integrated schools in theory

∙ Black schools underfunded

▪ Crime  

▪ Drug addiction

o White media didn’t cover black issues and so whites are wondering  where the riots came from

▪ So it catches white America off guard

∙ After riots nation and movement shift attention from south to urban areas o Dr. King’s nonviolence doesn’t work in major cities

o By 1965 southern peace is over and attention shifts

10/13 Lecture

∙ Black Panther Party

o Started in 1966

o Foundations were laid before that

▪ In migration of blacks from Louisiana/Texas to California

▪ Huey P Long

▪ In response to social conditions

o In the 1960s California passed a law that any state resident can go to  college if they had a high school diploma

▪ A greater push and pull for black people going to California  

from the south

▪ In California there are 3 systems of high education

∙ UC system

∙ Cal state system

∙ Junior college system

▪ Berkeley trying to get students from Africa

∙ Most of them are from Oakland

▪ San Francisco vs. Oakland

o Three events in 1961 at Berkeley

▪ Malcolm X goes to Berkeley

∙ Speaks

o Very controversial

o Supposed to be like that in college

o Part of the learning process

▪ Patrice Lumumba murdered in the Congo

▪ Berkeley has strong outreach program in 1961

∙ Black students want students to understand obligations  

they have to communities at home

o Trying to do something to motivate them to do  

something

o In 1961 stop using “negro” and start using “black”

▪ Instead be proud to be black

o Black student organization where whites couldn’t join

▪ Asked them to form their own organization and work in their  own community

∙ “Go back to your community and do that”

▪ Focus on campus issues to community action with elitists ∙ Connect with lowest people in community

o Organization wants to

▪ Diminish class barriers

∙ Black community is class oriented

▪ Stressed racial solidary

▪ Stress African pride

∙ Wanted to get in touch with African side

▪ Talk about transformative power of education

▪ Stress collective over the individual

∙ Not about I more about we

∙ Community needs before individual interest

▪ Talked about issues and also talked about solutions

∙ Huey P. Newton and Bob Seale

o Enroll in Merritt College  

▪ Junior college

▪ Jr colleges are known to be with untraditional people

∙ All ages

∙ All majors

∙ All races

▪ Learn about life

∙ Get exposed to real issues that people in Oakland have  

to confront

∙ Black Panthers become very pragmatic because of this

∙ Dealt with the issue of police brutality

o Demanded several things at college

▪ Wanted black studies class

▪ Wanted black studies major

▪ Demanded black professors who had some experience in the  black community

▪ Issue with the teacher certification process

∙ Majority of teachers are white women

∙ Sending teachers to black communities and couldn’t  

engage with the students

∙ Went in with the attitude “that they knew what was  

best for kids”

∙ Felt like it did not prepare students for real life  

environments

∙ Didn’t know how to interact with black students

10/15 Lecture

∙ Black panthers

o Nature of a classroom is a vibrant learning environment because of  the ages

o Teacher certification program

▪ Felt like it did not prepare students for real life environments  ▪ Didn’t know how to interact with black students

▪ Didn’t know how to take it to the streets

o A revolutionary black nationalist organization

▪ Nation of Islam was territorial

o Wanted overthrow of the United States

▪ Want capitalism replaced with socialism

∙ Socialism – everyone has a fair chance

∙ Capitalism – survival of the fittest

o Energy would be around idea of resurrecting the black man ▪ First target was the police brutality

∙ Used pig as representation of police

∙ “Worse animal on the face of the earth”

∙ In an urban environment, police function as terrorist  

organization

▪ Wanted to organize people at the bottom of society  

∙ Rechannel energy to revolutionary principle

∙ Dangerous approach

∙ Understood that if they don’t organize people in the  

street the police would

o Ten point platform

▪ Power to determine the destiny of the black community

▪ Full employment for all black people

▪ They wanted an end to the robbery by the white man of the  black community

▪ Decent housing

▪ Wanted people to be exposed to what they call the real  

American history

▪ Wanted black men exempt from military service

▪ Wanted an end to police brutality and murder of black people ▪ Wanted all blacks in prison to be released

▪ Wanted black people to be tried by a jury of their peers

▪ Wanted land, bread, housing, education, clothing, justice and  peace

10/20 Lecture

∙ Gender dynamic in the Black Panther Party

o Organization was tough for black women to be in

▪ Women deal with sexism by men in favor of the greater good o Military structure

o Women leaders  

▪ Even if about black man idea

▪ Women in major leadership position

o Deal with insecure men and insecure egos

o Deal with sexual abuse/innuendos

▪ Women expected to sleep with black men

∙ Due to military style of the party

o Should anticipate and meet black man’s needs before they say  anything

▪ “Women are on their back”

o Earn respect of men to lead and prove their worth

o Foot soldiers are black women

o Black women were critical of feminism as a “white women’s concept” ▪ Didn’t have to do much with black women

▪ Black Womanism

▪ White feminist were a part of the white supremacist structure ∙ Black panthers known for

o Guns

o Met violence with violence

o Had a sleuth of social programs designed to meet practical needs of  the community

▪ “Survival programs”

o Want to overthrow the government

o Programs in place until overthrow happens

o Most famous programs

▪ Breakfast for children program

∙ Kids who needed a meal

∙ Parents could discuss politics and the party

▪ A bussing to prison program

▪ Free ambulance program

▪ Visiting physicians program

∙ Tuskegee Syphilis experiments in the 40s

o Used group of black men as lab rats

▪ Medical apartheid

▪ Legal services

▪ Free pest control

▪ Program to help sickle cell anemia

▪ Youth training and development

∙ A lot of energy into training and mentoring black kids

∙ Made them think past just survival

▪ Liberation schools

∙ Similar to freedom summer schools

o Programs are important because  

▪ Met practical needs

∙ Solving community problem

▪ Serves as recruiting mechanism and marketing tool for the  panther movement

▪ Allows them to generate revenue

∙ Grant money  

o From white liberals

o Gave money so they don’t raise hell

o Similar to an insurance policy against blacks  

going crazy

∙ Use for other programs in party

▪ Frightened by older black people who stand behind non  

violence

∙ Dealt with COINTELPRO

o COunter INTELligence PROgram

o Led by Hoover of the FBI

o Elaborate spy operation for civil rights organizations

▪ Organizations infiltrated by snitches/spies

10/22 Lecture

∙ Problem of self

o People in the Black Panther Party contributed success to self ▪ Don’t get help or they did it alone

o Affinity groups

▪ Black people don’t participate with black people  

∙ Think there is something coming down the line and  

don’t want to jeopardize that

o Black people don’t like black radicalism

▪ Gangs came forth because of people being super radical

∙ “The elders must plant the trees so that the children will have shade.” o 2015 – blacks keep it quiet but they need to speak out

∙ Black Panthers ended around ’68 ’69 ’70 falling in ‘73

o Huge organization around the country

o Two kinds of people  

▪ Card carrying member bs sympathizer

o Fade because

▪ Government repression

∙ Hoover says Black Panthers are number one threat to  

national security

∙ Gives police license to kill and harass and arrest  

members

▪ Unsuccessful in trying to turn street people into  

revolutionaries

▪ A lot of internal conflict

∙ Uber hyper masculine environment

∙ Many chapters had cliques

▪ White liberals cut off funding to party

▪ Unable to translate radical activity to sustainable progress

∙ Stuff like that has a shelf life

▪ Rampant drug use within the party

▪ Too much conflict with police

∙ Battle they would never win

▪ Were in bitter disputes with other black nationalist groups

∙ UCLA: Black Panther and US shoot out about black  

studies program arguing about what program should be  

about

▪ Many panther chapters transitioned into electoral agreement ∙ Leave to seek political power

10/27 Lecture

∙ Cultural nationalism

o Key to black power or politics was through black people reclaiming  African culture/old African ways

o Need to stop the turning away

∙ Integration/Assimilation

o Emphasizing beauty of distinct African culture  

o Wanted blacks to establish own values and away from white value  system

o Wanted to define black as culturally distinct from white people o Culture means

▪ Talk/walk/dress/food/hair/music/handshake/greeting/pray/ laugh/look/values/ideals etc.

∙ Blacks don’t have to appropriate

o Black culture renaissance was necessary

▪ 20s and 60s

▪ Authentic black value

▪ Assert distinctiveness

∙ Aulana Karenga  

o Cultural nationalist in 60s

o Kwanzaa

▪ December 25th to January 1st 

▪ Celebrate 7 unique value system, a different principle each day ∙ Umoja – unity

∙ Kujichagulia – self determination

∙ Ujimaa – collective work and responsibility

∙ Ujamaa – cooperative economics

o What deal are you going to give us because  

there’s so many

o Pooling resources together

∙ Nia – purpose

∙ Kuumba – creativity  

∙ Imani –faith

∙ In Swahili, East African

▪ Blacks had to have a spiritual ground

∙ Rare to have a black atheist

▪ If blacks follow these principles, they would usher in a “new  world and a new people”

▪ Kwanzaa was an alternative to the white hyper  

commercialization/materialistic of Christmas  

o Organization US

▪ As in US vs them

▪ In 67 and 68, killed 2 black panthers members at UCLA

▪ Culture focus

▪ John Huggins and Bunchy Carl were killed

∙ Idea of Soul

o Equivalent of black aesthetic

o Encompassing thing no one could teach

▪ Either you had it or you didn’t

▪ Those that didn’t were perceived as sell outs

o Soul in addition to language was the handshake

o Clothing

▪ Beads and sandals  

▪ Give the white man his clothes back

o Hair was a natural look was righteous easier to maintain and ▪ Tribute to group unity

▪ Statement of self love

o Soul food was form of expression  

▪ Food you like to eat

∙ Mac and Cheese

∙ Pork

▪ From slave heritage and shouldn’t be embarrassed by it

∙ Idea of someone who had sold out or is a traitor

o Someone who wishes they were born white

o Bought into idea of white standards

o Someone who had no desire to use talents for the black community

10/29 Lecture

∙ Kwanzaa language

o Movement of African American holiday

o Could black people do art for art sake or not

▪ It had to be political or mean something

∙ Black holiday movement

o Many American holidays are Euro centric

o Blacks need to have their own holiday

o Mary Jane Blige sings national anthem at the Kentucky Derby ▪ Sings it soulful and people are mad

o Black national anthem

▪ Irony of celebrating July 4th 

▪ Because African people were still enslaved

o Euro holidays imposed on black people

o Wanted blacks to get their own holiday

∙ Five primary motivations for holidays

o Memorialize historical personality

▪ 60s need to reevaluate American heroes

o Memorialize certain events in American history

▪ The dates that are important to whites are not important to  blacks

▪ Independence 1776 not important

▪ 1808 is

∙ Atlantic slave trade closed

▪ Juneteenth 1865

∙ More important than emancipation

∙ Because Africans were released from plantations

o Want own holidays because they recognize they have been excluded  from American history

o Felt excluded from dominant holidays/celebrations

▪ MLK is the only federal holiday named after a person

o Wanted blacks to completely get away from white holidays ▪ Wanted to focus on black history and understand it

∙ Black art

o Louis Farrakhan gave a quote “you need to make art your  

grandchildren will be proud of”

o All art had to have political

o Nine characteristics of black art

▪ Black art needed to extoll the virtues of extreme black culture ▪ Black art should nurture group pride

∙ When black people see it they should feel prideful

▪ Felt art should counter traditional stereotypes of black people ▪ Wanted black people to produce art that wouldn’t cater to  

whites

▪ Felt black art needed to control perception of black people  

stereotype of men

∙ Men: thug

∙ Women: over sexualized

▪ Black art should express the voice of the black community and  not what white audiences want to hear

▪ Should express writers deep love self and hatred of the  

oppressor

▪ Should also steer other artists to think in terms of institution  building

11/3 Lecture

∙ Black Power Movement at college and university

o One institution that most profoundly affected by the movement o During the 60s at predominately white universities  

▪ This class is a product of that

∙ Consciousness  

o Black students on white college campuses want to transform he  institution to accept the black student

▪ Georgetown basketball was big in the 80s

▪ Most though it was a black university because of it

o Black Power Movement critical because black personalities got  consciousness raised on college campus

o 68-69 over 80-90% of sit ins took place on college campuses o Prior to 68 the black student presence is small

▪ MLK assassination moved them to college

▪ Hardcore people were thinking to do something

▪ Universities began making out reach programs for them  

▪ Come to white institution need to be made for the black  

students because they realize their tax dollars are going there  

too

∙ Universities get attacked for these out reach programs

o “You are admitting the unqualified people over the qualified” ▪ UT case of Fischer

o White administrators need to do something

o Learning environment is enriched when diverse  

▪ Different backgrounds

∙ Black students began to make demands (now compared to 40 years ago) o Wanted a black cultural center to give a black presence

o 50 black RAs

o 15% of freshman class to be black

o Wanted 500 black faulty hired in a four year period

o Wanted a black studies major

▪ Wanted something to specifically study

o Increase scholarship money for black students

o Increase in pay for janitors and food service workers

o Wanted black dorms and black dinning halls

o Demand that the university give residence to people living in the city ▪ Wanted campus and community groups to access goods  

campus provided

o Established black newspaper

∙ White response:

o If you want all this black stuff, why don’t you just go to a black school? ∙ Reasons for going to a white college

o Felt they would have more opportunity at white college

▪ “White man’s ice being colder”

o Prestige of the degree would be worth more

▪ Coming from white college as opposed to an HBCU

o Its not about going to a white college but about opening the university  up to the diversity

o Wanted the reward that a white college would give them so they could  use their influence for other black students

▪ Getting this degree for the people behind them so they can  

open up doors for them

o Some of them began to compare their experiences at their white  college than a black college  

▪ Began to say their experience is better

∙ Even with all of this there is still tension in the community

o Some people argued that black students were elitists because they  only care about campus issues and not what was going on right  

outside the campus

∙ Some people felt that university was wasting money on out reach programs o Big debate

▪ Why are you letting unquailed students into the university?

o Typical standard:

▪ Test scores

▪ Grades

▪ Based on graduation or high school standard

o Hardest thing is getting in

o Bring them in and you’re going to lower the standards of the school ∙ Some white people supported the efforts

o But felt like colleges didn’t have a support structures  

o Bring in black athletes and black women for them

o Some people felt that they were bringing in too many black students

11/5 Lecture

∙ In 67-68 black athletes were getting conscious  

o Black labor with white wealth

o Similar to the plantation

▪ Black working but getting no money where the white men will

o “Athletic industrial complex”

▪ Began to realize they were part of elaborate business  

enterprise

▪ How do we max opportunity and get what we need out of it? ∙ 67-68 was the catalyst for one year scholarship

o Because black men refused to cut their afros

o Understood university could care less of their intellectual  development of black students

o You are here to produce and when you can’t produce you’re gone o Litany of concerns they felt where black students athletes get  recruited but couldn’t live on campus because they couldn’t be in the  dorms

o Gentlemen’s agreement

▪ If certain teams had a black player and they played a  

segregated school, they would leave the black player at home ∙ List of concerns

o Felt there were no black professors on campus

o Not enough black coaches

o Blacks couldn’t play certain positions

▪ Center/quarterback/point guard/pitcher/catcher

▪ Not on “leader thinking positions”

o No black cheerleaders

o A lot of complaints on academic side

∙ Athletic industrial complex

o How it works

▪ Identifies black talent at an early age

∙ Elementary

▪ Eligibility vs ineligibility

▪ It is not a way out but the way out  

▪ No one ever talks about what happens when its over

∙ Assata

o Page 36

▪ Background

▪ Black middle class

▪ Middle class could protest but lower class can’t because they  have middle class has fall back money

o Page 37

▪ Watching television

▪ Shows and talks about how its corroding her brain

o Page 71

▪ Black kids put into a separate remedial class

▪ “It never ceased to amaze me that the kids who were so smart  in the street were always in the dumb classes.”

o Page 72

▪ Boy liked her

▪ She called him “black and ugly”

▪ Never used that before

▪ Completely upset and despised by herself

o Page 73

▪ Influence of civil rights

o Page 75

▪ Running away

o Page 102

▪ Explains how she was working and had to deal with sexual  harassment

▪ “Any Black woman, practically anywhere in amerika, can tell  you about being approached, propositioned, and harassed by  white men. Many consider all Black women potential  

prostitutes.”

o Page 113

▪ Talks about going out with her brother and then six/seven of  his friends show up

▪ A group of boys talked about “training” her but she managed to  get out before they did anything

o Page 135

▪ A relative, Evelyn, took her in

▪ Evelyn was an attorney struggling financially but all about  helping poor black clients

o Page 153

▪ Great discussion about black elite

o Chapter 12

▪ Talking about development of racial conscience

o Page 192

▪ Talks about white revolutionaries

▪ How they like to be all over black “stuff”

▪ White people trying to lead

o Page 224

▪ Talks about macho cult how all black men stick together

▪ “When brothers made an unprincipled attack on sisters, Zayd  refused to participate.”

▪ “I knew this had to be especially hard for him because he was  small and his masculinity was always being challenged in some  way by the more backward, muscle-headed men in the party.” ▪ Described Zayd as a renaissance man

∙ Ready for Revolution – in college

o Develops a revolutionary consciousness

o NAG

▪ Non-violent Action Group

▪ Affiliated with SNCC

▪ Joins because he noticed the small group of black students  assembled because the population of black students at his  college is small

o Black Bourgeoisie

▪ Upper division of black society

▪ Seen in Greek life  

o Believed that the government owed black people a lot

Page Expired
5off
It looks like your free minutes have expired! Lucky for you we have all the content you need, just sign up here