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Study Guide 3

by: Ashley Ramirez

Study Guide 3 HIS 317L

Ashley Ramirez

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From the lecture of the Black Power Movement in college to the 5 issues the black community should address
The Black Power Movement
Leonard N Moore
Study Guide
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This 11 page Study Guide was uploaded by Ashley Ramirez on Tuesday December 1, 2015. The Study Guide belongs to HIS 317L at University of Texas at Austin taught by Leonard N Moore in Fall 2015. Since its upload, it has received 265 views. For similar materials see The Black Power Movement in History at University of Texas at Austin.


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Date Created: 12/01/15
“Study Guide” I know Dr. Moore said the notes for this start from the student athlete lecture, but, just to make sure, I’ve included the college lecture right before it. So this guide is from 11/3 to 12/1. At the end, there are some notes about Do I Dare Disturb the Universe. He did not mention in class anything specific about the book that we should know about, nor did he elaborate what he meant when he said that the style of this part of the exam would be different. I can’t be much help there, sorry. But I hope the rest of the notes help. Good luck with the exam, the end of the semester and finals to come! 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 11/12 Lecture  Sports in School o Academically  Want college to move up in rankings  Quickest way to move college in rankings o Socially  Football games o Politically  “integration” o Financially  College will raise more money if teams are doing good  Athletic Industrial Complex o Only functions if young people are convinced that all they can do is sports o Promotes anti-intellectualism  In the 1960s, athletes are in a period of consciousness o The 1968 Olympics  U.S. use black athletes as ambassadors  Jesse Owens in Berlin 1936  Can’t vote but can be in the Olympics  Perception of America by other countries is different from what it is o America is okay because they let blacks do things in the Olympics o “Athletes being good-will ambassadors”  Black athletes are most visible representatives  Question: should black athletes participate or not?  Olympic Project for Human Rights (OPHR) o Focused on institutional rights o Athletes understood the institutional way of things  OPHR did:  Deal with Olympic boycott  Wanted them to look at holistic needs  Wanted to establish a standard of political responsibility  Wanted black athletes to understand what the needs were of the broader black community  Wanted black community to be aware of the hidden dynamics and consequences of black over involvement in sports  When it came to the Olympics, OPHR had suggestions  We are not going to go participate  We should go complete trials but when we get there refuse to run  We should go but not participate in the opening ceremony 11/17 Lecture  68-69, transition from protest to politics  OPHR in the Olympics o Debate  Wouldn’t participate in opening ceremony  Refuse to stand on victory platform  Finish last in every event  Crawl out of starting blocks  Agreed on if they win, there will be a protest on victory platform o Amateur athletes wanted to institutionalize human rights in OPHR  Felt with increase in sports that home industry would be built on their backs  Goals  Black people to analyze beyond athletics o “What happens when the cheering stops”  Blacks to look at political side of athletics o Muhammad Ali gets conscious when he starts talking to Malcolm X o Because of this, people got to say that he was a bad boxer o Ali would ask what people would stand for  “What you stand for depends on what you’re sitting on” o Black politics  White flight  White people leaving so black people can control city government  Blacks understood they wanted to control the political structure  Wanted to be mayor first o Position of mayor gave control and immediate chance to give an immediate change  Metropolitan form of government  People in the county can control what goes on in the city  City council and districts  At large election o Top 8 vote getters gets the election  Both used to dilute black power  First black mayor in 1967 in Cleveland  They weren’t mayors that were black they were black mayors  Goals o To get black people a job o Reform police departments  Recruiting at black churches  Change where there are meetings and the nature of the test from rules and regulation to questions of people in the community  Promoted black people o Promote black business owners  Power of government contract o Improve quality of housing  Spread out section 8 of housing to white areas a well o Deal with public health crisis  Make it fully staffed with physicians and nurses o Pioneer affirmative action programs  Government contracts is guaranteed money so delve into politics 11/19 Lecture  Black mayors and things they wanted to do o When in authority, they had to deal with opposition white people don’t have to worry about o Mayors face oppositions  Deal with a white city council that did not want to support initiatives  Deal with conservative state and federal government  Dealt with declining tax base  Privatization  City council and other authority figures trying to privatize city services  King dies in 1968 o Black power movement and liberation struggle splinters  King is the leader of the panthers and Islam  National Black Political Convention in 1972 o For nationalists and radical feminists to plan the next 40 years o Planned during an election year  Thought about getting a black candidate to run for president  To develop a political platform  Then leverage voting power o Such as “these are our issues. Meet them and you will get the black vote” o Black power people vs. Civil Rights People  Black power people don’t agree with working with the system  Reform vs, Revolution  Revolution brings about quicker change  CR to BP – no jobs or money so there’s nothing you can do for the black community long term o Three day period to develop the issues to address  Economic empowerment  Human development  Blacks to control the school system  International policy  Getting the US out of South Africa  Wanted Israel to stop giving guns to South Africa  Environmental protections  Rural development  Encouraging to not neglect their home town  Political empowerment  Wanted black people to set up separate political party  Cable TV  “Has the potential to ruin the lives of black people”  Importance of Black radio  Independent 11/24 Lecture  The convention split over two issues o School bussing  Launched as a method to have token black representation at white schools  NAACP in favor of bussing because political capital invested in integrating schools  Integrationists hated it o Didn’t want their kids to be used as an experiment  Black power in the church o Most powerful institutions blacks have  Place of worship  Defacto community center o When referring to the Bible during the Black Power Movement, people asked how white and black read the same book but had different interpretations  Typically because they read the bible from the view of the oppressor  Should be read from the view of the oppressed  Matthew 6:9-13 o Talked about scriptures  Class identity that Jesus was talking to the poor people  Freedom of prisons  Twisted scriptures for political ideology o Jesus the Revolutionary  Change for the political and social structure in colonized Israel  Radically change distribution of authority and power  Wanted to give a voice to the voiceless  Wanted to expose the workings of repression  Call for individual hearts to be changed  Treating the people’s needs as holy o Revolutionary to meek and mild; preachers should:  Make his ministry void of political context  Don’t put his words in with politics  Make his message solely focused on heaven  Make a point that Jesus had no interest in the political words of the day  Mainstream church preach that Jesus’s message was about individual morality  Old testament was about group liberation  Black capitalism o Black power is green power o In 60s, believed protest was great but liberation came through money  Was all about the dollar and cents  Chicago shooting of Laquan McDonald o He was 17 o He only had a knife in his hand o He did not approach the officers o Was shot 16 times o The last cop on the scene, Jason Van Dyke, was the one to shoot o Happened October of 2014 (13 months ago)  Dr. King book “Where Do We Go From Here? Chaos or Community” o Dealt with the question of where does America go from the point after all the protests and legislative issues  Five issues for the Black Community to address o Everyone’s  Police brutality  Getting out of poverty  Cultural knowledge  Education  Gang Violence  Sex Education  Employment opportunities  Family structure  Media: trail, perspective, and transparency  Homophobia  Mental health  Substance abuse  Incarceration  Gentrification  Unity within the black community o Dr. Moore’s  Black male/female relationships  Marriage for children  Speaking/talking to each other  Incarceration rates  Hip hop music culture and politics  Substance abuse  Education  Find a way to show kids an immediate return on the investment of education Do I Dare Disturb the Universe? Charlise Lyles  Charlise Lyles decides to find her dad to tell him about the scholarship she got o Her father molded her thinking o She learned about souls and dilemmas and decisions and destiny o According to her mother, her grandmother destroyed him  Cuyahoga River on fire in 1969 o Seen as a division between the east side and west side  Black vs. whites  Charlise is baptized o Expects life to improve but nothing happens  Her mother was a fan of Mayor Carl Stokes  They move from Mount Pleasant to King Kennedy public housing  Her older brother, Dynamite, is sent to a detention home for breaking and entering and stealing  Charlise had a fascination with the incinerator in the housing projects o Her black consciousness grew then o Realized that she needed to accept that there were enemies o She let go of her childhood to become an adult  Charlise had a smart older sister, an older brother and two younger siblings that were also smart o Was jealous of the “smarts” her younger siblings had o But was alright with it because she has the astronomy knowledge from her father  Her mother begins to work as a social worker and starts taking them to black theater  Her mother enrolls her in a program where she stays with a white couple for a week, the Hedwicks o She tries to hate them because of the Black Power Movement but can’t because they are very nice to her  When Charlise has an afro, she is called Angel Davis o Angel Davis was a famous black revolutionary female leader  The housing projects she lives in soon turn violent as people begin to fight among each other  She is hit by a boy she smack talks and she can feel the anger in the projects  A man is killed in the projects o The kids take turns to see the body  They’re intrigued but scared  Charlise and a group of kids decide to kill the rats in the projects o Media comes to record it o Makes them look like they are a bunch of savage animals o Her mother was disappointed  Her older sister, Linda, leads the school parade and gets a scholarship to a university  Two ice cream men are shot o Charlise wants to leave the projects o Often uses her imagination as a source of refuge, which gets her in trouble  Charlise writes a short story that her English teacher states is amazing and she is moved to a different class  Charlise and her friend see a movie with a sex scene o She begins her period and accepts it o Begins to question sexuality  She is groped by boys in the hallways and she lives in fear be being called a “ho”  Charlise reads a book about a girl that is raped and is inspired to focus on her education  Charlise gets into the boarding school, Hawken High, and lives with her old science teacher Mrs. Moore so she can attend because she lives near the school  Charlise is conflicted with attending a white school o Her family is telling her to go o But she doesn’t know where she wants to go in life o Meets a boy and they kiss o Looks at it as white and black and they are in the middle of a “battle” as trying to take what the white person dishes out  The boys stop groping her in the hallway when they learn of the scholarship o They are envious  Charlise questions the co-ed system of the school because it is new and she wonders if it will fail like racial integration has  Charlise would look for her dad on weekends but couldn’t find him  A guy named Kevin takes her on a date and tell her they’ll get married and he’ll get a job o She’s uninterested because she was taught that they need to go to college o She also wants her future partner to know specific poets o She begins to realize her self-worth and sets standards  Charlise realizes she doesn’t fit in with her friends from the projects or her peers from school  Charlise had a debate with a classmate about affirmative action o Makes her realize she has a right to be at the school  Title of the book comes from a poem she read  Charlise begins looking at colleges and begins to improve at calculus and chemistry because of Mrs. Moore she is staying with  Chooses Boston University for arts because it gave her an almost full ride and she wanted to see what she could bring to the arts  She goes to the office of Congressman Charles Danik to work for a senior project  She goes out to search for her father again but does not find him  Two months before her graduation the barn at Hawken burns and she’s reminded of Cleveland, the Cuyahoga River fire  She finds herself again because of the fire and realizes she could become someone powerful with a voice and be strong and bold


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