For each topic: Click the arrow next to the topic to read the learning objectives and source analysis task. Watch the video overview. Engage with the sources (click the arrows to learn more about each one). Note: The actual visual sources (photographs/art) are here. However, any non-visual sources (text/audio) are not here, use either AP Classroom or Gilder Lehrman Institute for access. Finally, complete the learning objectives and source analysis task in your notebook or on a Google Doc. This is for your own learning and studying! Ask Ms. G or your TA if you have any questions.
Learning Objectives:
Describe the context of and connections between the Négritude and Negrismo movements in the first half of the 20th century.
Explain why proponents of Négritude and Negrismo critiqued colonialism.
Task: Describe the African influences present in both paintings (can reference what've you learned in Unit 1!)
PAINTING: Les Fétiches by Loïs Mailou Jones, 1938
Loïs Mailou Jones (1905–1998) was a pioneering African American artist and educator known for her significant contributions to the Harlem Renaissance and American art scene. These artistic and literary movements aimed to celebrate Black culture and promote pride in African heritage. Jones's artwork often depicted scenes and themes related to Black identity and African culture, making her an essential figure in these movements. Les Fétiches is a seminal work that captures the artist's exploration of African and Caribbean aesthetics.
PAINTING: The Jungle (La Jungla) by Wifredo Lam, 1943
Wifredo Lam (1902–1982) was a Cuban painter known for his significant contributions to modern art, mainly through his unique fusion of Afro-Cuban and surrealist influences. As one of the leading artists of the Negrismo period, The Jungle (La Jungla), painted in 1943, is a seminal work encapsulating the artist's unique blend of Afro-Cuban symbolism and European modernism. Lam's legacy continues to influence contemporary discussions on the intersection of art, identity, and cultural heritage. He is considered a key figure in the development of modern Latin American art.
TEXT: Excerpt from Discourse on Colonialism by Aimé Césaire, 1955
Aimé Césaire was a Martinican poet, writer, and politician renowned for his significant contributions to literature. Césaire passionately critiqued and condemned the destructive impact of European colonialism on both the colonizers and the colonized. Discourse on Colonialism is considered a seminal text in postcolonial studies and has influenced discussions about imperialism, racism, and the enduring legacies of colonial history.
Learning Objectives:
Describe the Black Freedom Movement in the 20th century.
Describe the examples of diasporic solidarity that emerged across the African diaspora in the 20th century.
Explain how diasporic solidarity between African Americans and Africans impacted Black politics in the U.S. and abroad in the 20th century and beyond
Task: Identify the intended audience of the Joe Louis photograph. Compare with the intended audience of the MLK Jr. interview.
AUDIO: Martin Luther King Jr. interview during visit to newly independent Ghana on invitation from Kwame Nkrumah, 1957
Martin Luther King Jr. was a prominent American civil rights leader. King visited Ghana in March 1957, shortly after the country gained independence from British colonial rule on March 6, 1957. During his visit, King was invited by Ghana's first Prime Minister, Kwame Nkrumah, to attend the celebrations marking the nation's independence.
PHOTOGRAPH: Joe Louis during visit of Black business and media leaders to Havana, Cuba, 1960
In the 1960s, Joe Louis, the legendary American heavyweight boxer, was involved in various activities beyond sports. He became a prominent civil rights activist and is recognized for his efforts to promote racial equality. His visit to Havana, Cuba, was part of broader initiatives related to civil rights, international relations, and cultural exchange. During the 1960s, there was increased interest and engagement between African American leaders and figures and Cuba, particularly as the Cuban Revolution unfolded.
PHOTOGRAPH: Maya Angelou, Julian Mayfield, and others petition outside the U.S. Embassy in Accra, Ghana, 1963
Headnote: Maya Angelou and Julian Mayfield were involved in significant activism and participated in a demonstration outside the United States Embassy in Accra, Ghana. The demonstration was a response to the racial segregation and violence against African Americans in the United States and a manifestation of the increasing politicization of African American expatriates living in Ghana. Their platform was to draw attention to the racial injustices occurring in the United States and to express their solidarity with the Civil Rights movement.
Learning Objectives:
Describe African Americans’ involvement in the Second World War.
Explain how the Double V Campaign emerged during the Second World War.
Describe African Americans’ access to the benefits of the G.I. Bill.
Task: Explain which source best describes the experience of African Americans during the Second World War.
TEXT: James G. Thompson, "Should I Sacrifice to Live 'Half-American'?," Pittsburg Courier. 1942
James G. Thompson was an African American journalist and columnist who wrote during a crucial historical period when racial segregation, discrimination, and civil rights were prominent during World War II. He addressed the challenges and experiences faced by African Americans in a society marked by racial inequality. His writing would catalyze the Double V Campaign.
PHOTOGRAPH: Major Charity E. Adams and Captain Mary Kearney inspect members of the 6888th Central Postal Directory Battalion in England, 1945
The 6888th Central Postal Directory Battalion was a Women's Army Corps (WAC) in the United States Army during World War II. The battalion was notable for being the only all-black, all-female unit to serve overseas during the war. The battalion played a crucial role in clearing a massive backlog of mail that had accumulated for American service members stationed in Europe. They were responsible for sorting and delivering mail, ensuring that soldiers received communication from their loved ones.
PHOTOGRAPH: The flight instructor staff of Tuskegee Army Airfield, late Second World War, 1945
The Tuskegee Army Airfield, located in Tuskegee, Alabama, was the primary training facility for African American pilots during World War II. The flight instructor staff at Tuskegee played a crucial role in training and preparing African American pilots for combat. The instructors were often experienced pilots and were responsible for teaching aspiring aviators the various aspects of flying, including navigation, aerial combat tactics, and aircraft operations.
Learning Objectives:
Describe the enduring forms of segregation and discrimination in daily life that African Americans faced in the first half of the twentieth century.
Explain the rationale for the Brown v. Board of Education decision to overturn “separate but equal.”
Explain how different groups responded to school integration as a result of the Brown v. Board of Education decision.
Task: Explain how the results of the Clark Doll Test impacted integrated schools.
TEXT: US Supreme Court, Brown v. Board of Education of Topeka Opinion (1954)
This landmark United States Supreme Court case dealt with racial segregation in public schools. In the unanimous decision written by Chief Justice Earl Warren, the Court declared state laws establishing separate public schools for Black and white students unconstitutional, overturning the precedent set by the 1896 case Plessy v. Ferguson. The decision in Brown v. Board of Education marked a significant turning point in the Civil Rights movement.
PHOTOGRAPH: Gordon Parks’s Photographs of Kenneth and Mamie Clark’s “Doll Test” (1947)
Gordon Parks, known for his work as a photographer and filmmaker, documented various aspects of African American life and the Civil Rights movement. His collaboration with the Clarks in capturing the images related to the doll test contributed to the historical documentation of the impact of racism on children's perceptions of themselves and others. The images significantly influenced public opinion and contributed to the legal arguments against racial segregation.
TEXT: Clark Doll Test, Harlem, by Gordon Parks, 1947
The Clark Doll Test was a landmark study in psychology aimed to investigate the impact of racial segregation on the self-esteem and identity of African American children. Conducted by psychologists Kenneth and Mamie Clark, the findings from the doll test played a crucial role in the landmark Brown v. Board of Education Supreme Court case in 1954.
Learning Objective:
Explain the long-term effects of housing discrimination on African Americans in the second half of the twentieth century.
Task: Compare the intended audiences of the two sources.
BONUS: Engage with these two sources: article 1 and article 2 . What surprises you? How has your experience living near Boston agreed/disagreed with this information?
IMAGE: Home Owners’ Loan Corporation “Residential Security” map of Philadelphia and Camden, 1937
The Home Owners' Loan Corporation (HOLC) was a government-sponsored agency established in 1933 during the Great Depression. The maps, often called HOLC "redlining" maps, classify neighborhoods into different grades or colors based on perceived lending risk. Neighborhoods with predominantly African American or minority populations were marked as high-risk (often in red), leading to disinvestment and a lack of access to loans. The maps and the practice of redlining had severe and lasting consequences.
TEXT: Excerpt from A Raisin in the Sun by Lorraine Hansberry, 1959
The play A Raisin in the Sun by Lorraine Hansberry, first performed in 1959, reveals the aspirations and struggles of an African American family living in Chicago's South Side during the 1950s. Set in a small apartment, the Younger family grapples with the challenges of racism and poverty and dreams for a better future. Hansberry explores themes of identity, generational conflict, and the pursuit of the American Dream.
Learning Objectives:
Describe the essential methods of the major civil rights organizations.
Explain how nonviolent resistance strategies mobilized the Civil Rights movement.
Explain how civil rights activism in the mid-twentieth century led to federal legislative achievements.
Task: Describe the historical situation of the photograph of John Lewis.
TEXT: “Nonviolence and Racial Justice” by Martin Luther King Jr., 1957
"Nonviolence and Racial Justice" is a sermon by Martin Luther King Jr. from 1957. The sermon is notable for its emphasis on the principles of nonviolent resistance to achieve racial justice and equality. In this speech, Dr. King articulates the philosophy of nonviolence that would become a central tenet of the Civil Rights movement.
PHOTOGRAPH: John Lewis and Colleagues, Prayer Demonstration at a Segregated Swimming Pool, Cairo, Illinois, 1962
Danny Lyon, a 20-year-old photographer, traveled to Cairo, Illinois to photograph a group of civil rights protestors demonstrating against the town’s racial segregation. Lyon was surprised by the lack of media coverage and the degree of violence directed at the peaceful protestors. The 1962 photograph of the future Student Nonviolent Coordinating Committee (SNCC) chairman, John Lewis, became the SNCC poster with the tagline 'Come Let Us Build a New World Together.’
TEXT: “March on Washington Speech” by John Lewis, 1963
This speech, delivered by John Lewis during the March on Washington for Jobs and Freedom, advocated for civil rights and equality for all Americans, mainly focusing on the plight of Black Americans who faced discrimination and segregation. Lewis was a prominent civil rights leader and activist who chronicled the struggles and victories of the African American community during the fight for equality and justice. As the current Student Nonviolent Coordinating Committee (SNCC) Chairman, Lewis was one of the six leaders who spoke at the event.
Learning Objectives:
Describe the ways Black women leaders furthered the goals of the major civil rights organizations and grassroots efforts.
Describe the ways grassroots organizing beyond the South advanced the goals of the Civil Rights movement.
Task: Compare the roles of Black women in the Civil Rights movement and another social/political movement in America. Ex: Black is Beautiful movement, anti-lynching movement.
TEXT: SNCC Position Paper: Women in the Movement, 1964
Written in 1964, the paper represented the Student Nonviolent Coordinating Committee’s (SNCC) evolving stance on women's participation in and contributions to the struggle for civil rights. It acknowledged women's vital role within SNCC and the broader movement. The paper argued for a more inclusive and equitable approach to leadership and decision-making within SNCC.
TEXT: “Boycott Cripples City Schools; Absences 360,000 Above Normal, Negroes and Puerto Ricans Unite,” The New York Times, 1964
The New York City school boycott was about racial segregation and unequal conditions in public schools. A coalition of civil rights activists, including members of the Congress of Racial Equality (CORE) and other organizations, planned the boycott to draw attention to the disparities in educational opportunities for African American and Puerto Rican students.
Learning Objectives:
Explain how artists, performers, poets, and musicians of African descent advocated for racial equality and brought international attention to the Black Freedom movement.
Explain how faith and music inspired African Americans to combat continued discrimination during the Civil Rights movement.
Task: Describe one other example of African-American resistance through music, outside of the 20th century.
TEXT: “Little Rock” by Nicolás Guillén, 1959
A bilingual poem written by a prominent Afro-Cuban poet, Nicolás Guillén was known for his works that addressed social and racial issues. Guillén was a prominent poet and one of the leading figures in the Negritude movement. This poem explores the theme of racial oppression and the struggle for equality, focusing on the experience of Black people in the city of Little Rock. Through vivid imagery and powerful language, Guillén's poem captures the Black community's pain, resilience, and hope in the face of discrimination.
VIDEO: “Original Faubus Fables” by Charles Mingus, 1960 (video, 9:13)
The composition title refers to Orval Faubus, the Governor of Arkansas at the time, who infamously opposed the desegregation of Little Rock Central High School. The song responded to Faubus's actions, and Mingus used his music to express his outrage and criticism of racial segregation. The composition is known for its powerful and evocative expression of Mingus's views on racism and social justice. The original recording did not include lyrics.
TEXT: Why We Can’t Wait by Martin Luther King Jr., 1964 (Excerpt from Chapter 4, “A New Day in Birmingham,” p. 48)
The book Why We Can’t Wait by Martin Luther King Jr. provides a detailed account of the Civil Rights Movement, focusing on the events in Birmingham, Alabama, in 1963. The song described in the excerpt is more than just a melody; it represents a stubborn refusal to be swayed or turned away. These freedom songs bind us together, instilling courage and propelling us forward as a united force. They serve as a powerful tool that strengthens our collective resolve and aids us in marching together toward equality and justice.
VIDEO: Ain’t Gonna Let Nobody Turn Me Around (video, 3:18)
Ain’t Gonna Let Nobody Turn Me Around, was a traditional African American spiritual associated with the Civil Rights movement. The lyrics and melody have roots in the gospel and spiritual traditions. Activists often sang it to boost morale during protests and demonstrations, symbolizing the refusal to be deterred or discouraged by obstacles or opposition.
Learning Objectives:
Describe the origins and beliefs of the Nation of Islam.
Explain how Black Freedom movement strategies transitioned from civil rights to Black Power.
Task: Identify the perspective and intended audience of Malcolm X's speech. Compare to the perspective and intended audience of the photo of Malcolm X and Martin Luther King Jr.
TEXT: “The Ballot or the Bullet” by Malcolm X, 1964
This speech by Malcolm X is considered a significant statement of his political philosophy and advocacy for Black empowerment. The speech was an urgent call to action for Black Americans to assert their rights and demand equality through political empowerment. Malcolm X believed that Black people had two choices - they could utilize their voting power effectively (the ballot) or resort to more forceful means (the bullet) to bring about change. This speech remains a pivotal moment in America's fight for racial justice.
PHOTOGRAPH: Malcolm X and Martin Luther King Jr. After Press Conference at United States Capitol, 1964
The press conference at the United States Capitol in 1964 was significant because it symbolized a rare occasion where Malcolm X and Martin Luther King Jr. shared the same platform. Both leaders expressed their views on civil rights issues in distinct ways. Malcolm X emphasized the importance of Black self-determination and called for Black Americans to demand their rights without compromise. He argued that if the government failed to protect the rights of Black citizens, they should take matters into their own hands.
PHOTOGRAPH: Muhammad Speaks Newspaper Salesmen, 1965
Muhammad Speaks was the official newspaper of the Nation of Islam, an African American religious movement founded in the 1930s. The newspaper was founded in 1960 and served as a platform for the teachings and beliefs of the Nation of Islam. The Nation of Islam members sold the newspaper by distributing it on street corners, in public spaces, and sometimes door-to-door.
PHOTOGRAPH: Elijah Muhammad Addressing Black Muslims at Convention, 1966
The leader of the Nation of Islam, Elijah Muhammad, was known for addressing gatherings of Black Muslims at conventions and rallies throughout his leadership tenure. Muhammad held the gatherings to disseminate his teachings and reinforce the principles of the Nation of Islam. His speeches at conventions were instrumental in rallying support for the Nation of Islam, maintaining unity among its members, and inspiring activism within the Black community.
Learning Objectives:
Explain how the Black Arts movement (BAM) influenced Black culture in the 1960s and 1970s.
Explain how the Black Arts movement influenced the development of African American Studies.
Task: Make four observations about Negro es Bello II. Name one cultural influence present in the art.
IMAGE: Negro es Bello II by Elizabeth Catlett, 1969
This print was created by the renowned African American artist, Elizabeth Catlett, known for her powerful and poignant works that addressed themes such as race, identity, and social justice. The name "Negro es Bello II” means "Black is Beautiful II" in English and is part of a Catlett series that celebrates the beauty and dignity of Blackness.
Learning Objectives:
Explain how the Black Panther Party pursued political, economic, and social reforms in the twentieth century.
Task: Choose two statements in the Ten-Point Program that surprised/stood out to you. Describe the relevant historical situation that inspired those statements.
TEXT: The Black Panther Party’s Ten-Point Program, 1966
The Ten-Point Program became a cornerstone of the Party's ideology and activism during the civil rights era. The Program outlined their demands and goals for social and political change. The ten points served as a manifesto for the Black Panther Party, highlighting their commitment to racial equality, economic justice, and self-determination for Black communities in the United States.
PHOTOGRAPH: Black Panther Women in Oakland, CA, 1968
Black Panther women in Oakland were instrumental in various aspects of the party's work. They contributed to the Black Panther Party's legacy and its impact on the struggle for civil rights and Black liberation. They recognized the importance of education and fought to establish schools that would empower Black children to embrace their history and culture. The Black Panther women believed that education was a tool for liberation, helping to break the cycle of oppression.
PHOTOGRAPH: Black Panther Free Food Program, 1972
The Free Food Program was a response to the widespread poverty and food insecurity experienced by Black communities, exacerbated by systemic racism and economic inequality. The program aimed to address these issues directly by providing free breakfasts to children, groceries to families in need, and even free community meals. The Free Food Program served as a form of community empowerment and political education.
Learning Objectives:
Describe the emergence of the Black is Beautiful movement and Afrocentricity in the mid-twentieth century.
Explain how the Black is Beautiful movement and Afrocentricity influenced Black culture in the 1960s, 1970s, and beyond.
Explain how the Black is Beautiful movement and Afrocentricity influenced the development of African American Studies and ethnic studies.
Task: Describe the African influences present in the Naturally '68 photo shoot. Explain their importance.
VIDEO: Why We Wear Our Hair Like This, 1968
Kathleen Cleaver, a prominent figure in the Black Panther Party, spoke out about the significance of natural hair as a political statement and a form of resistance against societal norms that enforced Eurocentric beauty standards. She embraced her natural hair as a symbol of pride in her African heritage and as a rejection of assimilationist ideals. Members of the Black Panther Party often wore their hair in afros, which became an iconic symbol of Black power and self-determination.
PHOTOGRAPH: Naturally ‘68 Photo Shoot in the Apollo Theater featuring Grandassa models and AJASS Members in Dashikis, 1968
The Grandassa models were a group of Black women who embraced their natural hair and traditional African attire, challenging mainstream beauty standards and celebrating their African heritage. Dashiki, a loose-fitting tunic originating from West Africa, symbolized Black pride and identity during the Black Power movement of the 1960s.
TEXT: “Still I Rise” by Maya Angelou, 1978
The poem is one of Angelou's most famous works. For many, it has become an iconic piece of literature and an anthem of resilience and strength. It is a powerful expression of self-love and determination in the face of oppression and adversity. It was written as a powerful affirmation of self-worth and dignity, drawing inspiration from Angelou's experiences as a Black woman overcoming racism, sexism, and other forms of oppression.
Learning Objectives:
Explain how the Black feminist movement of the twentieth century drew inspiration from earlier Black women’s activism.
Task: Practice your skill of skimming a source. Identity two important concepts in the statement.
TEXT: “The Combahee River Collective Statement,” 1977
A seminal document in the history of Black feminist thought and activism that emphasizes the importance of centering the experiences and perspectives of Black women in feminist and anti-racist organizing. It was written in 1977 by a group of Black feminists, most notably Barbara Smith, Beverly Smith, and Demita Frazier. The collective was named after the Combahee River in South Carolina, where Harriet Tubman led a successful raid against the Confederacy during the Civil War.
Learning Objectives:
Describe the concept of “interlocking systems of oppression” and its connection to earlier Black feminist activism.
Explain how Black writers have represented interlocking systems of oppression in their work.
Task: Identify the perspective and the intended audience of Brooks' story.
TEXT: “We’re the Only Colored People Here” by Gwendolyn Brooks, from Maud Martha, 1953
The story is a poignant exploration of race, identity, and belonging in a predominantly white society. Brooks illuminates the complexities of racial dynamics and how systemic racism shapes social interactions. It offers a powerful commentary on the enduring legacy of racism and the importance of self-affirmation and solidarity in the face of oppression.
Learning Objectives:
Explain how economic growth in Black communities has been hindered and promoted in the second half of the twentieth century
Explain how the Voting Rights Act of 1965 impacted the growth of Black political representation in American politics in the late twentieth century
Describe major advances in Black federal political leadership in the late twentieth and early twenty-first centuries
Task: Identify the perspective of General Colin Powell's address.
VIDEO: Commencement Address of General Colin Powell at Howard University, 1994
General Colin Powell's commencement address at Howard University in 1994 was delivered at a pivotal moment in American history, shortly after the end of the Cold War and amid ongoing social and political transformations. As the first African American Chairman of the Joint Chiefs of Staff, Powell's address held profound significance, symbolizing progress and breaking barriers in the military and broader society.
NOTE: Access the video on AP Classroom.
ART: Portrait of Former President Barack Obama, by Kehinde Wiley, 2018
The portrait of former President Barack Obama by Kehinde Wiley was unveiled in February 2018 at the Smithsonian's National Portrait Gallery in Washington, D.C. Wiley, known for his vibrant and bold reinterpretations of historical paintings, infuses Obama's portrait with modernity and cultural references. Wiley's selection as the artist for Obama's official portrait further underscores the administration's commitment to diversity and contemporary art, making it a landmark moment in political and artistic spheres. It has been widely praised for its innovative approach and capturing the essence of Obama's personality and legacy.
ART: Portrait of Former First Lady Michelle Obama, by Amy Sherald, 2018
Amy Sherald is known for her unique style of portraiture, characterized by grayscale skin tones and the absence of background details. As the first African American woman commissioned for a presidential portrait, Sherald's contribution to the legacy of American portraiture is significant, making her work a powerful symbol of inclusivity and representation. The portrait has been widely praised for its modern and striking interpretation of the former First Lady, capturing her elegance and poise while challenging traditional notions of representation.
TEXT: Charts from “The Black Middle Class Needs Political Attention, Too,” Brookings Institution Report by Andre M. Perry and Carl Romer, 2020
These charts represent the challenges and opportunities faced by the Black middle class in the United States, particularly in terms of political representation and policy issues. Charts within the report may illustrate data related to income, wealth, education, homeownership, employment, and other factors that affect the Black middle-class population. The report includes policy recommendations to address the unique needs and concerns of the Black middle class and promote greater political attention to these issues.
Learning Objectives:
Describe ways the African American population has grown and become more diverse since 2000.
Explain how religion and faith have played dynamic social, educational, and community building roles in African American communities.
Task: Compare the two sources. How do they agree or disagree with each other?
TEXT: “The Growing Diversity of Black America” by Christine Tamir, Pew Research Center, 2021
The article explores the multifaceted nature of the Black American population in the United States. Through rigorous analysis of demographic trends and social dynamics, Tamir sheds light on the increasing diversity within this community, encompassing differences in immigration status, socioeconomic backgrounds, and cultural identities. The research aims to provide a comprehensive understanding of the evolving composition of Black America, highlighting the significance of intersectionality and the need for nuanced approaches to address its members' diverse needs and experiences.
TEXT: “Young Black Adults Less Protestant than Their Elders,” Pew Research Center, 2021
The shift in religious affiliation among the younger generation has significant implications for the African American community. Protestantism has played a central role in the holy lives of many Black Americans. Historically, the Black church has been an important institution that provided spiritual guidance, community support, and a platform for social and political activism.
Learning Objectives:
Describe ways African American music blends musical and performative traditions from Africa.
Describe the influence of the African American musical tradition on American and global music genres.
Task: Pick one source and explain why it best describes this era of African American culture. Be specific!
VIDEO: Early R&B: “Ruth Brown – Hey Mama, He Treats Your Daughter Mean (Live)"
IMAGE: “The Evolution of African American Music” by Portia Maultsby, in Africanisms in African American Music, 1980
Portia Maultsby's essay explores African American music's historical and cultural roots, tracing its development from its African origins through slavery and into the modern era. Through a detailed timeline spanning centuries, the book delves into the cultural influences, historical events, and social movements that have shaped the evolution of African American music, offering a comprehensive understanding of its significance and enduring legacy in American society.
PHOTOGRAPH: “Breakdancers in New York,” 1984
Breakdancing emerged as a form of expression among urban youth, particularly African American and Latino communities, and quickly gained popularity across the United States and internationally. It was characterized by dynamic movements, acrobatics, and improvisation, often performed to the beats of hip-hop music. In 1984, the breakdancing scene in New York was at its peak. Street corners, parks, and even subway stations became makeshift stages for these talented performers.
Learning Objectives:
Describe representations of African Americans on the stage and screen by African Americans in the twentieth and twenty-first centuries.
Explain how migration and economic growth influenced representations of African Americans in television and film.
Task: Compare the Photograph of Soul Train and the Lobby Card for The Betrayal. Identify one similarity and one difference between the two sources. Explain the significance of the similarity and the difference.
IMAGE: Lobby Card for The Betrayal, by Oscar Micheaux, 1948
The Betrayal, a film written, produced, and directed by Oscar Micheaux in 1948, received critical acclaim for its powerful storytelling and compelling performances. It provided a platform for talented Black actors to showcase their skills and challenge the stereotypes prevalent in mainstream cinema. It symbolizes a significant moment in the history of Black cinema and serves as a reminder of the struggles and triumphs of African American filmmakers. A lobby card is a small promotional poster for a movie, displayed in a theater's lobby.
PHOTOGRAPH: Photograph of Soul Train, Circa 1970
In the 1970s, during the height of the Civil Rights movement in the United States, a television show called Soul Train emerged as a cultural phenomenon. This groundbreaking program showcased African American music, dance, and style in a way that had never been seen before. The iconic photo captures the essence of Soul Train during this transformative era.
VIDEO: “Soul Train It’s a Vibe: The Best Soul Train Line Dances”
The best Soul Train line dances were characterized by their energetic and rhythmic movements, reflecting soul music's vibrant and lively spirit. These dances became famous on the show and in dance clubs and parties across the country. The Soul Train Line helped bring people together and created a sense of community through the love of music and dance. Access video on AP Classroom.
Learning Objectives:
Describe the contributions of Black athletes to sports in the nineteenth century and beyond.
Explain how African American athletes in the twentieth and twenty-first centuries have contested discrimination and advocated for racial equality.
Task:
IMAGE: “Sketches for the Washington Races” (ca. 1840)
An early depiction of African Americans in sports. This print, part of a series of three, depicts the start of a race at Washington Race Course in Charleston, South Carolina, featuring enslaved men as jockeys.
PHOTOGRAPH: Tommie Smith and John Carlos at the Summer Olympics (1968)
In this Rolls Press photograph, “The medal presentation for the Men’s 200 metres final at the 1968 Summer Olympics, American athletes, gold medalist Tommie Smith (in centre) and bronze medalist John Carlos (right) each raise a clenched fist and bow their heads during the US national anthem, as a human rights protest, while they stand on the podium with Australian silver medalist Peter Norman, in the Estadio Olimpico Universitario in Mexico City, Mexico on 16th October 1968. All three men wore badges expressing support for the Olympic Project for Human Rights; and Smith and Carlos’ gestures have been described (by the men themselves) as both Black Power and Human Rights salutes."
PHOTOGRAPH: San Francisco 49ers Protest (2016)
A contemporary example of sports as a platform for protest. Eli Harold #58, Colin Kaepernick #7, and Eric Reid #35 of the San Francisco 49ers kneel for the anthem prior to the game against the Tampa Bay Buccaneers at Levi Stadium on October 23, 2016, in Santa Clara, California.
Learning Objectives:
Describe African Americans’ contributions to scientific or technological advancements.
Describe African Americans’ contributions to American medical care, training, and medical advancements.
Describe multiple, compounding forms of discrimination against Black people with disabilities as well as governmental responses.
Task: Identify the intended audience and purpose of the HeLa art piece.
PHOTOGRAPH: Mary Jackson at Work (1977)
Mary Jackson was the first Black woman to be an engineer at NASA.
PHOTOGRAPH: Mae Jemison Works at Zero Gravity (1992)
A photograph of Dr. Mae C. Jemison aboard the Space Shuttle Endeavour.
ART: Henrietta Lacks (HeLa): The Mother of Modern Medicine (2017)
Following her death at the age of thirty-one from cervical cancer, Henrietta Lacks’s cells were harvested from her body (without her or her family’s knowledge and consent) and used to create an immortal cell line, known as HeLa.
Learning Objectives:
Explain how the discipline of African American Studies has contributed to interdisciplinary academic studies.
Explain how Afrofuturism envisions Black lives in futuristic environments.
Task: Identify the historical situation of Nichelle Nichols' role in Star Trek. Explain its significance.
PHOTOGRAPH: Nichelle Nichols as Uhura in “Star Trek” (1968)
Nichelle Nichols portrayed Lieutenant Uhura on all three seasons of Star Trek’s original series (1966–1969), Star Trek: The Animated Series (1973–1974), and six feature films. Named for the Swahili word uhuru, or “freedom,” Uhura served as the Enterprise’s communications officer, and Nichols’s performance was particularly praised by Martin Luther King Jr. and served as an inspiration for future NASA astronauts and engineers. Fun fact: one of the first interracial kisses was on Star Trek, with William Shatner (Captain Kirk) and Nichelle Nichols!
IMAGE: Poster for Space Is the Place (1974)
The 1974 film Space Is the Place dramatizes the purported origin story of Sun Ra (born Herman Poole Blount), arriving on Earth from outer space with his “Arkestra.”
TEXT: “Culture Zone; Black to the Future” (1998)
Article written by Walter Mosley for The New York Times Magazine, November 1, 1998
VIDEO: Let’s Talk About Black Panther and Afrofuturism (2018)