Create and discuss an art piece portraying your understanding of the relationship between the Black Panther Party and other “U.S.Third World” social justice organizations. 200 words
Reflect on your experience learning through art this semester. 200 words
What top 2 lessons from the Black Movements of the 60’s would you pass on to leaders of today’s Black liberation movements? 200 words
What 2 mistakes or actions would you advise today’s leaders to avoid based on your study of the Black Movements of the 60’s?
The Black Panther Party’s (BPP) anticolonial vernacular sought to elide the differences between the black condition in the United States and anticolonial struggles in Asia, Africa, and Latin America. T–shirts offer an index and link to specific moments in African American History through the twentieth and twenty–first centuries as objects that evolved through the pre–industrial, mass–manufacturing, and postmodern eras. They represent the slave economy that birthed the industrial revolution from the cotton fields of the Carolinas and Georgia to the factories of the Northeast. 7 The t–shirt is a significant artifact of not only American fashion but also of the African American experience.
This reward poster, accounts the time a group of masked men armed with hammers, clubs and pistols entered a factory destroying five stocking frames. The poster offers 200 pounds to anyone who can supply information about the offending individuals. 200 pounds was a considerable payout in 1812. However, it cannot be ruled out that this reward might also have been aimed at members within the Luddites group, as a member on the inside would have been able to bring down the Luddite movement incredibly effectively. The last paragraph states:
‘WE the under-signed Workmen of the above-named George Ball, do hereby certify that we were employed in working the under-mentioned frames…when the mob came to break them…we had never been abated in our Work…by the said George Ball, our master ; of whom we never complained, or had any Reason so to do.’
This worker-written statement plays to the advantage of George Ball, portraying him as a pleasant master. Essentially being a well crafted piece of written propaganda in an attempt to turn the working class against Luddites.
In reference to propaganda, this handbill printed in 1812, shows the smart tactics carried out by officials to persuade the working class against beliefs of the Luddites. ‘Fellow Weavers!’ Immediately puts the author and workers on the same level. The writer is speaking to the exact demographic likely to follow beliefs of the Luddites. The structure of the handbill talks to a variety of workers. ‘Colliers!… Canal-Diggers!… Spinners and Weavers’. Describing only the positive changes for each worker, such as machinery requiring no food compared to horses used before. ‘They are even named from this, as the ten-horse power saves the food of ten horses, for the use of man.’ This isn’t true, technically speaking the machines consume coal. Requiring a huge amount of energy to supply in itself. This level of literary tactic was not yet used by activist groups. If such strategies were, the Luddites might have been more effective in their protest, gaining more of a