Teaching the Black Panther Party for Self-Defense
Part 5: Resisting the FBI’s
COINTELPRO Attacks
For Uplift H.S. Staff, All Sustainable Community Schools, Chicago Public Schools & Anyone Interested in Teaching for Justice, Anti-Racism & Cultural Relevance
By Anton Miglietta & Karen Zaccor with
Black Panther Party members, children of the BPP,
and Organizers Involved in Black Lives Matter
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Tara Stamps
Our CTU sister,
Chicago educator-activist,
Daughter of leading Chicago BPP member, Marion Stamps
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Teaching
The Black Panther Party
Part 5 of 5
Continues
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BPP Timeline of Key Events
1969
1981
1969
1969
1968
FBI & J. E. Hoover
creates divisions &
warfare between BPP,
Black Stones & others
Illinois Chapter of the
BPP, esp. In Chicago,
grows to be a model
chapter led by Fred
Hampton & Mark Clark
FBI executes Fred
Hampton & Mark
Clark while they slept
on December 4, 1969
The Black Panthers
officially disband, but
countless Panthers continue their local organizing.
BPP launches “survival
programs” including the Free Breakfast Program
in Oakland & spreads
quickly to many cities
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Bobby Seale
Angela Davis
Huey P. Newton
Afeni Shakur
Kathleen Cleaver
Fred Hampton
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FBI Launches COINTELPRO
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U.S. Government Tactics to Destroy the BPP
You can create them using shapes, or simply use the one provided above.
Sabotage & destroy BPP programs
Create divisiveness in the BPP
Discredit the BPP & lie in media
Produce instability & violence
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Let’s Analyze FBI Tactics (1960s-70s) to
Destroy Movements Led by BPP & BIPOC
Using Popular Vote, We’ll Examine 1 or 2 of These Docs Together! Which?
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Who was Fred Hampton?
Fred Hampton was born in 1948 and was a star in both academics and athletics. He began his organizing career with the NAACP, but then joined the Black Panther Party and moved to Chicago. Hampton’s leadership abilities were apparent. He brokered a nonaggression pact between Chicago’s most powerful and dangerous street gangs. His personal charisma combined with his organizing skills and gift of speech allowed him to be noticed and quickly rise within the Black Panthers.
Hampton became the leader of the Chicago chapter. His duties included organizing rallies, working with the People’s Clinic, and the Free Breakfast Program. The success Hampton had with the BPP, captured the attention of the Federal Bureau of Investigation (FBI). Fred was murdered by CPD and the FBI on Dec. 4, 1969.
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Fred Hampton in his own words...
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Recruiting an Informant
At 17, William O’Neal had to choose jail or be an informant. Police tactics. He infiltrated the Party and provided the diagram of the apartment and who would be where in it that was used in the raid and possibly drugged Fred as well.
Planned Assassination
Chicago police, expressly dispatched by States Attorney Edward Hanrahan, carried out the assassination, but supported by the FBI under J. Edgar Hoover, who had authorized various tactics to discredit, disrupt and destroy the BPP.
The Truth Comes Out
The police and Hanrahan insisted they were firing in response to shots fired on them, but an examination of the door and the apartment revealed more than 90 shots fired by police and 1 shot fired as a death reflex by Mark Clark after police shots.
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A Salute to Fred and the Illinois chapter of BPP
From our sister Marion Stamps
Rest in Power!
See Marion at 5:58-6:50 and 22:00-22:29.
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What lessons and messages can students learn by studying the FBI’s multi-pronged attack on the Black Panther Party and diverse groups?
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The Multiple Impacts
& Effects of the BPP
The Black Panthers impacted:
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TARA STAMPS
on growing up as a child of the struggle and carrying forth the legacy of the BPP
1. What was it like to grow up as a child of a BPP member and Cabrini Green activist?
2. What led you to put your activism into being an educator?
3. What do you see as your mother’s legacy and your responsibility to carry it forward?
4. What do you see as the main legacy of the BPP?
5. We’re about to look at specific areas to teach about the BPP, but before that, what general thoughts do you have about teaching the Party?
QUESTIONS
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Community
Control of
Police
What could we teach?
1.
2.
3.
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Survival
Programs
What could we
teach?
1.
2.
3.
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The Original Rainbow Coalition
What could we teach?
1.
2.
3.
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COINTELPRO and Murder of Fred Hampton
What could we
teach?
1.
2.
3.
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1.
2.
3.
What about some of these other topics?
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CURRICULUM
CIRCLES
BUILDING COLLABORATIVE LEARNING EXPERIENCES
AS CRITICAL EDUCATORS, STUDENTS,
FAMILIES, AND COMMUNITIES TOGETHER
Let’s Read About CURRICULUM CIRCLES
As a basic human right and best practice, students and their families deserve a voice in co-shaping their own learning experiences. In curriculum circles, educators work in collaboration with a group of students, family members, & school community members to build curriculum in 4 to 5 sessions.
In these, participants pinpoint the focus of this curriculum-building effort by co-defining critical topics and ways of study. Key curriculum-building tools (see folder link) are used such as learning surveys (inventories), curriculum mapping, and literacy text-set builders (resource gathering).
During each session, student voices are centered, and all sources of learning are engaged, to build authentic learning experiences. Then, the educators, and willing others, agree to implement & integrate the new curriculum built from this Circle into actual classroom learning!
Lenses We Share in
CO-BUILDING CLASSROOM LEARNING
Curriculum Circles in action at Kenwood Academy, CPS, 2014
A VISUAL EXAMPLE
IN RESPONSE, CURRICULUM
CIRCLES HAS SOME GUIDING PRINCIPLES
WE ARE CREATIVE
We embrace creative, fun, out-the-box thinking & ideas
WE ARE COOPERATIVE
We build together, honor each others’ voices, & respect the space
WE ARE CONSTRUCTIVE
We believe in our power to construct our own original unit
WE ARE INTEGRATIVE
We make connections & integrate our ideas into the course
WE ARE RELEVANT
We ensure all learning is meaningful, timely, & useful to students
WE ARE ANTI-RACIST
We stand firm for and teach anti-racism, equity, & justice
NOW, LET’S CREATE SOME POWERFUL BPP CURRICULUM!
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