4 Portland Black Panthers and The Media
Lisa Colombo
Introduction
In this lesson, students act as historians by exploring primary source documents to discover the role of the Portland Black Panthers in the Black community, how their actions were portrayed in the media, and the response of the Portland police to determine for themselves how the media portrayal impacted community opinions. Students will be analyzing mainstream newspaper reports, flyers from the Panthers, alternative media reports, interviews or personal statements, and police reports to make a claim and back it up with evidence and reasoning.
This multi-day lesson is designed for middle school students but could be easily adapted for high school or fifth grade in conjunction with novels that discuss the Black Panthers, such as One Crazy Summer by Rita Williams-Garcia. It could also be adapted for other locations by replacing Portland documents with your local Panther chapter.
Framework
Using LaGarret J. King’s “Black Historical Consciousness” as a framework, this lesson focuses on two of the six principles.
Principle 2: Black Agency, Resistance, and Perseverance states:
“Although Black people have been victimized, they were not helpless victims. Black people have had the capacity to act independently, have made their own decisions based on their interest, and have fought back against oppressive structures.” (King, 2020)
In this lesson, students uncover how the Portland Black Panthers recognized a need in the Black community and, despite poor media coverage, targeting by police, and some unsupportive businesses, persevered and spearheaded several successful Community Survival Programs that helped Black and White people alike. Their efforts are still felt by people today, especially those who attended the Free Breakfast program, who thank members of the Black Panthers.
Principle 6: Black Historical Contention states, “All Black histories are not positive. Black histories are complex and histories that are difficult should not be ignored. Black people were not a monolithic group; they had various ideas of how to solve issues.” Black Panther chapters were not all alike. The National party set a framework but each chapter was free to pursue their own path determined by the needs of their community. Even within a branch, members differed in opinions, actions, and beliefs. As a radical organization, the Panthers were vilified by some – and hailed as heroes by others, often at the same time and for the same actions. This lesson allows students to explore the nuance behind the contentious reputation of the Panthers by showing that people or organizations are not all “good” or all “bad” but are often a complex mix of both.
Pedagogical Applications
This lesson uses several lenses and methods that encourage students to “be a historian” instead of passively reading about history as a student. Uncovering the stories can excite students as it can feel like being a detective, searching for answers from pieces of the past. Engaging in the documents gives a feeling of ownership over their knowledge-building while it also increases their critical thinking ability.
Place-Based Education is at the core of the lesson as it roots learning to one’s own place. It gives students voice and choice in determining how, what, and the depth of learning; it tailors instruction to each student’s strengths, needs, and interests; it promotes student agency and ensures mastery of standards (Getting Started With Place-Based Education, Step-by-Step 2019). This lesson takes the national story of the Black Panther Party and connects it to the local chapter in the Albina neighborhood in Portland, Oregon, 1969-1980.
Media literacy through primary source analysis is another lens that deepens students’ understanding of events and people. Instead of reading a secondary account which could have a bias, be missing context, or be curated to show a specific narrative, students observe, infer, and think critically about the documents to uncover the story for themselves. This increases engagement and provides an opportunity for all students to make meaning. This lesson has students compare and contrast mainstream media reports, alternative media sources, and police reports to identify potential biases and to think critically about motivations and consequences. Students can reflect on their own media consumption and how it may be influenced by withholding certain details or by only showing one perspective.
Jigsaw grouping was first developed in the 1970s after schools became integrated to encourage students from different backgrounds to work collaboratively. It takes the onus off the teacher and allows the students to hold each other accountable for the sharing of knowledge. Each student is responsible for deeply understanding one piece of information (with the help of others who are learning the same thing) so they can teach the others in their jigsaw group. As each bit of knowledge is needed to understand the whole story, each student is needed, which bolsters a sense of belonging and self-worth. The expert groups (the ones who all study the same part) help each other answer questions and make sure the information is accurate, which frees the teacher from the “keeper of the knowledge” role. It gives students an opportunity to teach or present with less pressure than a formal presentation and allows students who might not participate in a large group equal opportunity to ask or answer questions.
| Essential Question |
How did local media shape the public’s opinion of the Portland Black Panthers? |
|---|---|
| Standards |
6.4: Recognize historical and contemporary means of changing societies and promoting the common good. 6.21: Identify issues related to historical events to recognize power, authority, and governance as it relates to systems of oppression and its impact on ethnic and religious groups and other traditionally marginalized groups in the modern era (bias and injustice, discrimination, stereotypes). 6.24: Gather, interpret, document, and use information from multiple sources and diverse media, distinguish facts from opinions while recognizing points of view through inquiry and research. 6.25: Critique information by determining its sufficiency to answer questions and if the source is credible. 6.27: Assess individual and collective capacities to take action to address local and regional issues, taking into account a range of possible levers of power, strategies, and potential outcomes. 6.28: Construct arguments using claims and evidence from multiple sources while acknowledging the strengths and limitations of these arguments. 8.27: Determine and explain the importance and contributions (products, events, actions, and ideas) of key people, cultures, and ethnic groups , religious groups, and other historically underrepresented groups in Oregon, the United States, and the world. 8.29: Use and interpret relevant primary and secondary sources pertaining to U.S. History from multiple perspectives. 8.30: Synthesize information and data to construct an account of historical events that includes multiple sources and varied perspectives 8.32: Critique and analyze information for point of view, historical context, distortion, bias propaganda and relevance including sources with conflicting information in order to question the dominant narratives in history. 8.35: Construct explanations using reasoning, correct sequence, examples and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. |
| Staging |
Who were the Black Panthers? What was going on in Portland in the late 60s- early 70s? Compare and contrast two photos- Black Panthers with Gun, Black Panther Breakfast Student Page 1 (docx) Investigate PBP 10 point plan Student Page 2 (docx) PBP Video: History Brief – The Black Panther Party OPB Videos: Local Color and Lift Ev’ry Voice Civil Rights, Civil Wrong website & secondary sources Google Slides presentation (optional) |
| Supporting Question 1 |
What did the Portland Black Panthers do? |
| Formative Performance Task |
Analyze primary sources using National Archives analysis tools, then compare during a gallery walk of primary sources using the Library of Congress tool (pdf). Create a list of the programs and events the Portland Black Panthers were involved in and connect them to the PBP 10 point plan. Student Document page 3 (docx) |
| Featured Sources |
National Archives analysis tools Library of Congress tool (pdf) (optional) Video: Kent Ford Interview Video: Percy Hampton Interview
|
| Supporting Question 2 |
How did the mainstream and alternative media report on the Portland Black Panthers? |
| Formative Performance Task |
Analyze primary source news articles using student page 4 (docx). Compare and contrast media accounts of the Portland Black Panthers. |
| Featured Sources |
Expert Group 1: Conflicts in Mainstream Media (PDF)
Expert Group 2: Survival Programs in Mainstream Media (PDF)
Expert Group 3: Alternative newspapers (PDF)
|
| Supporting Question 3 |
What kind of bias is evident in the media reporting of the Portland Black Panthers? |
| Formative Performance Task |
Identify bias in mainstream and alternative news stories and infer what influence it had on the Portland community. |
| Featured Sources |
Worksheet: NARA Understanding perspective in primary sources (pdf) (optional) Infographic: ESCAPE Junk News (requires registration for free account) Video: NEA: Implicit Bias Defined Video: BTN – How to Spot Bias in the Media (optional) Expert Group 1: Conflicts in Mainstream Media (PDF) |
| Summative Performance Task |
Create a CER (Claim, Evidence, Reasoning) one pager with a partner exploring the legacy or impact the Portland Black Panthers have had on Portland. Student directions and rubric (docx) Resources:
Extensions: Explore current event connections such as the Black Lives Matter movement, defund the police movement, mutual aid during protests, aid for the unhoused, etc. Essay: Would we benefit from a new Black Panther movement? Find a recent news article that seems biased and rewrite it to be less biased. Research more information about members of the Portland Black Panthers and create a biography poster. |
| Potential Civic Engagement |
Find out what community service groups are operating now in your area and offer to volunteer or start a service internship. Identify a need of your community and find a way to fill that need. Start a food sharing program, clothing swap, carpools, tutoring program, etc. |
Lesson Narrative
Overview and Description of the Essential Question
Much has been written about the National Black Panther Party that started in Oakland, California in 1966. In many history courses in middle and high schools, the Black Panther party is briefly mentioned in contrast to the teachings of Martin Luther King and the principle of non-violence, or is missing completely. Photos of Panthers with guns and reports of violence once filled the news and helped form a reputation or confirm a bias in the public’s mind.
It is less common to learn about other Black Panther chapters and to highlight the positive impact they made on their local communities. In this multi-day lesson, students will explore and analyze primary source documents in a jigsaw inquiry fashion in order to assess how the Portland Black Panthers reputation was influenced by media coverage.
In 1966, Kent Ford met Tommy Mills and quickly became friends, bonding over similar ideals such as anti-capitalism and chess. Together, they raised money to bail out people targeted by police, held community meetings and political education classes at Martin Luther King Elementary school, and started to gather like-minded people who formed the National Committee to Combat Fascism (NCCF), an early iteration of the Black Panther Party. To be an official chapter, it must be approved by the Oakland chapter, which did happen once Ford met Huey Newton in 1969, but only after they had already started a free Breakfast program for school children, a health care clinic in the Albina neighborhood, and a dental clinic — the only one of its kind in the US.
The Portland Black Panthers were a bit different in that they downplayed the role of guns, as shown by the fact they were not on display nor used in their demonstrations. They did not follow some of the teachings out of the national chapter such as forbidding birth control. They also were small, at most fifty people, with approximately one-third of them women.
Some of the more well known members included Kent Ford, captain; Tommy Mills, deputy minister of defense; Oscar Johnson, assistant deputy minister of information; Floyd Cruse, deputy minister of information; Tom Venters, deputy minister of education; Raymond Joe, deputy minister of staff; Vernell Carter, deputy minister of culture; and Percy Hampton as distribution manager of the newspaper. While the women of the Party were not appointed titles, they were as active and as equal in power to the men in the Portland chapter. They included Linda Thorton, who ran the free breakfast program; Sandra Ford, who was married to Kent, and Joyce Radford, who both ran the medical clinics and often served as the officer of the day. As Ford recalls in the book Portland Black Panthers, the reason for not giving titles to the women was less about misogyny – as they all had an equal say – but more for protection against outside forces. (Burke & Jeffries, 2016).
To support the community survival programs, members sought out donations from local businesses and supportive organizations. Often led by Linda Thorton, members would call or visit business owners and would provide receipts for any donation. Some business owners felt threatened or intimidated by the request and would call the police. This began a months-long investigation into “possible extortion” by the Panthers. As seen from police records, officers canvassed nearly all businesses in Albina and even up into Kenton, asking if they had been contacted by Black Panthers, showing pictures, and in some instances, even tapping phone lines. At the end, there was no evidence of extortion and no charges were ever filed. In most reports, the business owners clearly stated there were no threats made, yet they still felt threatened.
This was part of a nationwide campaign under which J. Edgar Hoover instructed the FBI to “expose, disrupt, misdirect, discredit or otherwise neutralize” the Black Panther Party. Panther members were often stopped by police for misdemeanors or perceived threats such as threatening language, trespassing, traffic violations, and the like. The Portland Black Panthers grew in notoriety when a known drug addict, 19-year-old Albert Williams, was shot by police at the Panthers headquarters in 1970. Despite the fact Williams was not a member, this event and subsequent trial was one of four events that dominated media coverage and generally portrayed the Portland Black Panthers in a negative light. According to the research completed by Martha Gies and Jules Boykoff (2010) in the Oregon Historical Quarterly essay, “We’re Going to Defend Ourselves”, these four events were “Kent Ford’s arrest and beating at the hands of Portland Police in 1969; the police shooting of Albert Williams at Panther headquarters in February 1979; Black Panther Party picketing of McDonald’s in summer 1970; and the imbroglio over whether to issue the Fred Hampton People’s Health Clinic a fund solicitation permit in the winter of 1970-1971.”
The party continued to try to support the Black community in Portland, but a series of events – such as Kent and Sandra Ford’s divorce, the suspicious killing of member Jeff Fikes, and the pressures of running several programs with shrinking membership– caused the chapter to close ranks and not accept any new members starting in 1979. The branch continued as long as they could until they disbanded in 1980. Kent Ford now leads tours teaching about the Portland Black Panthers, inspiring another generation of Portlanders to learn local history, care for each other, and make change.
Staging the Question: Who were the Black Panthers? What was going on in Portland in the late 60s- early 70s?
1 class period
Display the two photos on student page 1 and have students study the images for about a minute. Then, either whole group or individually, have them record their observations and inferences about photo 1, followed by the same for photo 2. Discuss what prior knowledge or connections they have to the Black Panther Party being mindful of any potential family history your students may have as a culturally responsive educator.
Share the 10-point plan and have students read and annotate their reactions to the 10 points on student page 2. Some suggestions could be a question mark for an unfamiliar word or idea, an exclamation point for something surprising, a star for something that resonates with you, or a box for something that you feel strongly about. Have a few students share their reactions or questions.
Share the 5 minute video History Brief: the Black Panther Party of the origin of the Black Panther Party. If students are unfamiliar with Portland’s Black History, consider reading the secondary source articles from the Civil Rights and Civil Wrongs curriculum- specifically the sections on the 60s-70s (E,F,G,H) and/or watching the OPB documentaries Local Color and Lift Ev’ry Voice.
Share that Portland was one of the cities that had a local chapter of the Black Panthers. Generate a series of questions students would like to know about the local chapter. Share the essential question: How did local media shape the public’s opinion of the Portland Black Panthers?
Supporting Question 1: What did the Portland Black Panthers do?
1-2 class periods
To build knowledge of what the Portland Black Panthers did during their active period of 1969-1980, students will analyze primary sources such as photographs, flyers, and documents using the National Archives analysis tools. Choose the worksheet (novice or intermediate) that best fits your students. The Library of Congress tool.pdf is also an option for more open ended learners. Depending on the size of the class, split students up into partners or trios and have them analyze a primary source (or more if on one event.) Define any unfamiliar terms.
Display the primary sources with the relevant analysis worksheets around the room as a gallery walk. Using student page 3, students will list the programs or events discovered in the documents in the first column.
Then, either independently or in a small discussion group, students will decide which, if any, of the programs or actions performed by the Portland Black Panthers fit with the BPP 10 point platform and record their reasoning on the second column of student page 3. In the third column, students can record questions, notes, or reactions.
After analyzing the sources and sharing, watch the Kent Ford and Percy Hampton interviews to confirm or challenge their findings. Lead a reflective discussion on the lesson to reinforce the learning. Sample questions could include: What was something surprising you learned? What challenged your initial perception of the BPP?
Exit ticket: What was a program or event that interests you? Why?
Supporting Question 2: How did the mainstream and alternative media report on the Portland Black Panthers?
2-3 class periods
Start with a journal or pair share: What is your impression of the Portland Black Panthers based on what you learned last class?
In the last lesson, students gleaned what events or programs the Panthers were involved in from photos and flyers and other primary source documents. Share: What do you think people thought of the Panthers during that time period? Where could we find that kind of information? (interviews, newspapers, tv reports, etc.) How does media influence people’s impressions? (editors decide what stories are told, reporters decide who to talk to, one sided stories vs both sides, creating or reinforcing a binary or hierarchy, simplification, etc.) What are different perspectives one might find published? (factual news stories, investigative reports, editorials, biased or persuasive articles.)
Arrange the students into groups of 3, ideally grouping students with homogeneous analyses skills– this is their jigsaw group. After the activity, they will come back to this group to share what they have learned. An option is to have the jigsaw group choose a name or secret handshake as a bonding activity. Have each member choose a number: 1, 2, or 3. Have all the same numbers form a new group and provide them with their numbered packet of documents –this is their expert group. Ideally, these expert groups will be made up of students with heterogeneous analysis skills which allows higher performing students to scaffold the more novice learners.
Each expert group will analyze the articles in their packet and record the events or programs the media was reporting on regarding the Portland BPP chapter using the Student Page 4 . Refer to the Gallery walk Images to connect the primary source photos and documents to the news articles to gain context about the events or programs. Define any unfamiliar terms.
After all articles are read and charted, reform into the jigsaw groups and have students share out and compare and contrast their charts. Add any missing information and discuss any contradictory results. What themes emerge? What seems to be missing?
Share the document Analysis of mainstream newspapers –Excerpt (Boykoff & Gies) and have students reflect on the types of stories they uncovered in the newspapers. Why do news articles seem to focus more on the negative stories than the positive ones? What impact does that have on their readers?
Exit ticket: Why might it be important to think about where a story comes from?
Supporting Question 3: What kind of bias is evident in the media reporting of the Portland Black Panthers?
2-3 class periods
Start with a journal or pair share: Has your impression of the Portland Black Panthers changed since last class? If yes, how? If no, what has been reinforced?
How does one form an opinion? It is usually based on what we know and feel. But sometimes we have associations that are based on stereotypes and that can influence our communication and thought without even realizing it. Define bias and implicit bias by watching one or both videos and discuss how to identify bias in a news article by using Student page 5. If it would benefit your students, use the National Archives Understanding Perspectives in Primary Sources worksheet or the ESCAPE Junk News (evidence, source, context, audience, purpose, execution) infographic to guide the analysis.
Using the articles from the last lesson, students will reform into their expert groups and choose a few articles to read closely and analyze for bias and the author’s perspective. Depending on the size of the expert group, students can pair up or form smaller groups of three to analyze an article for bias but encourage them to ask for help from the other people in their expert group. Consider modeling the process using one of the articles to guide the students through the procedure and to anticipate any questions or stumbling blocks.
Once students have completed at least one bias analysis of an article, have students reform into their jigsaw groups and share out. Notice similarities and differences and discuss the difference in bias subtlety between the mainstream media and alternative media. Use the jigsaw questions on Student page 5 as prompts for journaling or discussion.
Summative Performance Task
The Portland Black Panthers were active from 1969 to 1980, but not always very visible to the greater community. Read an Excerpt from The Portland Black Panthers: Empowering Albina and Remaking a City, a secondary source, and the Oregonian article Ex Panther Leader focuses attention on people projects, and discuss how organizations can sometimes have a lifespan. Kent Ford and other former Panthers continue to have a role in Portland civic life.
With a partner, students will create a one pager mini-poster about a program or event that the Portland Black Panthers were involved in and inferring the legacy or impact it has had on the city of Portland. Using the CER framework, (claim, evidence, reasoning), students will use primary sources to back up their claim and explore the influence media biases can have on the general public. More advanced researchers could explore other primary sources such as the historical archives of Portland Police reports on Black Panthers and explore the nuances of reputations.
Potential Civic Engagement
In Place-Based Education, civic engagement is an essential part of connecting students to their greater community and is used to provide a concrete reason for learning about a topic. Listen for opportunities in classroom discussions to connect to a local partner or to identify a need in your community. If one does not come naturally, lead a brainstorming lesson to identify a need and consider how the Black Panther party would have addressed it. Plan your own community survival program or contact an existing organization and see how the students can support their mission.
An alternative would be to teach others about the Portland Black Panthers by displaying their mini-posters in a public place, hosting a roundtable discussion (potentially inviting former members or city officials), or making a YouTube video documentary.
Conclusion
The purpose of this lesson is three-fold. Primarily, it is to allow students to think like a historian by analyzing primary source documents and creating their own meaning, as opposed to being told their meaning. Secondly, it demonstrates to students how certain stories are overlooked or manipulated by the media and people in power and how to uncover the hidden histories. Finally, it encourages students to be actively engaged citizens in helping strengthen their communities.
There are many opportunities to build on this lesson and connect it to the current day. Consider researching and discussing how it relates to the mutual aid programs in your neighborhood or that are a part of protest movements, compare and contrast the Black Panthers 10 point plan to the Black Lives Matter movement or the Defund the Police movement, or investigate the FBI’s role in infiltrating and dissolving “threats to internal security.”
It is assumed the students are familiar with how to analyze documents, how jigsaw groups function, and have a good understanding of Portland’s history of the Black Community. To aid in this, please refer to the Civil Rights and Civil Wrongs curriculum which has supporting lessons to build community and set strong discussion expectations, explanation of the jigsaw method, and many follow up opportunities including field trips and guest speakers when learning about Portland’s Black History.
For additional resources, consider the exhibits Racing for Change from the Oregon Black Pioneers and Oregon Historical Society and Discrimination and Resistance: An Oregon Primer from the Oregon Jewish Museum and Center for Holocaust Education, as well as the books The Portland Black Panthers: Empowering Albina and Remaking a City by Lucas Burke and Judson Jefferies and The Enduring Legacy of the Portland Black Panthers: The Roots of Free Healthcare, Free Breakfast, and Neighborhood Control in Portland by Joel Biel. To learn more about the Black Panthers, see Black Panthers: Vanguard of the Revolution, a documentary by Stanley Nelson. To learn more about Place-Based Education, read Bringing School to Life by Sarah Anderson or check out The Cottonwood School of Civics and Science.
Image & File Attributions
[Albert Williams Bulletin Flyer]. (1970). In Black Panthers – 1 of 5. Portland City Archives, AD/6948, p. 128-129. https://efiles.portlandoregon.gov/record/12314411/
[Albert Williams Demonstration Items Packet]. (1970). In Black Panthers – 1 of 5. Portland City Archives, AD/6948, p. 165-169. https://efiles.portlandoregon.gov/record/12314411/
[City of Portland Public Solicitation Permit for the Fred Hampton People’s Clinic]. (1970). In Black Panthers – 1 of 5. Portland City Archives, AD/6948, p. 15-18. https://efiles.portlandoregon.gov/record/12314411/
[Fred Hampton Medical Health Clinic fundraising needs flyer]. (1973). In Black Panthers – 5 of 5. Portland City Archives, AF/146337, p. 22. https://efiles.portlandoregon.gov/record/7043032/
[Free Breakfast For School Children Flyer]. (1970). In Black Panthers – 1 of 5. Portland City Archives, AD/6948, p. 110. https://efiles.portlandoregon.gov/record/12314411/
[Mass Rally Special Bulletin]. (1973). In Black Panthers – 5 of 5. Portland City Archives, AF/146337, p. 87. https://efiles.portlandoregon.gov/record/7043032/
[McDonald’s Boycott Flyer]. (1970). In Black Panthers – 1 of 5. Portland City Archives, AD/6948, p. 165-169. https://efiles.portlandoregon.gov/record/12314411/
[McDonald’s Boycott Photographs]. (1970). In Black Panthers – 1 of 5. Portland City Archives, AD/6948, p. 53. https://efiles.portlandoregon.gov/record/12314411/
[Picketing, Emmanuel Hospital – Police Log]. (1973). In Black Panthers – 5 of 5. Portland City Archives, AF/146337, p. 2. https://efiles.portlandoregon.gov/record/7043032/
Ballot seeks police split. (1970, January 15). The Oregonian, 1. NewsBank.
Black Panther chief blames shooting on police ‘just trying to get even’. (1970, February 19). The Oregonian, 11. NewsBank.
Black Panthers demonstration in support of “repressed peoples.” U.S Courthouse. “Bob” and Linda Thornton [Photograph]. (1970). Black Panthers (A2004-005.2960). Portland City Archives, AP/50738, Portland, OR. https://efiles.portlandoregon.gov/record/5944343
Clarion Defender. (1970, Jan 15). Pocket lawyer of legal first aid. http://archives.pdx.edu/ds/psu/20483
Clarion Defender. (1972, June 29). Black community’s survival: 1,000 free Sickle cell tests. http://archives.pdx.edu/ds/psu/20481
Crabtree, D.(1970, March 10). Lobby of the Fred Hampton Medical Clinic [Photograph]. Reporters scrutinize Panthers’ health clinic: (Last of a four-part series on the Portland Black Panthers) by Rick Goodfellow. The Pioneer Log. https://specialcollections.lclark.edu/items/show/8627
Crommie, M. (1970, February 27). Panther party works for people. The Frontiersman. Black Panthers 5 of 5 (AD/1557), p. 123. Portland City Archives, AF/146337, Portland, OR. https://efiles.portlandoregon.gov/Record/2845249/
Dean stalls Panther breakfast donation (1971, January 8). The Vanguard (Portland State University), 1. Black Panthers 3 of 5 (AD/6951), p. 117. Portland City Archives, AF/146335, Portland, OR. https://efiles.portlandoregon.gov/record/12316286/
Deane, E. (1970, August 16). Judge requires mutual concessions in McDonald picketing. The Oregonian, 39. NewsBank.
Firm to aid Panther Project (1970, September 19). The Oregonian, 21. NewsBank.
Goetze, J. (1973, March 18). Ex-Panther leader focuses attention on people projects. The Oregonian, 42. NewsBank
Goodfellow, R. (1970, March 10). Reporters scrutinize Panthers’ health clinic. Pioneer Log, 3. https://specialcollections.lclark.edu/items/show/8627
Goodfellow, R. (1970, March 6). Log attends Black Panther breakfast program. Pioneer Log, 3. https://specialcollections.lclark.edu/items/show/8626
Guernsey, J. (1970, January 15). Blacks call boycott of Portland’s schools. The Oregonian, 1. NewsBank.
Hampton Clinic told it must vacate site (1973, March 15). The Oregonian, 80. NewsBank.
Harris, T. (1970, May 30). Something good [Editorial]. The Oregonian, 1. NewsBank.
Harris, T. (1970, November 26). Black Panthers–heroes or criminals? Whichever, they stand for the ‘Now’ Negro [Editorial]. The Oregonian, 55. NewsBank.
Hedlund, B. (1971, December 9). Panther leader tells of group goals. The Bridge (Portland Community College). Black Panthers 5 of 5 (AD/1557), p. 118-119. Portland City Archives, AF/146337, Portland, OR. https://efiles.portlandoregon.gov/Record/2845249/
Hilliard, D. (2008). The Black Panther [Book Cover Image]. Simon & Schuster.
How ‘justice’ is meted out to Portland Blacks (1969, August 1). The Militant, 12. Black Panthers 5 of 5 (AD/1557), p. 94. Portland City Archives, AF/146337, Portland, OR. https://efiles.portlandoregon.gov/Record/2845249/
Hull, P. Q. (1971, February 3). For open testimony [Editorial]. The Oregonian, 22. NewsBank.
Included in Portland City Archives (Black Panthers 5 of 5) pg. 35.
Judge awards $6,000 judgement to Black Panther from police. (1970, August 28). The Oregonian, 41. NewsBank.
Keller, B. (1971, November 12). Breakfast, clinic programs belie militant Panther image. The Oregonian, 25. Black Panthers 5 of 5 (AD/1557), p. 35. Portland City Archives, AF/146337, Portland, OR. https://efiles.portlandoregon.gov/Record/2845249/
Ota, A. K. (1978, February 27). Jury probe said more ‘harassment’. The Oregonian, 18. NewsBank.
Panther lauds grocer aid (1970, February 17). The Oregon Journal, J3. NewsBank.
People’s clinic put on “probation”. (1971, February 25). Willamette Bridge. Black Panthers 3 of 5 (AD/6951), p. 116. Portland City Archives, AF/146335, Portland, OR. https://efiles.portlandoregon.gov/record/12316286/
People’s health clinic turned down in bid to solicit funds. (1971, January 7). The Oregonian, 46. NewsBank.
Pickets protest ‘racist’ hiring on building jobs. (1971, August 25). The Oregonian, 27. NewsBank.
Porter, H. (1969, August 1). Portland Black Panther captain describes cop attack on ghetto. The Militant, 12. Black Panthers 5 of 5 (AD/1557), p. 94. Portland City Archives, AF/146337, Portland, OR. https://efiles.portlandoregon.gov/Record/2845249/
Ruth-Marion, B. (1968). Black Panther feeding son, at Free Huey Rally, De Fremery Park, Oakland, CA, #29 from A Photographic Essay on The Black Panthers [Photograph]. University of California, Santa Cruz. McHenry Library, Special Collections. https://digitalcollections.library.ucsc.edu/records/1g05fb78w
Volunteer doctors, agencies help people’s health clinic open. (1970, January 12). Oregon Journal, 9. NewsBank.
References
Boykoff, J. & Gies, M. (2010). ‘We’re Going to Defend Ourselves’: The Portland chapter of the Black Panther Party and the local media response. Oregon Historical Quarterly, 111(3), 278–310.
Burke, L. N., & Jeffries, J.J. (2016). The Portland Black Panthers: Empowering Albina and remaking a city. University of Washington Press.
Getting Started With Place-Based Education, Step-by-Step (September 19, 2019). Teton Science Schools. https://www.tetonscience.org/getting-started-with-place-based-education-step-by-step/
King, G.L. (2020). Black history is not American history: Toward a framework of Black Historical Consciousness. Social Education (84)6, 335-341.
