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Bc they care neither abt truth nor justice, but are all for maintaining  the “American Way” of White Supremacy?

FBI’s War On The Civil Rights Movement 

On March 8, 1971—while Muhammad Ali was fighting Joe Frazier at Madison Square Garden, and as millions sat glued to their TVs watching the bout unfold—a group of peace activists broke into an FBI office in Media, Pennsylvania, and stole every document they could find.

Delivered to the press, these documents revealed an FBI conspiracy—known as COINTELPRO—to disrupt and destroy a wide range of protest groups, including the Black freedom movement. The break-in, and the government treachery it revealed, is a chapter of our not-so-distant past that all high school students—and all the rest of us—should learn, yet one that history textbooks continue to ignore.

In recent years, current events discussions in high school history and government classes have been dominated by names that have piled up with sickening frequency: Trayvon Martin, Eric Garner, Michael Brown, Walter Scott, Freddie Gray, Tamir Rice, Sandra Bland. In looking at the Black Lives Matter movement as a response to these injustices, we came across a 2015 Oregonian article, “Black Lives Matter: Oregon Justice Department Searched Social Media Hashtags.” The article detailed the department’s digital surveillance of people solely on the basis of their use of the #BlackLivesMatter hashtag. My students debated whether tying #BlackLivesMatter to potential threats to police (the premise of the surveillance program) was justifiable. Most thought it was not. But what the Oregonian did not note in the article, and what modern students had no way of knowing, was the history of this story—the ugly, often illegal, treatment of Black activists by the U.S. justice system during the COINTELPRO era.

For U.S. history teachers investigating Black activism of the 1950s and 1960s, one district textbook is American Odyssey (McGraw Hill). In a section titled “The Movement Appraised,” the book sums up the end of the Civil Rights Movement:

Without strong leadership in the years following King’s death, the civil rights movement floundered. Middle-class Americans, both African American and white, tired of the violence and the struggle. The war in Vietnam and crime in the streets at home became the new issue at the forefront of the nation’s consciousness.

Here we find a slew of problematic assertions about the era, plus a notable absence. Nowhere does American Odyssey indicate that, in addition to King’s death and Vietnam, the Civil Rights Movement also had to contend with a declaration of war made against it by its own government.

“In the late 1960s SDS and other antiwar groups fell victim to police harassment, and Federal Bureau of Investigation (FBI) and CIA agents infiltrated and disrupted radical organizations.”

^^^“Agitation Among Negroes”: A 1956 memo that details an informant was tasked to “uncover all the derogatory information” he could about Dr. King.

Then-FBI Director J. Edgar Hoover describes the goal of one arm of COINTELPRO—against the Black liberation movement—in a now-declassified 1967 document:

“The purpose of this new counterintelligence endeavor is to expose, disrupt, misdirect, discredit, or otherwise neutralize the activities of black nationalist, hate-type organizations and groupings, their leadership, spokesmen, membership, and supporters, and to counter their propensity for violence and civil disorder.”

The plan to “neutralize” Black activists included legal harassment, intimidation, wiretapping, infiltration, smear campaigns, and blackmail, and resulted in countless prison sentences and, in the case of Black Panther Fred Hampton and others, murder. This scope of operations can hardly be described as “limited.” Moreover, these tactics were employed not just against every national civil rights organization:

Their 1976 report states: “The unexpressed major premise of much of COINTELPRO is that the Bureau [FBI] has a role in maintaining the existing social order, and that its efforts should be aimed toward combating those who threaten that order.” In other words, anyone who challenged the status quo of racism, militarism, and capitalism in American society was fair game for surveillance and harassment. Rather than “limited,” the FBI’s scope potentially included all social and political activists, an alarming and outrageous revelation in a country purportedly governed by the protections of speech and assembly in the First Amendment.

Documents from the FBI’s Secret Wars Against Dissent in the United States, edited by Ward Churchill and Jim Vander Wall. These documents reveal the FBI’s attempts to infiltrate and disrupt the Black Panthers, the Southern Christian Leadership Conference, the Student Nonviolent Coordinating Committee, the Congress of Racial Equality, and others; they reveal an attempt to blackmail Dr. Martin Luther King Jr. using illegally acquired recordings of purported marital infidelities, and a suggestion that he commit suicide. They reveal campaigns of misinformation, where FBI agents planted lies in newspaper and magazine coverage of activists.

^^^ “You can jail a revolutionary, but you can’t jail the revolution.” —Fred Hampton, a leader of Chicago’s Black Panther Party, was killed during an FBI-sponsored police raid. 

Hampton—a leader of Chicago’s Black Panther Party—was a young and inspiring advocate of Black liberation attempting to build a “rainbow coalition” of groups across racial lines. After months of official harassment, he was shot and killed during an FBI-sponsored police raid on his home as he slept in his bed. He was 21 years old.

Textbook publishers’ disregard for the history of COINTELPRO is one more example of the crucial importance of the Black Lives Matter movement, a movement that lays bare the systemic dangers faced by Black people in America while simultaneously affirming and celebrating Black life. What I attempt in my classroom is a Black Lives Matter treatment of COINTELPRO, where we reveal the injustice of the program while affirming and celebrating the promise of the activists it sought to silence. Just as Black Lives Matter activists use video footage to convince a wider public of what African Americans have long known about police brutality, teachers can use our classrooms to shine a light on history that has long been available, but systematically ignored, by our textbooks. We need a curriculum that emphatically communicates: 

Black history matters.

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