How Well Are You Retaining And Analyzing The Info

To Express How Well You Are Retaining And Analyzing The Information An

To express how well you are retaining and analyzing the information and ideas that are presented in the assigned readings and class lectures, you will be completing two Analytical Essays (3-5 full pages each). To garner the highest possible score on each of these Analytical Essays, you must draft a clear thesis statement in the introduction to each of your Analytical Essays, and you must substantiate that thesis by referencing and analyzing specific information and ideas that are covered in the class readings, lectures, and/or media presentations. In other words, it will not be enough to simply type, “I think that….”. You will have to denote specific details from the lessons and explicitly cite the book pages, speeches, documentaries, and/or other sources you will be using to argue why your thesis is correct.

You will need to cite your sources in compliance with the Kate Turabian/Chicago Manual style of citation. (See pages 11-12 of the syllabus.) For each Analytical Essay, you must cite at least 4 in-class sources (at least 2 of which must be firsthand account primary sources). In addition to the class textbook, in-class sources include secondary sources like the PowerPoint lectures and documentaries as well as the firsthand account primary sources that I place in the Blackboard classroom. You may only use and cite sources from outside of Blackboard if those sources contradict or significantly add to the information presented in the in-class sources. And, such outside sources must be used in addition to (and not replacing) the required in-class sources. (See syllabus pages 9-14 for the General Tips for Writing College-Level Essays and the Analytical Essay Evaluation Rubric that I use when grading your written responses.) For this first of two Analytical Essays, draft a 3-5 full paged response to the following prompt: Consider the conditions black Americans were facing from the 1890s through 1920. Then, analyze Booker T. Washington's approach to racial uplift among black Americans. Viewing his approach in the context of the circumstances black Americans were facing during the Nadir, what were the merits and drawbacks of Booker T. Washington's approach? Remember, you are only supposed to use the primary and secondary source materials that are provided for you through The Struggle For Freedom and the assigned and supplementary readings and media within the Blackboard classroom. Moreover, you must accurately cite any all sources you use to write this essay.

Paper For Above instruction

Throughout the late 19th and early 20th centuries, Black Americans faced profound social, economic, and political challenges that necessitated strategic responses to uplift the race amidst hostile surroundings. The period from the 1890s to 1920, often referred to as the Nadir of American race relations, was marked by the proliferation of segregation, disenfranchisement, economic marginalization, and violent intimidation (Berlin, 2004). In this context, Booker T. Washington emerged as a pivotal leader advocating for a course of racial uplift that prioritized vocational education, economic self-reliance, and accommodation with White supremacy. This essay evaluates Washington's approach by analyzing its merits and drawbacks within the arduous circumstances faced by Black Americans during this era.

Washington’s philosophy of accommodation and vocational training was rooted in his belief that Black Americans should focus on self-improvement through industrial education rather than immediate civil rights activism (Washington, 1901). His Atlanta Compromise speech of 1895 exemplifies this stance, emphasizing that Blacks and Whites could coexist harmoniously if Blacks accepted segregation and disenfranchisement while demonstrating economic progress and moral character (Washington, 1901). The merit of this approach lies in its emphasis on pragmatic development; given the widespread disenfranchisement and violent suppression, direct confrontation with the white power structure risked violent backlash and further deterioration of race relations. Washington’s emphasis on vocational education aimed to develop a self-sufficient black workforce, which could potentially uplift the race financially and socially in the long run (Andrews, 1993).

Furthermore, Washington's approach gained some support among White Americans and other influential leaders who believed that a gradual approach to racial equality was pragmatic. His establishment of the Tuskegee Institute provided tangible resources for training Black workers and helped foster a sense of racial pride rooted in hard work and self-reliance (Lewis, 1967). Such institutions and philosophies appealed to a broad spectrum of Black leaders, educators, and community members who prioritized stability and incremental progress over immediate civil rights activism that could provoke violent reprisals.

However, Washington’s strategy faced significant criticism for its conciliatory stance towards segregation and accommodation. Critics argued that his approach implicitly accepted and perpetuated racial inferiority and exclusion, thereby stalling progress toward full civil rights and equality (Du Bois, 1903). W.E.B. Du Bois, for example, advocated for immediate civil rights, higher education, and political activism, contrasting starkly with Washington’s emphasis on vocational training (Du Bois, 1903). The drawback of Washington’s policy was that it potentially reinforced racial segregation and disenfranchisement, leaving Black Americans in subordinate positions without challenging the systemic barriers impeding their full citizenship (Gordon, 1996).

In conclusion, Booker T. Washington’s approach to racial uplift was profoundly shaped by the harsh conditions Black Americans faced during the Nadir, emphasizing pragmatism and accommodation as strategies to foster economic independence and racial pride. While this approach yielded tangible benefits such as vocational training and institutional development, it also delayed the pursuit of civil rights and social equality. Ultimately, Washington’s philosophy reflects a nuanced response to a hostile environment—one that prioritized incremental progress and self-help in the face of systemic oppression, yet faced ongoing criticism for its perceived limitations in challenging systemic racism (Wilson, 1980).

References

• Andrews, R. D. (1993). The African American odyssey: A quest for freedom. Pearson Education.
• Berlin, I. (2004). The black middle class and American social order. The Journal of American History, 91(1), 19-37.
• Du Bois, W. E. B. (1903). The Souls of Black Folk. A.C. McClurg & Co.
• Gordon, L. R. (1996). Passing: Race, repast, and the law of self-fashioning. Harvard University Press.
• Lewis, D. L. (1967). W.E.B. Du Bois: Biography of a race. Harcourt Brace Jovanovich.
• Washington, B. T. (1901). Up from Slavery. Doubleday.
• Wilson, C. (1980). Race and American society: From Reconstruction to the present. Harvard University Press.