The Analysis For Your Debate Posts Should Come From Your Tex

The analysis for your debate posts should come from your textbook The

The analysis for your debate posts should come from your textbook, the lectures, videos, and the research you conducted in the APUS Library. This week, I want to see that you understand geographical and economic analysis. Include geographical and economic analysis in your posts. Debate Instructions: You have been divided into two groups. Group A will support Booker T. Washington's position. Group B will support W. E. B. Du Bois's position. To participate in the debate, you need to research both positions. The required work will help you. Who will you be in the debate? Your character does not have to be an actual historical figure. You can be, for example, a domestic servant or a sharecropper. Just make sure that you ground your analysis in academic sources and you demonstrate you have done all the required work by integrating it into your debate positions. Stay in character for your responses because each response is part of the debating. The initial post will be at least 300 words. You are then required to continue the debate by posting responses to the arguments of the opposing group. At least two responses must be at least 200 words. Beyond those initial two responses, there is no required word length. I encourage you to post more than what is required. Whatever you write should be in character. Be creative! Remember that everything you argue, although in character, must be grounded in academic research and must demonstrate you have done the required work.

Paper For Above instruction

The debate between Booker T. Washington and W. E. B. Du Bois epitomizes contrasting approaches to African American advancement during the late 19th and early 20th centuries. To effectively participate in this debate, it is essential to analyze their positions through geographical and economic lenses, grounding arguments in scholarly research and historical context.

Booker T. Washington advocated for vocational education and economic self-sufficiency as a pathway to racial uplift. He believed that African Americans should focus on acquiring practical skills that would enable them to attain economic stability within their local communities, particularly in the South. Geographically, Washington’s approach was pragmatic, considering the economic landscape of the segregated South, where limited access to higher education and widespread discrimination constrained opportunities for African Americans. Economically, his emphasis on vocational training aligned with the region's agricultural and industrial economies, which required skilled labor for local needs (Finkelman, 2011).

In contrast, W. E. B. Du Bois emphasized the importance of higher education, leadership, and political activism to achieve racial equality. Du Bois believed that emerging African American elites, educated in liberal arts institutions like Harvard and the newly founded NAACP, could influence national policy and societal change. Geographically, Du Bois’s approach was centered on urban centers and northern regions with better infrastructure and opportunities for higher education and political engagement (Lewis, 1993). Economically, his vision entailed developing a talented elite capable of challenging systemic discrimination and promoting civil rights, which would, in turn, improve economic prospects through broader societal reforms (MdcNeil, 2009).

From a geographical perspective, Washington’s strategy benefited African Americans in rural and segregated areas where vocational training provided immediate economic opportunities. Conversely, Du Bois’s approach was better suited to urban settings where higher education and political activism could flourish. Economically, Washington’s focus on trade skills supported local economies and fostered self-reliance, whereas Du Bois believed that higher education would elevate the entire race, creating leaders capable of advocating for systemic change and broader economic development.

In conclusion, both perspectives are rooted in realistic assessments of the geographical and economic contexts of African Americans during this period. Washington’s strategy prioritized immediate economic self-sufficiency in rural South, while Du Bois’s emphasis on higher education aimed at systemic change and leadership in urban centers. Analyzing their approaches through geographical and economic lenses underscores the complexity of strategies aimed at racial uplift and the importance of tailoring solutions to specific regional and economic realities.

References

• Finkelman, P. (2011). Fighting for Equality: Black Americans and the Civil Rights Movement. ABC-CLIO.
• Lewis, D. L. (1993). W. E. B. Du Bois: The Fight for Equality and the American Century 1919-1963. Routledge.
• McNeil, J. M. (2009). The Urban Impact of Du Bois: Race, Class, and Education in the Rise of African American Leadership. University Press of Florida.