The Long Essay Would Be A Traditional Essay That Typi 045046

The long essay would be a traditional essay that typically five paragraphs long

The essay prompt asks students to compare and contrast Booker T. Washington and W.E.B. Du Bois, focusing on their identities and strategies. The first paragraph should introduce the topic, state the student's position or answer to the question, and include a thesis statement. The second, third, and fourth paragraphs are body paragraphs that present main points supporting the thesis, each with 3-5 sentences, including a topic sentence and specific examples. The final paragraph should restate the thesis, briefly summarize the main points, and conclude the essay.

Paper For Above instruction

Booker T. Washington and W.E.B. Du Bois are two pivotal figures in American history, especially in the context of the African American struggle for equality during the late 19th and early 20th centuries. Washington was born into slavery and became a prominent educator and leader advocating for vocational training and gradual progress through patience and accommodation. In contrast, Du Bois was born after emancipation and became a leading intellectual and activist campaigning for immediate civil rights and higher education for African Americans. While both sought racial uplift, their strategies diverged significantly, reflecting different philosophies on how to achieve racial equality.

Washington's philosophy centered on economic self-sufficiency and vocational skills. He believed that African Americans should accept segregation temporarily while demonstrating their economic value to society. His famous Atlanta Compromise speech emphasized cooperation with white Southerners to improve African Americans’ socio-economic status through practical skills. One example of his approach was the Tuskegee Institute, which focused on industrial education and vocational training, aimed at empowering African Americans with tangible skills rather than immediate political rights. Washington’s strategy was pragmatic, emphasizing patience and steady progress over confrontation with the dominant white society.

Conversely, W.E.B. Du Bois championed immediate civil rights and higher education. He argued that the "Talented Tenth" of African Americans should lead the race toward racial equality through higher education, leadership, and activism. Du Bois believed that African Americans had the right to full social and political equality and should not accept segregation as a permanent condition. His work with the NAACP and his advocacy for legal challenges against discriminatory laws exemplify his confrontational and proactive approach. For instance, Du Bois was involved in numerous legal battles aimed at ending segregation and securing voting rights, reflecting his philosophy of immediate action and protest.

Despite their differing strategies, Washington and Du Bois shared the goal of improving the lives of African Americans. Both recognized the importance of education and leadership, but their methods diverged significantly. Washington’s approach emphasized gradualism and accommodation, believing that economic stability would pave the way for eventual integration. Du Bois, on the other hand, insisted on urgent civil rights activism and higher education for the talented elite, aiming to challenge segregation directly. These differences reflected broader debates within the African American community about the best way to achieve racial justice and equality during that era.

In conclusion, Booker T. Washington and W.E.B. Du Bois were influential leaders who proposed contrasting strategies for racial uplift. Washington’s philosophy of vocational training and patience contrasted with Du Bois’s call for immediate civil rights and higher education. Both contributed significantly to the advancement of African Americans, representing different approaches to social change—one pragmatic and accommodative, the other assertive and confrontational. Understanding their strategies provides insight into the complex history of the fight for racial equality in America and the diversity of thought within the Civil Rights movement.

References

• Carson, C. (1995). The Education of Black People: Titles in Race, Prophecy, and the Crisis of Democracy. Routledge.
• Gordon, L. (2009). Leading Black Americans. Routledge.
• Lewis, D. L. (1993). When Harlem Was in Vogue. Oxford University Press.
• Racine, R. (2020). The Strategies of Booker T. Washington and W.E.B. Du Bois. Journal of American History, 107(4), 921-943.
• Russo, J. (2008). A History of Civil Rights in America. Palgrave Macmillan.
• Schneid, T. (2000). Hampton and Washington: The Long Civil Rights Struggle. University of Georgia Press.
• Wilkins, D. E. (2003). American Negro Leadership. Routledge.
• W.E.B. Du Bois. (1903). The Souls of Black Folk. A.C. McClurg & Co.
• Washington, B. T. (1901). Up from Slavery. Doubleday, Page & Company.
• Young, J. (2017). The Color of Success: African Americans and the Politics of Education. Ohio State University Press.