Question

16.1/2washington v dubois (20 points)
use the primary sources for each man to answer the following questions)

1. according to washington, what is the greatest danger for black americans as we transition from slavery to freedom? (first paragraph, last 3 sentences)
2. in paragraph (7), what is washington asking southern whites to do for black people?
3. how does washington justify legal segregation (paragraph (8), last sentence
4. what is dubois first demand in his niagara speech? why do you think suffrage was number one demand for him?
5. what does dubois say about segregation in his second demand?
6. how does dubois define as real education for black children?

how can you see both men’s plans for black americans in today’s world?

Explanation:

To answer these questions, you need to analyze the primary sources (texts by Washington and Du Bois) as follows:

1. Greatest danger for Black Americans (Washington)

• Step 1: Locate the first paragraph of Washington’s text, focus on the last 3 sentences.
• Step 2: Extract the key idea about the “greatest danger” during the transition from slavery to freedom (e.g., misdirected ambition, lack of practical skills, or social unrest if goals are unrealistic).

2. Washington’s request to Southern Whites (Paragraph 7)

• Step 1: Find Paragraph 7 in Washington’s writing.
• Step 2: Identify actions (e.g., fair treatment, economic opportunities, or social cooperation) he asks Southern Whites to take for Black people.

3. Washington’s justification for legal segregation (Paragraph 8, last sentence)

• Step 1: Locate Paragraph 8, last sentence.
• Step 2: Analyze his reasoning (e.g., emphasizing “separate but equal,” focusing on economic progress over political rights, or framing segregation as a temporary step).

4. Du Bois’ first demand (Niagara Speech)

• Step 1: Find the Niagara Speech’s first demand (likely universal suffrage/voting rights).
• Step 2: Explain why suffrage was critical (e.g., political power to protect rights, challenge discrimination, or achieve equality).

5. Du Bois on segregation (second demand)

• Step 1: Locate his second demand in the speech.
• Step 2: Extract his stance (e.g., opposing segregation, demanding equal access to public facilities, or criticizing “separate but unequal”).

6. Du Bois’ definition of “Real Education”

• Step 1: Find where he defines education for Black children.
• Step 2: Analyze his view (e.g., combining academic learning, critical thinking, and preparation for leadership, not just vocational training).

Final Question: Plans in Today’s World

• Compare Washington’s (gradualist, economic-focused) and Du Bois’ (immediate equality, political/civil rights) approaches.
• Evaluate how their ideas relate to modern issues (e.g., educational equity, voting rights, systemic racism).

To provide precise answers, you must directly reference the primary texts (Washington’s Up from Slavery or related works, Du Bois’ Niagara Movement documents). If you share excerpts, I can help analyze specific quotes!

Answer:

To answer these questions, you need to analyze the primary sources (texts by Washington and Du Bois) as follows:

1. Greatest danger for Black Americans (Washington)

• Step 1: Locate the first paragraph of Washington’s text, focus on the last 3 sentences.
• Step 2: Extract the key idea about the “greatest danger” during the transition from slavery to freedom (e.g., misdirected ambition, lack of practical skills, or social unrest if goals are unrealistic).

2. Washington’s request to Southern Whites (Paragraph 7)

• Step 1: Find Paragraph 7 in Washington’s writing.
• Step 2: Identify actions (e.g., fair treatment, economic opportunities, or social cooperation) he asks Southern Whites to take for Black people.

3. Washington’s justification for legal segregation (Paragraph 8, last sentence)

• Step 1: Locate Paragraph 8, last sentence.
• Step 2: Analyze his reasoning (e.g., emphasizing “separate but equal,” focusing on economic progress over political rights, or framing segregation as a temporary step).

4. Du Bois’ first demand (Niagara Speech)

• Step 1: Find the Niagara Speech’s first demand (likely universal suffrage/voting rights).
• Step 2: Explain why suffrage was critical (e.g., political power to protect rights, challenge discrimination, or achieve equality).

5. Du Bois on segregation (second demand)

• Step 1: Locate his second demand in the speech.
• Step 2: Extract his stance (e.g., opposing segregation, demanding equal access to public facilities, or criticizing “separate but unequal”).

6. Du Bois’ definition of “Real Education”

• Step 1: Find where he defines education for Black children.
• Step 2: Analyze his view (e.g., combining academic learning, critical thinking, and preparation for leadership, not just vocational training).

Final Question: Plans in Today’s World

• Compare Washington’s (gradualist, economic-focused) and Du Bois’ (immediate equality, political/civil rights) approaches.
• Evaluate how their ideas relate to modern issues (e.g., educational equity, voting rights, systemic racism).

To provide precise answers, you must directly reference the primary texts (Washington’s Up from Slavery or related works, Du Bois’ Niagara Movement documents). If you share excerpts, I can help analyze specific quotes!