...Two great leaders of the black community in the late 19th century and 20th century, W.E.B Dubois and Booker T. Washington both had varying views on how to solve the racial issues in America. Washington wanted black people to slowly be integrated into the white society to start at the bottom and gain their way to the top, while DuBois wanted the change to happen as soon as possible he wanted black people to have the rights that he believed they deserved from the very beginning. Booker T. Washington was an educator, reformer and one of the most influential people of his time. He preached a philosophy of self-help, racial solidarity, and accommodation. He urged black people to accept discrimination for the time being and elevating themselves through hard work and material prosperity. He believed in education in the crafts, industrial and farming skills, and he believed this would win the respect of whites, and lead African Americans being fully accepted as citizens and integrated into all strata of society. Booker T. Washington idea of how to receive racial equality was a slow moving machine he wanted black people to work from the bottom and eventually once accepted by white people...
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...two most prominent social leaders that continuously fought for the rights of black people were Booker T. Washington and W.E.B. DuBois. When looking at these men, it can easily be stated that both fought for equality, both were for equality, and both of them were black citizens of America. Back during that time period, leaders such as DuBois and Washington could only go so far when it came to allowing themselves to be heard. Thus, their resources for strategies became limited and therefore their strategies often were on the same “playing field” or equal. The disagreements that...
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...| 1.4.5 Practice: Washington and DuBois | Practice Assignment | | | | | U.S. History Sem 2 (S3346986) | Garibalde Nunez | | | Points possible: 30 | Date: ______4/22/16______ | | Your Assignment 1. Charts like this one are a great way to compare and contrast. Use this chart to list the strategies of Booker T. Washington (that he did not share with Du Bois) on one side, the strategies of W. E. B. Du Bois (that he did not share with Washington) on the other, and the strategies they had in common in the middle. You may have to infer what they had in common. Booker T. Washington's Strategies | Shared Strategies | W. E. B. Du Bois's Strategies | * He wanted blacks to be educated so they can take control of their lives. * Accepted segregation as long as blacks were treated fairly * Blacks must work hard and do well | * Both wanted a better life for African Americans * Both fought with evidence to prove that blacks need improvement * Both of their goals aimed to better the black community | * He argued that the black community should be led by the most talented * He wanted African Americans to demand equality * He also argued that white Americans should respect black Americans as equals | 2. Once you have filled out the chart, you will have to organize the information into a compare-and-contrast form. You will now need to write an introduction for the beginning and a conclusion for the end. For your introduction, try and...
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...numerous leaders emerged to pioneer the pathway to equality with the main goal of improving the quality of life for blacks in America. Many great leaders approached this great and historic debacle with differing leadership styles, strategies, and philosophies that have shaped the progression of the African American race in the United States. This paper will examine the similarities and differences and the effects of opposing leadership styles, strategies and philosophies of prominent African American activists such as Booker T. Washington and W. E. B. Dubois. In accompaniment, an original argument on the best strategy for the advancement of African Americans will be explored. Educator, renowned speaker, former slave, mentor, mentee and African American spokesman are but a few adjectives to describe Booker T. Washington. Washington’s strategy for the advancement of Blacks was largely ingrained with subservience, patience, perseverance, and hard-work. It is widely argued that his unusually charmed and positively affected past with Whites shaped his outlook, strategy and message to his fellow people. Washington was favored by Whites at an early age beginning with an employee who would let him study with her own children to even earning the honor of being the first African American to meet and advise the current President of the United States, Theodore Roosevelt. It comes as no surprise that Washington’s strategy was based on the kindness and fairness...
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...Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price of inequality: How today’s divided society endangers our future. New York, NY: Norton; page 18, Morrison excerpt: Morrison, T. (2012). Home: A novel. New York, NY: Alfred A. Knopf; page 26, Goncalves e Sliva excerpt: Gonçalves e Sliva, P. B. (2004). Citizenship and education in Brazil: The contribution...
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...persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions or ideas contained in the material herein. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress ISBN: 978-0-08-055450-1 (Volume 3) ISBN: 978-0-08-087929-1 (Volumes 1, 2 and 3) For information on all Elsevier publications visit our website at www.elsevierdirect.com Printed and bound in Hungary 09 10 11 12 13 10 9 8 7 6 5 4 3 2 1 Contributors to Volume 3 Robert H. Chenhall Mark A. Covaleski Antonio Davila Mark W. Dirsmith David A....
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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