AP Lang Souls of Black Folk GRQ

13. What do African-Americans learn about their history through their education?

a. They learn that they have been handicapped throughout history, but are still expected to race with the other ethnicities of the world that weren't subjected to hundreds of years of slavery. They learn about their historic ignorance, poverty, and white "bastardy" that reinforced African American self-criticism.

10. What do the New England teachers offer the African-Americans through education?

a. They offer their friendship and character - what the black man wants: sympathy and love.

3. What does it mean to "be a problem"?

a. To "be a problem" means just that - to consistently be the object of people's contempt and hatred for no reason other than being yourself, to be viewed as a problem by somebody else.

15. What does Du Bois believe is going to be the greatest struggle of the future?

...

CHAPTER III: OF MR. BOOKER T. WASHINGTON AND OTHERS

CHAPTER III: OF MR. BOOKER T. WASHINGTON AND OTHERS

CHAPTER IV: OF THE MEANING OF PROGRESS

CHAPTER IV: OF THE MEANING OF PROGRESS

CHAPTER VI: OF THE TRAINING OF BLACK MEN

CHAPTER VI: OF THE TRAINING OF BLACK MEN

CHAPTER VIII - OF THE QUEST OF THE GOLDE FLEECE

CHAPTER VIII - OF THE QUEST OF THE GOLDE FLEECE

CHAPTER X - OF THE FAITH OF FATHERS

CHAPTER X - OF THE FAITH OF FATHERS

CHAPTER XIX OF THE SORROW SONGS

CHAPTER XIX OF THE SORROW SONGS

OF OUR SPIRITUAL STRIVINGS

OF OUR SPIRITUAL STRIVINGS

12. How does education change African-Americans according to Du Bois?

a. African-Americans began to have a feeling that to attain their place in the world, they had to be themselves and not any other - he for the first time analyzed the burden on his back instead of just lamenting about it, but this caused him to feel his poverty, his ignorance, and the weight of corruption from white adulterers. It gives them a sense of self-respect.

12. How is Booker T. Washington a different leader than leaders of the past?

a. All previous leaders had become leaders by the silent suffrage of the blacks, had sought to lead their people alone, and not known outside their race. But Booker T. Washington was none of these - he was a compromiser between North and South.

8. Prior to 1750, what attitude characterizes African-American leadership?

a. An attitude of revenge and revolt characterized all African-American leadership before 1750. (Examples: Maroons, Danish blacks, and Cato of Stono)

7. What are the three attitudes that an imprisoned group might take?

a. An imprisoned group might have a feeling of revolt and revenge, attempt to adjust all thought and action to the will of the greater group, or a determined effort at "self-realization and self-development."

6. How does Du Bois take issue with the industrial school?

a. At the end of the 4 decades, whites kept the Negro in industrial schools and claimed that higher education was reserved for the white person. Du Bois argues that a man needs to know both about industrial education and about higher education. Then people criticized the educational efforts to aid the blacks - it started with higher education and ended in industrial education, but Du Bois once again said that a man needs both types of education. b. "Work feeds the body but it doesn't feed the mind" - education is paramount to cultivating a full human being, men are not just resources.

11. How does the reader know that the education the African-American receive in New England trains them to be successes rather than economic resources?

a. Because Du Bois says the teachers came "not to keep the Negroes in their place, but to raise them out of the defilement of the places where slavery had wallowed them" and describing the schools as "homes where the best of the sons of the freedmen came in close and sympathetic touch with the best traditions of New England."

15. Why does Du Bois view prejudice as such a huge problem?

a. Because prejudice has caused many black people to give up because of it's disarming and discouraging nature. Additionally, it reinforced Black self-criticism, which brought the black race even further down. It has caused many blacks to give up on their long-term goals and ideals.

19. Why does Du Bois mention Shakespeare, Balzac, and Dumas as people with whom he can walk without being affected by the color line?

a. Because they are not actually alive - they are modes or tools for educating man, and he is pointing out that education is not prejudiced.

1. Why does Du Bois feel that it is important to study field hands in the cotton fields?

a. Because they are one of the chief figures in a great world-industry - cotton, and they also have historic interest, so they should be studied. Additionally, he says that people don't really know the position of the modern-day Negro - that they just listen to what others say and believe it, but no one really knows what goes on in their lives.

21. What does Du Bois believe African-Americans can offer the rest of the people in the American Republic?

a. Black men can offer the pure human spirit of the Declaration of the Independence, the faith and reverence for the republican experiment in the USA that has long been lost in the white folk, and the ideal that money is not the most important thing in such a culture. They can offer the original spirit of the Founding Fathers.

11. When Du Bois alludes to Canaan on page five, what does Canaan represent?

a. Canaan represents full liberty - the promised land - equal rights with the white race, and little to no contempt between them.

3. What does color-prejudice inhibit?

a. Color-prejudice keeps black men "in their place" and keep black men as resources for work. It dulls ambitions and sickens hearts of struggling human beings. b. Stands in the way of religion, civilization, and common decency.

9. What is the currency of the Black Belt?

a. Cotton is the currency of the Black Belt. This is why the black man cannot diversify his crop.

26. Condense Du Bois' major criticisms of Washington's doctrine.

a. Du Bois disagrees with Washington's doctrine that the South is justified in its present doctrine, he also does not think that blacks should be constrained to just industrial education - they need higher education, especially for the brighter of the race, and he also disagrees with the fact that the black man's rise will have to be done by his own efforts - because he needs the help and encouragement of the white north and other institutions.

2. Explain why Du Bois is important in the lives of his students.

a. Du Bois is important in the lives of his students because he is their only way to learn, there only possible way out of the poverty and hardship of their current lives. He says they read and spelled together, wrote some, picked flowers, sang, and listened to stories of the world beyond the hill, which probably means he and the students shared a very close bond.

3. Describe what Du Bois believes creates the community among African Americans.

a. Du Bois says that a "half-awakened common consciousness" came from the common joy and grief at a burial, a birth, or a wedding, from common difficulty in poverty, bad land and tiny wages, and most of all from the shared grief of forever being behind the Veil and closed off from the white world of opportunity.

21. Do you think that Du Bois sides with Booker T. Washington or the thinking classes? Explain your reasoning.

a. Du Bois sides with the thinking classes that demand their rights - this is obvious because he is actually condemning Washington's ideals of silence and acceptance - Du Bois says that instead the thinking class needs to judge the South discriminately and demand it's rights. He also uses pronouns like 'we' with him and the thinking the class, saying "we have no right to remain silent."

1. What does Du Bois attempt to explain at the beginning of this chapter?

a. Du Bois tries to explain that the slave songs are a part of his identity and that they made up the joy and hopes and sorrows of the slaves. They were their lives - as he says "out of them rose for me morning, noon, and night." They were the slaves' message to the world, the only way they could stir the hearts of the people.

17. Why is education the solution to the social issues mentioned in the previous question?

a. Education is the solution because by educating, danger will be lowered by reducing the number of half-trained minds and shallow thinkers and raising the number of over-educated and over-refined. Men will be more educated, so they will think of better, more peaceful solutions to these problems.

5. Explain the four decades of Southern education since the Civil War.

a. First there was from the close of the war to 1876, when things were looking promising - army schools, mission schools, and schools of the Freedman's Bureau were chaotic but striving to create a system of education. Them were the ten years of effort toward the building of complete school systems in the south - this era was super promising: normal schools were being created for the freedman, teachers were being trained properly to teach blacks, etc. Third was the decade of 1885 to 1895, in which the industrial revolution of the South began, which created obstacles to black education, and the south also became much more prejudiced during this time period and created the Jim Crow laws. The final period of Southern education began in 1895, when it was emphasized to blacks that you had to work before you could get an education - practical education was extremely over-emphasized in the name of hard work, but really it was racism.

5. List the chief reasons for the poor living conditions.

a. First, simply because it is custom for the African American to be assigned terrible homes. Second, because the blacks are used to it, don't demand better, and don't know what better houses mean. Third, the landlords don't realize that raising their living standards would make them better workers, and finally, because the white man does not want to give the Negro any incentive to become a better farmer and move on.

18. What prejudices does Grimkes' group impose on the African-American people?

a. Grimke's group imposes on African Americans a duty to speak up for tor their right such as the right to vote and basic civic equalities. You cannot be silent if you want these things.

7. How does Du Boise characterize the African-American population?

a. He characterizes it harshly as poor and ignorant, and goes into detail saying they are fairly honest and well meaning, plodding, somewhat shiftless, and somewhat sexually loose. He specifies what they are ignorant of: the world about them, modern economic organization, function of government, and individual worth and possibilities.

10. How does Du Bois describe the progress of African-American learning?

a. He describes it as very, very slow: "faltering feet, the misty minds, the dull understandings" or the black students - a people handicapped by years and years of shackles.

5. Where does Booker T. Washington encounter his greatest opposition?

a. He encountered his greatest opposition among his own people - there is some opposition in the form of envy because of narrow minds, but there is also the opposite - opposition in the form of deep sorrow and disappointment of the educated minds because of the wide acceptance of his ideas.

2. What is the unasked question that Du Bois intends to address in his writing?

a. He intends to answer "How does it feel to be a problem?"

16. How is Du Bois ahead of his time when he writes, "Internal problems of social advance must inevitable come,-problems of work and wages, of families and homes, of morals and the true valuing of the things of life..." ? pg. 66

a. He is ahead of his time because these things do occur and are occurring today...for example, there are wage problems today as far as equal pay, and there are moral problems (our morals as a society seem to be on the decline, especially since a man who makes fun of disabled people has a shot at being president).

4. Why is education so important in light of the color-line?

a. He is saying that education will keep blacks from crime, give them good jobs, and have a better life. If they have no training, then they will resort to crime to survive. Education will teach living.

2. Describe the Preacher of the African-American revival.

a. He is the most unique personality developed by the Negro on American soil - he is a leader, a politician, an orator, a "boss," and intriguer, an idealist - he is the center of a group of men that keeps growing. He is clever and sincere and able, and this makes him so dominant in the social circles and helps him maintain this dominance.

16. What does Du Bois believe is the "triple paradox" in Washington's career, and why does it exist? Pg. 31

a. He is trying to make black men property owners without the vote b. He insists on self-respect, but also demands silence and submission, which is found to kill any self-respect in the long run. c. He says to champion the common school...but the teachers who teach would not be there without the higher-education schools.

6. Describe the image of "two-ness."

a. He just wants to be both an American and a Negro without being hated - to contain both of the culture's ideals without being despised.

4. Summarize the demise of Josie and her family. How does Du Bois romanticize the story instead of creating a more realistic portrayal?

a. He makes Josie's long, hard life and death especially tragic and sad in his description saying that she gave up everything to work and work and work to try and get her family out of poverty, but it was impossible. She worked to furnish their new house, and then finally when things were looking bright, her brother Jim steals wheat and is jailed, and John and Jim run away, her younger sister brought home a fatherless child, so Josie continued working, and literally worked herself to death. Her love also married the other women, and she had to give up her hope for education. Du Bois said one night she crawled to her mother and died in her arms. He did this to emphasize the point that black women, men, and children were caught in an endless cycle of poverty and oppression. He portrayed her as the hero that tragically died.

2. What is the importance and function of the songs that Du Bois chooses?

a. He picks songs of the fugitive ("the Wings of Atlanta" and "Been a-listening), song of groping ("My way's cloudy"), songs of hopeful strife ("Wrestlin' Jacob, the day is a-breaking," and the song of songs ("Steal Away"). These songs were the Negro's way to speak to the world, they "stirred men with a mighty power" and communicated their sorrows.

4. How does Du Bois recognize that he is different?

a. He recognizes his difference when they are exchanging cards at school, and a tall white girl refuses his card with a cursory glance, which makes him remember that he is different.

18. What happens to the African-American race as a result of its "suicide"?

a. He says that something good actually comes out of this horrible suicide - "the more careful adjustment of education to real life, the clearer perception of the Negroes' social responsibilities, and the sobering realization of the meaning of progress."

16. What does Du Bois believe comes with repression, contempt, and hate?

a. He says the lowering of ideals come with repression, contempt, and hate.

1. How does Du Bois initially set up the contrast between whites and blacks in America?

a. He sets up the contrast by immediately saying "between me and the other world."

13. How do you know that Du Bois believes the South is uncivilized?

a. He states "no people a generation removed from slavery can escape a certain unpleasant rawness and gaucherie, despite the best of training," which suggests he thinks the south will always be unpleasant and uncivilized with prejudice.

7. How does Du Bois believe the African-American community will earn liberty?

a. He thinks they will earn liberty through individual black men's steady leadership who stay away from corruption and bad things that have brought the rest of the race down.

5. What is Du Bois' ultimate hope for this book?

a. He wants his book to be heard and read, and to stir the hearts of the people - he wants it not to "fall still born in the wilderness" and to make sure that the United States does not remain in segregation. He hopes his book will stir people to become brothers again.

14. By giving up these three things, on what does Washington want the African-American population to focus?

a. He wants them to focus on industrial education, accumulation of wealth, and conciliation of the South.

13. What does Washington ask the African-American population to give up?

a. He wants them to give up political power, insistence on civil rights, and higher education of Negro youth.

1. Explain both the statemtn and the context of the following quotation: "...but even then fell the awful shadow of the Veil, for they ate first, then I-alone." (Pg. 39)

a. He was riding into a little town where he heard they needed a school after going to Fisk University to train to be a teacher, and he rode in with a white man who was very nice who was going to teach the white school. They talked easily, and he also talked with the white commissioner easily, but he had to eat alone and waited as the two white men ate first - even when the two men got along easily, the 'veil' still existed that separated them. He says Tenessee feels beyond the veil because of its isolation.

22. What does Du Bois tell the reader that the rest of his book will discuss?

a. His book will discuss in greater detail what he has just outlined as the black man's strivings.

14. Consider the paragraph beginning on page 65, "No. The dangerously clear logic of the Negro's position..." How would you characterize Du Bois' writing style? What form does the writing take?

a. His writing style is angered and heated, and argumentative. His writing style takes the form of statement, then refutation, statement, then refutation.

15. What does Washington's policy accomplish?

a. It has accomplished the disfranchisement of the Negro, the legal creation of a distinct status of civil inferiority for the black mean, and the steady withdrawal of aid from institutions for the Negro's higher training.

6. Why is the "hushing of the criticism of honest opponents" a dangerous thing? Pg. 27

a. It is dangerous because the "hushing of criticism of honest opponents" causes the best critics to fall silent and others that are not so good to burst into speech criticizing so passionately that no one listens to them. Criticism of writers or leaders by readers or listeners is a footstone in democracy and the safeguard of modern society - without it, things fall to pieces or never improve.

6. To where was the Negro church first confined?

a. It sounds to me like the Negro church was at first confined to the South - or maybe more specifically, the plantation life with the preacher/medicine man.

4. Why is the nation "startled" by Washington's program? Pg. 26

a. It startled the nation to hear a black with such a program after many decades of complaint - it was out of the blue, so to speak.

8. Why is the power to vote so important to African-Americans?

a. It was important because it was the only way to fully own and perfect the liberty that partially been given them in the war and because it is the only way to get their freedom.

18. What is the function of the African-American college?

a. Its purpose is to socially regenerate the Negro, maintain the standard of popular education, help solve the problems of race contact and cooperation, and most importantly, develop men.

2. What seems to be preoccupying the country at this point?

a. Monetary ambitions, industrialization, and commercial development was enveloping the nation.

12. "Comparing them as a class with my fellow students in New England and in Europe, I cannot hesitate in saying that nowhere have I met men and women...and that no people a generation removed from slavery can escape a certain unpleasant rawness and gaucherie, despite the best of training." (Pg. 63) Does the preceding quotation separate Du Bois as an elitist? Why or why not? Use evidence from the text to support your answer.

a. No - because he uses qualifying language, saying "They have, to be sure, their proportion of ne'er-do-wells." I think this shows he is aware of the fact that his people have some shortcomings, and is simply proud of his people.

24. Today, are African-Americans "reduced to semi-slavery"? (pg. 34) Are there any other ethnic or engendered groups who may also fit in this category of "semi-slavery"?

a. No, to my knowledge the black man is no longer reduced to semi-slavery by the moneymakers and bosses of the business world today - however, there may still be some of this in the very deep South. As far as other races who fit into this category, the immigrants who come to this country are reduced to jobs that work them to death but barely pay at all.

2. How does Du Bois feel people should deal with the color-prejudice of the South?

a. People need to take their prejudice seriously - do not laugh at it or storm at it, or try to abolish it with the law, but most importantly do NOT leave it alone because then they will think it is ok. It must be recognized as a fact and then met with the broadening of human reason and education.

20. Explain what Du Bois believes the "thinking classes" have given up in terms of their responsibilities. Pg. 33

a. The "thinking class" has given up actually stating the demands of the black people, and given in to the silence and submission required by Washington instead of demanding their right to vote, a proper education, and proper equality.

4. Describe the living arrangements of the African-American family Du Bois writes about.

a. The Big House is small and usually one storied, and the slave cabins shoot out "like two wings" from the Big House or line the road leading up to it - there is always a Big House with a cluster of slave houses around it. In the slave houses, there is poor light and ventilation, the houses are dirty and crowded, and there is usually a bed or two, a table, a wooden chest, and a few chairs.

5. How does the African-American church function in society at the time Du Bois wrote this text? How much changed today?

a. The Church acts as a "central club-house of a community" for usually large numbers of African Americans (1000 or more), and is the social, intellectual, economic, and religious center of power. They act as a government of man, and nearly every African American is a church member for this reason. Various organizations meet at the church (Sunday school, insurance societies, women's societies, secret societies, mass meetings), 5 or 6 regular religious services are held, along with entertainments, suppers, and lectures, considerable sums of money are collected and expended, charity is given out, idle people are employed, and strangers are introduced and become friends. b. Today African Americans are given much more freedom and are less segregated against (at least in Kentucky), and therefore the Church is not nearly as much of a "government" as it used to be. But I'm sure that if you compared white attendance to their churches and black attendance to their churches, the church would still be much more a center of life for the African Americans than it is for the whites.

4. Describe the Frenzy of the revival.

a. The Frenzy was more believed in than any other essential of the Negro religion and occurred when the Spirit of the Lord passed by and seized the devotee making him go into a fit of "Shouting," which included everything from the low murmur and moan to the mad abandon of physical fervor (stamping, shrieking, shouting, rushing everywhere, waving arms, weeping, laughing, etc.). Many African Americans believed that without the Frenzy's physical manifestation of God's presence there could be no true communion with him.

6. Explain what the Jim Crow car is.

a. The Jim Crow car is the railroad car that is reserved for blacks - another way to segregate, or display 'the veil.'

1. What three things characterize the religion of the slave according to the author?

a. The Preacher, the Music, and the Frenzy

22. What does Du Bois believe the South needs to protect future generations?

a. The South needs "discriminating and broad-minded criticism" for the sake of future generations. They need it for robust, healthy mental and moral development, and for their future white daughters and

9. How does the South respond to the African-American education?

a. The South responded with concerns that the whole enterprise had been a waste of time because the black students did not take what they learned and apply it to jobs - they may have graduated, but without aim.

7. What is the aim of higher training schools?

a. The aim of the higher schools is to teach teachers for the common schools and to "furnish the black world with adequate standards of human culture and lofty ideals of life."

3. What is the basis of Washington's programs?

a. The basis of his programs was industrial education, conciliation of the South, and patience and silence in the face of discrimination.

17. How does Du Bois think that African-Americans have killed themselves?

a. The black race has killed themselves by entertaining the thought that they have to be content as servants and nothing more, what do they need of higher culture as half-me? They have died by lowering their ideals.

7. How does the church idealistically reinforce the suppression that the African-American community experiences in the South?

a. The church, when it first rose in plantation life, encouraged the doctrines of passive submission embodied in the newly learned Christianity. The slaves went from being courteous to being humble, from being morally strong to submissive, from appreciating the beautiful to having an infinite capacity for dumb suffering. The learning of Christianity actually encouraged this, and the African American lost his joy in the world because the Lord and his religion were reinforcing the suppression that they were experiencing. The slave masters at first encouraged religion because of this.

6. What happens to the traditional family structure as a result of poverty in the African American community?

a. The family structure has gone from whole and large to small and broken - the families have grown smaller due to economic stress, and couples are marrying later and later because of inability to provide, and this delay leads to sexual immorality in the form of constant desertion once a family had been formed - the rate of separated marriages grew greatly.

1. List the three schools of thought Du Bois mentions regarding the social position of African-Americans that have evolved since the beginning of slavery.

a. The first is the thoughts of the world - that the multiplying of human wants in a culture far overseas (the Americas) calls for us, the rest of the world, to satisfy them, even it if means selling them men. The second thought comes from the slave ship, the thought that the black men are really inferior, and even though they may be sort-of men, they are simpler than men and condemned to walk in the Veil, separated from the rest of us. Then, the third thought comes from the blacks themselves, where they think to themselves that they want liberty and wonder if they truly are men, if they really deserve to fight for freedom. i. Satisfying the wants of man ii. Limiting (negro somewhere between man and animal) 1. Prevents him from walking through the veil iii. Are we less than men?

9. What vision replaces the push for the right to vote?

a. The ideal of "book learning" and of intellectualism - the longing to know - replaced the vote when that was denied them.

19. What are the "ideals of the past"?

a. The ideals of the past were physical freedom, political power, and the training of brains and hands (in trades).

5. How is this chapter a journey for Du Bois? How is it a contrast to the previous chapter?

a. The last chapter was extremely analytical and philosophical even, while this chapter was much more like a narrative, much more informally written, and flows better. This chapter was a journey for him because it begins at the beginning of his teaching career with hope and learning in the little town, and ends 15 years later with him coming back to the same place and seeing where everyone has ended up. There is a lot of death when he comes back, and a lot of working away in Nashville b. This chapter is much more personal - he is showing Booker T. Washington's program in action.

9. At what point is the shift of leadership toward adjustment and assimilation, and how is it typified?

a. The last half of the 18th century was the shift toward adjustment and assimilation, and is exemplified by the songs of Phyllis, the martyrdom of Attucks in the Boston Massacre, the fighting of Salem and Poor, the intellectual strides make by Banneker and Derham, and the political principles of Cuffes.

8. Who is the most prosperous man in the Black Belt and why?

a. The merchant is the most prosperous man in the Black Belt because he has tricked the black tenants into never saving money - and simply spending when he gets more - and drawing the law so tightly about the black tenant that the black man feels he has to choose between poverty and crime, so the law and the merchants control the land-owner.

3. Describe the "music of Negro religion." (Pg. 116)

a. The music "is that plaintive rhythmic melody, with its touching minor cadences" and is the most original and beautiful expression of human life and longing in all of America. It came originally from Africa, and was intensified and adapted by the tortuous life of slavery. It became the one true expression of the black people's sorrow, despair, and hope.

17. What two classes of people object to Washington's policies?

a. The people "spiritually descended from Toussaint the Savior" who want revenge, not complacency. The second class of people are simply quiet people who disagree with him and want to ask him for the right to vote, civic quality, and the education of youth according to ability - but they are not willing to stand up and speak and try to obtain them.

20. What is the problem with the past ideals?

a. The problem is that they were treated all as separate ideals, but standing alone they were each over-simple and incomplete - to be true, all these ideals have to be combined into one to grow and aid each other.

2. What is the purpose of this chapter?

a. The purpose of the chapter is to look to the Black Belt of Georgia and figure out the condition of the black farm laborers there.

5. Explain the concept of the Veil. When does Du Bois introduce this idea?

a. The veil represents the huge divide between the two races - the two different worlds of the two races. The white man's world, and then the black man's world, and the black man is always seeing himself through the veil, or through the white man's eyes.

8. How does the work of education in the South begin?

a. The work of education in the South began with higher institutions of training, starting with common schools and industrial schools, and later college-grade schools.

3. Why is the Black Belt of Georgia faced with a large amount of debt?

a. Their entire economic system was based off of slaves and their property value included the value of their slaves - so when the war came it created a financial crash with the emancipation of the slaves, and it reduced the 5 million dollar value of the South economy to only the 2 million dollar value of the farms. Then came competition in cotton culture from the land of Texas, so the price of cotton fell, which left the owners of the cotton farms in debt.

11. What three attempts do the slaves in the South make in their attempt at insurrection?

a. These results were stirred up in the first place by vague rumors of the Haitian revolt, and the three attempts were in 1800 under gabriel in Virginia, in 1822 under Vesey in Carolina, and in 1831 in Virginia under Nat Turner.

4. What is the message of hope that we are to see in the Sorrow Songs?

a. These songs display a hope in the "ultimate justice of things" - that one day, far in the future, men will be judged NOT by their color but by the fact they are men. The songs always display hope in something - in life in death, in justice somewhere.

3. What do the slave songs mean?

a. These songs tell the story of an unhappy people, of disappointed children, and of death and suffering and unvoiced longing of a better, more just world.

10. How are African-American supposed to improve their economic situation in the Black Belt?

a. They are supposed to improve their economic situation by either buying land or moving to town.

19. Summarize Grimkes' group's argument?

a. They say that relentless color prejudice is "more often a cause than a result of the Negro's degradation. They insist that it is the duty of the black people to state the demands of their people, even if it means opposing an honored leader like Washington.

23. Du Bois originally publishing his writing in 1903. In the text he states: Today even the attitude of the Southern white toward the blacks is not, as so many assume, in all case the same; the ignorant Southerner hates the Negro, the workingmen fear his competition, the moneymakers wish to use him as a laborer, some of the educated see a menace in his upward development, while others - usually the sons of masters - wish to help him rise. (pg. 33-34) Explain how applicable this statement is today and why you feel that way.

a. This statement is somewhat applicable to today. For example, things are much more equal today, so the workingmen do not fear the black men as competition anymore, and the moneymakers do not want to make use of him as a laborer more than any other white man, but there are still ignorant Southerners who do in fact hate African Americans. The Deep South is still quite prejudiced, and only the ignorant still manage to hold onto their hate of the Negro.

14. What should African-Americans do in order to eliminate the problems their culture faces?

a. To fix their problems, all of the black ideals must be melted into one, growing and aiding each other. In this way, the black race can foster and develop traits and talents of the Negro. They shouldn't have to compete with the white world - just focus on their problems and ways to correct them.

10. What are the two movements that African-Americans in the South make?

a. Two broad movements were carried out - attempts at insurrection (in total three), and in Philedelphia and New York blacks withdrew from white churches and formed the African Church instead, which grew to over a million people.

25. How does Du Bois feel that Washington has succeeded?

a. Washington has succeeded in several instances when he has opposed movements in the South that were unjust to the Negro - he sent memorials to the Louisiana and Alabama constitutional conventions, has spoken against lynching, and set his influence against the senators' schemes.

1. What does Booker T. Washington attempt to lead?

a. Washington wants to lead the sons of the freedman. Washington attempts to lead a program that involves industrial education, conciliation of the South, and submission and silence in the face of discrimination and not receiving full civil and political rights.