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Marcus Garvey and W.E.B. Du Bois Impact the Fight for Racial Equality
The beginning of the early twentieth century saw the rise of two important men into the realm of black pride and the start of what would later become the movement towards civil rights. Both Marcus Garvey and W.E.B. Du Bois influenced these two aforementioned movements, but the question is, to what extent?
Marcus Garvey, born in Jamaica, came to the United States on March 23, 1916 to spread "his program of race improvement" (Cronon, 20). Originally, this was just to gain support for his educational program in Jamaica, but would soon become much more. Because of conditions at the time, the American Negro World took a great liking to him and his ideas of race redemption. Garvey’s organization, the Universal Negro Improvement Association, which was already established, was now the focal point for blacks in America to gather around.
Garvey would later come up with his idea of starting an African Nation that would be the center for all black activity throughout the world. This plan would eventually be called the Back to Africa movement. He did not believe in a mass migration to Africa, but rather, he desired that a group of hardworking and influential blacks move to Africa to establish this new nation. In Philosophy and Opinions, Garvey said, "A race without authority and power is a race without respect." He believed that this new nation, an achievement by and for blacks, would lead to respect for them everywhere. "The prejudice of the world is not so much against skin – it is not so much against color – it is against what you have not done" (Garvey, 39). This nation would be an accomplishment and would provide protection for all blacks, according to Garv...
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...s with their words, whether it be oration or writing. They caused blacks to be proud of who and what they were, and it also showed them that they could do more. These two men squashed the notion that Booker T. Washington spoke of in his speech in Atlanta, Georgia on September 18, 1895, where he said that blacks must accept their inferior role.
Works Cited
Dumenil, Lynn. The Modern Temper. New York: Hill and Wang, 1995.
Garvey, Marcus. The UNIA Papers Project. http://www.isop.ucla.edu/mgpp/lifesamp.htm. 1925
McKissack, Patricia and Frederick. W.E.B Dubois. New York: Franklin Watt, 1990.
Sewell, Tony. Garvey’s Children: The Legacy of Marcus Garvey. Trenton:Africa World Press, Inc., 1990.
Stein, Judith. The World of Marcus Garvey: Race and Class in Modern Society. Baton Rouge: Louisiana State UP, 1986.
UCLA. http://www.isop.ucla.edu/mgpp/facts.htm. 1995
Marcus Garvey had a huge influence on the African Diaspora and where it connected with the black men and women. Ethiopia, in Garvey’s perspective, was seen as the home of all African’s in exile in the African Diaspora. (McMurray 48) See now what Garvey was influencing, yet not the initiator of, was on how the African Diaspora connected with the idea or dream of returning home to Africa. With that movement already going on and established, he was able to feed off other ideas and goals and incorporate them into his own. Garvey began to wonder who was the voice for the African’s and why the black men and women didn’t have the opportunities that other people, not African, did.
Booker T. Washington was an African American leader who established an African-American college in 1181. Then in 1895 delivered the Atlanta Compromise Speech to an audience of mainly Southerners, but some Northerners were present. In his speech he made a few points. He said, “No race can prosper till it learns that there is as much dignity in tilling a field as in writing a poem.” Washington believed that the African American race needed to learn first that manual labor was just as important as the work of intellects. He thought that until they learned this they were not worthy of becoming intellects themselves. The color line is thus important in teaching them this lesson. He also said, “It is important and right that all privileges of the law be ours, but it is vastly more important that we be prepared for the exercise of these privileges.” His opinion was that one day blacks would deserve to have equal rights with the whites, but right now in 1895 the blacks needed to be...
During the late 19th and early 20th century, racial injustice was very prominent and even wildly accepted in the South. Booker T. Washington and W.E.B. DuBois were two of the most renowned “pioneers in the [search] for African-American equality in America” (Washington, DuBois, and the Black Future). Washington was “born a slave” who highly believed in the concept of “separate but equal,” meaning that “we can be as [distant] as the fingers, yet one as the hand in all things essential to mutual progress” (Washington 1042). DuBois was a victim of many “racial problems before his years as a student” and disagreed with Washington’s point of view, which led
When talking about the history of African-Americans at the turn of the twentieth century, two notable names cannot be left out; Booker T. Washington and W.E.B Du Bois. They were both African-American leaders in the late 1800’s to early 1900’s, fighting for social justice, education and civil rights for slaves, and both stressed education. This was a time when blacks were segregated and discriminated against. Both these men had a vision to free blacks from this oppression. While they came from different backgrounds, Washington coming from a plantation in Virginia where he was a slave, and Du Bois coming from a free home in Massachusetts, they both experienced the heavy oppression blacks were under in this Post-Civil War society. Booker T. Washington and W.E.B Du Bois were both pioneers in striving to obtain equality for blacks, yet their ways of achieving this equality were completely different. W.E.B Du Bois is the more celebrated figure today since he had the better method because it didn’t give the whites any power, and his method was intended to achieve a more noble goal than Washington’s.
In the article Marcus Garvey, used this form of writing where he bolded each word he started his new paragraph with, and with each bolded word he would explain what it meant to him in his own words. He first started off the article with the word history; he started off with this word because history is what keeps people from forgetting about the hardships and trials. History tells the facts no matter how much the story gets changed around. Chance, Life, Criticism, Fear, Ambition, these are some of the words he used to go in depth with his point about the Negro race. While writing this article he talks a lot about awakening Africa and the Negros from Africa and restoring both to their former image of superiority and making Africa a mighty nation
Every parent gets nervous when it comes time to have the “talk” with their child. Some parents choose to just be upfront with their child, and others choose not to say anything at all but, sex education is a very important thing. Everyone should inform their children and not rely on others to do the job no matter what the situation may be.
"New Poll: Parents Are Talking With Their Kids About Sex but Often Not Tackling Harder Issues." Sexual & Reproductive Health. N.p., n.d. Web. 30 Apr. 2014.
In closing, we really need to get away from the old tradition thoughts and open our mind about ‘sex’. Having a positive attitude towards it, and promote better sex education to teenagers is the only way to deal with teenage pregnancy and misunderstand of sex. “Knowledge is power, education is key to what we do to change entrenched views, create awareness and take a preventative stance.” by Mother’s Choice.
Marcus Garvey is also known as “The Negro Moses” because of his driven efforts that successfully gained freedoms for Africans. At age fourteen Marcus lived in Jamaica and became a printer where he eventually learned the skill of public speaking. He later left Jamaica and headed to Central America where he published a few papers and returned back to Jamaica. He did not stay there too long before going to England where he gained knowledge of the frightening imperial and aristocratical power. Garvey once again went back to Jamaica shortly after World War I started. Being a follower of Washington, Garvey wrote to him about his efforts and was later invited to the United States. The racism was bad it led Garvey driven to do something. He organized part of the Universal Negro
Lieberman, Lisa D. (2006). “Early Predictors of Sexual Behavior: Implications for Young Adolescents and Their Parents.” Perspectives on Sexual and Reproductive Health. Volume 38, Number 2. Copyright 1996-2014, Guttmacher Institute. https://www.guttmacher.org/pubs/journals/3811206.html
Nine quantitative research papers focused on the contents of parent-child communication about sex. Six papers focused on parent-child pairs. A number of researchers used a range of different topics to assess whether or not parents had ever discussed the topic with their children. For example, ten items of content and ten items of process of communication between mother and adolescents were established by Miller et al. (1998a), with the aim to measure which sex-related topics were discussed and how their content was transmitted. The same research team used the instruments with various groups of participants. For examples, Dutra et al. (1999) used the content and process instruments to measure not only mothers and teenagers but also fathers’ communication, and Whitaker et al. (1999) used these instruments to measure the influences of parent-child communication about sex in content and process with sexual risk behaviours in sexually active young people.
Furthermore, how many parents are educated themselves on how to approach their teenage son or daughter on sexuality. A survey conducted by New York University’s Center for Latino Adolescent and Family Health along with Planned Parenthood Federation of America conducted a survey of parents about how they talk about sex to their ch...
Humans are sexual beings. We want it. We all need sex. It is an important part of us. Sex can be simply a pleasurable act, yet it can also be an expression of our love for someone else. In short, sex is wonderful. However, it is relatively rare to encounter a rational discussion about sex, even between partners. As with all activities about which people are passionate and which involve biological drives, the topic of sexuality is rife with controversy, misunderstanding, moralizing, and stereotypes. It is my belief that the widespread availability of information about sexual matters help facilitate better communication in relationships. Progress can never be made in human affairs by the suppression or repression of information, or by spreading disinformation. In essence, sexuality should be celebrated to improve our sexual health and happiness.
Sex education is a major subject of interest among teenagers mostly during the puberty period. The puberty period is usually characterized by increased sexual desires and maturity of the sexual organs. Sex education is of most importance during this period in order to avoid deadly mistakes. The argument over sex education started in the early 1960’s when the government sponsored a sex education campaign in schools worth $176 million (Lemken 2). This innovation aroused the interest of many prestigious American citizens and the debate on the legalization of sex education became more intense. It is noted that towards late 1960, after the pros and cons of sex education had been analyzed, it was finally legalized in the U.S. An American reporter, Cindy Patton evaluates that “about 40% of the total high schools in the United States introduced sex education as a free elective for students.”(26). Hence, it is seen that sex education became part of the curriculum of high schools. Despite the fact that sex education has been frowned at by a lot of parents, it should be encouraged because it teaches teenagers how to live a healthy sexual life; thus reducing the rate of teenage pregnancy, rape and sexually transmitted diseases in the society.
For years, the question “Should schools teach sex education?” has been asked in American households; and many families have agreed that they would rather not have the schools teach sex education to their children. In each region of the country, there are families that feel the money should not fund sex education, especially funds put into public education, because that is “a duty for the parents.” A question remains, however, why people do not discuss sex with their children, and does this lack of communication between child and parent affect the child’s future. This lack of communication has been proven through studies to be harmful to the lifestyles and well-being of members of society. The importance of family involvement and communication in sex education should be emphasized to reduce the future risks of sexually transmitted infections, prolonged psychological trauma, or confusion in the United States. Studies have shown that sexual education between parents and children does show progress in decreasing premature sexual activity and STI rates.