Compose a rough draft for peer review and submit it to the Week 7 Argument Essay Peer Review discussion board by Sunday, September 29, 2019. The final draft is due to this folder by Sunday, October 6, 2019.

Was Consider “The Self-Storage Self” by Jon Mooallem, (p 103). In an argumentative essay, support, refute, or complicate Tom Litton’s claim that “it’s the accumulation of things that defines you as an American” (para. 13). To develop your ideas, consult Laurence Shames’s “The More Factor” (p. 76) and the Introduction to Chapter 1, “Consuming Passions: The Culture of American Consumption” (p. 67).

Compose a rough draft for peer review and submit it to the Week 7 Argument Essay Peer Review discussion board by Sunday, September 29, 2019. The final draft is due to this folder by Sunday, October 6, 2019.

The essay should contain:

· An introductory paragraph with a thesis statement and three supporting details (Links to an external site.);

· Three body paragraphs (Links to an external site.) that address the supporting details with specific evidence from the sources listed above (a minimum of one quote, summary, or paraphrase per body paragraph);

· A conclusion (Links to an external site.) paragraph that summarizes the thesis statement and mentions the supporting details, along with a graceful component that wraps up the main theme of the essay.

The essay will be evaluated in terms of MLA formatting, unity, support, coherence, and sentence skills. Cite your sources and format your document using 8th edition MLA style.

Below is an example. Use similar method

Prewriting Argument Essay

1. Identify whether you support, refute, or complicate the claim in the assignment prompt. To support the claim would mean that you agree with it. To refute the claim would mean that you are adamantly opposed to it. To complicate the claim would mean that you are conditionally in favor of it.

Yes, I do support the claim. Personally, in 2018, I started changing the way of accumulating items, I instead take them to Goodwill or give them away at the end of the day is the same thing is just spending money on items I don’t need.

2. Be sure that you have three reasons to support your claim. They should each be strong enough to support a 6-10 sentence body paragraph (Links to an external site.) (Links to an external site.).

Possessions are an important measure in life, Americans desire more opportunities, America popular culture is grounded in consumption.

3. State your thesis statement (Links to an external site.) (Links to an external site.), formatted as shown in the course materials. (A simple formula to follow is: The main idea is A because 1, 2, and 3. Another formula is: Even though A, the main idea is B because 1, 2, and 3.)

Accumulation of things defines an American because possessions are an important measure in life, Americans desire more and more opportunities, American popular culture is grounded in consumption.

4. Locate one quote, summary, or paraphrase from the sources listed in the assignment prompt to support each of the three reasons. You will need a total of THREE–one for each body paragraph. (Be sure to use the MEAL plan (Links to an external site.) (Links to an external site.)when creating your paragraphs in the rough draft).

· Accumulatios of things defines an American because our possessions are an important measure in our lives, “The Self-Storage Self” by Jon Mooallem, (p. 103).

· hunger for more — more toys, more land, more opportunities – is an essential part of our history and character, “The More Factor” by Lawrence Shames, (p. 76).

· popular culture is grounded in consumption, whether we’re considering the direct purchase of goods and services; the enjoyment of music, movies, and television; or simply the use of a smartphone or other digital devices and all that they offer you “The Culture of America Consumption” (P. 66).

5. Offer a preliminary ending for your conclusion (Links to an external site.) (Links to an external site.), such as a question, prediction, or call to action.

America takes a look at how this great nation has given its residents the opportunity in becoming challenging to buy or afford to buy what they want. Freedom to be who you are, and live your dream without restrictions. The amount of stuff we own these days is staggering.hington vs. DuBois Essay Name_________________ American Studies I

Critical Thinking: Read ​Differing Views on Civil Rights and Reforms​. Also read and take notes on the research that was provided. Complete the DBQ process. Use the information to write an essay that addresses the following question: Which leader, Booker T. Washington or W.E.B. DuBois, was more successful in achieving civil rights for African Americans in the early 1900’s? What methods did the most effective leader choose to implement? Why did they choose those methods? How did the public react to them? Remember to read the rubric and use details and examples in your essay. Process: 1.​ ​Read the question and underline key words, eras, names, issues, etc. Determine the required task. 2.​ ​Brainstorm the facts you know about the topic and time period. Write them down. 3.​ ​Analyze the documents. ·​ ​Identify type of document. ·​ ​Indicate author and time period written – what do you know about them? ·​ ​Identify a point of view. ·​ ​Write notes in margin. ·​ ​Look for relationships (similarities/differences) among the documents and group accordingly. 4.​ ​Structure your response based on task required in essay – outline answer. ·​ ​support/disagree 5.​ ​Write an organized essay. ·​ ​Introductory paragraph – Develop a thesis in response to the question: What will you prove in the essay? ·​ ​Body paragraphs – Develop information citing supporting evidence from the documents and outside historical information (You must use 2 additional sources) ·​ ​Concluding paragraph 6. Essay needs to be submitted to Classroom no later than Tuesday, May 21, 2019. 10 points will be deducted for each day the essay is late. A works cited page also needs to be completed and submitted through classroom utilizing easybib.

Booker T. & W.E.B. The Debate between W.E.B. Du Bois and Booker T. Washington

Two great leaders of the black community in the late 19th and 20th century were W.E.B. Du Bois and Booker T. Washington. However, they sharply disagreed on strategies for black social and economic progress. Their opposing philosophies can be found in much of today’s discussions over how to end class and racial injustice, what is the role of black leadership, and what do the ‘haves’ owe the ‘have-nots’ in the black community. Booker T. Washington​, educator, reformer and the most influential black leader of his time (1856-1915) preached a philosophy of self-help, racial solidarity and accommodation. He urged blacks to accept discrimination for the time being and concentrate on elevating themselves through hard work and material prosperity. He believed in education in the crafts, industrial and farming skills and the cultivation of the virtues of patience, enterprise and thrift. This, he said, would win the respect of whites and lead to African Americans being fully accepted as citizens and integrated into all strata of society. W.E.B. Du Bois​, a towering black intellectual, scholar and political thinker (1868-1963) said no–Washington’s strategy would serve only to perpetuate white oppression. Du Bois advocated political action and a civil rights agenda (he helped found the NAACP). In addition, he argued that social change could be accomplished by developing the small group of college-educated blacks he called “the Talented Tenth:” “The Negro Race, like all races, is going to be saved by its exceptional men. The problem of education then, among Negroes, must first of all deal with the “Talented Tenth.” It is the problem of developing the best of this race that they may guide the Mass away from the contamination and death of the worst.” At the time, the Washington/Du Bois dispute polarized African American leaders into two wings–the ‘conservative’ supporters of Washington and his ‘radical’ critics. The Du Bois philosophy of agitation and protest for civil rights flowed directly into the Civil Rights movement which began to develop in the 1950’s and exploded in the 1960’s. Booker T. today is associated, perhaps unfairly, with the self-help/colorblind/Republican/Clarence Thomas/Thomas Sowell wing of the black community and its leaders. The Nation of Islam and Maulana Karenga’s Afrocentrism derive too from this strand out of Booker T.’s philosophy. However, the latter advocated withdrawal from the mainstream in the name of economic advancement

http://www.pbs.org/wgbh/pages/frontline/shows/

race/etc/road.html

W. E. B. DuBois

http://www.ushistory.org/us/42e.asp

Founding members of the Niagara Movement, formed to assert full rights and opportunity to African Americans. “We

want full manhood suffrage and we want it now…. We are men! We want to be treated as men. And we shall win.”

W.E.B. DuBois is on the second row, second from the right.

WILLIAM EDWARD BURGHARDT DUBOIS​ was very angry with Booker T. Washington. Although he admired

Washington’s intellect and accomplishments, he strongly opposed the position set forth by Washington in

his Atlanta Exposition Address. He saw little future in agriculture as the nation rapidly industrialized.

DuBois felt that renouncing the goal of complete integration and social equality, even in the short run, was

counterproductive and exactly the opposite strategy from what best suited African Americans.

Early Life and Core Beliefs

The childhood of W. E. B. DuBois could not have been more different from that of Booker T. Washington.

He was born in Massachusetts in 1868 as a free black. DuBois attended ​FISK UNIVERSITY​ and later became

the first African American to receive a Ph. D. from Harvard. He secured a teaching job at Atlanta

University, where he believed he learned a great deal about the African American experience in the South.

DuBois was a staunch proponent of a classical education and condemned Washington’s suggestion that

blacks focus only on vocational skills. Without an educated class of leadership, whatever gains were made

by blacks could be stripped away by legal loopholes. He believed that every class of people in history had

a “​TALENTED TENTH​.” The downtrodden masses would rely on their guidance to improve their status in

society.

Political and social equality must come first before blacks could hope to have their fair share of the

economic pie. He vociferously attacked the Jim Crow laws and practices that inhibited black suffrage. In

1903, he published ​THE SOULS OF BLACK FOLK​, a series of essays assailing Washington’s strategy of

accommodation.

The Niagara Movement and the NAACP

In 1905, DuBois met with a group of 30 men at Niagara Falls, Canada. They drafted a series of demands

essentially calling for an immediate end to all forms of discrimination. The ​NIAGARA MOVEMENT​ was

denounced as radical by most whites at the time. Educated African Americans, however, supported the

resolutions.

Four years later, members of the Niagara Movement formed the ​NATIONAL ASSOCIATION FOR THE

ADVANCEMENT OF COLORED PEOPLE (NAACP)​. This organization sought to fight for equality on the national

front. It also intended to improve the self-image of African Americans. After centuries of slavery and

decades of second-class status, DuBois and others believed that many African Americans had come to

accept their position in American society.

DuBois became the editor of the organization’s periodical called ​THE CRISIS​, a job he performed for 20

years. The Crisis contained the expected political essays, but also poems and stories glorifying African

American culture and accomplishments. Later, DuBois was invited to attend the organizational meeting for

the United Nations in 1946.

As time passed, DuBois began to lose hope that African Americans would ever see full equality in the

United States. In 1961, he moved to Ghana. He died at the age of 96 just before Martin Luther King Jr. led

the historical civil rights march on Washington.

Booker T. Washington ​http://www.ushistory.org/us/42d.asp At the dawn of the 20th century, nine out of ten African Americans lived in the South. Jim Crow laws of segregation ruled the land. The Supreme Court upheld the power of the Southern states to create two “​SEPARATE BUT EQUAL​” societies with its 1896 ​PLESSY V. FERGUSON​ opinion. It would be for a later Supreme Court to judge that they fell short of the “equal” requirement. Although empowered to vote by the Fifteenth Amendment, ​POLL TAXES​,​LITERACY TESTS​, and outright violence and intimidation reduced the voting black population to almost zero. Economically, African Americans were primarily poor sharecroppers trapped in an endless cycle of debt. Socially, few whites had come to accept blacks as equals. While progressive reformers ambitiously attacked injustices, it would take great work and great people before change was felt. One man who took up the challenge was ​BOOKER T. WASHINGTON​. Founding Tuskegee Institute Born into slavery in 1856, Washington had experienced racism his entire life. When emancipated after the Civil War, he became one of the few African Americans to complete school, whereupon he became a teacher. Believing in practical education, Washington established a ​TUSKEGEE INSTITUTE​in Alabama at the age of twenty-five. Washington believed that Southern racism was so entrenched that to demand immediate social equality would be unproductive. His school aimed to train African Americans in the skills that would help the most. Tuskegee Institute became a center for agricultural research. The most famous product of Tuskegee was ​GEORGE WASHINGTON CARVER​. Carver concluded that much more productive use could be made of agricultural lands by diversifying crops. He discovered hundreds of new uses for sweet potatoes, pecans, and peanuts. Peanut butter was one such example. Washington saw a future in this new type of agriculture as a means of raising the economic status of African Americans. The Atlanta “Compromise” In 1895, Washington delivered a speech at the ​ATLANTA EXPOSITION​. He declared that African Americans should focus on ​VOCATIONAL EDUCATION​. Learning Latin and Greek served no purpose in the day-to-day realities of Southern life. African Americans should abandon their short-term hopes of social and political equality. Washington argued that when whites saw African Americans contributing as productive members of society, equality would naturally follow. For those dreaming of a black utopia of freedom, Washington declared, “Cast down your bucket where you are.” Many whites approved of this moderate stance, while African Americans were split. Critics called his speech the Atlanta Compromise and accused Washington of coddling Southern racism.

http://www.ushistory.org/us/42d.asp
Still, by 1900, Washington was seen as the leader of the African American community. In 1901, he published his autobiography, ​UP FROM SLAVERY​. He was a self-made man and a role model to thousands. In 1906, he was summoned to the White House by President Theodore Roosevelt. This marked the first time in American history that an African American leader received such a prestigious invitation. Despite his accomplishments, he was challenged within the black community until his death in 1915. His most outspoken critic was W. E. B. DuBois