The first article looks at the discrimination Black farmers faced during the Civil Rights era of the 1960s.

Full Answer Section

In contrast, the revolution fought for:

• A more egalitarian society: The revolutionaries aimed to create a socialist system that would redistribute wealth and provide better opportunities for all Cubans.
• Social justice: Addressing the issues of poverty, illiteracy, and lack of access to basic services was a central goal.
• National sovereignty: The revolution sought to free Cuba from foreign domination and establish true independence.

Comparison of the Cuban and US Education Systems (Post-Revolution Cuba and the US during Jim Crow/Segregation):

Following the 1959 revolution, Cuba made the reconstruction of its education system a top priority, guided by Marxist ideological principles and the philosophy of José Martí, who advocated for education as a civil right. Key features of the post-revolution Cuban education system included:

• Nationalization and Free Education: All educational institutions were nationalized, and education became free at all levels, from preschool through university.
• Literacy Campaign: A massive literacy campaign in 1961 significantly reduced illiteracy rates by sending volunteer teachers to rural areas. This campaign also aimed to foster unity between urban and rural populations.
• Universal Access: The government focused on providing education to all citizens, including those in remote rural areas and individuals with special needs.
• Integrated Work and Study: While the initial focus on integrating work and study faced challenges, the system aimed to connect education with the needs of the developing nation.
• Emphasis on Revolutionary Ideals: The curriculum emphasized "hard work, self-discipline, and love of country," incorporating aspects of Cuban revolutionary history.
• Teacher Training: Extensive efforts were made to train and improve the quality of teachers.

During the same period, the United States, particularly in the Southern states, was grappling with the deeply entrenched system of racial segregation enforced by Jim Crow laws. This had a profound and detrimental impact on the education system for African Americans:

• Legal Segregation: The "separate but equal" doctrine, established by Plessy v. Ferguson (1896), mandated separate schools for Black and white students.
• Inequality in Resources: Schools for African American children were consistently underfunded compared to white schools. They often had dilapidated facilities, fewer resources, overcrowded classrooms, and less qualified and lower-paid teachers.
• Limited Access and Opportunities: Black children often had limited access to education, with fewer schools available, particularly in rural areas. They were also often denied education beyond basic literacy and vocational training, reinforcing their subordinate status.
• Focus on Vocational Training: Secondary schools for African Americans were sometimes called "training schools" and focused on vocational education, limiting their academic opportunities.
• Resistance to Integration: Even after the Brown v. Board of Education Supreme Court ruling in 1954 that declared state-sponsored segregation in public schools unconstitutional, many Southern states resisted integration, often violently. Full integration was a long and arduous process, marked by significant civil rights activism and federal intervention.

Therefore, the comparison reveals a stark contrast:

• Cuba, after its revolution, actively sought to dismantle inequalities in education by creating a unified, free, and accessible system for all its citizens. While it also aimed to instill revolutionary values, its primary focus was on expanding educational opportunities and reducing disparities.
• The United States, during the Civil Rights era, legally enforced a segregated education system that deliberately created unequal opportunities for African Americans. The fight against this system was a central pillar of the Civil Rights Movement, aiming to achieve the very equality and universal access that post-revolutionary Cuba was striving for. The Jim Crow laws actively perpetuated educational disparities based on race, a form of discrimination that the Cuban Revolution, at least in principle, sought to eliminate. Although Cuba had informal racial biases before the revolution, it did not have state-sanctioned segregation like the US. The revolutionary government explicitly declared racism as a central battle and took steps to desegregate public spaces, including schools

Sample Answer

The Cuban Revolution, which unfolded between 1953 and 1959, was a transformative period driven by deep-seated socio-economic inequalities, widespread political corruption, and the oppressive rule of the US-backed dictator Fulgencio Batista. The revolution sought to overthrow this corrupt regime and establish a socialist state that would address the vast disparities in wealth and living conditions that plagued the island.

Specifically, the revolution fought against:

• Socio-economic inequalities: A stark divide existed between a wealthy elite and a majority living in poverty, particularly in rural areas where landless laborers faced dire conditions and high illiteracy rates.
• Political corruption: Batista's government, which seized power through a military coup in 1952, was characterized by endemic corruption, benefiting the ruling class and neglecting the needs of the general population.
• Political repression: Civil liberties were suppressed, with opposition parties and dissenters facing brutal treatment, creating widespread dissatisfaction.
• US influence: Cuba's economic dependence on the United States and the close alignment of the Batista regime with American interests were seen by many Cubans as a form of neo-colonialism.