Graph 1 graph 2 Document Analysis Questions
Download 71.48 Kb.
|
- Navigate this page:
- Document Analysis Questions
- Document A Analysis—Answer Key
- Document B Document Analysis Questions
- Document B Analysis—Answer Key
- Document C Document Analysis Questions
- Document C Analysis Answer Key
- Document D Document D Analysis Questions
- Document D Analysis Answer Key
- Document E Analysis—Answer Key
- Document F Analysis—Answer Key
- Document G Racial Violence in the United States
- Document G Analysis—Answer Key
- Document H Analysis—Answer Key
|
Document A-Graphs Source: D. Gray. Teaching American History Grant Project  
GRAPH 1 GRAPH 2 Document Analysis Questions 1. What do these graphs show about the quality of education for Blacks at this time in history? 2. Considering the information in these graphs, why did DuBois and Washington both focus their goals on education for Blacks? 3. Which graph might Washington use to justify his position? Which graph would be most likely used to support DuBois’s position on education for Blacks and why?
1. What do these graphs show about the quality of education for Blacks at this time? Many fewer Blacks, compared to Whites, were receiving any education whatsoever (Graph 2). Graph 1 shows that even foreign-born White people were receiving a better education, as evidenced by higher literacy rates, in the United States than natural born Black citizens. In general, Black people either received no education or a lower quality education than White people. 2. Considering the information in these graphs, why did DuBois and Washington both focus their goals on education for Blacks? DuBois and Washington both recognized that the key to progress for Black people in post-Reconstruction times was through education; higher economic and societal status could be achieved by having marketable skills and/or the classical Western knowledge associated with a liberal arts education. 3. Which graph might Washington use to justify his position? Which graph would be most likely used to support DuBois’s position on education for Blacks and why? Washington would most likely have used Graph 2 to support the idea that Blacks, to be of value to society, needed an education of some sort. DuBois would be probably have used the data in Graph 1 to justify that the ability to read was connected to the ability to think for yourself and would be the mark of a person who had had a quality education. 4. How can this document be used to answer the question of the DBQ? Answers will vary. This document shows that a plan was needed to improve the lives of African Americans and that discrimination in education was a real threat to the African American community. DuBois advocated advanced education for only a few, but Washington advocated basic education for all. Document B 
Document Analysis Questions 1. How did Washington describe Negroes’ past contributions? 2. What was Washington’s vision for the Negro? 3. What would be required for Negroes to be accepted into American Society? 4. How can this document be used to support a position for the best vision for African Americans in society Document B Analysis—Answer Key 1. How did Washington describe Negroes’ past contributions? “…you can be sure in the future, as in the past, that you and your families will be surrounded by the most patient, faithful, law-abiding, and unresentful people that the world has seen. As we have proved our loyalty to you in the past, in nursing your children, watching by the sickbed of your mothers and fathers, and often following them with tear-dimmed eyes to their graves, so in the future, in our humble way, we shall stand by you with a devotion that no foreigner can approach, ready to lay down our lives…” 2. What was Washington’s vision for the Negro?
3. What would be required for Negroes to be accepted into American Society? That they continue to be loyal, faithful, law-abiding and unresentful of their place in American society; that they not object to unfair treatment or discrimination 4. How can this document be used to support a position for the best vision for African Americans in society? Answers will vary. This document asserts that African Americans will make progress in education and prosperity if they are willing to work within their circumstance of segregation and discrimination. Document C
Document Analysis Questions 1. What does DuBois argue must be done? 2. How does DuBois describe liberty coming? 3. Dubois seeking for acceptance of Negroes into American Society or democracy for all? Explain. 4. How will this document support your position of who had the best vision for African Americans in American Society? Document C Analysis Answer Key 1. What does DuBois argue must be done? “We must complain. Yes, plain, blunt complain, ceaseless agitation, unfailing exposure of dishonesty and wrong—this is the ancient, unerring way to liberty, and we must follow it.”
Democracy… “There has been a determined effort in this country to stop the free expression of opinion among black men; money has been and is being distributed in considerable sums to influence the attitude of certain Negro papers” or “the principles of democratic government are losing ground, and caste distinctions are growing in all directions” 4. How will this document support your position of who had the best vision for African Americans in American Society? Answers Will Vary. This document clearly advocates that the only pathway that history has shown leads to liberty is through agitation and opposition, which is contradictory to Washington’s view. Document D 
Document D Analysis Questions
for some changes, what must they continuously do?
Document D Analysis Answer Key 1. While DuBois acknowledges that the American Negro must be patient in waiting for some changes, what must they continuously do? “Negroes must insist continually, in season and out of season, that voting is necessary to modern manhood, that color discrimination is barbarism, and that black boys need education as well as white boys.” 2. Who does DuBois present the argument for educating? Negro Males
3. Dubois argues that the right to vote, civic equality, and the education of youth according to ability are required for “nine million men” to attain what?
African Americans in American Society? Answers will vary. This document can be used to support the idea that anytime a citizen is deprived of their natural rights that they must object and protest until their rights are acknowledged. Document E
Document Analysis Questions 1. What type of education was being provided at Tuskeegee, the school founded by Booker T. Washington? 2. What kinds of jobs would graduates of Tuskeegee be ready to do? 3. What subjects that you are used to taking in school seem to be missing from Tuskeegee? 4. How does this document support the views of Washington regarding the role of African Americans in society? Document E Analysis—Answer Key 1. What type of education was being provided at Tuskeegee, the school founded by Booker T. Washington? Tuskeegee provided an industrial or trade education; it provided students with skills to do trades but did not provide a traditional liberal arts education which would enable its students to enter professions. 2. What kinds of jobs would graduates of Tuskeegee be ready to do? Farmers, teachers (in segregated schools), housekeeper, blacksmith, carpenter, mason, printer, etc. 3. What subjects that you are used to taking in school seem to be missing from Tuskeegee? Reading, writing, mathematics, history, science, the arts 4. How does this document support the views of Washington regarding the role of African Americans in society? Mr. Fortune expressed admiration for Tuskeegee and the way it was preparing young Black males for skilled work; because their entire education was in practical trades, they would be able to earn livings for themselves and have a clearly defined value to American society by the work they were able to produce as a result of attending Tuskeegee. Document F 
Document Analysis Questions 1. What can you infer Ida Wells Barnett thinks of Booker T. Washington’s approach to education for Negros? Offer evidence from the text.
2. What negative outcome does this author feel can come of industrial education? 3. What do you think Ida Wells Barnett means by, “To him it seems like selling a race’s birthright for a mess of pottage”? 4. How does this document address the question of the DBQ? Document F Analysis—Answer Key 1. What can you infer Ida Wells Barnett thinks of Booker T. Washington’s approach to education for Negros? Offer evidence from the text. Because of the inflammatory tone, it can be inferred that she feels this approach will have a negative effect on the advancement of African Americans of that time. She refers to his idea of industrial education as a “hobby”. Doing this, she implies a lack of seriousness in his approach. She uses strong words such as “enemies” and “condemning”. 2. What negative outcome does the author feel can come of industrial education? She says, “…that industrial education will not stand him in a place of political, civil, and intellectual liberty…” While industrial education will put the students to work, they are in no position after to act in roles of politics or having the freedom of their own voices. Limiting choices in education does not help the African American people to realize their own potential and in turn LIMITS their potential. 3. What do you think Ida Wells Barnett means by, “To him it seems like selling a race’s birthright for a mess of pottage”? A “mess of pottage” usually refers to something really attractive but not very valuable. While the dream of education can be fulfilled with industrial education, will it really fulfill all of the dreams sought after by African Americans of that time? So, as natural born citizens of America, their birthrights were to be free to be educated in any capacity, not simply for the trade jobs industrial education would bring. 4. How does this document address the question of the DBQ? This document supports DuBois’ view that industrial education was not enough to satisfy the need and right of African Americans to experience authentic liberty. Document G Racial Violence in the United States Source: http://en.wikipedia.org/wiki/Mass_racial_violence_in_the_United_States Like lynchings, race riots often had their roots in economic tensions or in white defense of the color line…In 1887, for example, ten thousand workers at sugar plantations in Louisiana, organized by the Knights of Labor, went on strike for an increase in their pay to $1.25 a day. Most of the workers were black, but some were white, infuriating Governor Samuel Douglas McEnery, who declared that "God Almighty has himself drawn the color line." The militia was called in, but withdrawn to give free rein to a lynch mob in Thibodaux. The mob killed between 20 and 300 blacks. A black newspaper described the scene: " 'Six killed and five wounded' is what the daily papers here say, but from an eye witness to the whole transaction we learn that no less than thirty-five Negroes were killed outright. Lame men and blind women shot; children and hoary-headed grandsires ruthlessly swept down! The Negroes offered no resistance; they could not, as the killing was unexpected. Those of them not killed took to the woods, a majority of them finding refuge in this city."[1] In 1891, a mob lynched Joe Coe, a black worker in Omaha, Nebraska suspected of attacking a young white woman from South Omaha. Approximately 10,000 white people, mostly ethnic immigrants from South Omaha, reportedly swarmed the courthouse and took Coe from his jail cell, beating and then lynching him. Reportedly 6,000 people visited Coe's corpse during a public exhibition at which pieces of the lynching rope were sold as souvenirs. This was a period when even officially sanctioned executions, such as hangings, were regularly conducted in public.[2] Political cartoon about the East St. Louis massacres of 1917. The caption reads, "Mr. President, why not make America safe for democracy?"
Document G Analysis—Answer Key
Economic tensions and racism
DuBois’ argument of the urgency of actively fighting for civil rights gained credibility everytime there were acts of racial violence; it isn’t much help to be patient as Washington advocated, when your life is at stake.
Answers will vary. It could be used to argue that if African Americans gained economic equality, racial violence would lessen or that unless African Americans actively rebelled against discrimination, racial violence would continue. Document H Source: McGraw-Hill American Government Photo Gallery  
PHOTOGRAPH 1 PHOTOGRAPH 2 Document Analysis Questions 1. What is the most important difference between these examples of segregated drinking fountains? 2. Which photograph would be more in line with Booker T. Washington’s view of the role of Blacks in American society? Why? 3. What was likely DuBois’s view of segregated water fountains? What kind of water fountain do you think he would have advocated? 4. How does this document address the question of the DBQ?
2. Which photograph would be more in line with Booker T. Washington’s view of the role of Blacks in American society? Why? Either fountain would have probably satisfied the vision of Booker T. Washington. In the Atlanta Compromise Address, Washington advocated that Blacks be content with whatever benefits Whites seemed willing to allow them, regardless of the inferiority of the quality. In his view, over time, Blacks would be more fully integrated into and appreciated by American society; the future “equality” of blacks might have looked like the fountain in the 2nd photo and would be aligned with this quote: “No race that has anything to contribute to the markets of the world is long in any degree ostracized.” (Document B) 3. What was likely DuBois’s view of segregated water fountains? What kind of water fountain do you think he would have advocated? DuBois advocated fully equal citizenship for Blacks and would likely have disagreed with the fairness of segregation in water fountains or elsewhere in the public domain (“civic equality” in Document E). DuBois would most likely have wanted what we have today, water fountains that are available for anyone to drink from without restriction, but he might have been willing to accept Fountain 2 as a temporary step in the right direction. 4. How does this document address the question of the DBQ? This document shows this disparity of the application of Plessy v. Ferguson and gives credence to the idea that blacks must actively advocate for themselves or they would be unable to make any real progress in terms of equality. SY 2014-2015 Directory: uploads uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 uploads -> Department of science and humanities department of mathematics part-a questions and answers uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It? uploads -> For want of a nail uploads -> Ownership Models There are two different types of ownership models uploads -> Police Militarization uploads -> City of rising star regular meting thursday, july 14, 2016 uploads -> Township of winfield uploads -> Stop Militarizing Law Enforcement Act of 2014 uploads -> The Black Panther Party’s Ten-Point Program What We Want Now! Download 71.48 Kb. Share with your friends:
|
