DOCUMENT-BASED QUESTION RUBRIC     5  4  3  2  1  ·​ ​Thoroughly  addresses all  aspects of the task  by accurately  analyzing and  interpreting most  of the document  ·​ ​Incorporates  relevant outside  information  ·​ ​Richly supports  essay with relevant  facts, examples,  and details  ·​ ​Writes a  well-developed  essay, consistently  demonstrating a  logical and clear  plan of organization  ·​ ​Uses  information from  the documents in  the body of the  essay  ·​ ​Includes a  strong introduction  and conclusion  ·​ ​Addresses all  aspects of the task  by accurately  analyzing and  interpreting most  of the documents  ·​ ​Incorporates  relevant outside  information  ·​ ​Includes  relevant facts,  examples, and  details, but  discussion may be  more descriptive  than analytical  ·​ ​Writes a  well-developed  essay,  demonstrating a  logical and clear  plan of organization  ·​ ​Includes a  good introduction  and conclusion  ·​ ​Addresses  most aspects of  the task or  addresses all  aspects in a limited  way; uses some of  the documents  ·​ ​Incorporates  limited or no  relevant outside  information  ·​ ​Uses some  facts, examples,  and details, but the  discussion is more  descriptive rather  than analytical  ·​ ​Writes a  satisfactorily  developed essay,  demonstrating a  general plan of  organization  ·​ ​Restates the  theme in the  introduction and  concludes with a  simple restatement  of the theme  ·​ ​Attempts to  address some  aspects of the  task making  limited use of  the documents  ·​ ​No relevant  outside  information is  presented  ·​ ​Uses a few  facts, examples  and details and  discussion simply  restates  contents of the  documents  ·​ ​Writes a  poorly organized  essay, lacking  focus  ·​ ​Has vague or  missing  introduction  and/or conclusion  ·​ ​Shows a  limited  understanding of  the task with  vague, unclear  references to the  documents  ·​ ​No relevant  outside  information is  presented  ·​ ​Attempts to  complete the task  but essay  demonstrates a  major weakness in  the organization  ·​ ​Uses little or  no accurate or  relevant facts,  details, examples  ·​ ​Has no  introduction or  conclusion  Name___________________________________________  Score___________________________________________ W. E. B. DuBois 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 equali.

1. DOCUMENT-BASED QUESTION RUBRIC
5 4 3 2 1
· Thoroughly
addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the document
· Incorporates
relevant outside
information
· Richly supports
essay with relevant
facts, examples,
and details
· Writes a
well-developed

2. essay, consistently
demonstrating a
logical and clear
plan of organization
· Uses
information from
the documents in
the body of the
essay
· Includes a
strong introduction
and conclusion
· Addresses all
aspects of the task
by accurately
analyzing and
interpreting most
of the documents
· Incorporates
relevant outside

3. information
· Includes
relevant facts,
examples, and
details, but
discussion may be
more descriptive
than analytical
· Writes a
well-developed
essay,
demonstrating a
logical and clear
plan of organization
· Includes a
good introduction
and conclusion
· Addresses
most aspects of
the task or

4. addresses all
aspects in a limited
way; uses some of
the documents
· Incorporates
limited or no
relevant outside
information
· Uses some
facts, examples,
and details, but the
discussion is more
descriptive rather
than analytical
· Writes a
satisfactorily
developed essay,
demonstrating a
general plan of

5. organization
· Restates the
theme in the
introduction and
concludes with a
simple restatement
of the theme
· Attempts to
address some
aspects of the
task making
limited use of
the documents
· No relevant
outside
information is
presented
· Uses a few
facts, examples
and details and

6. discussion simply
restates
contents of the
documents
· Writes a
poorly organized
essay, lacking
focus
· Has vague or
missing
introduction
and/or conclusion
· Shows a
limited
understanding of
the task with
vague, unclear
references to the
documents
· No relevant

7. outside
information is
presented
· Attempts to
complete the task
but essay
demonstrates a
major weakness in
the organization
· Uses little or
no accurate or
relevant facts,
details, examples
· Has no
introduction or
conclusion
Name___________________________________________
Score___________________________________________

8. W. E. B. DuBois
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

9. 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.

10. 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.

11. 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
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"

12. 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

13. 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.
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

14. 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.
Washington 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.

15. 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.

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. TUSKEGEE INSTITUTEin 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.

23. 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